Proceedings for the European Conference on Reflective Practice-based Learning 2021 • Upskilling need • Key reflection enhancing ac- • Exploration through • Exploration within own tivities Planning of reflection in learning Podcasting company modules (Enke et al., 2017) • Collaboration within the • Application of demon- learning process strated knowledge within • Room for dialogue daily practice through co-design • Reflection on practice based on the digital learn- ing factory • Learning factory operational model Planned learning factory ele- ments (Enke et al., 2017) • Physical value chain, • Virtual value chain, con- configurable to show figurable to show differ- different learning topics ent learning topics • Collaboration between • Collaboration between in- industrial and full-time dustrial students students • Real-life products as • Real-life products as manufactured at the in- manufactured at the in- dustrial student’s work- dustrial student’s work- place place Discussion In the following, the adoption of RPL in a Learning Factory setting with the aim of improv- ing the maturity level of a Learning Factory is discussed. This is done in three steps: first by relating the key reflectional enhancing activities of the two pilots (see Table 4) to the six principles of RPL, secondly the pilots are related to the main elements of the Learning Factory operational model (see Table 4), and finally, the synergy between RPL and a Learning Factory setting is discussed and evaluated. An overview of the three elements and their relationship can be seen in Figure . University College of Northern Denmark 149/193
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