Digitally supported cooperative learning through customer orders; sub-project: developing and testing the overall teaching approach

Background and problem statement

In “LIKA 4.0”, a research and development consortium comprising thirteen industrial and technical craft businesses, Akademie Zukunft Handwerk (AZH), digital agency Interlutions and the Institute Technology and Education (ITB) at the University of Bremen worked together to develop, test and sustain digitally supported continuing training for in-company training staff in the occupations of plant mechanic for sanitary, heating and air-conditioning systems (AM-SHK) and electronics technician for energy and building technology (EEG). The aim was to implement the work- and business-process-oriented training concept “Learning through Customer Orders” (LIKA) in craft training practice and support it digitally through a training management system (AMS). Craft trainees increasingly undertake complex tasks in digitalised environments as future service technicians, project managers or business owners. Preparing them appropriately required, in particular, the professionalisation of in-company training staff. The project addressed two key needs: first, the lack of continuing training provision for in-company trainers that systematically incorporates digital approaches; second, the absence of digital tools for planning, delivering and evaluating training sequences related to work processes. The continuing training programme and AMS were developed and tested in iterative cycles based on design-based research approaches. AZH coordinated the project and developed transfer strategies for craft practice. ITB was responsible for the vocational and media pedagogy concept, evaluation and alignment with teaching requirements. Interlutions, a digital agency based in Cologne, developed the technical infrastructure, particularly the training management system. Transfer into practice was ensured through thirteen funded craft businesses serving as key multipliers within AZH’s network. Vocational schools and inter-company training centres were also involved to promote sustainable cooperation between learning venues.

Research questions

• How should a digitally supported continuing training concept oriented towards work and business processes be designed so that trainers can apply LIKA confidently and transfer it into their training practice?

• What functional, pedagogical and user-related requirements must the training management system meet to support effectively the planning, delivery and evaluation of learning and work tasks based on customer orders?

• What effects do the continuing training programme and AMS have on training staff’s design competence and trainees’ learning processes?

Approach

The project followed an iterative design-based research approach with eight work packages. (1) Following a systematic review of the existing situation, frameworks of occupational fields of activity were first developed for the two training occupations, AM-SHK and EEG. These formed the basis of the overall teaching concept, which comprised three components: the development of illustrative order-related learning and work tasks, a concept for digital learning support, and an approach to promoting cooperative learning. (2) In parallel, a blended learning continuing training course was designed, combining face-to-face sessions with self-directed online learning. The face-to-face elements took place in Alsdorf and enabled collegial exchange and intensive engagement with LIKA. The online component allowed flexible learning from the workplace or home. (3) On this basis, Interlutions developed prototypes of a web-based training management system enabling trainers to plan, document and evaluate learning processes digitally using specific customer orders. (4) Two testing and quality improvement cycles were conducted in participating companies. These included formative evaluations by ITB, whose findings informed successive improvements to both the continuing training course and the software.

Results

• A fully developed blended learning course for trainers, piloted in three rounds and revised several times.

• A functional prototype of the training management system, with core modules for order management, documentation related to learning objectives and reflection on training processes.

• A catalogue of pedagogical criteria for assessing the quality and implementation of learning and work tasks based on customer orders.

• A documented increase in training staff’s vocational pedagogical competence in planning, supporting and reflecting on training in company contexts.

Dissemination

• All relevant materials, evaluation findings and the current version of AMS were made available through a publicly accessible project website with an open-access section.

• AZH organised twice-yearly network meetings in Alsdorf to discuss project progress and involve further companies.

• Results were presented at national specialist events, including eQualification, the DGfE Vocational and Business Education section meeting, and the Vocational Education University Days.

• A transfer concept was developed to embed the continuing training course permanently within AZH’s portfolio. Maintenance and further development of the training management system were handed over to Interlutions.

• LIKA 4.0 thus delivered a practically tested, research-based and digitally supported model for professionalising in-company trainers that continued beyond the end of the project.