The InKraFT project aims to improve inclusion in the automotive mechatronics apprenticeship program through the targeted use of digital media.
1
2
Classroom instruction is supplemented by accessible learning content delivered via an online platform and tailored to the needs of learners.
3
The practical activities from the official GK4/15 course can be learned and practiced in an accessible virtual reality learning application.
In a nutshell
What?
The goal of InKraFT is on the one hand to make it possible for people with disabilities to learn the automotive mechatronics profession and on the other hand to give people who can no longer practice the profession due to a disability a new perspective. In concrete terms, this is intended to achieve inclusion in the following scenarios:
1. people with a physical disability may well have the appropriate cognitive skills to perform activities in the back office of contract workshops, at the hotline for workshop equipment suppliers, at insurance companies and in the education sector.
2 An experienced mechanic with good diagnostic skills currently loses his employability in the commercial automotive trade if he can no longer physically meet the requirement. However, his experience for diagnostic processes is still of utmost importance and his knowledge is valuable in the company and outside the company. In this way, this mechanic can function as an inclusion helper for a cognitively impaired person or work as a trainer.
3. the qualification and also the employment of those who are not cognitively able to understand and diagnose complex automotive technology right away currently has narrow limits. However, these people may very well be able to correct manual errors and fulfill the requirements in the company and thus fulfill a meaningful task.
How?
In the InKraFT project, digital learning media is used specifically to reduce barriers in automotive mechatronics training. For this purpose, the learning materials are prepared and made available to the trainees via an adaptive learning platform. After completing a theoretical online lesson, the content taught can be tested in practice. A link starts the corresponding lesson in the virtual reality environment, so that the theoretical content can be directly linked to a practical learning unit and thus consolidated in the long term.
Another component ensures that learning scenarios can be streamed directly into the VR goggles via livestream from the workshop. This allows both immersive live training and remote support scenarios to be realized.
initial situation
Education has been, is and will continue to be an important part of everyday life. For people with disabilities, however, this everyday life is not without obstacles, and vocational training and integration in particular are often made more difficult by physical limitations.
The German UNESCO Commission formulates in the publication “Guidelines for Education Policy” with regard to inclusive education systems that all “[…] people worldwide […] should have access to quality education. Everyone must be enabled to develop their potential.” With technological progress, digitalization offers the opportunity to break down barriers and build a bridge to professional integration, so that everyone has the chance to develop and use their skills, regardless of their impairments.
German citizens with disabilities
7.6 million
professional
integration
The August-Wilhelm Scheer Institute is developing two basic components:
Virtual Reality Learning Environment. The AWS Institute develops an accessible automotive learning application for the official course GK4/15.
360° Streaming. For the two remote scenarios support and training, a separate streaming architecture is built and integrated into the virtual reality application.
Partners
FUNDING NOTICE
The InKraFT project is funded by the German Federal Ministry of Education and Research.