Target Groups of the project
Optimized collaborative framework for dynamic results
TARGET GROUP
Digital Coaches
1_ Change promoter
Within the framework of this EU project, the role of the DC is being further developed, particularly with regard to the use of AI solutions. The DC’s central task is to enable and support the implementation of IT and AI solutions in SMEs. In this role, the DC acts as a process multiplier, following the promoter model: It improves employee acceptance of digital solutions, encourages reflection on the use of AI solutions, and guides the change process. To achieve this, the DC identifies and assesses potential obstacles and opportunities that may arise, for example, in the context of implementing a particular AI solution, and develops strategies for addressing them constructively.
2_ Digital Coach qualification
Besides selected organizational members within companies, various actors are eligible to serve as DCs: senior business professionals who have previously held leadership positions in organizations, managers and specialists from companies who, for example, wish to volunteer and possess knowledge regarding the use of digital solutions. Furthermore, members of chambers of industry and commerce, chambers of skilled crafts, and economic development agencies can also assume the role of a DC, to name just a few examples.
Within the framework of the EU project, the role of the DC is interpreted as a special form of service. Like any service, it can also be guided by specific quality criteria. The basis for the qualification of individuals who wish to assume the role of a DC is the self-learning modules that are being developed, tested, and evaluated within the EU project.
Qualification takes place through various learning units and work with the self-learning modules developed in the project.
3_ Tasks and responsibilities
The following are some of the tasks of the DC: Together with the organization’s members, the DC identifies relevant value creation processes and makes them transparent. A particular focus is placed on taking seriously the fears and concerns of those affected, which may arise, for example, in connection with the implementation of AI solutions, and supporting them through the change process. This can be achieved, for example, by organizing appropriate, tailored projects. Furthermore, the DC provides information about training opportunities to prepare employees for new requirements.
One way it can achieve this is by acting as a liaison between companies or their members and learning and research factories, particularly regarding teaching and learning activities, thereby creating a bridge to promote the exchange between science and practice. For these tasks, the Digital Development Managers (DCM) needs specific skills: They are able to work with company members to identify the relevant value creation processes. A solid understanding of IT and AI architecture enables them to implement technical solutions effectively. Empathy and initiative round out the profile, enabling them to actively drive projects forward and develop innovative solutions. Crucially, they must understand and use the “language” of the affected organizational members and communicate with them in a clear and understandable way.
Would you like to participate?
Contact the project partner in your country for more detailed information.
TARGET GROUP
Young Adults (16+)
1_ Understanding of the benefits of AI solutions
Another target group of the project is young adults aged 16 and above. They might, for example, be finishing school or vocational training. By appropriate teaching and learning activities, these young adults gain a practical introduction to the topic of artificial intelligence. The workshops and learning materials promote a fundamental understanding of the benefits and functionalities of AI solutions. This is done in cooperation with teaching and research factories. As part of a two-way dialogue, students receive information about the latest IT and AI technologies. In this context, real-world work problems relating to specific AI solutions are presented in learning and research factories. For example, the question of how AI solutions can be used for quality control in the production process is explored. The teaching and learning content is presented clearly and engagingly for the young people. Practical exercises also offer them the opportunity to actively participate. In this way, they are motivated to learn about AI solutions.
2_ Enhanced feedback
On the other hand, the students give feedback on whether they understood the content and how the explanations for “How to” were received. The “teach AI?” program can be improved. In this context, a questionnaire was explicitly developed to improve the quality of relevant teaching and learning units. Information and experience are exchanged via live video by the internet. The intention of these activities is to increase interest in AI topics and thereby enhance the attractiveness of vocational training and continuing education.
The young people, in turn, give feedback to those responsible for the learning and research factories on how the methodological and didactic preparation of the teaching and learning content can be improved.
3_ Self-learn-modules as qualification basis
The basis for the qualification of the young people are the learning objectives, content, and exercises in the self-study modules. The starting point for formulating the learning objectives is Bloom ‘s Taxonomy. While the corresponding learning objectives for young people tend to be oriented toward the lower learning objective levels of this taxonomy (e.g., remembering, understanding, applying, and analyzing), the learning objectives for individuals who wish to perform the task of DC are assigned to the higher learning objective levels (e.g., analyzing, evaluating, and creating).
Would you like to participate?
Contact the project partner in your country for more detailed information.