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learning spaces and facilitate connected learning. Agile problem-based teaching and learning methods have been used to cultivate learning agility in students in an effort to prepare them for ambiguous and complex work contexts and help students pro-type solutions for complex issues such as human trafficking, informal settlements, youth unemployment, and organ donation
Learning agility in a university context is a learned ability which allows students to use feedback from previous assessments and apply their learning in other related or unrelated tasks. Agile implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on the implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and
348:, directly linked to their work context. In pursuit of individual problem-solving as well as in exchange with the learning team and the coaches, their competence increase becomes recognizable to themselves, so that successful learning strategies can also be harnessed in the future. Therefore, the main potential of this approach lies in the practical relevance of the acquired competencies and the demand-oriented communication of contents, techniques, and skills.
132:. Scrum employs an iterative, incremental approach to optimize predictability and control risk. It has been developed from the experience that many development projects are too complex to be included in a full-scale plan, and an essential part of the requirements cannot be fully understood or defined upfront. To eliminate these ambiguities, work is broken into actions that can be completed within time-boxed iterations, called
355:. Exemplary learning cannot ensure this. For subject areas where particular importance is attached to the completeness of learning content (e.g. safety at work or fire protection), classical further education formats are to be preferred. There, agile learning projects can only supplement training with a transfer supporting the sustainable implementation of the learning content in everyday working life.
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external specialization and collaborations increase the need for training and competence development increases as well. In terms of competence development, organizations therefore have concrete needs that are not met well by classical forms of qualification (e.g. seminar courses, continuing education courses), namely:
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process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching process. Alternatively,
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The Scrum framework can be well adjusted to the requirements of companies for dynamic, workplace-integrated competence development and the subsequent frequency and intensity with which employees have to educate themselves further and acquire new skills. As complexity and dynamics in the internal and
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Agile methods can be incorporated into courses both as content and as the working method for students. In line with agile concepts, they can also be adapted. For instance, agile problem-based learning is a pedagogical and curricular vehicle used to blur the work-study silos, informal and formal
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formats for this need. One answer to this is the agile learning approach with its flexibility in relation to all three above mentioned requirements. In accordance with Scrum and established psychological findings for an effective pursuit of goals, Agile learning divides an extensive (learning)
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Hansen, P. K.; Fradinho, M.; Andersen, B. & Lefrere, P. (2009). Changing the way we learn: towards agile learning and co-operation. In: "Learning and
Innovation in Value Added Networks": The Annual Workshop of the IFIP Working Group 5.7 on Experimental Interactive Learning in Industrial
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Longmuss, J., Grantz, T. & Hoehne, B.: MediengestĂĽtzte
Arbeits- und Lernprojekte als Instrument der betrieblichen Kompetenzentwicklung. In: D. Ahrens, G. Molzberger (Hrsg.): Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten – Gestaltung sozialer, organisationaler und
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with collaboration technologies and for developing a new (online) manufacturing training methodology to train and build the manufacturing workforce of the future. Such learning environments and learning processes have as requirements:
167:"support a soft failure environment where mistakes have no impact on the real world, thus promoting a willingness to engage in measured risk-taking, focused on achieving a high level of polished performance in the real world"
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to enrich the learning process and remove student learning from hypothetical situations, an industry client or a real-world problem can be used as the foci for learning and acquisition of requisite skills.
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Masullo, M., Messier, P., Tsantis, L. & Criscenti, D.: Agile
Learning for Agile Manufacturing: An e-Learning Model; Society for Applied Learning Technology SALT'05 August 24–26, 2005 Arlington, Virginia
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B. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time
Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen fĂĽr neue Wege: digitale Medien in der Hochschule. Waxmann, MĂĽnster 2015,
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Longmuß, J., Höhne, B., Bräutigam, S., Oberländer, A. & Schindler, F. (2016). Agile
Learning – Bridging the Gap between Industry and University. Proceedings of the 44th SEFI Conference. Tampere;
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Noguera, Ingrid; Guerrero-Roldán, Ana-Elena; Masó, Ricard (2018). "Collaborative agile learning in online environments: Strategies for improving team regulation and project management".
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Noguera, Ingrid & Guerrero, Anna & Appel, Christine. (2015). The UOC's educational model: from collaborative learning to agile learning. Universitat Oberta de
Catalunya
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rather have the role of a learning attendant or supporter. In a narrower sense, it is intended to allow competence-oriented, media-based learning in the work process within
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Höhne, Benjamin P; Bräutigam, Sandra; Longmuß, Jörg; Schindler, Florian (2017). "Agiles Lernen am
Arbeitsplatz – Eine neue Lernkultur in Zeiten der Digitalisierung".
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P. M. Gollwitzer, G. Oettingen: Goal pursuit. In: R. M. Ryan (Hrsg.): The Oxford
Handbook of Human Motivation. Oxford University Press, New York 2012,
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in short daily meetings. At the end of a sprint, the results, the working process, and the cooperation are reflected upon and a new interval begins.
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Like any project-oriented teaching/learning method, agile learning reaches its boundaries when the goal is the systematic coverage of a pre-defined
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process into individual, manageable learning phases. Here, too, the three pillars of Scrum of transparency, verification, adaptation apply.
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Kek. M.Y.C., Huijser, H. 2017. Problem based
Learning into the Future: Imagining an Agile PBL Ecology for Learning. Singapore: Springer.
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158:"reduce the time it takes an employee to acquire the necessary competencies to do their job most efficiently and effectively";
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Benton, Morgan C; Radziwill, Nicole M (2011). "A Path for Exploring the Agile Organizing Framework in Technology Education".
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Babb, Jeffry; Hoda, Rashina; Norbjerg, Jacob (2014). "Embedding Reflection and Learning into Agile Software Development".
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Azionya, C & Oksiutycz, A. 2019. A teaching model to promote learning agility in a university course. Available from:
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Parallel to Scrum, three roles can be described, which have slightly different tasks in agile learning.
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In agile teaching and learning, students can take on the role of the client; the agile
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Connectivity to existing organizational structures and software
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Collaborative, mostly digitally supported collaboration
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After completion the results will be presented to the
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technologischer Innovationen. Springer, Berlin 2017,
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The key elements of agile learning in companies are:
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There is a need for the integration of knowledge and
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Management, 25–26 May 2009, ETH Zurich, Switzerland.
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311:Regular joint reflection on the learning process
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270:Creates the organizational framework
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281:Coach ("Scrum master")
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