Digital education

This may sound obvious, but regular use is still an organizational challenge in teaching and training. So for me the question arose how digital skills can be better developed in schools and training. When I think back to my training, the principle of education was much better from my point of view. With small projects, I was able to make my first experiences in mechanical processing in a playful way and work independently in CAD. So it was a matter of course that I tried every tool I needed and then familiarized myself with it. I was only able to ask my former trainer or work colleague for advice if I had any questions. At this point: thank you very much for the very good training! The vocational training was a complete success, which was certainly also due to the company and the opportunities made available. At that time, CAD software was still relatively expensive, which meant that private use was only possible to a limited extent. 

In contrast to the company, the vocational school, like the secondary school, still lagged behind its possibilities. In my case, this could be compensated for by the small group size of the draftsmen (nine people). In the second year of training, however, the intermediate examination had to be completed by hand. That was in 2008 - there were already 3D programs here too. In view of the challenges and the possibilities of digitization, that was a bad basis. Nevertheless, the training meant a lasting learning success for me, which would later become the basis for Stern Didactic.
There is certainly a lot to be understood by digital education and thoroughbred educators are certainly more familiar with this than I am. However, my own experience shows that working on a project with different digital tools releases undreamt-of strengths and enables sustainable learning success. It is precisely for this reason that I wanted to use Stern Didactic to offer teaching materials that strengthen trainees in particular in their skills and abilities on a project-specific basis and, apart from the training plan, give them the opportunity to grasp and thus understand. To anticipate: the goal is not a complete "how-to". Rather, the content should be made available digitally in order to define a central theme and a goal of the project. Which tools are then used should be left to the creativity and the special requirements of the respective training facility. For example, the machining of the racing car could be interesting for the trainees in many areas: There is probably something for everyone in soldering, turning, milling, 3D printing, assembling and programming. It is conceivable that group work could take place here. A working group is responsible for each component or assembly, which deals with it intensively and at the end presents its path and the information obtained digitally, perhaps online. In addition to the classic skills, digital skills are also required and promoted.
This may sound obvious, but regular use is still an organizational challenge in teaching and training. So for me the question arose how digital skills can be better developed in schools and training. When I think back to my training, the principle of education was much better from my point of view. With small projects, I was able to make my first experiences in mechanical processing in a playful way and work independently in CAD. So it was a matter of course that I tried every tool I needed and then familiarized myself with it. I was only able to ask my former trainer or work colleague for advice if I had any questions. At this point: thank you very much for the very good training! The vocational training was a complete success, which was certainly also due to the company and the opportunities made available. At that time, CAD software was still relatively expensive, which meant that private use was only possible to a limited extent. 

In contrast to the company, the vocational school, like the secondary school, still lagged behind its possibilities. In my case, this could be compensated for by the small group size of the draftsmen (nine people). In the second year of training, however, the intermediate examination had to be completed by hand. That was in 2008 - there were already 3D programs here too. In view of the challenges and the possibilities of digitization, that was a bad basis. Nevertheless, the training meant a lasting learning success for me, which would later become the basis for Stern Didactic. 

There is certainly a lot to be understood by digital education and thoroughbred educators are certainly more familiar with this than I am. However, my own experience shows that working on a project with different digital tools releases undreamt-of strengths and enables sustainable learning success. It is precisely for this reason that I wanted to use Stern Didactic to offer teaching materials that strengthen trainees in particular in their skills and abilities on a project-specific basis and, apart from the training plan, give them the opportunity to grasp and thus understand. To anticipate: the goal is not a complete "how-to". Rather, the content should be made available digitally in order to define a central theme and a goal of the project. Which tools are then used should be left to the creativity and the special requirements of the respective training facility. For example, the machining of the racing car could be interesting for the trainees in many areas: There is probably something for everyone in soldering, turning, milling, 3D printing, assembling and programming. It is conceivable that group work could take place here. A working group is responsible for each component or assembly, which deals with it intensively and at the end presents its path and the information obtained digitally, perhaps online. In addition to the classic skills, digital skills are also required and promoted.