@misc{51665, author = {{Bommidi, Karthik and Ponusamy, SathishKumar}}, title = {{{Feasibility study of a new static-mechanical rounding of polymer particles for selective laser sintering (Studienarbeit)}}}, year = {{2021}}, } @article{27876, author = {{Eickelmann, Birgit and Drossel, Kerstin and Casamassima, Gianna and Labusch, Amelie}}, journal = {{Fachmagazin für Schule in der digitalen Welt}}, title = {{{Digitale Transformation aus der Perspektive von Kindern und Jugendlichen in Europa gestalten – das Horizon-Projekt DigiGen. PlanBD #4 Around the World}}}, volume = {{19-25}}, year = {{2021}}, } @misc{27875, author = {{Eickelmann, Birgit and Barbovschi, Monica and Casamassima, Gianna and Drossel, Kerstin and Gudmundsdottir, Greta Björk and Holmarsdottir, Halla Bjork and Kazani, Aggeliki and Mifsud, Louise and Parsanoglou, Dimitris and Port, Sonja and Sisask, Merike and Symeonaki, Maria and Teidla-Kunitsõn, Gertha}}, publisher = {{DigiGen - working paper series}}, title = {{{The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19}}}, year = {{2021}}, } @misc{27874, author = {{Ayllón, Sara and Casamassima, Gianna and Drossel, Kerstin and Eickelmann, Birgit and Hyggen, Christer and Lado, Samuel and Port, Sonja and Broekstra, Nienke}}, publisher = {{DigiGen - working paper series}}, title = {{{Digital diversity across Europe. Policy brief September 2021 of Working Package 2 'Mapping digital transformations across Europe' in Horizon-2020-Project DigiGen}}}, year = {{2021}}, } @article{24971, author = {{Jenert, Tobias and Kremer, H.-Hugo}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik – online}}, pages = {{1--24}}, title = {{{Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung}}}, volume = {{40}}, year = {{2021}}, } @article{52706, abstract = {{Lehrer*innen können dazu beitragen, dass bestehende soziale Ungleichheiten verstärkt oder auch abgebaut werden. Eine wichtige Rolle spielen dabei der sogenannte Habitus der Lehrer*innen und dessen (Nicht-)Passung zur sozialen Herkunft der Schüler*innen. In diesem Text stelle ich die Frage, wie angehende Lehrer*innen im Studium unterstützt werden können, die Bedeutung eigener habitueller Prägungen für das professionelle Handeln als Lehrperson zu reflektieren. Ganz besonders befasse ich mich mit der Rolle der Lehrer*innenbildner*innen bei der Förderung von solchen habitusreflexiven Kompetenzen. Hier spielen das Selbst der Hochschullehrenden und die bildungsbiographischen Erfahrungen, die auf dem Weg in die Hochschule gemacht wurden, eine wichtige Rolle.}}, author = {{Jenert, Tobias}}, journal = {{PraxisForschungLehrer*innenbildung}}, number = {{5}}, pages = {{82--92}}, title = {{{Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung}}}, doi = {{10.11576/PFLB-4801}}, volume = {{3}}, year = {{2021}}, } @inproceedings{46038, author = {{Sänger, Niklas}}, location = {{Bielefeld}}, title = {{{Digitale Prozessintegration in der beruflichen Lehrer*innenbildung – Praxisnahe Einblicke in die Entwicklung des wirtschaftspädagogischen Studienangebots an der Universität Paderborn}}}, year = {{2021}}, } @inproceedings{24937, author = {{Sänger, Niklas}}, location = {{Bamberg (digitales Format)}}, title = {{{Einblicke in die curriculare Entwicklung des wirtschaftspädagogischen Studienangebots mit Hilfe der Fallstudiendidaktik}}}, year = {{2021}}, } @inproceedings{24938, author = {{Sänger, Niklas and Jenert, Tobias}}, location = {{Gießen (digitales Format)}}, title = {{{Soziale Netzwerke als Treiber und Qualitätsmerkmal einer lehrbezogenen Hochschulentwicklung}}}, year = {{2021}}, } @inproceedings{24932, author = {{Sänger, Niklas}}, location = {{Osnabrück (digitales Format)}}, title = {{{Bausteine der didaktischen Fallstudienentwicklung für die beruflichen Lehrer*innenbildung im Projekt DiPoLe}}}, year = {{2021}}, } @inproceedings{24936, author = {{Sänger, Niklas and Jenert, Tobias}}, location = {{Hannover (digitales Format)}}, title = {{{Lehrentwicklungs-Netzwerke und institutionelle Ideen der Hochschullehre}}}, year = {{2021}}, } @inbook{52716, author = {{Jenert, Tobias and Bosse, Elke}}, booktitle = {{Transfer von Innovation und Wissen}}, isbn = {{9783658336660}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Lehrentwicklung an Hochschulen als transferorientierte Netzwerkarbeit: Das Bündnis für Hochschullehre Lehren}}}, doi = {{10.1007/978-3-658-33667-7_15}}, year = {{2021}}, } @article{52705, author = {{Winkler, Christoph and Fust, Alexander and Jenert, Tobias}}, issn = {{0047-2778}}, journal = {{Journal of Small Business Management}}, keywords = {{Management of Technology and Innovation, Strategy and Management, General Business, Management and Accounting}}, number = {{4}}, pages = {{2071--2096}}, publisher = {{Informa UK Limited}}, title = {{{From entrepreneurial experience to expertise: A self-regulated learning perspective}}}, doi = {{10.1080/00472778.2021.1883041}}, volume = {{61}}, year = {{2021}}, } @inbook{52715, author = {{Jenert, Tobias}}, booktitle = {{Handbuch Hochschuldidaktik}}, editor = {{Kordts-Freudinger, Robert and Schaper, Niklas and Scholkmann, Antonia and Szczyrba, Birgit}}, isbn = {{9783825254087}}, pages = {{349--362}}, publisher = {{UTB}}, title = {{{Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven}}}, year = {{2021}}, } @article{52704, abstract = {{ Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions. }}, author = {{Jenert, Tobias and Brahm, Taiga}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{Education}}, number = {{2}}, pages = {{50--77}}, publisher = {{EARLI}}, title = {{{The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}}}, doi = {{10.14786/flr.v9i2.669}}, volume = {{9}}, year = {{2021}}, } @inbook{25642, author = {{Jenert, Tobias}}, booktitle = {{Handbuch Transdisziplinäre Didaktik}}, pages = {{57--66}}, publisher = {{transcript Verlag}}, title = {{{Curriculumforschung}}}, doi = {{10.1515/9783839455654-007}}, year = {{2021}}, } @inproceedings{52927, author = {{Gil, Oliver Fernández and Turhan, Anni-Yasmin}}, booktitle = {{Thirty-Fifth AAAI Conference on Artificial Intelligence, AAAI 2021, Thirty-Third Conference on Innovative Applications of Artificial Intelligence, IAAI 2021, The Eleventh Symposium on Educational Advances in Artificial Intelligence, EAAI 2021, Virtual Event, February 2-9, 2021}}, pages = {{6340–6348}}, publisher = {{AAAI Press}}, title = {{{Answering Regular Path Queries Under Approximate Semantics in Lightweight Description Logics}}}, doi = {{10.1609/AAAI.V35I7.16787}}, year = {{2021}}, } @article{52926, author = {{Dubslaff, Clemens and Koopmann, Patrick and Turhan, Anni-Yasmin}}, journal = {{Formal Aspects Comput.}}, number = {{6}}, pages = {{885–921}}, title = {{{Enhancing Probabilistic Model Checking with Ontologies}}}, doi = {{10.1007/S00165-021-00549-0}}, volume = {{33}}, year = {{2021}}, } @inproceedings{23880, author = {{Lammers, Stefan and Lieneke, Tobias and Zimmer, Detmar}}, title = {{{Development of a Method to Derive Design Guidelines for Production-suitable Support Structures in Metal Laser Powder Bed Fusion}}}, year = {{2021}}, } @article{53086, author = {{Zhang, Hao and Kaczmarek, Dennis and Rudolph, Charlotte and Schmitt, Steffen and Gaiser, Nina and Oßwald, Patrick and Bierkandt, Thomas and Kasper, Tina and Atakan, Burak and Kohse-Höinghaus, Katharina}}, issn = {{0010-2180}}, journal = {{Combustion and Flame}}, keywords = {{General Physics and Astronomy, Energy Engineering and Power Technology, Fuel Technology, General Chemical Engineering, General Chemistry}}, publisher = {{Elsevier BV}}, title = {{{Dimethyl ether (DME) and dimethoxymethane (DMM) as reaction enhancers for methane: Combining flame experiments with model-assisted exploration of a polygeneration process}}}, doi = {{10.1016/j.combustflame.2021.111863}}, volume = {{237}}, year = {{2021}}, }