Zur partizipativen Gestaltung von (digitalen) Lernangeboten in der betrieblichen (Weiter-)Bildung: eine empirische Modellentwicklung

Abstract

Digital transformation processes have become the pace setter for increasing (continuing) vocational education and competence development needs. At the same time, they challenge companies to actively realign their personnel and organizational development, as well as each individual taking charge of their lifelong learning in a self-determined and proactive manner. This need can be addressed by (digital) learning offers that are designed in a participatory way - not only for, but with the learners, whereby the democratization of human-centered design processes takes on a major role. The expectation is that this will lead to a higher user acceptance of corresponding learning opportunities, and thus to increased learning successes. In this study, a model for the participatory design of (digital) learning offers was developed on the basis of six expert interviews, which includes practical recommendations and accompanying materials that support the transfer of the underlying theory and findings into the practice of (continuing) vocational education. The theoretical underpinnings on human-centered design and participatory design in general are embedded in discussions of changing occupational requirement profiles, a definition of digital learning and the development of learning cultures in companies.