Norway's First Learning Factory - A Learning Outcome Case Study
Abstract
Purpose: with this master thesis, Norway’s first learning factory was built. The purpose was to conduct a case study and find the learning outcomes students had by partaking on the activity. Approach: a thorough literature review was conducted where the appropriate theories to classify the needed educational processes was found, and embedded into the learning factory design. Further, with the collaboration with co-student Olga Ogorodnyk, the students got to improve the line in means of theories (kaizen, efficiency, waste reduction, pull and push). The students were also interviewed, with the intend of making them evaluate and reflect on the learning process and making it possible to find the learning outcomes. Findings: with the thesis work it was established that the design of the learning factory provided the intended learning outcomes to be fulfilled. Not only were they fulfilled, also there were found others as well. Value: in regards to research, this thesis contributes to fill the knowledge gap that exist in current learning factory literature. In relation to Norwegian education and society, this thesis helps to highlight the need of implementing learning factories in current education. Furthermore, another value is the fact that it is the first learning factory built in Norway. Conclusion: students got to learn how to assemble roller skis, as well as learning how to work in a learning factory. The students also learned how to improve assembly line in means of theory. From the literature review it was found that learning factories contributes to give an experiential learning that enable people with original thinking and perceptional skills, which can not be learned from conventional learning methods. From the case study, it is clear that the theory is true, and it was highly represented in the statements from students, who claimed that it was a method which made them remember better, and that it was a better method than lectures. Formål: i denne masteroppgaven ble Norges første læringsfabrikk bygget, og selve case studien gikk ut på å finne læringsutbytter studenter hadde ved å gjennomføre aktiviteten på montasjelinjen. Metodikk: læringsfabrikken ble designet, med den hensikt å finne læringsutbytte, etter teoretiske prinsipper funnet ut ifra grundig litteraturgjennomgang (den didaktiske relasjonsmodellen, konstruktivisme og taksonomi). Disse teoriene gjorde det mulig å finne relevante læringsprosesser å knytte læringsfabrikken til, slik at formålet kunne bli oppfylt. Videre på læringsfabrikken fikk studentene mulighet til å forbedre montasjelinjen i henhold til teorier (kaizen, efficiency, waste reduction og pull/push). Denne aktiviteten var ett samarbeid med medstudent, Olga Ogorodnyk. Studentene ble videre intervjuet av den hensikt å få dem til å reflektere på prosessen og dermed finne læringsutbyttene de hadde. Funn: i løpet av forskningen ble det funnet at måten å bygge læringsfabrikken på gav de tiltenkte læringsutbyttene, og flere ble diskutert. Verdi: i tillegg til att det er den første læringsfabrikken bygd i Norge. Er også verdien, i henhold til forskning, er att det er ett verdig bidrag mot å dekke kunnskapshull i litteraturen om læringsfabrikker. I henhold til Norsk utdanning og samfunn bidrar masteroppgaven til ett viktig standpunkt å belyse att læringsfabrikker er viktig i utdanningen. Konklusjon: studentene fikk lære hvordan de monterte rulleski, hvordan det var jobbe i en læringsfabrikk og hvordan de kunne bruke teorier på å forbedre linjen. Fra teori ble det funnet att læringsfabrikker bidrar til en erfaringskunnskap som er vanskelig å få samme effekt fra ved forelesninger og bøker. Dette funnet var også sterkt representert i studentenes refleksjoner om aktiviteten, hvor de blant annet konstaterte att det var en måte som fikk de til å huske bedre det som var lært, og de synes det var mer effektivt enn vanlig undervisning.
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