While teachers are already increasingly able to fall back on education and training initiatives (e.g. MINT seal of approval, digital master plan for education), the target group of parents is hardly at the centre of digitisation activities and MINT initiatives and little research has been done on how the target group of parents can better fulfil their important role in MINT: Education and training for parents in MINT is in demand. E-MINT thus focuses on adults - parents, children and adolescents or people of importance to them - in order to motivate them and teach them the skills to act as models, advisors, coaches or mentors for their children. Industry 4.0, the term that stands for the current changes in the world of work, challenges the generations. Developments in Artificial Intelligence, Robotics, Deep Learning or Invasive Technologies are some of the topics that affect all of us today - especially young people in the future. When it comes to mastering the challenges arising from these and other technological developments, the catchword "MINT" (mathematics, computer science, natural sciences and technology) is often used. Behind this are the main fields of competence which have an influence on how individual opportunities for participation in technological innovations and the associated growth impulses are shaped. People up to the age of 30 know no other world than the digital world in which they grew up. Nevertheless, too few young people opt for the MINT core occupations of information technology and engineering, as the shortage list of occupations for 2018 or the current study on the shortage of skilled workers by the WKO in Austria (Dornmayr & Winkler, 2018) show. This is where the E-Mint project comes in. By means of a playful approach based on storytelling elements and learning algorithms, the target group of parents is to be addressed in a targeted manner. As mediation strategies in the form of microlearning and interactive scenarios, points of contact with the topic industry 4.0 are to be created, knowledge generated and role stereotypes eliminated. In addition to the development of an online demonstrator, settings will be created that make the interweaving of digitalization an offline experience. So-called "futurespaces" will be used as a basis to make the effects of the topics AI, VR, Robotics, Mobility, Big-Data and IoT tangible in a business game. In order to achieve the highest possible degree of awareness and acceptance of the results, suitable families will be selected within the existing networks of the consortium through participatory selection procedures, who are actively involved in the game development process as "control and feedback groups". Regular feedback loops in the sense of a formative evaluation ensure that user-friendly and attractive game settings for the target group are developed by incorporating the lessons learned. A broad-based pilot test is to support these efforts in addition to the ongoing quality assurance processes and gender monitoring. Following this approach, the various online and offline methods for interactivating the mediation concept can be researched and ultimately evaluated around the focused topic areas.
|Duration||01/09/2019 - 31/10/2021|
|Principle investigator for the project (University for Continuing Education Krems)||Mag. Natalie Denk, MA|
|Project members||Sandra Stella-Pfeiffer, BEd MA MSc Simon Wimmer, BA MA|
STEM Gatekeepers identified: Let's get the Parents on Board!
iCERi 2020 - 13th annual International Conference of Education, Research and Innovation, 09/11/2020