Information Integration Over Different Educational Levels and Disciplines in a Learning Factory

Roy Damgrave, Janneke Massa, Eric Lutters

Research output: Contribution to conferencePaperpeer-review

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Abstract

Going beyond Bloom's traditional taxonomy, the RTTI model (reproduction, training, transfer, insight/innovation) allows for an educational approach in a learning factory that regards a learning process in terms of the ability to understand and reflect on a learner’s progress and the learner’s ability to take ownership of (and become autonomous in) the learning trajectory. This model facilitates the recursive master-apprentice approach that aims to establish a teaching and learning community, in which all participants directly and indirectly collaborate – irrespective of educational level, study programme and study progress. Every student can contribute – from their personal perspective - to the processes in the learning factory. Moreover, student will be master and apprentice at the same time, forcing them to internalise knowledge to the level that they can convey it to their ‘apprentices’ – where experienced staff provide safe, constructive, and contextualised environments. Extensive experience with project-led education underpins the feasibility of this approach, and the envisaged learning factory will extrapolate and mature, as the basis for a continually evolving environment that integrates information across multiple educational levels and disciplines. A cluster of projects acts as a case study to demonstrate how the RTTI model, together with the recursive master-apprentice approach can lead to a teaching and learning community – in this case leading to a distributed production demonstrator.
Original languageEnglish
DOIs
Publication statusPublished - 5 Jun 2023

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