@inbook{57891, abstract = {{This article provides an insight into a qualitative research project concerning music educational practices with mobile music technologies. Based on social systems theory, this grounded-theory study observes how groups in two extracurricular music classes construct different technologies (e. g., iPads, mixers, ear phones) within the emergence of (reflexive) expectations as social structures. The results reveal five categories of technologies: technology as an instrument-toy-alternator that supports motivation, as a medium for knowledge and learning, as an adjusting device used for socio-aesthetic decision making, as a didactical tool for task-based situations, and as an isolator for inner differentiation by focusing aural perception. (DIPF/Orig.)}}, author = {{Godau, Marc}}, booktitle = {{Musikpädagogik und Kulturwissenschaft}}, editor = {{Cvetko, Alexander J. and Rolle, Christian}}, keywords = {{Musical education, Musikpädagogik, Musikunterricht, Deployment of media, Medien, Medieneinsatz, Mobile Computing, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Use of media}}, pages = {{237–249}}, publisher = {{Waxmann}}, title = {{{Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich}}}, volume = {{38}}, year = {{2018}}, } @inbook{57889, abstract = {{During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)}}, author = {{Godau, Marc}}, booktitle = {{Soziale Aspekte des Musiklernens}}, editor = {{Clausen, Bernd and Dreßler, Susanne}}, keywords = {{Interview, Lehrer, Musical education, Musikpädagogik, Musikunterricht, Teacher, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Object, Objekt, Ding, Handlung, Practice, Praxis, Probationary teacher training, Referendariat}}, pages = {{43–55}}, publisher = {{Waxmann}}, title = {{{Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}}}, year = {{2018}}, } @inbook{57890, abstract = {{Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)}}, author = {{Godau, Marc}}, booktitle = {{Soziale Aspekte des Musiklernens}}, editor = {{Clausen, Bernd and Dreßler, Susanne}}, keywords = {{Kollaboration, Musik, Learning, Lernen, Musical education, Musikpädagogik, Pop music, Popmusik, Popular Music, Studie, Musikunterricht, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Constructivism, Cooperation, Cooperative learning, Gruppe, Klassenmusizieren, Konstruktivismus, Kooperation, Kooperatives Lernen, Learning psychology, Lernpsychologie, Psychology of learning}}, pages = {{131–144}}, publisher = {{Waxmann}}, title = {{{Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}}}, year = {{2018}}, } @article{29755, abstract = {{Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen, welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde. Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1) Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre 2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen) auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und (4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken.}}, author = {{Goller, Michael}}, journal = {{die hochschullehre}}, keywords = {{Direkte Instruktion, Evaluation, Kooperatives Lernen, Methodenausbildung, Paderborn, Scholarship of Teaching and Learning}}, title = {{{Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften}}}, year = {{2015}}, } @inproceedings{17202, author = {{Vollmer, Anna-Lisa and Grizou, Jonathan and Lopes, Manuel and Rohlfing, Katharina and Oudeyer, Pierre-Yves}}, booktitle = {{2014 Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics}}, isbn = {{978-1-4799-7540-2}}, keywords = {{interaction, communication, co-construction, interaction protocols}}, pages = {{208 -- 215}}, publisher = {{IEEE}}, title = {{{Studying the Co-Construction of Interaction Protocols in Collaborative Tasks with Humans}}}, year = {{2014}}, } @article{31024, abstract = {{Im Zuge der systemweiten Einführung schulischer Inklusion gewinnen Ansätze einer Inklusion unterstützenden Didaktik zunehmend an Bedeutung. Der Beitrag beschreibt zunächst ausgehend vom Inklusionsbegriff die fünf Leitlinien des Bielefelder Ansatzes einer Didaktik für inklusive Lerngruppen: die Akzeptanz aller Schülerinnen und Schüler in ihrer Individualität, der Einsatz förderdiagnostisch fundierter individualisierter Curricula, die Verwirklichung eines adaptiven und binnendifferenzierten Unterrichts, eine besondere Aufmerksamkeit für die Herstellung von Gemeinsamkeit aller Schüler und die didaktische Umsetzung dieser Aspekte im Co-Teaching [...]. Anhand der Ergebnisse einer Interview-Studie mit Experten aus der Praxis wird dieser Ansatz in einem zweiten Schritt auf Praxisrelevanz überprüft und reflektiert.}}, author = {{Textor, Annette and Kullmann, Harry and Lütje-Klose, Birgit}}, journal = {{Jahrbuch für Allgemeine Didaktik}}, keywords = {{Inklusion, Didaktik, Unterricht, Co-Teaching, Individualisierung, Soziale Integration, Einstellungen}}, pages = {{69–91}}, title = {{{Eine Inklusion unterstützende Didaktik – Rekonstruktionen aus der Perspektive inklusionserfahrener Lehrkräfte}}}, volume = {{4}}, year = {{2014}}, } @inproceedings{4478, abstract = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}}, author = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, keywords = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}}, location = {{München }}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}}, year = {{2013}}, } @article{5717, abstract = {{Although professional service providers increasingly deliver their services globally, little is known about cross-cultural differences in customers’ motivation to participate in service production. To address this lacuna, we survey a total of 2,284 banking customers in 11 countries on their motivation to provide personal information to, and follow the advice of, their service providers. We find differences in both aspects, but only the differences in providing personal information can be explained by the cultural values of uncertainty avoidance, individualism/collectivism, and masculinity/femininity. To perform certain tasks in the service process, global professional service providers should acknowledge cultural differences in customers’ motivations.}}, author = {{Schumann, Jan H and Wünderlich, Nancy and Zimmer, Marcus S}}, journal = {{Schmalenbach Business Review}}, keywords = {{Co-Production, Culture, Customer Participation, Professional Services}}, number = {{2}}, pages = {{141--165}}, publisher = {{Springer}}, title = {{{Culture’s Impact on Customer Motivation to Engage in Professional Service Enactments.}}}, volume = {{64}}, year = {{2012}}, } @techreport{4450, author = {{Jenert, Tobias and Zellweger, Franziska and Dommen, Jenny and Gebhardt, Anja}}, keywords = {{Lernkultur, Hochschule, HEI, learning culture, higher education, teaching and learning, Hochschullehre}}, title = {{{Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive}}}, year = {{2009}}, } @article{2412, abstract = {{ Reconfigurable architectures that tightly integrate a standard CPU core with a field-programmable hardware structure have recently been receiving impact of these design decisions on the overall system performance is a challenging task. In this paper, we first present a framework for the cycle-accurate performance evaluation of hybrid reconfigurable processors on the system level. Then, we discuss a reconfigurable processor for data-streaming applications, which attaches a coarse-grained reconfigurable unit to the coprocessor interface of a standard embedded CPU core. By means of a case study we evaluate the system-level impact of certain design features for the reconfigurable unit, such as multiple contexts, register replication, and hardware context scheduling. The results illustrate that a system-level evaluation framework is of paramount importance for studying the architectural trade-offs and optimizing design parameters for reconfigurable processors.}}, author = {{Enzler, Rolf and Plessl, Christian and Platzner, Marco}}, journal = {{Microprocessors and Microsystems}}, keywords = {{FPGA, reconfigurable computing, co-simulation, Zippy}}, number = {{2-3}}, pages = {{63--73}}, publisher = {{Elsevier}}, title = {{{System-level performance evaluation of reconfigurable processors}}}, doi = {{10.1016/j.micpro.2004.06.004}}, volume = {{29}}, year = {{2005}}, } @inproceedings{39030, abstract = {{StateCharts are well accepted for embedded systems specification for various applications. However, for the specification of complex systems they have several limitations. In this article, we present a novel approach to efficiently execute an UML 2.0 subset for embedded real- time systems implementation with focus on hardware interrupts, software exceptions, and timeouts. We introduce a UML Virtual Machine, which directly executes sequence diagrams, which are embedded into hierarchically structured state transition diagrams. Whereas state diagrams are directly executed as Embedded State Machines (ESMs), sequence diagrams are translated into UVM Bytecode. The final UVM execution is performed by the interaction of the ESM and the Bytecode Interpreter. Due to our completely model- based approach, the UVM runtime kernel is easily adaptable and scalable to different scheduling and memory management strategies.}}, author = {{Schattkowsky, Tim and Müller, Wolfgang}}, booktitle = {{Proceedings of ISNG 05}}, keywords = {{UML, Executable Models, Hardware/Software Co-design, Virtual Machine, Embedded Systems}}, title = {{{A UML Virtual Machine for Embedded Systems}}}, year = {{2005}}, } @inproceedings{2422, abstract = {{Reconfigurable computing architectures aim to dynamically adapt their hardware to the application at hand. As research shows, the time it takes to reconfigure the hardware forms an overhead that can significantly impair the benefits of hardware customization. Multi-context devices are one promising approach to overcome the limitations posed by long reconfiguration times. In contrast to more traditional reconfigurable architectures, multi-context devices hold several configurations on-chip. On demand, the device can quickly switch to another context. In this paper we present a co-simulation environment to investigate design trade-offs for hybrid multi-context architectures. Our architectural model comprises a reconfigurable unit closely coupled to a CPU core. As a case study, we discuss the implementation of a FIR filter partitioned into several contexts. We outline the mapping process and present simulation results for single- and multi-context reconfigurable units coupled with both embedded and high-end CPUs.}}, author = {{Enzler, Rolf and Plessl, Christian and Platzner, Marco}}, booktitle = {{Proc. Int. Conf. on Engineering of Reconfigurable Systems and Algorithms (ERSA)}}, isbn = {{1-932415-05-X}}, keywords = {{Zippy, co-simulation}}, pages = {{174--180}}, publisher = {{CSREA Press}}, title = {{{Co-simulation of a Hybrid Multi-Context Architecture}}}, year = {{2003}}, } @misc{2433, author = {{Plessl, Christian and Maurer, Simon}}, keywords = {{co-design, speech processing}}, publisher = {{Computer Engineering and Networks Lab, ETH Zurich, Switzerland}}, title = {{{Hardware/Software Codesign in Speech Compression Applications}}}, year = {{2000}}, }