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Using robotics [C1]

Actors involved

  • Vocational school Osnabrück (teachers and students)
  • Companies
  • Federal Government

There is cooperation between the vocational school in Osnabrück and companies. Some of the companies provide robotics on loan or as a gift. In addition, funds are accessed through public funding programs, e.g. Digital Pact for Schools in german “Digitalpakt”.

AI technologies used

Collaborative industrial robots (industrial robots with which humans work together without protective equipment in the production process); AI NLP software e.g. ChatGPT.

Planned activities

Innovation and Future Center for Collaborative Robotics opened. Students in vocational education and training have the opportunity to work with 13 collaborative robots.

Expected results

After participating in the working group, the students receive a certificate. According to the interviewees, it is to be expected that AI as learning content will not only change vocational schools as teaching content in the future, but will also influence lesson design through tools such as the AI software ChatGPT.

Project origin

The vocational school in Osnabrück has been addressing the topic of AI for six years in the form of an additional service.

Lesson planning

So far, the subject of AI has mainly been offered in the dual system in the form of a working group. Originally planned for higher-achieving pupils, there is growing interest among many lower-achieving pupils. Once every six months, the results of the working groups are presented by the students at a trade fair at the vocational school.

Technical requirements

Computers with high computing power must be procured and software must be procured.

External stakeholders

Federal Ministry of Education and Research: Financial support from the Digital Pact for Schools.

Issues encountered

Integration into the existing curriculum.

About Results

On the one hand, the results make it clear that the topic of AI is present in vocational schools in Germany. At the same time, various funding opportunities are available at federal level. Some of these funds are not being fully utilized. One reason for this may be that vocational schools are not sufficiently informed about federal support measures. On the other hand, this result leaves open the question of the extent to which teachers have the time resources available to submit funding applications. Furthermore, it is assumed that the existing curriculum and the framework curricula of the training occupations will be adapted. The results were discussed with the students and among the teachers. The results are also disseminated via the school’s website and presented at school events.

Links to external resources

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.