TY - JOUR

T1 - Translating the Learning Factory model to a Danish Vocational Education Setting

AU - Lindvig, Katrine

AU - Mathiasen, Helle

PY - 2020

Y1 - 2020

N2 - In 2018, the Center for the use of digital technologies in teaching (CIU) in the Vocational Education and Training (VET) sector was launched. The center is funded for three years by the Danish Ministry of Education. The main goals of CIU are to qualify the current use of digital technologies in teaching at the Danish vocational schools and furthermore to create a knowledge base on didactic aspects of technology enhanced teaching environments. The Danish VET sector currently face challenges in terms of recruitment, student retention, personalisation of teaching and learning, and in general to align with the demands of the labor market and industrial partners. The VET sector is characterised by a large degree of heterogeneity, both in terms of educational programmes, teaching practices and student population thus, there are no one-size-fits-all solutions. The Learning Factory model offers a lense to identify and hence solve these challenges while also meeting the goals of CIU. We therefore adopted the Learning Factory model and are now in the process of translating it to fit the Danish VET sector. In this paper, we first outline the process of translating the original Learning Factory model to a Danish VET sector. We then present the first round of Learning Factory established this fall. The five Learning Factories include participants from 21 schools and focus on various uses of IT including Virtual Reality, Augmented Reality, and Learning Management systems. We end with a discussion of how to develop a Learning Factory model that can produce solutions to local authentic problems meanwhile facilitating knowledge-sharing across a large, heterogeneous and complex setting such as the Danish VET sector.

AB - In 2018, the Center for the use of digital technologies in teaching (CIU) in the Vocational Education and Training (VET) sector was launched. The center is funded for three years by the Danish Ministry of Education. The main goals of CIU are to qualify the current use of digital technologies in teaching at the Danish vocational schools and furthermore to create a knowledge base on didactic aspects of technology enhanced teaching environments. The Danish VET sector currently face challenges in terms of recruitment, student retention, personalisation of teaching and learning, and in general to align with the demands of the labor market and industrial partners. The VET sector is characterised by a large degree of heterogeneity, both in terms of educational programmes, teaching practices and student population thus, there are no one-size-fits-all solutions. The Learning Factory model offers a lense to identify and hence solve these challenges while also meeting the goals of CIU. We therefore adopted the Learning Factory model and are now in the process of translating it to fit the Danish VET sector. In this paper, we first outline the process of translating the original Learning Factory model to a Danish VET sector. We then present the first round of Learning Factory established this fall. The five Learning Factories include participants from 21 schools and focus on various uses of IT including Virtual Reality, Augmented Reality, and Learning Management systems. We end with a discussion of how to develop a Learning Factory model that can produce solutions to local authentic problems meanwhile facilitating knowledge-sharing across a large, heterogeneous and complex setting such as the Danish VET sector.

U2 - 10.1016/j.promfg.2020.04.077

DO - 10.1016/j.promfg.2020.04.077

M3 - Journal article

VL - 45

SP - 90

EP - 95

JO - Procedia Manufacturing

JF - Procedia Manufacturing

SN - 2351-9789

M1 - 87

ER -