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首页> 外文会议>International conference on universal access in human-computer interaction;International conference on human-computer interaction >Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do)
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Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do)

机译：学科之间的学习转移：S-BPM的推动者可以问进步的教育者（并且可能不敢这样做）

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摘要

Subject-oriented Business Process Management (S-BPM) is a novel paradigm in Business Process Management (BPM). Educating students and business stakeholders in S-BPM requires facilitating a substantial mind shift from function- towards communication-oriented (re-)construction of processes. Reformist pedagogy, as driven by Maria Montessori, allows learners grasping and applying novel concepts in self-contained settings and in an individualistic while reflected way. So why not learn from her experiences for introducing S-BPM? In this contribution her analysis of human cultural factors enabling literacy has been transcribed to S-BPM education. When informing S-BPM capacity development according to progressive education, understanding the actual situation and readiness of learners seems to play a crucial role, as it influences their engagement in learning environments. These factors need to be differentiated when conveying S-BPM concepts and activities.
机译：面向主题的业务流程管理（S-BPM）是业务流程管理（BPM）中的一种新颖范例。在S-BPM中对学生和业务利益相关者进行教育需要促进从思维方式向功能转变为沟通导向（重构）过程的实质转变。在玛丽亚·蒙特梭利（Maria Montessori）的推动下，改良主义教学法使学习者能够在自成一体的环境中以个人主义的同时反思的方式来掌握和应用新概念。那么，为什么不从她介绍S-BPM的经验中学习呢？在这项贡献中，她对有助于扫盲的人类文化因素的分析被转录为S-BPM教育。在根据渐进式教育告知S-BPM能力发展时，了解学习者的实际情况和准备情况似乎起着至关重要的作用，因为这会影响他们在学习环境中的参与度。在传达S-BPM概念和活动时，需要区分这些因素。

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