Browsing by Author "Teichmann, Malte"

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Audit - and then what? A roadmap for digitization of learning factories
(2019) Ullrich, André; Enke, Judith; Teichmann, Malte; Kreß, Antonio; Gronau, Norbert
Current trends such as digital transformation, Internet of Things, or Industry 4.0 are challenging the majority of learning factories. Regardless of whether a conventional learning factory, a model factory, or a digital learning factory, traditional approaches such as the monotonous execution of specific instructions don‘t suffice the learner’s needs, market requirements as well as especially current technological developments. Contemporary teaching environments need a clear strategy, a road to follow for being able to successfully cope with the changes and develop towards digitized learning factories. This demand driven necessity of transformation leads to another obstacle: Assessing the status quo and developing and implementing adequate action plans. Within this paper, details of a maturity-based audit of the hybrid learning factory in the Research and Application Centre Industry 4.0 and a thereof derived roadmap for the digitization of a learning factory are presented.
Comparing head-mounted and handheld augmented reality for guided assembly
(2024) Leins, Nicolas; Gonnermann-Müller, Jana; Teichmann, Malte
Different Augmented Reality (AR) displays are becoming more commonly used for work since AR promises benefits by offering support, e.g., with additional information or hints. However, most research compares AR with traditional work support, like paper-based or web-based instructions. Since various AR technologies offer device-specific advantages and disadvantages, different AR technologies are more or less suitable to offer support without overwhelming or distracting the worker. Research, therefore, needs to derive empirical results from comparing different AR displays to derive concrete recommendations for action on the use and design of AR for specific contexts. To address this research gap, this experimental study investigates the effect of video-see-through head-mounted AR (Varjo XR-3) vs. handheld AR (Apple iPad) on performance (time and committed failure), motivation, and cognitive load for guided assembly. The study results reveal that both AR displays can successfully guide people in guided assembly tasks. On a descriptive level, the head-mounted AR device reveals slightly better results in terms of time and committed failures. Notably, the impact of technical restrictions on the study results was still evident. Accordingly, further investigation of device-specific differences is of continuing importance.
Defining the Metaverse: A Systematic Literature Review
(2023) Ritterbusch, Georg David; Teichmann, Malte
The term Metaverse is emerging as a result of the late push by multinational technology conglomerates and a recent surge of interest in Web 3.0, Blockchain, NFT, and Cryptocurrencies. From a scientific point of view, there is no definite consensus on what the Metaverse will be like. This paper collects, analyzes, and synthesizes scientific definitions and the accompanying major characteristics of the Metaverse using the methodology of a Systematic Literature Review (SLR). Two revised definitions for the Metaverse are presented, both condensing the key attributes, where the first one is rather simplistic holistic describing ‘‘a three-dimensional online environment in which users represented by avatars interact with each other in virtual spaces decoupled from the real physical world’’. In contrast, the second definition is specified in a more detailed manner in the paper and further discussed. These comprehensive definitions offer specialized and general scholars an application within and beyond the scientific context of the system science, information system science, computer science, and business informatics, by also introducing open research challenges. Furthermore, an outlook on the social, economic, and technical implications is given, and the preconditions that are necessary for a successful implementation are discussed.
Dem Mitarbeiter zu Diensten. Weiterbildung und Qualifizierung als Personennahe Dienstleistung
(2020) Vladova, Gergana; Heuts, Alexander; Teichmann, Malte
The further training and qualification of employees are central success factors of digital change. The central challenge is to offer these customized services and not to presuppose acceptance, but rather to regard it as a target value. However, this will only happen if the employees are seen as partners and their needs and understanding are taken into account in the long term. Against this background, this article proposes an approach to realize further education as a personal service. For this purpose, a brief outline of the basic competence requirements of digital change is given first. Afterwards, the current situation of in-company continuing training in the digital transformation will be examined. A quantitative survey was conducted over a period of six months to determine how employees perceive the digital transformation of their company and the resulting needs for continuing vocational training. Based on this, three current paradoxes are derived, which can be prevented by conducting continuing education as personal service. Recommendations and solutions will be discussed and further research is needed.
Development of the Industrial IoT Competences in the Areas of Organization, Process, and Interaction Based on the Learning Factory Concept
(2017) Gronau, Norbert; Ullrich, André; Teichmann, Malte
Lately, first implementation approaches of Internet of Things (IoT) technologies penetrate industrial value-adding processes. Within this, the competence requirements for employees are changing. Employees‘ organization, process, and interaction competences are of crucial importance in this new IoT environment, however, in students and vocational training not sufficiently considered yet. On the other hand, conventional learning factories evolve and transform to digital learning factories. Nevertheless, the integration of IoT technology and its usage for training in digital learning factories has been largely neglected thus far. Existing learning factories do not explicitly and properly consider IoT technology, which leads to deficiencies regarding an appropriate development of employees‘ Industrial IoT competences. The goal of this contribution is to point out a didactic concept that enables development and training of these new demanded competences by using an IoT laboratory. For this purpose, a design science approach is applied. The result of this contribution is a didactic concept for the development of Industrial IoT competences in an IoT laboratory.
Digitalpolitische Impulse für die Bundestagswahl 2025: Eine starke digitale Agenda für Gesellschaft und Wissenschaft
(Weizenbaum Institute, 2025) Brandenburger, Bonny; Gerhold, Lars; Gonnermann-Müller, Jana; Hamm, Andrea; Hase, Jan; Kammerer, Dietmar; Knaus, Jochen; Kox, Thomas; Leins, Nicolas; Lettkemann, Virginie; Neuberger, Christoph; Oellers, Claudia; Pasler, Theresia; Pütz, Julian; Rehak, Rainer; Ritterbusch, David Georg; Saba, Sara; Schimmler, Sonja; Schummel, Philip; Shala, Kaltrina; Stolze, Martha; Teichmann, Malte; Ullrich, AndréGronau, Norbert
Dieses Policy Paper wurde von 24 Forschenden des Weizenbaum-Instituts in einem kollaborativen Prozess erarbeitet. In interdisziplinärer Zusammenarbeit wurden aktuelle Herausforderungen der Digitalpolitik analysiert und evidenzbasierte Handlungsempfehlungen für die Legislaturperiode 2025-2029 formuliert. Der Entstehungsprozess des Policy Papers umfasste mehrere Diskussionsrunden, in denen Forschungsergebnisse, politische Entwicklungen, sowie gesellschaftliche und wissenschaftliche Bedarfe reﬂektiert und in konkrete Empfehlungen überführt wurden.
From Employee to Expert - Towards a Corona-Sensitive Approach for Data Collection
(2021) Langemeyer, Ines; Gronau, Norbert; Schmid-Walz, Sabrina; Kotarski, David; Reimann, Daniela; Teichmann, Malte
In the context of the collaborative project Ageing-appropriate, process-oriented and interactive further training in SME (API-KMU), innovative solutions for the challenges of demographic change and digitalisation are being developed for SMEs. To this end, an approach to age-appropriate training will be designed with the help of AR technology. In times of the corona pandemic, a special research design is necessary for the initial survey of the current state in the companies, which will be systematically elaborated in this paper. The results of the previous methodological considerations illustrate the necessity of a mix of methods to generate a deeper insight into the work processes. Video-based retrospective interviews seem to be a suitable instrument to adequately capture the employees' interpretative perspectives on their work activities. In conclusion, the paper identifies specific challenges, such as creating acceptance among employees, open questions, e.g., how a transfer or generalization of the results can succeed, and hypotheses that will have to be tested in the further course of the research process.
Herausforderungen und Handlungsempfehlungen betrieblicher Weiterbildungspraxis in Zeiten der Digitalisierung
(2020) Teichmann, Malte; Ullrich, André; Wenz, Julian; Gronau, Norbert
The digital transformation of production processes is constantly progressing. The human workforce is a central success factor, but employees must be prepared for the requirements induced by change, using inter alia competence development. In reality, however, the content-related and pedagogical freedom to design vocational training is often inadequately addressed. Based on the changes trough digitization in production processes, the challenges of current continuing vocational training in enterprises are discussed. Recommendations for action are then derived and illustrated by examples. The recommendations for action can serve as a basis for the design and implementation of their further vocational training practice.
Serious games in learning factories. Perpetuating knowledge in learning loops by game-based learning
(2020) Teichmann, Malte; Ullrich, André; Knost, Dennis; Gronau, Norbert
The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.
Subject-oriented learning - A new perspective for vocational training in learning factories
(2019) Teichmann, Malte; Ullrich, André; Gronau, Norbert
The transformation to a digitized company changes not only the work but also social context for the employees and requires inter alia new knowledge and skills from them. Additionally, individual action problems arise. This contribution proposes the subject-oriented learning theory, in which the employees´ action problems are the starting point of training activities in learning factories. In this contribution, the subject-oriented learning theory is exemplified and respective advantages for vocational training in learning factories are pointed out both theoretically and practically. Thereby, especially the individual action problems of learners and the infrastructure are emphasized as starting point for learning processes and competence development.
“You are too Old (Not) to Learn” - A Critical Reconsideration of “Older Employees”
(Weizenbaum Institute, 2019) Teichmann, Malte; Matthiessen, Julia; Vladova, Gergana
Todays working environment faces the major challenges of demographical change and digitalization. Deficit-oriented stereotypes question the ability of older employees to keep pace with these technological innovations. Consequently, the elderly are perceived as less valuable for the company leading to fewer vocational training offers. Facing this dilemma, this contribution aims at uncovering the prevailing stereotypes against older employees and present a new approach of looking at older generations. Focusing existing experienced-based knowledge instead of assumed deficits as a starting point for further didactical work and research, basics of age-appropriate vocational training get pointed out in order to raise target group specific potentials in the context of the challenges of digitalization.