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A Tangible Learning Application from the 3D Printer for the Practical Teaching of Meat Cutting in Inclusive Vocational Education
参考中译:3D打印机在全纳职教切肉实践教学中的应用


     

文集名：Learning Technologies and Systems
作者：Victoria Batz（Magdeburg-Stendal UAS）
Fabian Kuhne（Magdeburg-Stendal UAS）
Kristin Hasak（Magdeburg-Stendal UAS）
Frederik Pufe（Magdeburg-Stendal UAS）
Matthias Morfeld（Magdeburg-Stendal UAS）
Michael A. Herzog（Magdeburg-Stendal UAS）
会议名：21st International Conference on Web-Based Learning (ICWL 2022), 7th International Symposium on Emerging Technologies for Education (SETE 2022)
会议日期：November 21-23, 2022
会议地点：Tenerife, Spain
出版年：2023
页码：290-301
总页数：12
馆藏号：349062
分类号：TP393-53/L471/(21st-v.13869)
关键词：Inclusive vocational education；Interactive learning；Game-based learning；Serious games；3D printing；Rapid prototyping
参考中译：全纳职业教育；互动式学习；基于游戏的学习；严肃游戏；3D打印；快速原型
语种：eng
文摘：Vocational education and training in Germany are distinguished by the separation of training groups of different learning levels. In chef training, theoretical teaching content is mainly conveyed using lectures and textbooks. The abstract presentations and texts are not suitable for inclusive education. By pursuing a design science research process, a digital-analog learning application was developed for trainees with and without mental impairment. The tangible prototype for teaching meat cutting from pork was evaluated using 7 participants (trainee chef, trainee kitchen assistants and employees in the kitchen of a sheltered workshop) in an inclusive teaching setting with a mixed-method approach. The usability was evaluated with a User Experience Questionnaire, the results of which were positive. The learning outcomes using the 3D model were surveyed by means of a qualitative questionnaire and showed a high level of potential among all target groups. Two unstructured classroom observations documented the social interaction of the trainees. The learning application facilitates learning and promotes collaborative work.
参考中译：德国的职业教育和培训的不同之处在于不同学习水平的培训小组分开。在厨师培训中，理论教学内容主要通过讲座和教科书来传达。抽象的表述和文本不适合全纳教育。通过追求设计科学的研究过程，开发了一种数模学习应用程序，适用于有智力障碍和没有智力障碍的受训者。7名参与者(见习厨师、见习厨房助理和庇护车间厨房员工)在包容性教学环境中采用混合方法对猪肉切割教学的有形原型进行了评估。使用用户体验问卷对可用性进行了评估，结果是肯定的。使用3D模型的学习结果通过定性问卷进行了调查，表明所有目标群体都具有很高的潜力。两个非结构化的课堂观察记录了受训者的社会互动。学习应用程序促进了学习并促进了协作工作。

注：参考中译为机器自动翻译，仅供参考。



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