“Agile learning”的意思、由来-开放百科全书

The framework of scrum can be well adjusted to the requirements of companies for a dynamic, workplace-integrated competence development and the subsequent frequency and intensity with which employees have to educate themselves further and acquire new skills.^[9] As complexity and dynamics in the internal and external specialization and collaborations increase the need for training and competence development increases as well. In terms of competence development, organizations therefore have concrete needs that are not met well by classical forms of qualification (e.g. seminar courses, continuing education courses), namely:

There is a need for the integration of knowledge and content management with collaboration technologies and for developing a new (online) manufacturing training methodology in order to train and build the manufacturing workforce of the future.^[11] Such learning environments and learning processes have as requirements:

So far, however, there are hardly any suitable continuing education formats for this need. One answer to this is the agile learning approach with its flexibility in relation to all three above mentioned requirements. In accordance with scrum and established psychological findings for an effective pursuit of goals,^[13] Agile Learning divides an extensive (learning) process into individual, manageable learning phases. Here, too, the three pillars of scrum of transparency, verification, adaptation apply.

Key elements

Roles within agile learning

Parallel to Scrum, three roles can be described, which have slightly different tasks in Agile Learning.

Sponsor ("Product Owner")

Coach ("Scrum Master")

Team

Agile learning in university

In agile teaching and learning, students take on the role of the client; the agile software development process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching process^[16]

Agile methods can be incorporated into courses both as content and as the working method for students. Agile learning implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on an implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and project management.^[17]

Potentials and limits of agile learning

In agile learning the participants may gain new competencies that are, unlike in classical formal education, directly linked to their work context. In pursuit of the individual problem-solving as well as in exchange with the learning team and the coaches, their competence increase becomes recognizable to themselves, so that successful learning strategies can also be harnessed in future. Therefore, the main potential of this approach lies in the practical relevance of the acquired competencies and in the demand-oriented communication of contents, techniques, and skills.

Like any project-oriented teaching/learning method, agile learning reaches its boundaries when the goal is the systematic coverage of a pre-defined curriculum. Exemplary learning cannot ensure this. For subject areas where particular importance is attached to the completeness of learning content (e.g. safety at work or fire protection), classical further education formats are to be preferred. There, agile learning projects can only supplement training with a transfer supporting the sustainable implementation of the learning content in everyday working life.

References

1. ^Longmuß, J., Höhne, B., Bräutigam, S., Oberländer, A. & Schindler, F. (2016). Agile Learning – Bridging the Gap between Industry and University. Proceedings of the 44th SEFI Conference. Tampere; https://www.sustainum.de/wp-content/uploads/2016/11/SEFI_Agile-Learning_paper.pdf
2. ^https://sites.google.com/a/scolibri.com/agiles-lernen/{{full citation needed|date=March 2018}}
3. ^{{cite web|url=https://agile-learning.eu/altef/|title=Workplace Integrated Learning for Technical Experts with a Vocational Background – Agile Learning|website=agile-learning.eu}}
4. ^{{cite web|url=https://www.efrontlearning.com/blog/2017/03/agile-learning-design-great-elearning-results.html|title=Five Letters For Success: Embracing The AGILE Learning Method|date=7 March 2017|website=efrontlearning.com}}
5. ^{{cite web|url=http://edutechwiki.unige.ch/en/Agile_learning|title=Agile learning - EduTech Wiki|website=edutechwiki.unige.ch}}
6. ^Masullo, M., Messier, P., Tsantis, L. & Criscenti, D.: Agile Learning for Agile Manufacturing: An e-Learning Model; Society for Applied Learning Technology SALT'05 August 24–26, 2005 Arlington, Virginia
7. ^Noguera, Ingrid & Guerrero, Anna & Appel, Christine. (2015). The UOC's educational model: from collaborative learning to agile learning. Universitat Oberta de Catalunya
8. ^Schwaber, K. & Sutherland, J.: The Scrum Guide - The Definitive Guide to Scrum: The Rules of the Game; http://www.scrumguides.org/ Nov. 2017
9. ^{{Cite web |url=https://www.thedailybeast.com/take-your-project-management-skills-to-the-next-level |title=Take Your Project Management Skills To The Next Level |last=Winkelman |first=Samantha |date=2018-03-08 |website=The Daily Beast |language=en |access-date=2018-03-14}}
10. ^Hansen, P. K.; Fradinho, M.; Andersen, B. & Lefrere, P. (2009). Changing the way we learn: towards agile learning and co-operation. In: "Learning and Innovation in Value Added Networks" - The Annual Workshop of the IFIP Working Group 5.7 on Experimental Interactive Learning in Industrial Management, 25–26 May 2009, ETH Zurich, Switzerland
11. ^Masullo et al., op. cit.{{full citation needed|date=March 2018}}
12. ^{{cite journal |doi=10.1007/s41449-017-0055-x |title=Agiles Lernen am Arbeitsplatz – Eine neue Lernkultur in Zeiten der Digitalisierung |journal=Zeitschrift für Arbeitswissenschaft |volume=71 |issue=2 |pages=110 |year=2017 |last1=Höhne |first1=Benjamin P |last2=Bräutigam |first2=Sandra |last3=Longmuß |first3=Jörg |last4=Schindler |first4=Florian}}
13. ^P. M. Gollwitzer, G. Oettingen: Goal pursuit. In: R. M. Ryan (Hrsg.): The Oxford Handbook of Human Motivation. Oxford University Press, New York 2012, {{ISBN|978-0-19-539982-0}}, S. 208–231
14. ^{{cite journal |doi=10.1016/j.promfg.2017.04.003 |title=Agile Learning for Vocationally Trained Expert Workers. Expanding Workplace-based Learning One Sprint at a Time |journal=Procedia Manufacturing |volume=9 |pages=262 |year=2017 |last1=Longmuß |first1=Jörg |last2=Höhne |first2=Benjamin P }}
15. ^Longmuss, J., Grantz, T. & Hoehne, B.: Mediengestützte Arbeits‐ und Lernprojekte als Instrument der betrieblichen Kompetenzentwicklung. In: D. Ahrens, G. Molzberger (Hrsg.): Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten – Gestaltung sozialer, organisationaler und technologischer Innovationen. Springer, Berlin 2017, {{ISBN|978-3-662-54955-1}}
16. ^B. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen für neue Wege: digitale Medien in der Hochschule. Waxmann, Münster 2015, {{ISBN|978-3-8309-3170-6}}{{page needed|date=March 2018}}
17. ^{{cite journal |doi=10.1016/j.compedu.2017.09.008 |title=Collaborative agile learning in online environments: Strategies for improving team regulation and project management |journal=Computers & Education |volume=116 |pages=110 |year=2018 |last1=Noguera |first1=Ingrid |last2=Guerrero-Roldán |first2=Ana-Elena |last3=Masó |first3=Ricard }}

Background

Agile Learning in companies

Requirements