Why do we need development 2

The future of learning: personalized and competence-oriented! (2/8) - Blog education and training

The future of learning: personalized and competence-oriented! (2/8)

March 2, 2018 / Prof. Dr. Werner Sauter

Why do we need skills? What are competencies? How can we get them? We pursue these questions in an 8-part blog series and a corresponding brochure. In doing so, we create a picture of how personalized competence development is possible in real challenges. We take a special look at the possibilities that digitization opens up for skills development on the Internet.

In addition to the blog series, it is worth taking a look at the dossier Work 4.0 from wb-web.de. There practical possibilities for the use of digital technologies in further education are presented in the form of instructions and experience reports.

We look forward to interested readers and comments, and hope that this series will give you a comprehensive insight into the topic of competence development on the Internet that is well worth reading!

 

Why do we need skills?

Learning processes do not take place in a vacuum, but are embedded in our modern world of life and work. This is characterized by agile work processes that are characterized by respect, openness and transparency as well as increasing personal responsibility and self-organization. In addition, there is an increasing heterogeneity of learners due to demographic change, combined with a pluralization of living environments. Another characteristic of modern societies is digitization, which has become the driver of technological development in almost all areas and leads to speeds of development in technology and industry, culture and politics that can no longer be mastered with traditional learning. At the same time, modern information technology provides the learning technologies that make competence-oriented learning in the workplace in connection with e-learning, blended learning and social learning possible in the first place.

Against the background of these developments, people have to become significantly more agile. You therefore need competencies for autonomous action with a high degree of freedom of decision for the collaborative solution of challenges, i.e. the joint management of real problems with learning partners - also on the Internet - as well as for self-organized and target-oriented action with digital technologies. Learning has to change accordingly.

 

Individuality of the learner

No learner is like the other - there are as many types of learners as there are people. Each learner brings their own learning experience, their personal learning methods, their own prior knowledge and individual goals into the learning process. So the learning process is different for every person. So let it z. For example, the enormous differences in the learning pace of adults with a factor of 1: 9 (cf. Wahl 2013: 105) appear nonsensical. B. to teach by means of frontal teaching or to “work out” knowledge in a questioning-developing manner. What all learners have in common, however, is that learning is always an active, personalized process. It is therefore necessary to explicitly involve the learners both in the self-organized planning of their learning processes and in the context of active learning phases in order to do justice to their individuality and independence as best as possible.

 

Demographic change

The population is becoming more and more colorful. On the one hand, in industrialized countries there are more and more older people compared to fewer and fewer young people. This means that older people in particular have to learn more in order to be able to continue to actively participate in everyday and professional life. At the same time, current migration movements mean that more and more foreign people are finding a home in Germany. They too have to learn in order to find connection in everyday life and at work. Lifelong learning only works if people are motivated to acquire new skills independently: in everyday life and at work. It should be noted that lifelong learning in the sense of lifelong acquisition of skills is only successful if there is a cultural change in all learning areas: Existing learning concepts and learning materials must be checked to see whether they really enable everyone to act creatively in open, dynamic situations .

 

Heterogeneity of the lifeworld

Germany is becoming more and more diverse. Globalization as well as the associated migration movements pose new challenges for us and thus also for our educational systems. Our fellow citizens from abroad need intercultural skills just like we do ourselves in order to move safely in the diverse worlds that will surround us in the future. In general, intercultural competence can be understood as the ability to be open to new things, previously unknown, especially to foreign cultures, to be able to adapt to new people and situations and to learn personally. This includes communicating in intercultural situations with members of different ethnic groups and in a foreign cultural environment in order to be able to work effectively and professionally. However, intercultural skills cannot be “imparted” through books or seminars with role-plays. Rather, a learning arrangement is required that is based on real, intercultural challenges that are worked on and mastered in dialogue with members of other cultures.

 

Technological change

Digitization is one of the most important drivers for future changes. The consequences of this development are far-reaching. B. the living and working conditions of many people through new business models. Some tasks are omitted, others are added. Skills in dealing with digital technologies are necessary, especially for new tasks. In the future, we will need the competence to move in a networked world of life and work, the concrete form of which we are not yet familiar with. We also have to learn to deal with the new risks of the digital world. It is therefore important to take up new technologies in the context of learning opportunities and to sensibly incorporate them into them as supporting elements of learning. Digitization and the agile working and learning methods that go with it place ever higher demands on the Self-organization skills the employee. However, since these have mostly been socialized in work and learning systems that are shaped by external control, they are increasingly needed Action anchor, so valuesthat give them orientation for their actions.

All articles in the series: