Von der Humanisierung zur Digitalisierung: Entwicklungsetappen betrieblicher Kompetenzentwicklung

Ahrens, Daniela; Gessler, Michael

doi:10.1007/978-3-662-54956-8_11

Cited by 10 publications

(5 citation statements)

References 6 publications

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“…This problematic is reflected in domestic and foreign studies. In the literature analyzes: informatization of school and university education, its methodical aspects (Yang, Yang, Wu, & Liu, 2013;Eickelmann, 2010;Robert, 2017;Joseph, 2018;Erpenbeck, Sauter, & Sauter, 2015); informatization of the system of education management (Passey & Breiter, 2013); problems of informatization of the training of personnel potential and the organization of "lifelong learning" (Ahrens & Molzberger, 2018;Noguchi, Guevara, & Yorozu, 2015). The information space is recognized by researchers as one of the innovative learning environments (OECD, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Formation Of Metasubject Skills Of Students In The Information Educational Space

Borisenkov¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Resultsmentioning

confidence: 99%

The Formation Of Metasubject Skills Of Students In The Information Educational Space

Borisenkov¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…At a political level, the challenge of turning automation into innovative activities when the potential for workers' learning is being enhanced through a reshaping of work organisation is underlined by Germany' s extension of the discourse on Industry 4.0 to the 4th generation of work organisation (Work 4.0, see above). Although the supposed link between new forms of automation (notably robots) and a novel work organisation is still rather tenuous (Ahrens & Gessler, 2018), the overall discussion could have theoretical and practical consequences.…”

Section: Summary and Discussion Of Findingsmentioning

confidence: 99%

“…This important approach acknowledges the potential for active adaptation at the local level through public discourse. One example is found in Germany where -from 2011 and onwards -a constellation of business and science interests was enlarged to include trade unions at the same time as the government altered the paradigmatic label 'Industry 4.0' to 'Work 4.0' (Ahrens & Gessler, 2018).…”

Section: Theoretical and Methodological Foundationsmentioning

confidence: 99%

Skills and employment under automation: Active adaptation at the local level

Ure¹,

Skauge

2019

IJRVET

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Context: The article contributes to a discussion of how patterns of employment and qualifications are modified by the ongoing industrial transformation, called Industry 4.0. Although this transformation is said to be a global phenomenon, scholars increasingly discuss the national differences in the wake of Industry 4.0. Our article aims to intervene in this debate by analysing the industrial transformation of a small island situated at the West coast of Norway. We notably investigate the technological renewal by means of Computerised Numeric Control (CNC) and robotics in a network of mechanical firms. Approach: Nine small mechanical engineering firms are analysed by drawing on theories on business networks and clustering of firms. This allows for a discussion of how automation, employment, staff training and profitability are interconnected. The main research question is how the firms are locally embedded in a way that sheds light on the social dimension of vocational training, which is considered a form of Corporate Social Responsibility. Findings: It is informative to use the heuristic concept ‘pre-cluster agglomeration’ to characterise how the nine firms under scrutiny are interacting, while being assisted by a forward-looking industrial association and supported by an active local community. The municipality and the county to which this agglomeration belongs, provide training services and other infrastructures that support the firms when they recruit new employees and upskill their staff, - notably by setting up a CNC training centre attached to an upper secondary school. Conclusion: Our case does not support off-the-shelf narratives of robotisation implies job cuts. In the same way as previous technological transformations were not solely driven by their inherent technical opportunities, the ongoing robotisation is nuanced by the social shaping of technology. There is room for strategic choices when new technology is integrated in work organisations. The extent to which the workforce should be (re-)trained is subject to decisions and negotiations.

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“…They must understand the processes of the otherwise autonomously running operation and be able to classify deviations from normal operation in order to take appropriate action; in short, they must know and understand the context. There is a danger that the complexity due to an increasing degree of automation becomes overwhelming (Ahrens and Gessler 2018). Second, if humans are entrusted with the task of controlling their own digital twin, for example, to set their own preferences, to assess their own learning progress, to recognize learning potential, this presupposes that humans are aware of their own learning.…”

Section: Learning With the Digital Twinmentioning

confidence: 99%

The Concept of a Digital Twin and Its Potential for Learning Organizations

Berisha-Gawlowski

Caruso

Harteis

2021

Digital Transformation of Learning Organizations

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The digital transformation of organizations in the industrial sector is primarily driven by the opportunity to increase productivity while simultaneously reducing costs through integration into a cyber-physical system. One way to fully tap the potential of a cyber-physical system is the concept of the digital twin, i.e., the real-time digital representation of machines and resources involved – including human resources. The vision of representing humans by digital twins primarily aims at increasing economic benefits. The digital twin of a human, however, cannot be designed in a similar way to that of a machine. The human digital twin shall rather enable humans to act within the cyber-physical system. It therefore offers humans a power of control and the opportunity to provide feedback. The concept of the digital twin is still in its infancy and raises many questions in particular from an educational perspective. The contribution aims at answering the following questions and refers to the example of team learning: Which and how much data should and may the digital twin contain in order to support humans in their learning? To what extent will humans be able to control and design their own learning? How may skills, experiences, and social interactions of humans be represented in the digital twin; their growth and further development, respectively? With cyber-physical systems transcending corporate, national, and legal boundaries, what learning culture will be the frame of reference for the involved organizations?

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Von der Humanisierung zur Digitalisierung: Entwicklungsetappen betrieblicher Kompetenzentwicklung

Cited by 10 publications

References 6 publications

The Formation Of Metasubject Skills Of Students In The Information Educational Space

The Formation Of Metasubject Skills Of Students In The Information Educational Space

Skills and employment under automation: Active adaptation at the local level

The Concept of a Digital Twin and Its Potential for Learning Organizations

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