职业技能培训外文文献翻译.docx

职业技能培训外文文献翻译.docx

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职业技能培训外文文献翻译

职业技能培训外文翻译2019-2020

英文

Subject-orientedlearning-Anewperspectiveforvocationaltraininginlearningfactories

MalteTeichmann,AndréUllrich,NorbertGronau

Abstract

Thetransformationtoadigitizedcompanychangesnotonlytheworkbutalsosocialcontextfortheemployeesandrequiresinteralianewknowledgeandskillsfromthem.Additionally,individualactionproblemsarise.Thiscontributionproposesthesubject-orientedlearningtheory,inwhichtheemployees´actionproblemsarethestartingpointoftrainingactivitiesinlearningfactories.Inthiscontribution,thesubject-orientedlearningtheoryisexemplifiedandrespectiveadvantagesforvocationaltraininginlearningfactoriesarepointedoutboththeoreticallyandpractically.Thereby,especiallytheindividualactionproblemsoflearnersandtheinfrastructureareemphasizedasstartingpointforlearningprocessesandcompetencedevelopment.

Keywords:

Subject-orientedlearning;actionproblems;vocationaltraining;learningfactories

1Introduction

Workprofileswillchangemassivelyduetotechnicalinnovationsanddigitizedworkplaces.Examplesaretheuseofmobiletechnologiesinproductionthatenablesfastercommunicationchannelsbetweenindividualsaswellastheincreaseduseofdatabasesinproblemsituations.Therefore,thecompetencetodealwithnewtechnologiesisrequired.Atthesametime,technicalsystemsarebecomingmorecomplexasaresultofincreasingautomation,whichraisestheirsusceptibilitytoerrorsduetosituationsthatcannotbeanticipatedinadvance.Amongotherthings,employeeshavethetaskofactingascontrolauthoritiestoreactreflexivelytoerrorsintechnicalworkingenvironments.Experience-basedactivitiesandtheabilitytoapplythisknowledgealsointhesenseofactioncompetenceaccordinglygaininimportance.Therefore,itisnotsufficienttoonlyconsiderthetechnicaldimensionofdigitaltransformation.Technology-addressingtrainingmustbeaccompaniedbytheoreticallysoundandconceptuallydesignedvocationaltrainingtosupplementindividuallearningprocessesandtraincompetencies.Inconventionalvocationaltraining,competencedevelopmentisrealizedthroughcontrolandsteeringofindividuallearningprocesses.Thereby,itisassumedthatcompetencescanbedevelopedthroughteaching.Thisassumptionisbasedonthebehavioristictraditionthatreduceshumanlearningtoa"stimulus-responsepattern"andpresumescontrollabilityofthelearningprocess.Thismechanisticmodeofoperationisconsideredtobeoutdatedbecausecomplexprocessestakingplacewithintheindividual-suchasthesubjectiveevaluationofindividualactionproblemsandsocialinfluences-areexcludedunderthemetaphorofthe"blackbox".Socialmechanismsandtheirinfluencesonindividuallearningreasonsremainunnoticedbythisstimulus-responsescheme.Thisopensupafunctionalistperspectiveonlearning,whichunderstandspeopleascontrollable"trivialmachines"bymeansofactionstimuli.Themainaddressedquestioninthebehavioristicunderstandingoflearningishowpeoplelearn.Thequestionsofwhatpeoplemotivatestolearnandhowthiscanbetriggeredremainunanswered.Asaresult,thewidelyprevalentbehavioristicallymotivatedvocationaltrainingmustbecriticallyquestioned.

Disregardingtheinfluencesofsocialmechanismsonhumanlearningmeansequatinghumanandanimallearningbehaviors.Humansaresocialbeingsandcannotexistoutsidesocialcontexts.Theinvestigationofhumanbehaviormustaccordinglybecarriedoutwithrecoursetosocialcontexts.Addressingtheproblematicexclusionofsocialcontexts,analternativelearningapproachmustrecognizepeopleassocialbeingswhose（learning）actions

（1）areinfluencedbysociety.Peoples（learning）actionsarealsointrinsicallymotivated.Therefore,

（2）individuallearningreasonshavetobeconsideredforexplaininglearningprocessesandincludedinteachingapproaches.Intrinsicmotivationisnotenforceablebyexternalstimuli.Accordingly,（3）acausalconnectionbetweenlearningandexternalstimulicannotbeassumedbecause（4）learningcannotbeunderstoodasaprocessthatiscontrollablefromoutside.

Inthiscontribution,aparadigmshifttowardssubject-orientedtrainingisproposed,inwhichindividuallearningdispositionsarethebeginningoftrainingactivities.Thegoalofthispaperistointroduceacomplementaryapproachforvocationaltraining,whichisbasedonsubject-orientedlearning（SOL）theoryandfocusesemployees´actionproblemsandindividualreasonstolearnasastartingpointforcompetencedevelopment.Forthispurpose,atheorytransferisapplied.First,differentapproachestolearningareworkedoutonthebasisofaliteratureanalysis.Followingthis,thebasicideasoftraditionaltheoriesandSOLareemphasizedandcomparedtoeachother.Afterwards,theunderstandingofSOLwillbefurtherexplored.Onthisbase,thepotentialsofindividualreasonstolearnandindividualactionproblemsforvocationaltrainingarepointedout.Theseindividualactionproblemscanbepickedupinlearningfactories,inwhichemployeescanlearnandtrainwithoutinterruptingproductionprocesses.Finally,asummaryisgivenandconclusionsaredrawn

2Overviewoflearningtheories

Humanworkperformanceremainsarelevantsuccessfactorofdigitaltransformation.However,thetopicoftargetgroup-orientedvocationaltrainingdoesnotreceivesufficientattentionbothintheoryandinpracticeduetothetechnologyfocus.Adultsrequirespecialformatsandformsthatcannotberealizedbytraditionalapproaches:

Vocationaltrainingismostlydonethroughfrontalteaching,whichisbasedonthebehavioristicstimulus-responsemodelorrelatedconceptsthatassumeacausalitybetweenteachingandlearning.Theirpopularityisbasedonsupposedcontrollability:

iflearningprocessescanbecontrolledandplanned,theycaninteraliabeusedforeconomicexploitation.Thisunderstandingprovedtobetooshort-sighted,sinceunexpectedhumanbehaviorcannotbeexplainedandindividualreasonstolearnarenottakenintoaccount.

Thecriticismofthe"blackbox"wastakenupbythecognitive-psychologicalapproach.Individualsareunderstoodasopensystemswhoseinternalstructuresarenotsimplyrecognizablefromtheoutside.Learningprocessesareunderstoodasinformationprocessingprocessesbetweensubjectivelyconstructedstructuresandstructuralconditionsoftheenvironment.Centralfactorsaretheindividualandtheenvironment.Essentialaspectsaretheadaptationtoenvironmentalinfluencesbytheindividual（assimilation）aswellasthechangeoftheenvironmentbytheindividual（accommodation）.Thefocusisonbalancingindividualandexternalforcesthroughbothprocesses.Cognitive-psychologicalapproaches,however,donotincludesocialcontextsintheanalysisoflearningprocesses.Byexcludingsocialdimensions,acausalitysubordinationofhumanlearningremainsprevalent.Thislimitsthescopeofcognitivelearningtheories.Inaddition,thesocialimplicationsofthechangesinducedbydigitizationaretoogreattoleavethemunnoticedinvocationaltraining.

Constructivistlearningtheoryalsoregardslearningastheprocessingofexternalinformation.Withinthisapproach,both,radicalandmoderateconstructivismhavedeveloped.Radicalconstructivismunderstandsobjectiverealityasanentityconstructedindividuallybyeachperson.However,theexistenceofcollectivetruthsishidden.Inmoderateconstructivism,subjectsarenotunderstoodasopenbutasclosedandthusself-referentialsystems.Theindividuallearner’sstructures,intentions,andprocessescannotbepenetratedfromtheoutside.Althoughteachersandlearnerscannotreconstructeachother,bothsystemsarelooselycoupledwitheachother.Statementsaboutsocialconnectionsandtheiremergencecan,however,onlybemadeasindividualintegrations.Acriticalreflectionofsociallygivenmechanismsofactiononindividuallearningreasonsisthusnotpossible,sincethesedonotactuallyexistinthistheoreticalperspective.Theexclusionofsocialcontextinvocationaltrainingistoberegardedasextremelycriticalagainstthesocio-economicconsequencestobeexpectedfromdigitization.

Thesubject-orientedunderstandingoflearningdefineslearningasanintrinsicallymotivatedprocessthatcannotbecontrolledfromoutsideandisbasedonindividualreasonsforlearning.Learningprocessesareaimedatexpandingtheself-understandingandtheinfluenceontheenvironmentbyrealizingopportunitiesgivenbysociety.Inthisway,thisunderstandingoflearningclearlydistinguishesitselffromtheotherwhichunderstandlearningprocessesasanadaptationtoexternalstimuli.Thebasisforthisistheassumptionthattherelationshipbetweensubjectandenvironmentischaracterizedbyaduality,thatis,socialcontextsconstitutetheworldinwhichindividualslive.Equally,however,individualsalsoshapethissocietythroughactions,wherebybothaspectsaremutuallydependent.Consequently,learningprocessescannotbeinitiatedbyexternalinfluencessuchasteachingandtheirresultscannotbepredetermined.Teachingisunderstoodasexternalactivity.Learningprocessescanbesupportedbyteachers,buttheycannotbetriggeredorpurposefullydirectedbythem.Thetable

（1）showstheresultsofthecomparisonofthetheoriesusingthecriteriaintroducedinsection1.

Learningprocessesandconsequentiallearningsuccessescannotbe"produced".BasedontheSOLtheory,whichisparticularlypromisingforadults,theindividualreasonstolearnandactionproblems,aswellastheconditionsunderwhichtheselearningprocessesareinitiatedandintr