@article{53886,
  author       = {{Tavana, Madjid and Khosrojerdi, Ghasem and Mina, Hassan and Rahman, Amirah}},
  issn         = {{0360-8352}},
  journal      = {{Computers & Industrial Engineering}},
  publisher    = {{Elsevier BV}},
  title        = {{{A new dynamic two-stage mathematical programming model under uncertainty for project evaluation and selection}}},
  doi          = {{10.1016/j.cie.2020.106795}},
  volume       = {{149}},
  year         = {{2020}},
}

@inproceedings{55841,
  abstract     = {{For musicologists, the collation of multiple sources of the same work is a frequent task. By comparing different witnesses, they seek to identify variation, describe dependencies, and ultimately understand the genesis and transmission of (musical) works. Obviously, the need for such comparison is independent from the medium in which a musical work is manifested. In computing, comparing files for difference is a common task, and the well-known Unix utility diff is almost 46 years old. However, diff, like many other such tools, operates on plain text. While many music encoding formats based on plain text exist, formats used in the field of Digital Humanities are typically based on XML. There are dedicated algorithms for comparing XML as well, but they only focus on the syntax of XML, but not the semantic structures modelled into such standards as MEI. MEI seeks to describe musical structures, and the XML syntax is just a means to express those structures. A diff tool for music should focus on comparing musical structures, but not the specifics of their serialization into a file format. In {Beethovens Werkstatt}, a 16-year project focussed on exploring the concepts and requirements of digital genetic editions of music, based on and arguing with examples from Ludwig van Beethoven, a case-bound diff tool for music was developed. The following paper discusses how that specific tool can be generalized, and which use cases such a tool may support.}},
  author       = {{Herold, Kristin and Kepper, Johannes and Mo, Ran and Seipelt, Agnes Regina}},
  booktitle    = {{Music Encoding Conference Proceedings 2020}},
  editor       = {{De Luca, Elsa and Flanders, Julia}},
  keywords     = {{mec-proceedings, mec-proceedings-2020}},
  pages        = {{59–66}},
  publisher    = {{Humanities Commons}},
  title        = {{{MusicDiff – A Diff Tool for MEI}}},
  doi          = {{10.17613/ydbv-e158}},
  year         = {{2020}},
}

@article{39817,
  abstract     = {{In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.}},
  author       = {{Kottmann, Brigitte and Pieper, Catania}},
  issn         = {{2064-2199}},
  journal      = {{Hungarian Educational Research Journal}},
  keywords     = {{professionalization of teacher training students, practical university phases, teacher training at universities, men-toring programmes}},
  number       = {{3}},
  pages        = {{232--251}},
  title        = {{{Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}}},
  doi          = {{10.1556/063.2020.00022}},
  volume       = {{10}},
  year         = {{2020}},
}

@inproceedings{19502,
  author       = {{Hetkämper, Tim and Krumme, Matthias and Dreiling, Dmitrij and Claes, Leander}},
  booktitle    = {{SEFI 48th Annual Conference Proceedings - Engaging Engineering Education}},
  location     = {{Enschede}},
  pages        = {{1309--1313}},
  publisher    = {{SEFI}},
  title        = {{{A modular, scalable open-hardware platform for project-based laboratory courses in electrical engineering studies}}},
  year         = {{2020}},
}

@article{37014,
  abstract     = {{Jugend wird als eine eigenständige Lebens- und Entwicklungsphase betrachtet. Für junge Geflüchtete stellt sie eine besondere Herausforderung dar. Für sie geht es nicht nur um die Bewältigung alterstypischer Entwicklungsaufgaben, sondern auch um eine gelingende Integration in die Aufnahmegesellschaft. Dazu gehören u. a. das Kennenlernen und die Aneignung von Sprache, Kultur und Werten, genauso die Erschließung von Alltagsräumen und Lebenswelten, z. B. von Freizeitmöglichkeiten, Bildung und von beruflichen Erfahrungsräumen. Die Frage zur gelingenden Integration und Gestaltung von Lebenswelten junger Geflüchteter wurde im Kontext der wissenschaftlichen Begleitung des Projekts „angekommen in Deiner Stadt“ der Walter Blüchert Stiftung genauer untersucht. Der Beitrag referiert u. a. die Ergebnisse einer in diesem Kontext durchgeführten egozentrierten Netzwerkanalyse. Die Ergebnisse zeigen, dass die Angebote den Rahmen für den Aufbau und die Erweiterung kommunikativer, sozialer Netzwerke darstellen und lebensweltliche Zugänge öffnen.}},
  author       = {{Heisler, Dietmar and Schemmer, Susanne}},
  journal      = {{BWP@ Berufs- und Wirtschaftspädagogik - online}},
  keywords     = {{Jugend, Lebensweltorientierung, soziale Netzwerke, geflüchtete Jugendliche, Lebenslagen junger Geflüchteter und Zugewanderter}},
  pages        = {{1--23}},
  title        = {{{Lebenswelten und soziale Netzwerke von jungen Geflüchteten und Zugewanderten am Übergang in Ausbildung und Beruf.}}},
  year         = {{2020}},
}

@misc{42298,
  author       = {{N., N.}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Productivity optimization through project matching}}},
  year         = {{2020}},
}

@inproceedings{55643,
  abstract     = {{<jats:p>Since 2018 a group of musicology students at the Department of musicology of the University of Paderborn and the University of Music Detmold has been developing an online database called Kollaborateure – Involvierte – Profiteure. Musik in der NS-Zeit. Integral part of this database are articles on musicians, composers, employees in ministries and organisations affiliated to the party, musicologists, music editors and publishers from the Nazi era. In addition to the source-based biographical key data, the prosography focuses on the current research situation related to the respective person, a detailed description of the networks in the denazification processes and presents comprehensive lists of all writings, musical works, speeches and a list of his or her memberships. In future, further authors are to be won over to the project in order to create new articles or to update existing ones.</jats:p>}},
  author       = {{Oancea, Theodora and Pollmann, Joachim and Spieker, Jonas}},
  booktitle    = {{Freie Beiträge zur Jahrestagung der Gesellschaft für Musikforschung 2019}},
  editor       = {{Jaeschke, Nina and Grotjahn, Rebecca}},
  publisher    = {{Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold}},
  title        = {{{Kollaborateure – Involvierte – Profiteure. Erarbeitung eines Online-Lexikons zur Musik in der NS-Zeit}}},
  doi          = {{10.25366/2020.67}},
  year         = {{2020}},
}

@inproceedings{24053,
  abstract     = {{We overview the 3-year Meteracom project which
will provide traceability to the SI for THz communication
measurement parameters. The key objectives are to develop new
metrological methods to characterize the measurement systems,
system components and propagation channels. The final
objective is to develop metrology for functionality and signal
integrity of THz communication systems; particularly device
discovery and beam tracking, determination of physical layer
parameters for digital transmission and real-time performance
evaluation.}},
  author       = {{Humphreys, David and Berekovic, Mladen and Kallfass, Ingmar and Scheytt, Christoph and Kuerner, Thomas and Jukan, Admela and Schneider, Thomas and Kleine-Ostmann, Thomas and Koch, Martin and Thomae, Reiner}},
  booktitle    = {{Proc. 43-nd Meeting of the Wireless World Research Forum (WWRF)",}},
  title        = {{{An overview of the Meteracom Project}}},
  year         = {{2019}},
}

@inproceedings{22000,
  abstract     = {{Requirement changes are a major cause for project failure. A systematic approach to manage those changes from the very beginning should be an in-tegral part of each development project. Although this is accepted in both sci-ence and industry, there is no adequate approach to tackle the issue, especially in the context of interdisciplinary systems. In this paper, a secondary analysis is done to identify all information that is necessary to manage those changes efficiently. The demanded information is pictured in a reference model and then mapped with the capabilities of existing approaches. Based on this, research gaps are identified and used to guide future research efforts. }},
  author       = {{Gräßler, I. and Oleff, C.}},
  booktitle    = {{Design for X - Beiträge zum 30. DfX-Symposium }},
  pages        = {{49--60}},
  title        = {{{Risikoorientierte Analyse und Handhabung von Anforderungsänderungen}}},
  doi          = {{ 10.35199/dfx2019.5}},
  volume       = {{30}},
  year         = {{2019}},
}

@inproceedings{22028,
  abstract     = {{The mechanical properties of thin-walled plastic components are limited. One approach to improve the strength or stiffness of these components is to reinforce the thin-walled areas with an individually adapted Fused Deposition Modeling structure. Fused Deposition Modeling (FDM) is one of the most commonly used additive manufacturing processes. This process is characterized by the deposition of a fused, thermoplastic filament. Depending on the form of the reinforcement structure, the resulting hybrid structure should show higher strength or stiffness. The objective of the project is to determine constructive design and process guidelines for FDM structures. The FDM structure is to be used as a partial reinforcement for lightweight components and be adapted to the respective load conditions. Because of the lightweight application, the FDM structure should also have the lowest possible weight. The optimization of the FDM parts for different load cases is realized by adapting the design parameters. These parameters influence the layer generation and therefore also the inner structure of the FDM parts. In preliminary studies, the manufacturing restrictions of the FDM process are defined. The specimens are manufactured based on the Design of Experiments. To determine the static strength properties, different tests (tensile, compression, flexural, torsion and impact) are carried out. The investigations show that the filling strategy affects the mechanical properties. As a result of the investigations, design and process guidelines for the FDM structures are established according to the load conditions.}},
  author       = {{Moritzer, Elmar and Hirsch, André and Bürenhaus, Franziska Isabelle}},
  booktitle    = {{AIP Conference Proceedings}},
  number       = {{1}},
  publisher    = {{AIP Publishing}},
  title        = {{{Development and Modeling of Design and Process Guidelines for FDM Structures for the Partial Reinforcement of Hybrid Structures}}},
  doi          = {{10.1063/1.5088314}},
  volume       = {{2065}},
  year         = {{2019}},
}

@inproceedings{15332,
  abstract     = {{Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes.
They range from effects on the individual and society to new societal and social issues. The question arises
as to how students can learn the basic functioning of AI systems, what areas of life and society are affected
by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all
school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with
the support of the Federal Ministry of Education and Research. The material deals with the following aspects
of AI: Discussing everyday experiences with AI, how does machine learning work, historical development
of AI concepts, difference between man and machine, future distribution of roles between man and machine,
in which AI world do we want to live and how much AI would we like to have in our lives. Through an
accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order
to guarantee the long-term applicability in the teaching context in the different age groups and school types.
In this paper, we describe the current state of the material development, the challenges arising, and the results
of tests with different classes to date. We also present first ideas for evaluating the results.}},
  author       = {{Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte, Carsten}},
  booktitle    = {{ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings}},
  editor       = {{Jasutė, Eglė and Pozdniakov, Sergei}},
  isbn         = {{978-9925-553-27-3}},
  keywords     = {{Artificial Intelligence, Machine Learning, Teaching Material, Societal Aspects, Ethics. Social Aspects, Science Year, Simulation Game}},
  location     = {{Lanarca}},
  pages        = {{65 -- 73}},
  title        = {{{Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material}}},
  volume       = {{12}},
  year         = {{2019}},
}

@article{35529,
  abstract     = {{Angehende Physiklehrkräfte sollen im Rahmen ihres Studiums fachliches und fachdidaktisches Wissen erwerben, welches die Gestaltung lernförderlichen Unterrichts ermöglicht. Es ist allerdings empirisch nur wenig geklärt, wie sich dieses Wissen im Laufe des Studiums entwickelt und ob es zur Ausbildung von Handlungsfähigkeiten beiträgt. Um derartige Wirkungsaussagen treffen zu können, müssen Instrumente entwickelt werden, die eine valide Testwertinterpretation zulassen. In diesem Beitrag werden auf Basis von im Projekt Profile-P+ entwickelten Instrumenten Validitätsanalysen zur längsschnittlichen Entwicklung des Professionswissens von Physiklehramtsstudierenden im Verlauf des Bachelorstudiums und ihrer Fähigkeiten zur Planung und Reflexion von Physikunterricht sowie zum Erklären von physikalischen Sachverhalten vor und nach dem Praxissemester dargestellt. Neben Wissenstests kamen standardisierte Performanztests zum Einsatz. Die vorliegenden Ergebnisse sprechen dafür, dass die erhobenen Messwerte im Sinne von Wirkungsaussagen interpretiert werden können. (DIPF/Orig.)}},
  author       = {{Vogelsang, Christoph and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren and Kulgemeyer, Christoph and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan}},
  journal      = {{Zeitschrift für Pädagogik}},
  number       = {{4}},
  pages        = {{473--491}},
  title        = {{{Entwicklung von Professionswissen und Unterrichtsperformanz im Lehramtsstudium Physik. Analysen zu valider Testwertinterpretation}}},
  doi          = {{10.25656/01:23990}},
  volume       = {{65}},
  year         = {{2019}},
}

@inproceedings{51268,
  abstract     = {{CACC systems have been proven to increase road utilization, safety and decrease fuel consumption by driving with a small headway at freeway speed. Such platooning systems are usually focused on freeway scenarios and most of the current research is done for this use case. Especially in urban scenarios at traffic lights and intersections there is a lot of potential to increase the traffic efficiency and safety by applying platooning mechanisms. Most of the techniques used on freeways are not applicable for urban scenarios, as freeways are more or less a multi lane one-way road. In my PhD project I want to investigate platooning as an application for urban scenarios. For this I plan to examine platooning for signalized and non-signalized intersections in a first step, but also consider platoon formation strategies and driver models for human driven platoons. The end result should be a set of algorithms and strategies to make urban and rural traffic more efficient and safer by the use of platooning. Evaluation and analysis will mainly be done by using simulations, but not limited to that.}},
  author       = {{Hardes, Tobias}},
  booktitle    = {{International Conference on Networked Systems (NetSys 2019), PhD Forum}},
  location     = {{Munich}},
  title        = {{{Research Statement: Urban Platooning}}},
  year         = {{2019}},
}

@article{53966,
  author       = {{Tavana, Madjid and Khosrojerdi, Ghasem and Mina, Hassan and Rahman, Amirah}},
  issn         = {{0149-7189}},
  journal      = {{Evaluation and Program Planning}},
  publisher    = {{Elsevier BV}},
  title        = {{{A hybrid mathematical programming model for optimal project portfolio selection using fuzzy inference system and analytic hierarchy process}}},
  doi          = {{10.1016/j.evalprogplan.2019.101703}},
  volume       = {{77}},
  year         = {{2019}},
}

@inproceedings{55837,
  abstract     = {{The Freischütz Digital project (FreiDi) was one of the pioneer projects employing MEI in large scale. It did not only try to encode a huge quantity of music material, it also sought to capture as many aspects of the available sources as possible, effectively creating data of almost unrivaled richness. This paper discusses the outcomes of and experiences made in the FreiDi project.}},
  author       = {{Kepper, Johannes}},
  booktitle    = {{Music Encoding Conference Proceedings 2015, 2016 and 2017}},
  editor       = {{Di Bacco, Giuliano and Kepper, Johannes and Roland, Perry}},
  keywords     = {{mec-proceedings, mec-proceedings-2016}},
  pages        = {{95–105}},
  publisher    = {{Bavarian State Library (BSB)}},
  title        = {{{Wie? Was? Entsetzen! Lessons Learned from the Freischütz Digital Project}}},
  doi          = {{10.15463/music-1}},
  year         = {{2019}},
}

@misc{34124,
  abstract     = {{Es existieren bisher zahlreiche Studien, die das Potenzial von Augmented Reality (AR) in verschiedenen Bildungsbereichen und seine Auswirkungen auf die Lernenden hinsichtlich ihrer erhöhten Motivation, verbesserter Lernfähigkeit, Konzentration auf das Thema usw. hervorheben. Dabei eignen sich AR-Anwendungen sowohl für den Einsatz in formellen, als auch informellen Lernumgebungen und Bildungsinstitutionen, beginnend mit Kunstkursen in Vorschulen über Biologie, Geschichte, Chemie, Physik etc. in weiterführenden Schulen und Universitäten [1]. Trotz der steigenden Zahl an Studien liegen nur wenigen AR-Anwendungen ein geeignetes didaktisches Konzept zu Grunde. Ferner fehlen allgemeine Studien, die die lernfördernden Eigenschaften von AR im Bereich der Vorbereitung und Begleitung von Laborpraktika untersuchen. Aktuelle Anwendungen erweitern lediglich gedruckte Lerninhalte mit zusätzlichen Links, Videos oder statischen 3D-Modellen oder benötigen spezielle Voraussetzung für die Nutzung der AR-Anwendung [2]. Der vorliegende Beitrag untersucht und konzentriert sich daher auf ein didaktisches Konzept für eine auf mobilen Geräten basierende AR-Anwendung (App) zum Erwerb und zur Vertiefung praktischer Fertigkeiten im Umgang mit elektrotechnischen Laborgeräten und -komponenten. In einer früheren Arbeit wurden die Möglichkeiten und Grenzen der AR-Technologie in der Ingenieurausbildung mit besonderem Fokus auf Laborarbeit untersucht, um häufige Fehler im Designkonzept zu vermeiden. Das didaktische Grundkonzept beruht auf dem „Constructive Alignement“ nach Biggs [3] mit der Definition der drei obligatorischen Schritte: Lernziele, Lehr- / Lernaktivitäten und Prüfungsmethoden. Die Lernziele werden –  angelehnt an die modifizierte Bloom-Taxonomie nach Anderson und Krathwohl [4] – weiter konkretisiert, woraus dann im weiteren Schritt mögliche Lehrszenarien in AR gestaltet wurden.}},
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  keywords     = {{Augmented Reality, Laborpraktikum, didaktische Konzepte, Constructive Alignment}},
  publisher    = {{Gudrun Kammasch, Henning Klaf e, Sönke Knutzen (Hrsg.)}},
  title        = {{{Posterbeitrag: Didaktisches Konzept und Prototyp eines auf Augmented Reality basierenden virtuellen Vorpraktikums in der Elektrotechnik}}},
  year         = {{2019}},
}

@inproceedings{36323,
  author       = {{Franzen, Katja and Görel, Gamze and Filipiak, Agnes and Albers, Timm and Hellmich, Frank}},
  publisher    = {{University of Hamburg}},
  title        = {{{Development Of Preservice Teachers' Inclusive Competences. The "KinU"-Project. Poster Presentation. ECER 2019 (European Conference on Educational Research). “Education in an Era of Risk – the Role of Educational Research for the Future“}}},
  year         = {{2019}},
}

@inproceedings{42232,
  author       = {{Aghaei Abrandabadi, Seyed Ali}},
  booktitle    = {{The 9th European Conference of Iranian Studies (ECIS9)}},
  title        = {{{The Project “Irankoran”: Digitalisation of Early Quranic Manuscripts Kept in Iranian Collections}}},
  year         = {{2019}},
}

@inbook{57886,
  abstract     = {{The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)}},
  author       = {{Godau, Marc and Haenisch, Matthias}},
  booktitle    = {{Praxen und Diskurse aus Sicht musikpädagogischer Forschung}},
  editor       = {{Weidner, Verena and Rolle, Christian}},
  keywords     = {{Praxeologie, Informal learning, Informelles Lernen, Komponieren, Learning, Lernen, Musical Composition, Musical education, Musician, Musiker, Musikpädagogik, Pop music, Popmusik, Popular Music, Prozess, Studie}},
  pages        = {{51–67}},
  publisher    = {{Waxmann}},
  title        = {{{How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}}},
  year         = {{2019}},
}

@article{45194,
  abstract     = {{Angehende Physiklehrkräfte sollen im Rahmen ihres Studiums fachliches und fachdidaktisches Wissen erwerben, welches die Gestaltung lernförderlichen Unterrichts ermöglicht. Es ist allerdings empirisch nur wenig geklärt, wie sich dieses Wissen im Laufe des Studiums entwickelt und ob es zur Ausbildung von Handlungsfähigkeiten beiträgt. Um derartige Wirkungsaussagen treffen zu können, müssen Instrumente entwickelt werden, die eine valide Testwertinterpretation zulassen. In diesem Beitrag werden auf Basis von im Projekt Profile-P+ entwickelten Instrumenten Validitätsanalysen zur längsschnittlichen Entwicklung des Professionswissens von Physiklehramtsstudierenden im Verlauf des Bachelorstudiums und ihrer Fähigkeiten zur Planung und Reflexion von Physikunterricht sowie zum Erklären von physikalischen Sachverhalten vor und nach dem Praxissemester dargestellt. Neben Wissenstests kamen standardisierte Performanztests zum Einsatz. Die vorliegenden Ergebnisse sprechen dafür, dass die erhobenen Messwerte im Sinne von Wirkungsaussagen interpretiert werden können. (DIPF/Orig.)}},
  author       = {{Vogelsang, Christoph and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren and Kulgemeyer, Christoph and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan}},
  journal      = {{Zeitschrift für Pädagogik}},
  number       = {{4}},
  pages        = {{473--491}},
  publisher    = {{Beltz}},
  title        = {{{Entwicklung von Professionswissen und Unterrichtsperformanz im Lehramtsstudium Physik. Analysen zu valider Testwertinterpretation}}},
  doi          = {{10.25656/01:23990}},
  volume       = {{65}},
  year         = {{2019}},
}