Formative Evaluation digitaler Weiterbildung im Handwerk: Eine Prozessbeschreibung zur Förderung der digitalen Transformation im Tischler- und Steinmetzhandwerk

Traditionally, in the fields of carpentry and stonemasonry, specific technical skills are imparted through the principle of “learning by doing” under the guidance of qualified colleagues or, in the case of machinery, via manufacturer-specific onsite training. However, this type of further education is rarely systematically evaluated in terms of learning success, usability, didactics, or target group specificity. Digital training formats are increasingly vital for imparting these skills as they facilitate knowledge acquisition independent of time and location and accommodate interruptions in the dynamic work environment of the crafts. Yet, existing literature does not adequately address procedural models for development and evaluation or the specific needs of learners in the crafts.

This paper presents a formative evaluation process grounded in the principles of Design-Based Research (DBR) and User-Centered Design (UCD). It details the planning of the evaluation process, the methods employed, and the outcomes derived. The evaluation approach not only promotes collaborative work with practitioners but also considers the needs of learners in the crafts through an iterative evaluation process. Constructs such as usability, learning motivation, and acceptance were assessed using both qualitative and quantitative methods throughout multiple design and redesign phases. The findings highlight that intensive user integration and continuous adaptation of digital educational programmes are crucial for the successful implementation of digital teaching and learning formats in the crafts. These results emphasize the significance of formative evaluation as a tool for developing user-centered digital educational resources and contribute importantly to the assessment of digital education programmes in the crafts.