Agile Learning generally refers to the transfer of agile methods of project work, especially Scrum, to learning processes. Likewise, Agile Learning proceeds in incremental steps and through an Iterative design which alternates between phases of learning and doing. The tutors rather have the role of a learning attendant or supporter.Longmuß, J., Höhne, B., Bräutigam, S., Oberländer, A. & Schindler, F. (2016). Agile Learning – Bridging the Gap between Industry and University. Proceedings of the 44th SEFI Conference. Tampere; URL In a narrower sense, it is intended to allow competence-oriented, media-based learning in the work process within companies. Beside this, the term can take several other meanings and is also often used within E-learning and Online Environments .Masullo, M., Messier, P., Tsantis, L. & Criscenti, D.: Agile Learning for Agile Manufacturing: An e-Learning Model; Society for Applied Learning Technology SALT'05 August 24–26, 2005 Arlington, VirginiaNoguera, Ingrid & Guerrero, Anna & Appel, Christine. (2015). The UOC's educational model: from collaborative learning to agile learning. Universitat Oberta de Catalunya Agile Learning in companies Requirements The framework of scrum can be well adjusted to the requirements of companies for a dynamic, workplace-integrated competence development and the subsequent frequency and intensity with which employees have to educate themselves further and acquire new skills. As complexity and dynamics in the internal and external specialization and collaborations increase the need for training and competence development increases as well. In terms of competence development, organizations therefore have concrete needs that are not met well by classical forms of qualification (e.g. seminar courses, continuing education courses), namely: "Reduce the time it takes an employee to acquire the necessary competencies to do their job in the most efficient and effective manner ; Change the learning context rapidly and in response to the real world ; Facilitate knowledge sharing within an organization ; Support a soft failure environment where mistakes have no impact on the real world, thus promoting a willingness to engage in measured risk-taking, focused on achieving a high level of polished performance in the real world : "Hansen, P. K.; Fradinho, M.; Andersen, B. & Lefrere, P. (2009). Changing the way we learn: towards agile learning and co-operation. In: "Learning and Innovation in Value Added Networks" - The Annual Workshop of the IFIP Working Group 5.7 on Experimental Interactive Learning in Industrial Management, 25–26 May 2009, ETH Zurich, Switzerland  There is a need for the integration of knowledge and content management with collaboration technologies and for developing a new (online) manufacturing training methodology in order to train and build the manufacturing workforce of the future.Masullo et al., op. cit. Such learning environments and learning processes have as requirements: High scalability, to enable qualification measures from a few hours to several hundred; Content adaptability, to include new topics as quickly as possible; Connectivity to existing organizational structures and software infrastructure in order to start with little effort So far, however, there are hardly any suitable continuing education formats for this need. One answer to this is the agile learning approach with its flexibility in relation to all three above mentioned requirements. In accordance with scrum and established psychological findings for an effective pursuit of goals,P. M. Gollwitzer, G. Oettingen: Goal pursuit. In: R. M. Ryan (Hrsg.): The Oxford Handbook of Human Motivation. Oxford University Press, New York 2012, , S. 208–231 Agile Learning divides an extensive (learning) process into individual, manageable learning phases. Here, too, the three pillars of scrum of transparency, verification, adaptation apply. Roles within agile learning Parallel to Scrum, three roles can be described, which have slightly different tasks in Agile Learning . Sponsor (" Product Owner ") Defines the learning field and determines a suitable project Creates the organizational framework Is a liaison person into the organization Receives the technical learning progress Coach ("Scrum Master ") Technical, didactic and methodical support Moderate the process and guide the reflection Support in the processing of learning objectives Agile learning in university In agile teaching and learning, students take on the role of the client; the agile software development process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching processB. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen für neue Wege: digitale Medien in der Hochschule. Waxmann, Münster 2015, Agile methods can be incorporated into courses both as content and as the working method for students. Agile learning implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on an implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and project management. Category:Learning Category:Project 
Agile learning generally refers to the transfer of agile methods of project work, especially Scrum, to learning processes. Likewise, agile learning proceeds in incremental steps and through an Iterative design which alternates between phases of learning and doing. The tutors rather have the role of a learning attendant or supporter.Longmuß, J., Höhne, B., Bräutigam, S., Oberländer, A. & Schindler, F. (2016). Agile Learning – Bridging the Gap between Industry and University. Proceedings of the 44th SEFI Conference. Tampere; URL In a narrower sense, it is intended to allow competence-oriented, media-based learning in the work process within companies. Beside this, the term can take several other meanings and is also often used within e-learning and online environments .Masullo, M., Messier, P., Tsantis, L. & Criscenti, D.: Agile Learning for Agile Manufacturing: An e-Learning Model; Society for Applied Learning Technology SALT'05 August 24–26, 2005 Arlington, VirginiaNoguera, Ingrid & Guerrero, Anna & Appel, Christine. (2015). The UOC's educational model: from collaborative learning to agile learning. Universitat Oberta de Catalunya In companies Requirements The framework of scrum can be well adjusted to the requirements of companies for a dynamic, workplace-integrated competence development and the subsequent frequency and intensity with which employees have to educate themselves further and acquire new skills. As complexity and dynamics in the internal and external specialization and collaborations increase the need for training and competence development increases as well. In terms of competence development, organizations therefore have concrete needs that are not met well by classical forms of qualification (e.g. seminar courses, continuing education courses), namely: "Reduce the time it takes an employee to acquire the necessary competencies to do their job in the most efficient and effective manner " " Change the learning context rapidly and in response to the real world " " Facilitate knowledge sharing within an organization " " Support a soft failure environment where mistakes have no impact on the real world, thus promoting a willingness to engage in measured risk-taking, focused on achieving a high level of polished performance in the real world "Hansen, P. K.; Fradinho, M.; Andersen, B. & Lefrere, P. (2009). Changing the way we learn: towards agile learning and co-operation. In: "Learning and Innovation in Value Added Networks" : The Annual Workshop of the IFIP Working Group 5.7 on Experimental Interactive Learning in Industrial Management, 25–26 May 2009, ETH Zurich, Switzerland . There is a need for the integration of knowledge and content management with collaboration technologies and for developing a new (online) manufacturing training methodology in order to train and build the manufacturing workforce of the future.Masullo et al., op. cit. Such learning environments and learning processes have as requirements: High scalability, to enable qualification measures from a few hours to several hundred; Content adaptability, to include new topics as quickly as possible; Connectivity to existing organizational structures and software infrastructure in order to start with little effort So far, however, there are hardly any suitable continuing education formats for this need. One answer to this is the agile learning approach with its flexibility in relation to all three above mentioned requirements. In accordance with scrum and established psychological findings for an effective pursuit of goals,P. M. Gollwitzer, G. Oettingen: Goal pursuit. In: R. M. Ryan (Hrsg.): The Oxford Handbook of Human Motivation. Oxford University Press, New York 2012, , S. 208–231 Agile learning divides an extensive (learning) process into individual, manageable learning phases. Here, too, the three pillars of scrum of transparency, verification, adaptation apply. Roles within agile learning Parallel to Scrum, three roles can be described, which have slightly different tasks in agile learning . Sponsor (" product owner ") Defines the learning field and determines a suitable project Creates the organizational framework Is a liaison person into the organization Receives the technical learning progress Coach ("Scrum master ") Technical, didactic and methodical support Moderate the process and guide the reflection Support in the processing of learning objectives Agile learning in university In agile teaching and learning, students take on the role of the client; the agile software development process in which the client is involved is replaced by the learning/teaching process with students and tutors as actors; the increments that implement new functionality in short cycles correspond to the continuous increase in students' abilities in the agile learning/teaching processB. Meissner, H.-J. Stenger: Agiles Lernen mit Just-in-Time Teaching. In: O. Zawacki-Richter (Hrsg.): Teaching Trends 2014: offen für neue Wege: digitale Medien in der Hochschule. Waxmann, Münster 2015, Agile methods can be incorporated into courses both as content and as the working method for students. Agile learning implies that learners create content and develop skills alongside teachers in a collaborative yet competitive environment mediated by technology. The role of the teacher is centered on facilitation and project direction from an informed perspective. Learners become self-directed, team-oriented, and individually resilient lifelong learners. A study on an implementation of the agile method into an online higher education context showed that the agile strategies incorporated into project-based learning facilitated team regulation and project management. Category:Learning Category:Project managemen
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