--- _id: '24017' abstract: - lang: eng text: In developing complex technical systems, requirements are subject to continuous change. Systematic and holistic change impact analysis and proactive measures are required for reducing the number of requirement changes and their negative impact. There is no method to analyse the holistic impact of a requirement change in the context of developing complex technical systems. Holistic analysis requires to consider the local effects of requirement changes as well as effects from change propagation. To develop an approach for holistic change propagation and impact analysis, twelve performance goals are defined. Those are derived from a state of research analysis as well as an industry workshop. A three-step method is proposed. Firstly, requirement dependencies that cause change propagation are detected. Secondly, critical requirements are automatically identified based on a Page Rank algorithm. Thirdly, change impact of critical requirements is analysed based on a guideline. Validation proves that ten goals are fulfilled and two are partly fulfilled. The method addresses major shortcomings of preceding research and enables sound decision making for development engineers both before a change occurs and during decision process on a change request. This helps to reduce negative change impact in development projects and the risk of project failure. author: - first_name: Iris full_name: Gräßler, Iris id: '47565' last_name: Gräßler orcid: 0000-0001-5765-971X - first_name: Christian full_name: Oleff, Christian id: '41188' last_name: Oleff - first_name: Daniel full_name: Preuß, Daniel id: '40253' last_name: Preuß citation: ama: 'Gräßler I, Oleff C, Preuß D. Holistic change propagation and impact analysis in requirements management. In: Wagner B, Wilson J, eds. ; 2021.' apa: Gräßler, I., Oleff, C., & Preuß, D. (2021). Holistic change propagation and impact analysis in requirements management (B. Wagner & J. Wilson, Eds.). bibtex: '@inproceedings{Gräßler_Oleff_Preuß_2021, title={Holistic change propagation and impact analysis in requirements management}, author={Gräßler, Iris and Oleff, Christian and Preuß, Daniel}, editor={Wagner, Beverly and Wilson, Juliette}, year={2021} }' chicago: Gräßler, Iris, Christian Oleff, and Daniel Preuß. “Holistic Change Propagation and Impact Analysis in Requirements Management.” edited by Beverly Wagner and Juliette Wilson, 2021. ieee: I. Gräßler, C. Oleff, and D. Preuß, “Holistic change propagation and impact analysis in requirements management,” Strathclyde/Glasgow, 2021. mla: Gräßler, Iris, et al. Holistic Change Propagation and Impact Analysis in Requirements Management. Edited by Beverly Wagner and Juliette Wilson, 2021. short: 'I. Gräßler, C. Oleff, D. Preuß, in: B. Wagner, J. Wilson (Eds.), 2021.' conference: end_date: 2021-07-08 location: Strathclyde/Glasgow name: R&D Management Conference start_date: 2021-07-07 date_created: 2021-09-09T11:49:38Z date_updated: 2022-11-11T12:20:12Z ddc: - '620' department: - _id: '152' editor: - first_name: Beverly full_name: Wagner, Beverly last_name: Wagner - first_name: Juliette full_name: Wilson, Juliette last_name: Wilson file: - access_level: open_access content_type: application/pdf creator: dpreuss date_created: 2022-04-19T07:59:22Z date_updated: 2022-11-11T12:20:11Z file_id: '30912' file_name: RD_2021_HolisticChangePropagation_ShortCompetitivePaper_graessler.pdf file_size: 571976 relation: main_file file_date_updated: 2022-11-11T12:20:11Z has_accepted_license: '1' language: - iso: eng oa: '1' status: public title: Holistic change propagation and impact analysis in requirements management type: conference user_id: '40253' year: '2021' ... --- _id: '48109' abstract: - lang: eng text: AbstractIn this paper, we will describe an introduction to Data Science for secondary school students. We will report on the design and implementation of an introductory unit on “Data and data detectives with CODAP” in which secondary school students used the online tool CODAP to explore real and meaningful survey data on leisure time activities and media use (so‐called JIM‐PB data) in a statistical project setting as a starting point for data science. The JIM‐PB data set served as a valuable data set that offered meaningful and exciting opportunities for data exploration for secondary school students, and CODAP proved to be a valuable tool for the first explorations of this data. author: - first_name: Daniel full_name: Frischemeier, Daniel last_name: Frischemeier - first_name: Rolf full_name: Biehler, Rolf last_name: Biehler - first_name: Susanne full_name: Podworny, Susanne last_name: Podworny - first_name: Lea full_name: Budde, Lea last_name: Budde citation: ama: 'Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics. 2021;43(S1). doi:10.1111/test.12283' apa: 'Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics, 43(S1). https://doi.org/10.1111/test.12283' bibtex: '@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data}, volume={43}, DOI={10.1111/test.12283}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021} }' chicago: 'Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics 43, no. S1 (2021). https://doi.org/10.1111/test.12283.' ieee: 'D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data,” Teaching Statistics, vol. 43, no. S1, 2021, doi: 10.1111/test.12283.' mla: 'Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics, vol. 43, no. S1, Wiley, 2021, doi:10.1111/test.12283.' short: D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021). date_created: 2023-10-17T06:06:02Z date_updated: 2023-10-17T06:13:03Z doi: 10.1111/test.12283 intvolume: ' 43' issue: S1 keyword: - Education - Statistics and Probability language: - iso: eng publication: Teaching Statistics publication_identifier: issn: - 0141-982X - 1467-9639 publication_status: published publisher: Wiley status: public title: 'A first introduction to data science education in secondary schools: Teaching and learning about data exploration with CODAP using survey data' type: journal_article user_id: '30619' volume: 43 year: '2021' ... --- _id: '47957' author: - first_name: Jennifer Nicole full_name: Schneider, Jennifer Nicole last_name: Schneider citation: ama: 'Schneider JN. Digital transformation in industry. In: Beutner M, Pechuel R, Schneider J, eds. Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project. ; 2021:57-62.' apa: 'Schneider, J. N. (2021). Digital transformation in industry. In M. Beutner, R. Pechuel, & J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project (pp. 57–62).' bibtex: '@inbook{Schneider_2021, place={Köln }, title={Digital transformation in industry}, booktitle={Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}, author={Schneider, Jennifer Nicole}, editor={Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer }, year={2021}, pages={57–62} }' chicago: 'Schneider, Jennifer Nicole. “Digital Transformation in Industry.” In Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner, Rasmus Pechuel, and Jennifer Schneider, 57–62. Köln , 2021.' ieee: 'J. N. Schneider, “Digital transformation in industry,” in Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, M. Beutner, R. Pechuel, and J. Schneider, Eds. Köln , 2021, pp. 57–62.' mla: 'Schneider, Jennifer Nicole. “Digital Transformation in Industry.” Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner et al., 2021, pp. 57–62.' short: 'J.N. Schneider, in: M. Beutner, R. Pechuel, J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, Köln , 2021, pp. 57–62.' date_created: 2023-10-11T08:12:55Z date_updated: 2023-11-29T14:58:37Z department: - _id: '208' editor: - first_name: 'Marc ' full_name: 'Beutner, Marc ' last_name: Beutner - first_name: Rasmus full_name: Pechuel, Rasmus last_name: Pechuel - first_name: 'Jennifer ' full_name: 'Schneider, Jennifer ' last_name: Schneider language: - iso: eng main_file_link: - open_access: '1' url: http://digivet.eduproject.eu/wp-content/uploads/2021/09/DigI-VET-EN.pdf oa: '1' page: '57 - 62 ' place: 'Köln ' project: - _id: '79' grant_number: '2018-1-DE02-KA202-005145 ' name: 'Digi-VET: Digi-VET: Fostering Digitisation and Industry 4.0 in vocational education and training ' publication: 'Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project' publication_status: published status: public title: Digital transformation in industry type: book_chapter user_id: '38157' year: '2021' ... --- _id: '47966' author: - first_name: 'Jennifer ' full_name: 'Schneider, Jennifer ' last_name: Schneider citation: ama: 'Schneider J. Teaching and Learning Materials. In: Beutner M, Pechuel R, Schneider J, eds. Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project. ; 2021:150-165.' apa: 'Schneider, J. (2021). Teaching and Learning Materials. In M. Beutner, R. Pechuel, & J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project (pp. 150–165).' bibtex: '@inbook{Schneider_2021, place={Köln }, title={Teaching and Learning Materials}, booktitle={Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}, author={Schneider, Jennifer }, editor={Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}, year={2021}, pages={150–165} }' chicago: 'Schneider, Jennifer . “Teaching and Learning Materials.” In Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner, Rasmus Pechuel, and Jennifer Schneider, 150–65. Köln , 2021.' ieee: 'J. Schneider, “Teaching and Learning Materials,” in Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, M. Beutner, R. Pechuel, and J. Schneider, Eds. Köln , 2021, pp. 150–165.' mla: 'Schneider, Jennifer. “Teaching and Learning Materials.” Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner et al., 2021, pp. 150–65.' short: 'J. Schneider, in: M. Beutner, R. Pechuel, J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, Köln , 2021, pp. 150–165.' date_created: 2023-10-11T08:26:43Z date_updated: 2023-11-29T14:58:34Z department: - _id: '208' editor: - first_name: 'Marc ' full_name: 'Beutner, Marc ' last_name: Beutner - first_name: Rasmus full_name: Pechuel, Rasmus last_name: Pechuel - first_name: Jennifer full_name: Schneider, Jennifer last_name: Schneider language: - iso: eng main_file_link: - open_access: '1' url: http://digivet.eduproject.eu/wp-content/uploads/2021/09/DigI-VET-EN.pdf oa: '1' page: 150 - 165 place: 'Köln ' project: - _id: '79' grant_number: '2018-1-DE02-KA202-005145 ' name: 'Digi-VET: Digi-VET: Fostering Digitisation and Industry 4.0 in vocational education and training ' publication: 'Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project' publication_status: published status: public title: Teaching and Learning Materials type: book_chapter user_id: '38157' year: '2021' ... --- _id: '49891' abstract: - lang: eng text: This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts. article_type: original author: - first_name: Timo full_name: Neuhausen, Timo id: '99991' last_name: Neuhausen - first_name: Carsten full_name: Wernicke, Carsten last_name: Wernicke - first_name: Michael full_name: Ahlers, Michael last_name: Ahlers citation: ama: 'Neuhausen T, Wernicke C, Ahlers M. Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology &amp; Education. 2021;13(2):287-304. doi:10.1386/jmte_00027_1' apa: 'Neuhausen, T., Wernicke, C., & Ahlers, M. (2021). Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology &amp; Education, 13(2), 287–304. https://doi.org/10.1386/jmte_00027_1' bibtex: '@article{Neuhausen_Wernicke_Ahlers_2021, title={Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}, volume={13}, DOI={10.1386/jmte_00027_1}, number={2}, journal={Journal of Music, Technology &amp; Education}, publisher={Intellect}, author={Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}, year={2021}, pages={287–304} }' chicago: 'Neuhausen, Timo, Carsten Wernicke, and Michael Ahlers. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology &amp; Education 13, no. 2 (2021): 287–304. https://doi.org/10.1386/jmte_00027_1.' ieee: 'T. Neuhausen, C. Wernicke, and M. Ahlers, “Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets,” Journal of Music, Technology &amp; Education, vol. 13, no. 2, pp. 287–304, 2021, doi: 10.1386/jmte_00027_1.' mla: 'Neuhausen, Timo, et al. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology &amp; Education, vol. 13, no. 2, Intellect, 2021, pp. 287–304, doi:10.1386/jmte_00027_1.' short: T. Neuhausen, C. Wernicke, M. Ahlers, Journal of Music, Technology &amp; Education 13 (2021) 287–304. date_created: 2023-12-20T08:57:17Z date_updated: 2023-12-20T10:02:21Z doi: 10.1386/jmte_00027_1 intvolume: ' 13' issue: '2' keyword: - Music - Education - Music Technology language: - iso: eng main_file_link: - url: https://intellectdiscover.com/content/journals/10.1386/jmte_00027_1 page: 287-304 publication: Journal of Music, Technology & Education publication_identifier: issn: - 1752-7066 - 1752-7074 publication_status: published publisher: Intellect quality_controlled: '1' status: public title: 'Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets' type: journal_article user_id: '99991' volume: 13 year: '2021' ... --- _id: '51004' abstract: - lang: eng text: 'AbstractFor Émilie Du Châtelet, I argue, a central role of the principle of sufficient reason is to discriminate between better and worse explanations. Her principle of sufficient reason does not play this role for just any conceivable intellect: it specifically enables understanding for minds like ours. She develops this idea in terms of two criteria for the success of our explanations: “understanding how” and “understanding why.” These criteria can respectively be connected to the determinateness and contrastivity of explanations. The crucial role Du Châtelet’s principle of sufficient reason plays in identifying good explanations is often overlooked in the literature, or else run together with questions about the justification and likelihood of explanations. An auxiliary goal of the article is to situate Du Châtelet’s principle of sufficient reason with respect to some of the general epistemological and metaphysical commitments of her Institutions de Physique, clarifying how it fits into the broader project of that work.' author: - first_name: Aaron full_name: Wells, Aaron last_name: Wells citation: ama: Wells A. Du Châtelet on Sufficient Reason and Empirical Explanation. The Southern Journal of Philosophy. 2021;59(4):629-655. doi:10.1111/sjp.12433 apa: Wells, A. (2021). Du Châtelet on Sufficient Reason and Empirical Explanation. The Southern Journal of Philosophy, 59(4), 629–655. https://doi.org/10.1111/sjp.12433 bibtex: '@article{Wells_2021, title={Du Châtelet on Sufficient Reason and Empirical Explanation}, volume={59}, DOI={10.1111/sjp.12433}, number={4}, journal={The Southern Journal of Philosophy}, publisher={Wiley}, author={Wells, Aaron}, year={2021}, pages={629–655} }' chicago: 'Wells, Aaron. “Du Châtelet on Sufficient Reason and Empirical Explanation.” The Southern Journal of Philosophy 59, no. 4 (2021): 629–55. https://doi.org/10.1111/sjp.12433.' ieee: 'A. Wells, “Du Châtelet on Sufficient Reason and Empirical Explanation,” The Southern Journal of Philosophy, vol. 59, no. 4, pp. 629–655, 2021, doi: 10.1111/sjp.12433.' mla: Wells, Aaron. “Du Châtelet on Sufficient Reason and Empirical Explanation.” The Southern Journal of Philosophy, vol. 59, no. 4, Wiley, 2021, pp. 629–55, doi:10.1111/sjp.12433. short: A. Wells, The Southern Journal of Philosophy 59 (2021) 629–655. date_created: 2024-01-29T16:25:51Z date_updated: 2024-01-29T16:29:14Z doi: 10.1111/sjp.12433 intvolume: ' 59' issue: '4' keyword: - Philosophy language: - iso: eng page: 629-655 publication: The Southern Journal of Philosophy publication_identifier: issn: - 0038-4283 - 2041-6962 publication_status: published publisher: Wiley status: public title: Du Châtelet on Sufficient Reason and Empirical Explanation type: journal_article user_id: '89005' volume: 59 year: '2021' ... --- _id: '47962' author: - first_name: Jennifer Nicole full_name: Schneider, Jennifer Nicole id: '49590' last_name: Schneider citation: ama: 'Schneider JN. Digitalisation in the Classroom – Learning Tools. In: Beutner M, Pechuel R, Schneider J, eds. Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project. ; 2021:87-100.' apa: 'Schneider, J. N. (2021). Digitalisation in the Classroom – Learning Tools. In M. Beutner, R. Pechuel, & J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project (pp. 87–100).' bibtex: '@inbook{Schneider_2021, place={Köln}, title={Digitalisation in the Classroom – Learning Tools}, booktitle={Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}, author={Schneider, Jennifer Nicole}, editor={Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}, year={2021}, pages={87–100} }' chicago: 'Schneider, Jennifer Nicole. “Digitalisation in the Classroom – Learning Tools.” In Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner, Rasmus Pechuel, and Jennifer Schneider, 87–100. Köln, 2021.' ieee: 'J. N. Schneider, “Digitalisation in the Classroom – Learning Tools,” in Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, M. Beutner, R. Pechuel, and J. Schneider, Eds. Köln, 2021, pp. 87–100.' mla: 'Schneider, Jennifer Nicole. “Digitalisation in the Classroom – Learning Tools.” Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, edited by Marc Beutner et al., 2021, pp. 87–100.' short: 'J.N. Schneider, in: M. Beutner, R. Pechuel, J. Schneider (Eds.), Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project, Köln, 2021, pp. 87–100.' date_created: 2023-10-11T08:15:51Z date_updated: 2024-02-19T09:36:01Z department: - _id: '210' editor: - first_name: 'Marc ' full_name: 'Beutner, Marc ' last_name: Beutner - first_name: Rasmus full_name: Pechuel, Rasmus last_name: Pechuel - first_name: Jennifer full_name: Schneider, Jennifer last_name: Schneider language: - iso: eng main_file_link: - open_access: '1' url: http://digivet.eduproject.eu/wp-content/uploads/2021/09/DigI-VET-EN.pdf oa: '1' page: 87 - 100 place: Köln project: - _id: '79' grant_number: '2018-1-DE02-KA202-005145 ' name: 'Digi-VET: Digi-VET: Fostering Digitisation and Industry 4.0 in vocational education and training ' publication: 'Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project' publication_status: published status: public title: Digitalisation in the Classroom – Learning Tools type: book_chapter user_id: '14931' year: '2021' ... --- _id: '47978' citation: ama: 'Beutner M, Pechuel R, Schneider JN, eds. Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project.; 2021.' apa: 'Beutner, M., Pechuel, R., & Schneider, J. N. (Eds.). (2021). Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project.' bibtex: '@book{Beutner_Pechuel_Schneider_2021, place={Köln}, title={Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project}, year={2021} }' chicago: 'Beutner, Marc, Rasmus Pechuel, and Jennifer Nicole Schneider, eds. Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project. Köln, 2021.' ieee: 'M. Beutner, R. Pechuel, and J. N. Schneider, Eds., Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project. Köln, 2021.' mla: 'Beutner, Marc, et al., editors. Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project. 2021.' short: 'M. Beutner, R. Pechuel, J.N. Schneider, eds., Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project, Köln, 2021.' date_created: 2023-10-11T08:49:33Z date_updated: 2024-02-19T09:35:38Z department: - _id: '210' editor: - first_name: Marc full_name: Beutner, Marc id: '21118' last_name: Beutner - first_name: Rasmus full_name: Pechuel, Rasmus last_name: Pechuel - first_name: Jennifer Nicole full_name: Schneider, Jennifer Nicole id: '49590' last_name: Schneider language: - iso: eng main_file_link: - open_access: '1' url: http://digivet.eduproject.eu/wp-content/uploads/2021/09/DigI-VET-EN.pdf oa: '1' place: Köln project: - _id: '79' grant_number: '2018-1-DE02-KA202-005145 ' name: 'Digi-VET: Digi-VET: Fostering Digitisation and Industry 4.0 in vocational education and training ' publication_status: published status: public title: 'Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project' type: book_editor user_id: '14931' year: '2021' ... --- _id: '27874' author: - first_name: Sara full_name: Ayllón, Sara last_name: Ayllón - first_name: Gianna full_name: Casamassima, Gianna id: '41118' last_name: Casamassima - first_name: Kerstin full_name: Drossel, Kerstin id: '48921' last_name: Drossel - first_name: Birgit full_name: Eickelmann, Birgit id: '40387' last_name: Eickelmann - first_name: Christer full_name: Hyggen, Christer last_name: Hyggen - first_name: Samuel full_name: Lado, Samuel last_name: Lado - first_name: Sonja full_name: Port, Sonja last_name: Port - first_name: Nienke full_name: Broekstra, Nienke last_name: Broekstra citation: ama: Ayllón S, Casamassima G, Drossel K, et al. Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen. DigiGen - working paper series; 2021. apa: Ayllón, S., Casamassima, G., Drossel, K., Eickelmann, B., Hyggen, C., Lado, S., Port, S., & Broekstra, N. (2021). Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen. DigiGen - working paper series. bibtex: '@book{Ayllón_Casamassima_Drossel_Eickelmann_Hyggen_Lado_Port_Broekstra_2021, title={Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen}, publisher={DigiGen - working paper series}, author={Ayllón, Sara and Casamassima, Gianna and Drossel, Kerstin and Eickelmann, Birgit and Hyggen, Christer and Lado, Samuel and Port, Sonja and Broekstra, Nienke}, year={2021} }' chicago: Ayllón, Sara, Gianna Casamassima, Kerstin Drossel, Birgit Eickelmann, Christer Hyggen, Samuel Lado, Sonja Port, and Nienke Broekstra. Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen. DigiGen - working paper series, 2021. ieee: S. Ayllón et al., Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen. DigiGen - working paper series, 2021. mla: Ayllón, Sara, et al. Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen. DigiGen - working paper series, 2021. short: S. Ayllón, G. Casamassima, K. Drossel, B. Eickelmann, C. Hyggen, S. Lado, S. Port, N. Broekstra, Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen, DigiGen - working paper series, 2021. date_created: 2021-11-25T16:28:47Z date_updated: 2024-03-20T10:25:26Z department: - _id: '462' publisher: DigiGen - working paper series status: public title: Digital diversity across Europe. Policy brief September 2021 of Working Package 2 'Mapping digital transformations across Europe' in Horizon-2020-Project DigiGen type: research_data user_id: '103823' year: '2021' ... --- _id: '37644' abstract: - lang: eng text: Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology education ininterdisciplinaryscience and social studies is quite underrepresented in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in society through participation in technological development is a fundamental common goal of technological and inclusive education and part of widely recognized technological literacy.It is therefore not well understood how teaching and learning arrangementscan consider and satisfythe needs of all different students. The research project the present paper is part of tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary educationto allow for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the instrument used and several implications on the diversity of students ́needs in science and social studies. Future research is needed with larger samples for factor-analysis. article_type: original author: - first_name: Franz full_name: Schröer, Franz id: '71764' last_name: Schröer - first_name: Claudia full_name: Tenberge, Claudia id: '67302' last_name: Tenberge citation: ama: Schröer F, Tenberge C. Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap. 2021;28(2):322-331. apa: Schröer, F., & Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, 28(2), 322–331. bibtex: '@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}, volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge, Claudia}, year={2021}, pages={322–331} }' chicago: 'Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28, no. 2 (2021): 322–31.' ieee: F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools,” TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap, vol. 28, no. 2, pp. 322–331, 2021. mla: Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, vol. 28, no. 2, TECHNE SERIES, 2021, pp. 322–31. short: F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28 (2021) 322–331. conference: end_date: 2021-04-30 location: Rauma (FIN) name: PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher Education start_date: 2021-04-27 date_created: 2023-01-20T07:55:21Z date_updated: 2024-07-03T07:15:17Z department: - _id: '588' intvolume: ' 28' issue: '2' keyword: - Inclusion - basic needs - Technology Education - Primary Education - autonomy - competence - social relatedness language: - iso: eng main_file_link: - open_access: '1' url: https://journals.oslomet.no/index.php/techneA/article/view/4368/3843 oa: '1' page: 322-331 publication: TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap publication_identifier: issn: - 1893-1774 publication_status: published publisher: TECHNE SERIES quality_controlled: '1' status: public title: Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools type: journal_article user_id: '71764' volume: 28 year: '2021' ... --- _id: '28415' author: - first_name: Hendrik full_name: Hanses, Hendrik id: '64527' last_name: Hanses - first_name: Ilona full_name: Horwath, Ilona id: '68836' last_name: Horwath citation: ama: 'Hanses H, Horwath I. PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT. In: Holl HJ, ed. Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics. ; 2021.' apa: Hanses, H., & Horwath, I. (2021). PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT. In H. J. Holl (Ed.), Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics. bibtex: '@inproceedings{Hanses_Horwath_2021, title={PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT}, booktitle={Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics}, author={Hanses, Hendrik and Horwath, Ilona}, editor={Holl, Helmut J.}, year={2021} }' chicago: Hanses, Hendrik, and Ilona Horwath. “PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT.” In Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics, edited by Helmut J. Holl, 2021. ieee: H. Hanses and I. Horwath, “PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT,” in Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics, Linz, 2021. mla: Hanses, Hendrik, and Ilona Horwath. “PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT.” Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics, edited by Helmut J. Holl, 2021. short: 'H. Hanses, I. Horwath, in: H.J. Holl (Ed.), Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics, 2021.' conference: end_date: 2021.09.24 location: Linz name: 37th Danubia Adria Symposium on Advances in Experimental Mechanics start_date: 2021.09.21 date_created: 2021-12-08T08:25:25Z date_updated: 2023-01-17T10:34:58Z department: - _id: '603' - _id: '9' - _id: '321' editor: - first_name: Helmut J. full_name: Holl, Helmut J. last_name: Holl language: - iso: eng publication: Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics publication_identifier: isbn: - 978-3-9504997-0-4 publication_status: published quality_controlled: '1' status: public title: PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT type: conference user_id: '64527' year: '2021' ... --- _id: '37285' abstract: - lang: eng text: In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons. author: - first_name: Stephan full_name: Dahmen, Stephan id: '95659' last_name: Dahmen citation: ama: 'Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? Social Inclusion. 2021;9(3):347-360. doi:10.17645/si.v9i3.4354' apa: 'Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? Social Inclusion, 9(3), 347–360. https://doi.org/10.17645/si.v9i3.4354' bibtex: '@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}, volume={9}, DOI={10.17645/si.v9i3.4354}, number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen, Stephan}, year={2021}, pages={347–360} }' chicago: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” Social Inclusion 9, no. 3 (2021): 347–60. https://doi.org/10.17645/si.v9i3.4354.' ieee: 'S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?,” Social Inclusion, vol. 9, no. 3, pp. 347–360, 2021, doi: 10.17645/si.v9i3.4354.' mla: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” Social Inclusion, vol. 9, no. 3, Cogitatio, 2021, pp. 347–60, doi:10.17645/si.v9i3.4354.' short: S. Dahmen, Social Inclusion 9 (2021) 347–360. date_created: 2023-01-18T10:33:25Z date_updated: 2023-01-18T10:34:09Z department: - _id: '723' - _id: '724' - _id: '36' doi: 10.17645/si.v9i3.4354 intvolume: ' 9' issue: '3' keyword: - Sociology and Political Science - Social Psychology language: - iso: eng page: 347-360 publication: Social Inclusion publication_identifier: issn: - 2183-2803 publication_status: published publisher: Cogitatio status: public title: 'Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?' type: journal_article user_id: '48187' volume: 9 year: '2021' ... --- _id: '40039' abstract: - lang: eng text: "In der Herausforderung Unterricht inklusionsbezogen weiterzuentwickeln, manifestiert sich unter anderem die Forderung nach der Qualifizierung von (angehenden) Lehrkräften bzgl. der Anwendung und Umsetzung einer alltagsintegrierten Diagnostik mit dem Ziel, Kinder individualisiert und gleichzeitig mit Bezug auf einen gemeinsamen Lerngegenstand zu unterrichten. Dabei ist ein didaktisch-diagnostisches Handeln aller Lehrkräfte gefordert, welches im Kontext einer professionellen und inklusionsorientierten Gestaltung sowie einer angemessenen Begleitung und Förderung von Lern- und Entwicklungsprozessen steht. In der Konzeption entsprechender Aus- und Weiterbildungsformate setzt das geplante Projekt DiPoSa (Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts) an. Ziel ist es durch einen Design-Based-Research-Ansatz (DBR) Videovignetten zu erstellen und zu evaluieren, mittels derer entsprechende Kompetenzen von (angehenden) Lehrkräften im Sachunterricht weiterentwickelt werden können. Dabei bietet insbesondere der Sachunterricht als vielperspektivisches Integrationsfach der Grundschule einen passenden Rahmen, kindliche Lernpotentiale als Ausgangspunkt für didaktisch-diagnostisches Handeln nutzbar zu machen. Denn in aktuellen inklusionsorientierten Ansätzen des Sachunterrichts sind sowohl reformpädagogisch orientierte als auch offene Konzepte und Modelle des adaptiven Unterrichts zu finden, die sich an den unterschiedlichen Programmatiken der Umsetzung von individueller Förderung orientieren. Im folgenden Beitrag werden die dem geplanten Projekt zugrundeliegenden theoretischen und empirischen Zugänge erläutert und die forschungsmethodische Umsetzung durch einen DBR-Ansatz als methodologische Basis für eine Theorie-Praxis-verzahnende Forschungsperspektive auf diagnostisches Handeln sowie die Förderung diagnostischer Handlungskompetenzen durch Videovignetten im Kontext der Aus- und Weiterbildung von (Sachunterrichts-)Lehrkräften diskutiert.\r\n \r\nAbstract\r\nThe challenge to further promote practices of inclusive teaching, requires the development of assessment literacy. Combined with the aim to teach all children in a collaborative learning environment, qualification of teachers (in training) in the application and implementation of formative assessment as an integrated daily routine is needed. Therefore, the project DiPoSa focuses on the development of appropriate training and qualification formats. The project heads to create and evaluate video vignettes using a design-based-research approach (DBR), which can then be used to further develop assessment literacy of teachers in social studies and science in primary education. As a multi-perspective integrative subject in elementary school social studies and science in primary education offers a suitable framework for practices of formative assessment taking children's learning potentials as a serious concern. Foundations can be seen in current inclusive approaches to social studies and science in primary education, where reform pedagogically orientation and open concepts can as well be found as models of adaptive teaching. Although there are different theoretical and programmatic implementations, both perspectives share an orientation towards individual support of children. With this in mind the following article tries to lay down the theoretical and empirical approaches of the planed project DiPoSa and discusses methodological foundations of the project. The discussion focuses on how assessment practices as well as assessment literacy can be promoted through a DBR research-design using video vignettes in the context of teacher education and qualification and rooting in a deepened science-practice partnership.Zusammenfassung englisch" alternative_title: - Potentials of formative assessment practices in social studies and science in inclusive primary education. Conceptual and methodological implications of a design-based-research-based approach for teacher education author: - first_name: René full_name: Schroeder, René last_name: Schroeder - first_name: Eva full_name: Blumberg, Eva id: '37549' last_name: Blumberg - first_name: Brigitte full_name: Kottmann, Brigitte id: '82466' last_name: Kottmann - first_name: Susanne full_name: Miller, Susanne last_name: Miller - first_name: Anne full_name: Reh, Anne last_name: Reh citation: ama: Schroeder R, Blumberg E, Kottmann B, Miller S, Reh A. Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte. 2021;3(2):349-372. doi:10.21248/qfi.74 apa: Schroeder, R., Blumberg, E., Kottmann, B., Miller, S., & Reh, A. (2021). Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte, 3(2), 349–372. https://doi.org/10.21248/qfi.74 bibtex: '@article{Schroeder_Blumberg_Kottmann_Miller_Reh_2021, title={Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung}, volume={3}, DOI={10.21248/qfi.74}, number={2}, journal={QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, publisher={University Library J. C. Senckenberg}, author={Schroeder, René and Blumberg, Eva and Kottmann, Brigitte and Miller, Susanne and Reh, Anne}, year={2021}, pages={349–372} }' chicago: 'Schroeder, René, Eva Blumberg, Brigitte Kottmann, Susanne Miller, and Anne Reh. “Chancen Des Inklusionsorientierten Sachunterrichts Für Didaktisch-Diagnostisches Handeln. Konzeptionelle Und Methodologisch-Methodische Grundlagen Eines Forschungsbasierten Entwicklungsansatzes Für Die Lehrer*innenbildung.” QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte 3, no. 2 (2021): 349–72. https://doi.org/10.21248/qfi.74.' ieee: 'R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, and A. Reh, “Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung,” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, vol. 3, no. 2, pp. 349–372, 2021, doi: 10.21248/qfi.74.' mla: Schroeder, René, et al. “Chancen Des Inklusionsorientierten Sachunterrichts Für Didaktisch-Diagnostisches Handeln. Konzeptionelle Und Methodologisch-Methodische Grundlagen Eines Forschungsbasierten Entwicklungsansatzes Für Die Lehrer*innenbildung.” QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte, vol. 3, no. 2, University Library J. C. Senckenberg, 2021, pp. 349–72, doi:10.21248/qfi.74. short: R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, A. Reh, QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte 3 (2021) 349–372. date_created: 2023-01-25T14:34:30Z date_updated: 2023-01-26T14:57:50Z department: - _id: '298' - _id: '479' doi: 10.21248/qfi.74 intvolume: ' 3' issue: '2' keyword: - General Medicine language: - iso: eng page: 349-372 publication: QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte publication_identifier: issn: - 2699-2477 publication_status: published publisher: University Library J. C. Senckenberg status: public title: Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung type: journal_article user_id: '79692' volume: 3 year: '2021' ... --- _id: '39794' abstract: - lang: ger text: "In der Herausforderung Unterricht inklusionsbezogen weiterzuentwickeln, manifestiert sich unter anderem die Forderung nach der Qualifizierung von (angehenden) Lehrkräften bzgl. der Anwendung und Umsetzung einer alltagsintegrierten Diagnostik mit dem Ziel, Kinder individualisiert und gleichzeitig mit Bezug auf einen gemeinsamen Lerngegenstand zu unterrichten. Dabei ist ein didaktisch-diagnostisches Handeln aller Lehrkräfte gefordert, welches im Kontext einer professionellen und inklusionsorientierten Gestaltung sowie einer angemessenen Begleitung und Förderung von Lern- und Entwicklungsprozessen steht. In der Konzeption entsprechender Aus- und Weiterbildungsformate setzt das geplante Projekt DiPoSa (Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts) an. Ziel ist es durch einen Design-Based-Research-Ansatz (DBR) Videovignetten zu erstellen und zu evaluieren, mittels derer entsprechende Kompetenzen von (angehenden) Lehrkräften im Sachunterricht weiterentwickelt werden können. Dabei bietet insbesondere der Sachunterricht als vielperspektivisches Integrationsfach der Grundschule einen passenden Rahmen, kindliche Lernpotentiale als Ausgangspunkt für didaktisch-diagnostisches Handeln nutzbar zu machen. Denn in aktuellen inklusionsorientierten Ansätzen des Sachunterrichts sind sowohl reformpädagogisch orientierte als auch offene Konzepte und Modelle des adaptiven Unterrichts zu finden, die sich an den unterschiedlichen Programmatiken der Umsetzung von individueller Förderung orientieren. Im folgenden Beitrag werden die dem geplanten Projekt zugrundeliegenden theoretischen und empirischen Zugänge erläutert und die forschungsmethodische Umsetzung durch einen DBR-Ansatz als methodologische Basis für eine Theorie-Praxis-verzahnende Forschungsperspektive auf diagnostisches Handeln sowie die Förderung diagnostischer Handlungskompetenzen durch Videovignetten im Kontext der Aus- und Weiterbildung von (Sachunterrichts-)Lehrkräften diskutiert.\r\n \r\nAbstract\r\nThe challenge to further promote practices of inclusive teaching, requires the development of assessment literacy. Combined with the aim to teach all children in a collaborative learning environment, qualification of teachers (in training) in the application and implementation of formative assessment as an integrated daily routine is needed. Therefore, the project DiPoSa focuses on the development of appropriate training and qualification formats. The project heads to create and evaluate video vignettes using a design-based-research approach (DBR), which can then be used to further develop assessment literacy of teachers in social studies and science in primary education. As a multi-perspective integrative subject in elementary school social studies and science in primary education offers a suitable framework for practices of formative assessment taking children's learning potentials as a serious concern. Foundations can be seen in current inclusive approaches to social studies and science in primary education, where reform pedagogically orientation and open concepts can as well be found as models of adaptive teaching. Although there are different theoretical and programmatic implementations, both perspectives share an orientation towards individual support of children. With this in mind the following article tries to lay down the theoretical and empirical approaches of the planed project DiPoSa and discusses methodological foundations of the project. The discussion focuses on how assessment practices as well as assessment literacy can be promoted through a DBR research-design using video vignettes in the context of teacher education and qualification and rooting in a deepened science-practice partnership.Zusammenfassung englisch" alternative_title: - Potentials of formative assessment practices in social studies and science in inclusive primary education. Conceptual and methodological implications of a design-based-research-based approach for teacher education author: - first_name: René full_name: Schroeder, René last_name: Schroeder - first_name: Eva full_name: Blumberg, Eva last_name: Blumberg - first_name: Brigitte full_name: Kottmann, Brigitte id: '82466' last_name: Kottmann - first_name: Susanne full_name: Miller, Susanne last_name: Miller - first_name: Anne full_name: Reh, Anne last_name: Reh citation: ama: Schroeder R, Blumberg E, Kottmann B, Miller S, Reh A. Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte. 2021;3(2). doi:10.21248/qfi.74 apa: Schroeder, R., Blumberg, E., Kottmann, B., Miller, S., & Reh, A. (2021). Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, 3(2). https://doi.org/10.21248/qfi.74 bibtex: '@article{Schroeder_Blumberg_Kottmann_Miller_Reh_2021, title={Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung}, volume={3}, DOI={10.21248/qfi.74}, number={2}, journal={QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, author={Schroeder, René and Blumberg, Eva and Kottmann, Brigitte and Miller, Susanne and Reh, Anne}, year={2021} }' chicago: Schroeder, René, Eva Blumberg, Brigitte Kottmann, Susanne Miller, and Anne Reh. “Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung.” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 3, no. 2 (2021). https://doi.org/10.21248/qfi.74. ieee: 'R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, and A. Reh, “Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung,” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, vol. 3, no. 2, 2021, doi: 10.21248/qfi.74.' mla: Schroeder, René, et al. “Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung.” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, vol. 3, no. 2, 2021, doi:10.21248/qfi.74. short: R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, A. Reh, QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 3 (2021). date_created: 2023-01-24T20:03:43Z date_updated: 2023-01-29T13:41:59Z ddc: - '370' department: - _id: '479' doi: 10.21248/qfi.74 has_accepted_license: '1' intvolume: ' 3' issue: '2' language: - iso: ger publication: QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte publication_identifier: eissn: - 2699-2477 publication_status: published status: public title: Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung type: journal_article user_id: '77753' volume: 3 year: '2021' ... --- _id: '39809' abstract: - lang: ger text: "In dem Beitrag wird ausgehend von der Notwendigkeit einer inklusionspädagogischen Professionalisierung im Lehramtsstudium ein erziehungswissenschaftliches Projekt dargestellt, das es den teilnehmenden Bachelor-Studierenden in besonderer Weise ermöglicht, berufsspezifische Reflexionsprozesse zu durchlaufen. In dem Projekt übernehmen Studierende die einjährige pädagogische Förderung von Grundschulkindern mit bildungsrelevanten Benachteiligungsfaktoren, die häufig von Selektionspraktiken und -maßnahmen bedroht sind. Die Bearbeitung von vorliegenden Common-Sense-Theorien im inklusiven Kontext gilt dabei als ein relevantes Professionalisierungsziel in der Lehramtsausbildung. Konkret werden Ausschnitte aus Praktikumsberichten von zwei Studierenden mittels der dokumentarischen Methode ausgewertet und einander gegenübergestellt, um daran herauszuarbeiten, inwiefern sich die Reflexionen unterscheiden. Es zeigt sich anhand der Analysen, dass im Rahmen der Praxisphase eine Reflection-on-Action und auch die vertiefte Reflexion eigener Common-Sense-Theorien grundsätzlich möglich, jedoch nicht voraussetzungslos ist. Insbesondere kann auch anhand der gewählten Einzelfälle verdeutlicht werden, wie individuell inklusionsbezogene Professionalisierungsprozesse im Rahmen der vorliegenden Praxisphase verlaufen können. Die Analyse offenbart multiple Professionalisierungschancen in Abhängigkeit von den Rahmenbedingungen des Projekts, den individuellen Schwerpunkten der pädagogischen Arbeit oder den individuellen Reflexionen der Studierenden.\r\nAbstract\r\nBased on the necessity of an inclusive pedagogical professionalisation in the teacher training program, this article presents an educational science project that enables the participating Bachelor students in a unique manner to go through profession-specific reflection processes. In the project, students take on the one-year pedagogical support of primary school children with educational disadvantage factors, who are often threatened by selection practices and measures. In this context, working through present common-sense theories in an inclusive context is considered a relevant professionalization goal in teacher education. Specifically, excerpts from internship reports of two students are analysed by means of the documentary method and compared to each other in order to work out the extent to which the reflections differ. The analyses show that reflection-on-action and in-depth reflection on one's own common-sense theories are generally possible during the practical phase, but not without preconditions. In particular, the selected individual cases can be used to illustrate how individual inclusion-related professionalisation processes can take place within the framework of the present practical phase. The analysis reveals multiple opportunities for professionalisation depending on the general framework of the project, the individual focal points of the pedagogical work or the individual reflections of the students." author: - first_name: Anne full_name: Reh, Anne last_name: Reh - first_name: Brigitte full_name: Kottmann, Brigitte id: '82466' last_name: Kottmann - first_name: Susanne full_name: Miller, Susanne last_name: Miller citation: ama: 'Reh A, Kottmann B, Miller S. Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode. QfI - Qualifizierung für Inklusion. 2021;3(1). doi:10.21248/qfi.56' apa: 'Reh, A., Kottmann, B., & Miller, S. (2021). Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode. QfI - Qualifizierung für Inklusion, 3(1). https://doi.org/10.21248/qfi.56' bibtex: '@article{Reh_Kottmann_Miller_2021, title={Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode}, volume={3}, DOI={10.21248/qfi.56}, number={1}, journal={QfI - Qualifizierung für Inklusion}, author={Reh, Anne and Kottmann, Brigitte and Miller, Susanne}, year={2021} }' chicago: 'Reh, Anne, Brigitte Kottmann, and Susanne Miller. “Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode.” QfI - Qualifizierung für Inklusion 3, no. 1 (2021). https://doi.org/10.21248/qfi.56.' ieee: 'A. Reh, B. Kottmann, and S. Miller, “Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode,” QfI - Qualifizierung für Inklusion, vol. 3, no. 1, 2021, doi: 10.21248/qfi.56.' mla: 'Reh, Anne, et al. “Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode.” QfI - Qualifizierung für Inklusion, vol. 3, no. 1, 2021, doi:10.21248/qfi.56.' short: A. Reh, B. Kottmann, S. Miller, QfI - Qualifizierung für Inklusion 3 (2021). date_created: 2023-01-24T20:30:10Z date_updated: 2023-01-29T13:41:18Z ddc: - '370' department: - _id: '479' doi: 10.21248/qfi.56 has_accepted_license: '1' intvolume: ' 3' issue: '1' language: - iso: ger publication: QfI - Qualifizierung für Inklusion publication_status: published status: public title: 'Berufsspezifische Reflexionsprozesse durch Einzelfallarbeit im Projekt „Schule für alle": Analyse von zwei Praxisberichten mittels der Dokumentarischen Methode' type: journal_article user_id: '77753' volume: 3 year: '2021' ... --- _id: '23465' abstract: - lang: eng text: One of the main objectives of production engineering is to reproducibly manufacture (complex) defect-free parts. To achieve this, it is necessary to employ an appropriate process or tool design. While this will generally prove successful, it cannot, however, offset stochastic defects with local variations in material properties. Closed-loop process control represents a promising approach for a solution in this context. The state of the art involves using this approach to control geometric parameters such as a length. So far, no research or applications have been conducted with closed-loop control for microstructure and product properties. In the project on which this paper is based, the local martensite content of parts is to be adjusted in a highly precise and reproducible manner. The forming process employed is a special, property-controlled flow-forming process. A model-based controller is thus to generate corresponding correction values for the tool-path geometry and tool-path velocity on the basis of online martensite content measurements. For the controller model, it is planned to use a special process or microstructure (correlation) model. The planned paper not only describes the experimental setup but also presents results of initial experimental investigations for subsequent use in the closed-loop control of α’-martensite content during flow-forming. author: - first_name: Bahman full_name: Arian, Bahman id: '36287' last_name: Arian - first_name: Werner full_name: Homberg, Werner id: '233' last_name: Homberg - first_name: Markus full_name: Riepold, Markus last_name: Riepold - first_name: Ansgar full_name: Trächtler, Ansgar id: '552' last_name: Trächtler - first_name: Julian full_name: Rozo Vasquez, Julian last_name: Rozo Vasquez - first_name: Frank full_name: Walther, Frank last_name: Walther citation: ama: 'Arian B, Homberg W, Riepold M, Trächtler A, Rozo Vasquez J, Walther F. Forming of metastable austenitic stainless steel tubes with axially graded martensite content by flow-forming. In: ULiège Library; 2021.' apa: Arian, B., Homberg, W., Riepold, M., Trächtler, A., Rozo Vasquez, J., & Walther, F. (2021). Forming of metastable austenitic stainless steel tubes with axially graded martensite content by flow-forming. 24th International Conference on Material Forming - ESAFORM 2021, Liège, Belgium. bibtex: '@inproceedings{Arian_Homberg_Riepold_Trächtler_Rozo Vasquez_Walther_2021, place={Liège}, title={Forming of metastable austenitic stainless steel tubes with axially graded martensite content by flow-forming}, publisher={ULiège Library}, author={Arian, Bahman and Homberg, Werner and Riepold, Markus and Trächtler, Ansgar and Rozo Vasquez, Julian and Walther, Frank}, year={2021} }' chicago: 'Arian, Bahman, Werner Homberg, Markus Riepold, Ansgar Trächtler, Julian Rozo Vasquez, and Frank Walther. “Forming of Metastable Austenitic Stainless Steel Tubes with Axially Graded Martensite Content by Flow-Forming.” Liège: ULiège Library, 2021.' ieee: B. Arian, W. Homberg, M. Riepold, A. Trächtler, J. Rozo Vasquez, and F. Walther, “Forming of metastable austenitic stainless steel tubes with axially graded martensite content by flow-forming,” presented at the 24th International Conference on Material Forming - ESAFORM 2021, Liège, Belgium, 2021. mla: Arian, Bahman, et al. Forming of Metastable Austenitic Stainless Steel Tubes with Axially Graded Martensite Content by Flow-Forming. ULiège Library, 2021. short: 'B. Arian, W. Homberg, M. Riepold, A. Trächtler, J. Rozo Vasquez, F. Walther, in: ULiège Library, Liège, 2021.' conference: end_date: 2021-04-16 location: Liège, Belgium name: 24th International Conference on Material Forming - ESAFORM 2021 start_date: 2021-04-14 date_created: 2021-08-23T13:00:35Z date_updated: 2023-05-02T08:27:48Z department: - _id: '156' - _id: '153' - _id: '241' keyword: - Flow-forming - Spinning - Process Strategy - Martensite Content - Property Control - Micromagnetic Measurement - Metastable Austenitic Stainless Steel language: - iso: eng main_file_link: - open_access: '1' url: https://popups.uliege.be/esaform21/index.php?id=2759 oa: '1' place: Liège publication_identifier: eisbn: - 978-2-87019-303-7 isbn: - 978-2-87019-302-0 publication_status: published publisher: ULiège Library quality_controlled: '1' status: public title: Forming of metastable austenitic stainless steel tubes with axially graded martensite content by flow-forming type: conference user_id: '36287' year: '2021' ... --- _id: '34484' abstract: - lang: ger text: "Multiprofessionelle Teams sind notwendiger Bestandteil inklusiver Schulen. Die Verteilung von Aufgaben, welche über die Zusammenarbeit von allgemeinen und sonderpädagogi­schen Lehrkräften im Unterricht hinausgehen, wurde bislang jedoch selten systematisch untersucht. Im Beitrag werden deskriptive Befunde aus dem Projekt BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) zu den Zuständigkeiten von allgemeinen (N = 170) und sonderpädagogischen Lehrkräften (N = 24) sowie Schulsozial­arbeiterinnen (N = 11) an inklusiven Sekundar-­ und Gesamtschulen präsentiert. Sie deuten auf eine Persistenz traditioneller Rollenmuster und Aufgabenverteilungen hin. Bei den befragten sonderpädagogischen Lehrkräften können zwei unterschiedliche Rollenmuster herausgearbeitet werden. Die Schulsozialarbeiterinnen weisen ein enges Arbeitsfeld mit einem Fokus auf Eltern­-Schule-­Kooperation auf.\r\n" - lang: eng text: Multiprofessional teams are a vital part of inclusive schools. However, the distribution of tasks that goes beyond the cooperation of teachers and special edu­cators in the classroom has rarely been investigated systematically. This article presents preliminary find­ings from the BiFoKi project (Bielefeld Training on Co­ operation in inclusive Schools) on the responsibilities of general teachers (N = 170), special educators (N = 24) and school social workers (N = 11) in inclusive secondary and comprehensive schools. They indicate the persistence of traditional role patterns and task distributions between these three groups. Two different roles of special educators can be identified. The school social workers have a particularly narrow field of work with a focus on parent ­school cooperation. article_type: original author: - first_name: Phillip full_name: Neumann, Phillip id: '95559' last_name: Neumann - first_name: Sandra full_name: Grüter, Sandra last_name: Grüter - first_name: Lisa full_name: Eckel, Lisa last_name: Eckel - first_name: Birgit full_name: Lütje-Klose, Birgit last_name: Lütje-Klose - first_name: Elke full_name: Wild, Elke last_name: Wild - first_name: Julia full_name: Gorges, Julia last_name: Gorges citation: ama: Neumann P, Grüter S, Eckel L, Lütje-Klose B, Wild E, Gorges J. Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt. Zeitschrift für Heilpädagogik. 2021;73(4):164-177. apa: Neumann, P., Grüter, S., Eckel, L., Lütje-Klose, B., Wild, E., & Gorges, J. (2021). Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt. Zeitschrift für Heilpädagogik, 73(4), 164–177. bibtex: '@article{Neumann_Grüter_Eckel_Lütje-Klose_Wild_Gorges_2021, title={Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt}, volume={73}, number={4}, journal={Zeitschrift für Heilpädagogik}, author={Neumann, Phillip and Grüter, Sandra and Eckel, Lisa and Lütje-Klose, Birgit and Wild, Elke and Gorges, Julia}, year={2021}, pages={164–177} }' chicago: 'Neumann, Phillip, Sandra Grüter, Lisa Eckel, Birgit Lütje-Klose, Elke Wild, and Julia Gorges. “Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt.” Zeitschrift für Heilpädagogik 73, no. 4 (2021): 164–77.' ieee: P. Neumann, S. Grüter, L. Eckel, B. Lütje-Klose, E. Wild, and J. Gorges, “Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt,” Zeitschrift für Heilpädagogik, vol. 73, no. 4, pp. 164–177, 2021. mla: Neumann, Phillip, et al. “Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt.” Zeitschrift für Heilpädagogik, vol. 73, no. 4, 2021, pp. 164–77. short: P. Neumann, S. Grüter, L. Eckel, B. Lütje-Klose, E. Wild, J. Gorges, Zeitschrift für Heilpädagogik 73 (2021) 164–177. date_created: 2022-12-17T12:11:42Z date_updated: 2023-05-05T19:52:14Z ddc: - '370' department: - _id: '479' extern: '1' file: - access_level: open_access content_type: application/pdf creator: bpaulina date_created: 2022-12-20T13:10:15Z date_updated: 2023-05-05T19:52:14Z file_id: '34609' file_name: zfh_04.2021_neumann.pdf file_size: 369937 relation: main_file file_date_updated: 2023-05-05T19:52:14Z has_accepted_license: '1' intvolume: ' 73' issue: '4' keyword: - Inklusion - Sonderpädagogik - Sekundarstufe - Gesamtschulen - Kooperation - Schulsozialarbeit - BiFoKi language: - iso: ger oa: '1' page: 164-177 publication: Zeitschrift für Heilpädagogik publication_identifier: issn: - 0513-9066 publication_status: published status: public title: Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der ­Schulsozialarbeit­ in­ inklusiven­ Schulen­ der­ Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt type: journal_article user_id: '95559' volume: 73 year: '2021' ... --- _id: '24080' abstract: - lang: eng text: Challenges of the development of mechatronic systems and corresponding production systems have increased steadily. Changes are primarily due to increased product complexity and the connection to the internet of things and services, enabling Cyber-Physical Systems (CPS) and Cyber-Physical Production Systems (CPPS). Major innovations of the revised VDI guideline 2206 for developing mechatronic systems are systems thinking as a core element and six checkpoints for structuring deliverables along the V-Model. These checkpoints serve for orientation in result progress and thus enable a structured and complete development process. However, tasks and checkpoints of the new guideline focus on the product development itself without integrating the development of related CPPS, enabling optimization simultaneously to system development. Implications are derived by a three-step analysis. The paper at hand contributes fundamental extensions of the checkpoint questions regarding integrated CPPS development. These questions provide methodical support for system developers of CPPS for CPS by enabling the project manager to check the status, schedule further development steps and evaluate the maturity of the whole, integrated development. author: - first_name: Iris full_name: Gräßler, Iris id: '47565' last_name: Gräßler orcid: 0000-0001-5765-971X - first_name: Dominik full_name: Wiechel, Dominik id: '67161' last_name: Wiechel - first_name: Daniel full_name: Roesmann, Daniel id: '54680' last_name: Roesmann - first_name: Henrik full_name: Thiele, Henrik id: '33419' last_name: Thiele citation: ama: 'Gräßler I, Wiechel D, Roesmann D, Thiele H. V-model based development of cyber-physical systems and cyber-physical production systems. In: Procedia CIRP. ; 2021:253-258. doi:10.1016/j.procir.2021.05.119' apa: Gräßler, I., Wiechel, D., Roesmann, D., & Thiele, H. (2021). V-model based development of cyber-physical systems and cyber-physical production systems. Procedia CIRP, 253–258. https://doi.org/10.1016/j.procir.2021.05.119 bibtex: '@inproceedings{Gräßler_Wiechel_Roesmann_Thiele_2021, title={V-model based development of cyber-physical systems and cyber-physical production systems}, DOI={10.1016/j.procir.2021.05.119}, booktitle={Procedia CIRP}, author={Gräßler, Iris and Wiechel, Dominik and Roesmann, Daniel and Thiele, Henrik}, year={2021}, pages={253–258} }' chicago: Gräßler, Iris, Dominik Wiechel, Daniel Roesmann, and Henrik Thiele. “V-Model Based Development of Cyber-Physical Systems and Cyber-Physical Production Systems.” In Procedia CIRP, 253–58, 2021. https://doi.org/10.1016/j.procir.2021.05.119. ieee: 'I. Gräßler, D. Wiechel, D. Roesmann, and H. Thiele, “V-model based development of cyber-physical systems and cyber-physical production systems,” in Procedia CIRP, 2021, pp. 253–258, doi: 10.1016/j.procir.2021.05.119.' mla: Gräßler, Iris, et al. “V-Model Based Development of Cyber-Physical Systems and Cyber-Physical Production Systems.” Procedia CIRP, 2021, pp. 253–58, doi:10.1016/j.procir.2021.05.119. short: 'I. Gräßler, D. Wiechel, D. Roesmann, H. Thiele, in: Procedia CIRP, 2021, pp. 253–258.' conference: name: 31st CIRP Design Conference 2021 (CIRP Design 2021) date_created: 2021-09-09T13:27:59Z date_updated: 2023-05-09T18:22:49Z department: - _id: '152' doi: 10.1016/j.procir.2021.05.119 keyword: - Cyber-Physical Production System (CPPS) - V-Model - Product System Development - Integrated Development - VDI 2206 language: - iso: eng main_file_link: - open_access: '1' url: https://www.sciencedirect.com/science/article/pii/S2212827121005916 oa: '1' page: 253-258 publication: Procedia CIRP publication_identifier: issn: - 2212-8271 publication_status: published quality_controlled: '1' status: public title: V-model based development of cyber-physical systems and cyber-physical production systems type: conference user_id: '67161' year: '2021' ... --- _id: '35952' alternative_title: - Zwei Fallbeispiele aus dem Design-Based Research Projekt NeGeL. Two case studies from the design-based research project NeGeL author: - first_name: Desiree full_name: Daniel-Söltenfuß, Desiree id: '10186' last_name: Daniel-Söltenfuß - first_name: Franziska full_name: Schwabl, Franziska id: '37157' last_name: Schwabl citation: ama: Daniel-Söltenfuß D, Schwabl F. Selbstreguliertes Lernen im berufsschulischen Übergangssystem. Zeitschrift für Berufs- und Wirtschaftspädagogik. 2021;117(3):431-460. doi:10.25162/zbw-2021-0019 apa: Daniel-Söltenfuß, D., & Schwabl, F. (2021). Selbstreguliertes Lernen im berufsschulischen Übergangssystem. Zeitschrift für Berufs- und Wirtschaftspädagogik, 117(3), 431–460. https://doi.org/10.25162/zbw-2021-0019 bibtex: '@article{Daniel-Söltenfuß_Schwabl_2021, title={Selbstreguliertes Lernen im berufsschulischen Übergangssystem}, volume={117}, DOI={10.25162/zbw-2021-0019}, number={3}, journal={Zeitschrift für Berufs- und Wirtschaftspädagogik}, publisher={Wissenschaftliche Verlagsgesellschaft mbH}, author={Daniel-Söltenfuß, Desiree and Schwabl, Franziska}, year={2021}, pages={431–460} }' chicago: 'Daniel-Söltenfuß, Desiree, and Franziska Schwabl. “Selbstreguliertes Lernen im berufsschulischen Übergangssystem.” Zeitschrift für Berufs- und Wirtschaftspädagogik 117, no. 3 (2021): 431–60. https://doi.org/10.25162/zbw-2021-0019.' ieee: 'D. Daniel-Söltenfuß and F. Schwabl, “Selbstreguliertes Lernen im berufsschulischen Übergangssystem,” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 117, no. 3, pp. 431–460, 2021, doi: 10.25162/zbw-2021-0019.' mla: Daniel-Söltenfuß, Desiree, and Franziska Schwabl. “Selbstreguliertes Lernen im berufsschulischen Übergangssystem.” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 117, no. 3, Wissenschaftliche Verlagsgesellschaft mbH, 2021, pp. 431–60, doi:10.25162/zbw-2021-0019. short: D. Daniel-Söltenfuß, F. Schwabl, Zeitschrift für Berufs- und Wirtschaftspädagogik 117 (2021) 431–460. date_created: 2023-01-11T09:41:40Z date_updated: 2023-07-18T08:39:13Z department: - _id: '33' - _id: '208' doi: 10.25162/zbw-2021-0019 intvolume: ' 117' issue: '3' keyword: - Applied Mathematics - General Mathematics language: - iso: ger page: 431-460 publication: Zeitschrift für Berufs- und Wirtschaftspädagogik publication_identifier: issn: - 0172-2875 - 2366-2433 publication_status: published publisher: Wissenschaftliche Verlagsgesellschaft mbH status: public title: Selbstreguliertes Lernen im berufsschulischen Übergangssystem type: journal_article user_id: '37157' volume: 117 year: '2021' ... --- _id: '40978' abstract: - lang: eng text: 'PurposeThe purpose of this article is to illuminate the relations of work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and barriers and needs of vulnerable customers (VC) in order to explore possibilities to increase cultural participation of VC.Design/methodology/approachThis article explores work-related practices of managers of live music events in OWL and asks if and to what extent these practices have an influence on the cultural participation of “vulnerable customers” (VC). It combines the findings of two studies: a) an explorative investigation on the work-related self-conceptions of managers of live music events in OWL (Study 1), and b) a sub-project on cultural participation of VC, which is part of the research project “kulturPreis. Increasing cultural participation through innovative and economically sustainable pricing concepts”, funded by the German Federal Ministry of Education and Research (Study 2).FindingsIt can be stated that there is an imbalance of knowledge: while VC tend to have a clear understanding of which barriers are the responsibility of managers of live music events, managers tend to lack knowledge regarding the needs of VC, and regarding the interrelationships between financial and social barriers facing them. Whether this knowledge and understanding can be developed in the future depends on the possibilities of exchanges between managers of live music events, cultural institutions, welfare organisations, political institutions and not least VC.Originality/valueBased on these studies, this article combines different approaches by linking work-related practices of managers of live music events with cultural participation of VC.' author: - first_name: Beate full_name: Flath, Beate id: '58896' last_name: Flath orcid: https://orcid.org/0000-0002-1648-0796 - first_name: Maryam full_name: Momen Pour Tafreshi, Maryam last_name: Momen Pour Tafreshi citation: ama: Flath B, Momen Pour Tafreshi M. Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation. Arts and the Market. 2021;11(2):109-122. doi:10.1108/aam-09-2020-0040 apa: Flath, B., & Momen Pour Tafreshi, M. (2021). Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation. Arts and the Market, 11(2), 109–122. https://doi.org/10.1108/aam-09-2020-0040 bibtex: '@article{Flath_Momen Pour Tafreshi_2021, title={Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation}, volume={11}, DOI={10.1108/aam-09-2020-0040}, number={2}, journal={Arts and the Market}, publisher={Emerald}, author={Flath, Beate and Momen Pour Tafreshi, Maryam}, year={2021}, pages={109–122} }' chicago: 'Flath, Beate, and Maryam Momen Pour Tafreshi. “Work-Related Practices of Local Managers of Live Music Events in Ostwestfalen-Lippe (OWL) and Their Impact on Cultural Participation.” Arts and the Market 11, no. 2 (2021): 109–22. https://doi.org/10.1108/aam-09-2020-0040.' ieee: 'B. Flath and M. Momen Pour Tafreshi, “Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation,” Arts and the Market, vol. 11, no. 2, pp. 109–122, 2021, doi: 10.1108/aam-09-2020-0040.' mla: Flath, Beate, and Maryam Momen Pour Tafreshi. “Work-Related Practices of Local Managers of Live Music Events in Ostwestfalen-Lippe (OWL) and Their Impact on Cultural Participation.” Arts and the Market, vol. 11, no. 2, Emerald, 2021, pp. 109–22, doi:10.1108/aam-09-2020-0040. short: B. Flath, M. Momen Pour Tafreshi, Arts and the Market 11 (2021) 109–122. date_created: 2023-01-30T15:15:10Z date_updated: 2025-01-07T19:06:36Z department: - _id: '735' doi: 10.1108/aam-09-2020-0040 intvolume: ' 11' issue: '2' language: - iso: eng page: 109-122 project: - _id: '800' name: Berufliche Selbstverständnisse in der regionalen Veranstaltungsbranche in Ostwestfalen-Lippe (OWL) publication: Arts and the Market publication_identifier: issn: - 2056-4945 publication_status: published publisher: Emerald status: public title: Work-related practices of local managers of live music events in Ostwestfalen-Lippe (OWL) and their impact on cultural participation type: journal_article user_id: '58896' volume: 11 year: '2021' ...