Introduction of the Research Project EcoING …
551
The experiences and knowledge gained in all work packages will be documented
and serve as a basis for the practical implementation guide (WP5). This should enable
the dissemination of the concept to other universities. In addition to a collection of
learning tasks and teaching materials, the guide should also include the experiences
gained during the didactic conception of the learning environment of the learning
factory for environmentally compatible product development. In particular, it will
address factors that are considered to be critical for the implementation at different
locations. These factors include, for example, the number of participants and suitable
learning methods (e.g. teamwork or individual work), required prior knowledge or
even the focus of specific learning outcomes due to the strategic orientation of a
university or a course of study.
5 Summary and Discussion
In order to promote sustainability and thus to increase the development of sustainable
products, it is essential to include sustainability into the university education of
future engineers presented within this publication. The research project EcoING,
the development and implementation of an Ecodesign learning factory, pursues the
target to sensitize students for an environmentally compatible product development
at an early stage of their professional life. The contents and central challenges in the
development and implementation of such a learning factory were explained based
on didactic concepts and first results were discussed. Currently, the specific skills
and necessary competences for environmentally compatible product development are
analyzed and set in the context of household appliances (due to the product examples
for the learning scenarios). This knowledge is needed to derive the specific learning
outcomes. Based on a newly developed model for the reducing the environmental
impacts of technical products during their usage phase, the contents of the practical
learning scenarios are being developed, suitable teaching and testing formats are
selected, and the infrastructure is conceived. The first prototypical implementation
of learning scenarios in the learning factory is expected in 2021.
In scientific literature and teaching practice, there is currently a discussion whether
individual courses for sustainability are required or whether the topic of sustainability
should be integrated more comprehensively into existing engineering modules and
become a part of the curriculum (Olsen et al. 2015, p. 161). The future Ecodesign
learning factory addresses both targets. On one hand, a new course for environmentally compatible product development will be designed that takes places in the
learning factory and on the other hand, the infrastructure of the learning factory and
individual learning scenarios can be integrated into existing courses even from other
faculties. Furthermore, it is essential to continue to include the topic of sustainability
into the curricula of degree courses not only from the field of engineering sciences
and more importantly to establish it as an elementary component of a university
education.
This research is sponsored by DBU (2018-2021).
551
The experiences and knowledge gained in all work packages will be documented
and serve as a basis for the practical implementation guide (WP5). This should enable
the dissemination of the concept to other universities. In addition to a collection of
learning tasks and teaching materials, the guide should also include the experiences
gained during the didactic conception of the learning environment of the learning
factory for environmentally compatible product development. In particular, it will
address factors that are considered to be critical for the implementation at different
locations. These factors include, for example, the number of participants and suitable
learning methods (e.g. teamwork or individual work), required prior knowledge or
even the focus of specific learning outcomes due to the strategic orientation of a
university or a course of study.
5 Summary and Discussion
In order to promote sustainability and thus to increase the development of sustainable
products, it is essential to include sustainability into the university education of
future engineers presented within this publication. The research project EcoING,
the development and implementation of an Ecodesign learning factory, pursues the
target to sensitize students for an environmentally compatible product development
at an early stage of their professional life. The contents and central challenges in the
development and implementation of such a learning factory were explained based
on didactic concepts and first results were discussed. Currently, the specific skills
and necessary competences for environmentally compatible product development are
analyzed and set in the context of household appliances (due to the product examples
for the learning scenarios). This knowledge is needed to derive the specific learning
outcomes. Based on a newly developed model for the reducing the environmental
impacts of technical products during their usage phase, the contents of the practical
learning scenarios are being developed, suitable teaching and testing formats are
selected, and the infrastructure is conceived. The first prototypical implementation
of learning scenarios in the learning factory is expected in 2021.
In scientific literature and teaching practice, there is currently a discussion whether
individual courses for sustainability are required or whether the topic of sustainability
should be integrated more comprehensively into existing engineering modules and
become a part of the curriculum (Olsen et al. 2015, p. 161). The future Ecodesign
learning factory addresses both targets. On one hand, a new course for environmentally compatible product development will be designed that takes places in the
learning factory and on the other hand, the infrastructure of the learning factory and
individual learning scenarios can be integrated into existing courses even from other
faculties. Furthermore, it is essential to continue to include the topic of sustainability
into the curricula of degree courses not only from the field of engineering sciences
and more importantly to establish it as an elementary component of a university
education.
This research is sponsored by DBU (2018-2021).