550
D. Kattwinkel and B. Bender
The design phase (WP2) includes the specification of the learning outcomes, the
choice of instructional strategy, the preparation of the learning tasks, the choice of the
learning organization and the conception of the digital and physical infrastructure.
First results of this work packages can already be presented in Sect. 3 (Outlook
on the content of the learning factory). The described learning scenarios are only
examples. A systematic definition of the actual learning scenarios (in the context of
instructional design, we speak of learning tasks) and their elaboration is currently in
progress. The didactic conception of the learning scenarios is based on a theoretical
model, which combines the systemic correlations between product characteristics
and properties with various Ecodesign strategies to reduce a product’s environmental
impacts. For this purpose, within a literature study, numerous Ecodesign strategies
could be identified and systemized regarding their relation to the usage phase. These
strategies do not only focus a reduction of the energy and resource consumption
but also address the issue of improving a product’s service life (in accordance with
the three different product examples). Specific strategies for improving the service
life, which are to be dealt with in the learning scenarios are, for example (based on
Pigosso 2012):
• Indicate the wear for the user (e.g. indication of required maintenance intervals).
• Simplify the access and the disassembly of components requiring maintenance.
• Use recycled or refurbished components and spare parts.
• Design the product with a modular structure so that obsolescence occurs in the
components and not in the entire product.
• Enable and simplify a hardware upgrading.
• Design products for multifunctional purposes.
• Design products for a collective use (e.g. collective usage concepts such as car
sharing).
This collection of strategies will be further extended within work package 2 and
a systematization of the strategies according to the presented main strategies the
reduction of the energy and material consumption as well as the improvement of the
service life will be finalized. This catalogue of ecological improvement strategies
will be handed out to the students in the course. Its overall objective is not to provide
a complete list but rather to establish a generic understanding for the starting points
and the content of the strategies among the students of the course.
After the preliminary considerations have been transferred into learning scenarios
(or learning tasks) and the two rooms as well as the digital infrastructure for the
learning factory have been completed, the phase of the implementation begins (WP3).
The first pilot runs of the learning factory are planned for 2021.
In work package 4 (WP4) the evaluation of the course is planned and implemented.
At the end of the first pilot runs, the feedback from students, lecturers and industry
partners will be documented and evaluated. The evaluation process has a cyclicaliterative character, since further revision steps (e.g. an adjustment of the learning
scenarios or a redefinition of the learning outcomes) can follow the evaluations,
depending on their results.
D. Kattwinkel and B. Bender
The design phase (WP2) includes the specification of the learning outcomes, the
choice of instructional strategy, the preparation of the learning tasks, the choice of the
learning organization and the conception of the digital and physical infrastructure.
First results of this work packages can already be presented in Sect. 3 (Outlook
on the content of the learning factory). The described learning scenarios are only
examples. A systematic definition of the actual learning scenarios (in the context of
instructional design, we speak of learning tasks) and their elaboration is currently in
progress. The didactic conception of the learning scenarios is based on a theoretical
model, which combines the systemic correlations between product characteristics
and properties with various Ecodesign strategies to reduce a product’s environmental
impacts. For this purpose, within a literature study, numerous Ecodesign strategies
could be identified and systemized regarding their relation to the usage phase. These
strategies do not only focus a reduction of the energy and resource consumption
but also address the issue of improving a product’s service life (in accordance with
the three different product examples). Specific strategies for improving the service
life, which are to be dealt with in the learning scenarios are, for example (based on
Pigosso 2012):
• Indicate the wear for the user (e.g. indication of required maintenance intervals).
• Simplify the access and the disassembly of components requiring maintenance.
• Use recycled or refurbished components and spare parts.
• Design the product with a modular structure so that obsolescence occurs in the
components and not in the entire product.
• Enable and simplify a hardware upgrading.
• Design products for multifunctional purposes.
• Design products for a collective use (e.g. collective usage concepts such as car
sharing).
This collection of strategies will be further extended within work package 2 and
a systematization of the strategies according to the presented main strategies the
reduction of the energy and material consumption as well as the improvement of the
service life will be finalized. This catalogue of ecological improvement strategies
will be handed out to the students in the course. Its overall objective is not to provide
a complete list but rather to establish a generic understanding for the starting points
and the content of the strategies among the students of the course.
After the preliminary considerations have been transferred into learning scenarios
(or learning tasks) and the two rooms as well as the digital infrastructure for the
learning factory have been completed, the phase of the implementation begins (WP3).
The first pilot runs of the learning factory are planned for 2021.
In work package 4 (WP4) the evaluation of the course is planned and implemented.
At the end of the first pilot runs, the feedback from students, lecturers and industry
partners will be documented and evaluated. The evaluation process has a cyclicaliterative character, since further revision steps (e.g. an adjustment of the learning
scenarios or a redefinition of the learning outcomes) can follow the evaluations,
depending on their results.