Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/213820 
Year of Publication: 
2019
Citation: 
[Title:] Proceedings of the Weizenbaum Conference 2019 "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life" [ISBN:] 978-3-96701-000-8 [Publisher:] Weizenbaum Institute for the Networked Society - The German Internet Institute [Place:] Berlin [Year:] 2019 [Pages:] 145-154
Publisher: 
Weizenbaum Institute for the Networked Society - The German Internet Institute, Berlin
Abstract: 
In recent years, there has been a huge debate on how modern sensor technology and the increasing connectivity of production systems have changed industrial production processes and working conditions. This article contributes to the discussion on the effects of digitalization on skill development under different working conditions with the following question: How has learning in the work-process changed with the introduction of data-based technologies? To examine the interaction between digital assistance systems and organizational parameters on informal learning, we analyzed the implementation of digital assistant systems in two different groups: low-skilled assembly workers and high-skilled shop floor managers. Our findings suggest that a lack of autonomy in workplaces has negative impacts on informal learning and thus skill development. When the design of assistance systems perpetuates preexisting inequalities in the working conditions, their use can contribute to a polarization of qualifications and a digital divide of the workforce.
Subjects: 
industry 4.0
digitalization
assistance systems
informal learning
skill development
digital divide
Persistent Identifier of the first edition: 
Creative Commons License: 
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Document Type: 
Book Part
Document Version: 
Published Version

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