Methodology Conception

Dr.-Ing. Jürgen Wehling

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Table of Contents Introduction Field orientation 5 Main modules General overview Detailed tasks Specials Proceeding Coordination of common steps

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Introduction Central Purpose

Methodology for the development of modules

Modules serve as a basis for further development

Proposal of a new European common work description

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Field orientation Compulsory / vocational orientation

Compulsory technical modules Compulsory pedagogical modules Modules for gaining competences of

vocational guidance

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5 Main modules M1 Fundamentals M2 Technical systems and processes M3 Information and communication M4 Society and technology M5 Didactics of technology

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M1: Fundamentals

Basics of technology education Theory of technical systems and processes Principles of material science Principles of electrical engineering Principles of control engineering Technical drawing / documentation Basics in mathematics and physics

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M2: Systems and Processes

Material processing systems Metalworking technology Machine and product engineering

Energy processing systems Power engineering

Transportation and Mobility Transport equipment and technologies

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M3: Inform. and Comm.

Information-transforming systems Control and closed loop control engineering Inform. processing / transmitting / recording

New Media Networking technologies Multimedia approach

Mechatronics Applied control technologies (SPC)

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M4: Sociotechnology

Sociotechnological systems Historical aspects of technology Systemtheoretical approaches

Environmental systems Ecology and society Evaluation of consequences

Professional orientation Vocational aspects

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M5: Didactics

Didactics of teaching technology Fundamentals of the teaching process Different conceptions of TE Different methods of TE Curriculum development in TE Evaluation in TE Practical Training in TE at school

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General overviewModul 1(Fundamentals)

Modul 2(Systems/Procs.)

Modul 3(Inform./Comm.)

Modul 4(Sociotechn.)

Modul 5(Didactics)

GU Metalworking technology I + II

DNS Machine + product engineering I

UDE Power engineeringInform.

transmission

Networking techn.

Didactics of teaching

technology

CVTTechn. Drawing /

DocumentationEnvironmental

systems I

STEP Professional orientation concerning vocational elements of all modules

AF Principles of elec-trical engineering

Historical aspects of technology

VTU Machine + product engineering II

Environmental systems II

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Detailed tasks

Concerning the contextual overview shown in the last transparency the task of each partner has to be fixed in form of a short description.

M1: CVT, AF (Fundamentals)

M2: GU, DNS, UDE, VTU (Systems / Processes) M3: UDE (Information / Communication)

M4: CVT, AF, VTU (Sociotechnology)

M5: UDE (Didactics)

Integration of vocational aspects: STEP

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M3: Example

Light wave guide Allocation of IP-

Adresses (XHTML)

2 Units (Submodules) of Module 3

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Detailed tasks: M1Fundamentals

CVT (Greece) Technical drawing Exposition and Documentation

AF (Italy) Digital technology Analog technology

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Detailed tasks: M2Technological systems and processes

GU (Turkey) Metal working technology I Metal working technology II

DNS (Czech Republic) Machines and devices I (principles, systems,

components) UDE (Germany)

Energy transformation VTU (Bulgaria)

Machines and devices II (basics of machine construction)

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Detailed tasks: M3Information and communication

UDE (Germany) Communications engineering (progress of

development) Information transmitting (light wave guide) Network structure (TCP/IP) Encoding / decoding technologies

(Vinegere) Multimedia database CMS (e-Learning)

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Detailed tasks: M4Sociotechnological systems

CVT (Greece) Ecology Evaluation of consequences Society

AF (Italy) History of technology (process of development)

VTU (Bulgaria) Traffic safety

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Detailed tasks: M5Didactics of teaching technology

UDE (Germany) Philosophy of science Psychology Didactics / Methodology Didactics of technology Methodology of technology

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Specials

STEP (Spain) should set their focus on integrated vocational aspects in all 5 modules and look for Professional orientation Professional interests Professional guidance Overlapping elements with vocational

character

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Proceeding Discussion of previous shown items Modification and/or enhancement of the shown

methodological conception Implemention of BA/MA structures possible? Existence of thematically enclosed subject

oriented lists Identification of regional courses as suitable

models for the development of further modules

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Coordination of common steps

Should be initiated by cooperative work