---
_id: '15332'
abstract:
- lang: eng
text: "Artificial intelligence (AI) has the potential for far-reaching – in our
opinion – irreversible changes.\r\nThey range from effects on the individual and
society to new societal and social issues. The question arises\r\nas to how students
can learn the basic functioning of AI systems, what areas of life and society
are affected\r\nby these and – most important – how their own lives are affected
by these changes. Therefore, we are developing and evaluating school materials
for the German ”Science Year AI”. It can be used for students of all\r\nschool
types from the seventh grade upwards and will be distributed to about 2000 schools
in autumn with\r\nthe support of the Federal Ministry of Education and Research.
The material deals with the following aspects\r\nof AI: Discussing everyday experiences
with AI, how does machine learning work, historical development\r\nof AI concepts,
difference between man and machine, future distribution of roles between man and
machine,\r\nin which AI world do we want to live and how much AI would we like
to have in our lives. Through an\r\naccompanying evaluation, high quality of the
technical content and didactic preparation is achieved in order\r\nto guarantee
the long-term applicability in the teaching context in the different age groups
and school types.\r\nIn this paper, we describe the current state of the material
development, the challenges arising, and the results\r\nof tests with different
classes to date. We also present first ideas for evaluating the results."
author:
- first_name: Michael
full_name: Schlichtig, Michael
id: '32312'
last_name: Schlichtig
orcid: 0000-0001-6600-6171
- first_name: Simone Anna
full_name: Opel, Simone Anna
id: '72932'
last_name: Opel
- first_name: Lea
full_name: Budde, Lea
id: '32443'
last_name: Budde
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Schlichtig M, Opel SA, Budde L, Schulte C. Understanding Artificial Intelligence
– A Project for the Development of Comprehensive Teaching Material. In: Jasutė
E, Pozdniakov S, eds. ISSEP 2019 - 12th International Conference on Informatics
in Schools: Situation, Evaluation and Perspectives, Local Proceedings. Vol
12. ; 2019:65-73.'
apa: 'Schlichtig, M., Opel, S. A., Budde, L., & Schulte, C. (2019). Understanding
Artificial Intelligence – A Project for the Development of Comprehensive Teaching
Material. In E. Jasutė & S. Pozdniakov (Eds.), ISSEP 2019 - 12th International
conference on informatics in schools: Situation, evaluation and perspectives,
Local Proceedings (Vol. 12, pp. 65–73).'
bibtex: '@inproceedings{Schlichtig_Opel_Budde_Schulte_2019, title={Understanding
Artificial Intelligence – A Project for the Development of Comprehensive Teaching
Material}, volume={12}, booktitle={ISSEP 2019 - 12th International conference
on informatics in schools: Situation, evaluation and perspectives, Local Proceedings},
author={Schlichtig, Michael and Opel, Simone Anna and Budde, Lea and Schulte,
Carsten}, editor={Jasutė, Eglė and Pozdniakov, Sergei}, year={2019}, pages={65–73}
}'
chicago: 'Schlichtig, Michael, Simone Anna Opel, Lea Budde, and Carsten Schulte.
“Understanding Artificial Intelligence – A Project for the Development of Comprehensive
Teaching Material.” In ISSEP 2019 - 12th International Conference on Informatics
in Schools: Situation, Evaluation and Perspectives, Local Proceedings, edited
by Eglė Jasutė and Sergei Pozdniakov, 12:65–73, 2019.'
ieee: 'M. Schlichtig, S. A. Opel, L. Budde, and C. Schulte, “Understanding Artificial
Intelligence – A Project for the Development of Comprehensive Teaching Material,”
in ISSEP 2019 - 12th International conference on informatics in schools: Situation,
evaluation and perspectives, Local Proceedings, Lanarca, 2019, vol. 12, pp.
65–73.'
mla: 'Schlichtig, Michael, et al. “Understanding Artificial Intelligence – A Project
for the Development of Comprehensive Teaching Material.” ISSEP 2019 - 12th
International Conference on Informatics in Schools: Situation, Evaluation and
Perspectives, Local Proceedings, edited by Eglė Jasutė and Sergei Pozdniakov,
vol. 12, 2019, pp. 65–73.'
short: 'M. Schlichtig, S.A. Opel, L. Budde, C. Schulte, in: E. Jasutė, S. Pozdniakov
(Eds.), ISSEP 2019 - 12th International Conference on Informatics in Schools:
Situation, Evaluation and Perspectives, Local Proceedings, 2019, pp. 65–73.'
conference:
end_date: 2019-11-20
location: Lanarca
name: 'ISSEP 2019 - 12th International conference on informatics in schools: Situation,
evaluation and perspectives'
start_date: 2019-11-18
date_created: 2019-12-16T17:50:08Z
date_updated: 2022-07-26T11:41:41Z
department:
- _id: '67'
editor:
- first_name: Eglė
full_name: Jasutė, Eglė
last_name: Jasutė
- first_name: Sergei
full_name: Pozdniakov, Sergei
last_name: Pozdniakov
intvolume: ' 12'
keyword:
- Artificial Intelligence
- Machine Learning
- Teaching Material
- Societal Aspects
- Ethics. Social Aspects
- Science Year
- Simulation Game
language:
- iso: eng
main_file_link:
- url: http://cyprusconferences.org/issep2019/wp-content/uploads/2019/10/LocalISSEP-v5.pdf
page: 65 - 73
publication: 'ISSEP 2019 - 12th International conference on informatics in schools:
Situation, evaluation and perspectives, Local Proceedings'
publication_identifier:
isbn:
- 978-9925-553-27-3
publication_status: published
quality_controlled: '1'
status: public
title: Understanding Artificial Intelligence – A Project for the Development of Comprehensive
Teaching Material
type: conference
user_id: '32312'
volume: 12
year: '2019'
...
---
_id: '48877'
abstract:
- lang: eng
text: OpenML is an online machine learning platform where researchers can easily
share data, machine learning tasks and experiments as well as organize them online
to work and collaborate more efficiently. In this paper, we present an R package
to interface with the OpenML platform and illustrate its usage in combination
with the machine learning R package mlr (Bischl et al. J Mach Learn Res 17(170):1—5,
2016). We show how the OpenML package allows R users to easily search, download
and upload data sets and machine learning tasks. Furthermore, we also show how
to upload results of experiments, share them with others and download results
from other users. Beyond ensuring reproducibility of results, the OpenML platform
automates much of the drudge work, speeds up research, facilitates collaboration
and increases the users’ visibility online.
author:
- first_name: Giuseppe
full_name: Casalicchio, Giuseppe
last_name: Casalicchio
- first_name: Jakob
full_name: Bossek, Jakob
id: '102979'
last_name: Bossek
orcid: 0000-0002-4121-4668
- first_name: Michel
full_name: Lang, Michel
last_name: Lang
- first_name: Dominik
full_name: Kirchhoff, Dominik
last_name: Kirchhoff
- first_name: Pascal
full_name: Kerschke, Pascal
last_name: Kerschke
- first_name: Benjamin
full_name: Hofner, Benjamin
last_name: Hofner
- first_name: Heidi
full_name: Seibold, Heidi
last_name: Seibold
- first_name: Joaquin
full_name: Vanschoren, Joaquin
last_name: Vanschoren
- first_name: Bernd
full_name: Bischl, Bernd
last_name: Bischl
citation:
ama: 'Casalicchio G, Bossek J, Lang M, et al. OpenML: An R Package to Connect to
the Machine Learning Platform OpenML. Computational Statistics. 2019;34(3):977–991.
doi:10.1007/s00180-017-0742-2'
apa: 'Casalicchio, G., Bossek, J., Lang, M., Kirchhoff, D., Kerschke, P., Hofner,
B., Seibold, H., Vanschoren, J., & Bischl, B. (2019). OpenML: An R Package
to Connect to the Machine Learning Platform OpenML. Computational Statistics,
34(3), 977–991. https://doi.org/10.1007/s00180-017-0742-2'
bibtex: '@article{Casalicchio_Bossek_Lang_Kirchhoff_Kerschke_Hofner_Seibold_Vanschoren_Bischl_2019,
title={OpenML: An R Package to Connect to the Machine Learning Platform OpenML},
volume={34}, DOI={10.1007/s00180-017-0742-2},
number={3}, journal={Computational Statistics}, author={Casalicchio, Giuseppe
and Bossek, Jakob and Lang, Michel and Kirchhoff, Dominik and Kerschke, Pascal
and Hofner, Benjamin and Seibold, Heidi and Vanschoren, Joaquin and Bischl, Bernd},
year={2019}, pages={977–991} }'
chicago: 'Casalicchio, Giuseppe, Jakob Bossek, Michel Lang, Dominik Kirchhoff, Pascal
Kerschke, Benjamin Hofner, Heidi Seibold, Joaquin Vanschoren, and Bernd Bischl.
“OpenML: An R Package to Connect to the Machine Learning Platform OpenML.” Computational
Statistics 34, no. 3 (2019): 977–991. https://doi.org/10.1007/s00180-017-0742-2.'
ieee: 'G. Casalicchio et al., “OpenML: An R Package to Connect to the Machine
Learning Platform OpenML,” Computational Statistics, vol. 34, no. 3, pp.
977–991, 2019, doi: 10.1007/s00180-017-0742-2.'
mla: 'Casalicchio, Giuseppe, et al. “OpenML: An R Package to Connect to the Machine
Learning Platform OpenML.” Computational Statistics, vol. 34, no. 3, 2019,
pp. 977–991, doi:10.1007/s00180-017-0742-2.'
short: G. Casalicchio, J. Bossek, M. Lang, D. Kirchhoff, P. Kerschke, B. Hofner,
H. Seibold, J. Vanschoren, B. Bischl, Computational Statistics 34 (2019) 977–991.
date_created: 2023-11-14T15:58:57Z
date_updated: 2023-12-13T10:51:17Z
department:
- _id: '819'
doi: 10.1007/s00180-017-0742-2
intvolume: ' 34'
issue: '3'
keyword:
- Databases
- Machine learning
- R
- Reproducible research
language:
- iso: eng
page: 977–991
publication: Computational Statistics
publication_identifier:
issn:
- 0943-4062
status: public
title: 'OpenML: An R Package to Connect to the Machine Learning Platform OpenML'
type: journal_article
user_id: '102979'
volume: 34
year: '2019'
...
---
_id: '23891'
abstract:
- lang: eng
text: "Within a pre-post-design, we scrutinized the effects of normative augmented
feedback with positive and negative valence on learning motor accuracy, consistency
as well as automaticity by means of a dual-task paradigm. Forty-two healthy physical
education students were instructed to produce an arm-movement sequence as precisely
as possible with regard to three spatial reversal points within a time limit of
1200 ms. Twenty-eight practiced an elbow-extension-flexion-sequence (690 trials)
and 14 participants were tested as a control group without feedback practice.
Valence of normative feedback was systematically manipulated by means of reference
lines in a visual feedback display. The reference lines indicated performance
of a putative peer-group either to be superior (negative valence, Normative-Negative-Group)
or inferior (positive valence, Normative-Positive-Group) to participants’ actual
performance.\r\n\r\nAs a result, dual-task costs (n-back error) significantly
decreased solely in the Normative-Positive-Group, p = .003, η2p = .51, but in
no other group. Surprisingly, the mean absolute error for the motor task significantly
decreased (i.e., precision increased) only in the Normative-Negative-Group with
a large effect size, but in none of the other groups. Motor consistency was not
significantly affected by the valence of normative feedback. According to the
hypotheses of error-provoked attentional control, positive feedback-valence appears
to enhance skill automatization, while – unexpectedly – only negative feedback-valence
seems to enhance movement precision, which may be explained by effects of feedback
valence on the learners aspiration level."
article_type: original
author:
- first_name: Christina
full_name: Zobe, Christina
id: '9938'
last_name: Zobe
- first_name: Daniel
full_name: Krause, Daniel
last_name: Krause
- first_name: Klaus
full_name: Blischke, Klaus
last_name: Blischke
citation:
ama: Zobe C, Krause D, Blischke K. Dissociative effects of normative feedback on
motor automaticity and motor accuracy in learning an arm movement sequence. Human
Movement Science. 2019;66:529-540. doi:https://doi.org/10.1016/j.humov.2019.06.004
apa: Zobe, C., Krause, D., & Blischke, K. (2019). Dissociative effects of normative
feedback on motor automaticity and motor accuracy in learning an arm movement
sequence. Human Movement Science, 66, 529–540. https://doi.org/10.1016/j.humov.2019.06.004
bibtex: '@article{Zobe_Krause_Blischke_2019, title={Dissociative effects of normative
feedback on motor automaticity and motor accuracy in learning an arm movement
sequence}, volume={66}, DOI={https://doi.org/10.1016/j.humov.2019.06.004},
journal={Human Movement Science}, publisher={Elsevier}, author={Zobe, Christina
and Krause, Daniel and Blischke, Klaus}, year={2019}, pages={529–540} }'
chicago: 'Zobe, Christina, Daniel Krause, and Klaus Blischke. “Dissociative Effects
of Normative Feedback on Motor Automaticity and Motor Accuracy in Learning an
Arm Movement Sequence.” Human Movement Science 66 (2019): 529–40. https://doi.org/10.1016/j.humov.2019.06.004.'
ieee: 'C. Zobe, D. Krause, and K. Blischke, “Dissociative effects of normative feedback
on motor automaticity and motor accuracy in learning an arm movement sequence,”
Human Movement Science, vol. 66, pp. 529–540, 2019, doi: https://doi.org/10.1016/j.humov.2019.06.004.'
mla: Zobe, Christina, et al. “Dissociative Effects of Normative Feedback on Motor
Automaticity and Motor Accuracy in Learning an Arm Movement Sequence.” Human
Movement Science, vol. 66, Elsevier, 2019, pp. 529–40, doi:https://doi.org/10.1016/j.humov.2019.06.004.
short: C. Zobe, D. Krause, K. Blischke, Human Movement Science 66 (2019) 529–540.
date_created: 2021-09-07T14:13:23Z
date_updated: 2024-09-19T11:17:53Z
department:
- _id: '17'
- _id: '320'
doi: https://doi.org/10.1016/j.humov.2019.06.004
intvolume: ' 66'
keyword:
- Augmented feedback Automaticity Dual task Motor learning
language:
- iso: eng
main_file_link:
- url: https://www.sciencedirect.com/science/article/abs/pii/S0167945718307681?via%3Dihub
page: 529-540
publication: Human Movement Science
publication_status: published
publisher: Elsevier
status: public
title: Dissociative effects of normative feedback on motor automaticity and motor
accuracy in learning an arm movement sequence
type: journal_article
user_id: '9938'
volume: 66
year: '2019'
...
---
_id: '57886'
abstract:
- lang: eng
text: 'The research and development project Postdigital Popular Music Pedagogy (PPP)
aims at the development of a music pedagogical program oriented towards informal
learning in bands. Using the actor network theory, and thus investigating songwriting
as a sociomaterial process, we present, exemplify, and discuss the results of
the exploration of informal practices. The song as an actor network transforms
through several spaces and phases. The starting point is the socio-technical constellation
in which the events and the maturation of ideas as organisms are made probable.
From there, an iteration of adaptation to musical-aesthetic standards and physical
ability begins: The recording, internal publishing, and rehearsing phases, translate
the idea from the workpiece to the object of dispatch into technical requirements.
This is completed by the publication phase, in which the song idea is presented
as a standardized product in several online and offline contexts. (DIPF/Orig.)'
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
- first_name: Matthias
full_name: Haenisch, Matthias
last_name: Haenisch
citation:
ama: 'Godau M, Haenisch M. How popular musicians learn in the postdigital age. Ergebnisse
einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten.
In: Weidner V, Rolle C, eds. Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung. Musikpädagogische Forschung. Waxmann; 2019:51–67.'
apa: Godau, M., & Haenisch, M. (2019). How popular musicians learn in the postdigital
age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands
in informellen Kontexten. In V. Weidner & C. Rolle (Eds.), Praxen und Diskurse
aus Sicht musikpädagogischer Forschung (pp. 51–67). Waxmann.
bibtex: '@inbook{Godau_Haenisch_2019, place={Münster, New York}, series={Musikpädagogische
Forschung}, title={How popular musicians learn in the postdigital age. Ergebnisse
einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten},
booktitle={Praxen und Diskurse aus Sicht musikpädagogischer Forschung}, publisher={Waxmann},
author={Godau, Marc and Haenisch, Matthias}, editor={Weidner, Verena and Rolle,
Christian}, year={2019}, pages={51–67}, collection={Musikpädagogische Forschung}
}'
chicago: 'Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the
Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings
von Bands in Informellen Kontexten.” In Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung, edited by Verena Weidner and Christian Rolle, 51–67. Musikpädagogische
Forschung. Münster, New York: Waxmann, 2019.'
ieee: 'M. Godau and M. Haenisch, “How popular musicians learn in the postdigital
age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands
in informellen Kontexten,” in Praxen und Diskurse aus Sicht musikpädagogischer
Forschung, V. Weidner and C. Rolle, Eds. Münster, New York: Waxmann, 2019,
pp. 51–67.'
mla: Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital
Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands
in Informellen Kontexten.” Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung, edited by Verena Weidner and Christian Rolle, Waxmann, 2019, pp.
51–67.
short: 'M. Godau, M. Haenisch, in: V. Weidner, C. Rolle (Eds.), Praxen Und Diskurse
Aus Sicht Musikpädagogischer Forschung, Waxmann, Münster, New York, 2019, pp.
51–67.'
date_created: 2024-12-30T14:42:35Z
date_updated: 2025-02-06T10:51:52Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Verena
full_name: Weidner, Verena
last_name: Weidner
- first_name: Christian
full_name: Rolle, Christian
last_name: Rolle
extern: '1'
keyword:
- Praxeologie
- Informal learning
- Informelles Lernen
- Komponieren
- Learning
- Lernen
- Musical Composition
- Musical education
- Musician
- Musiker
- Musikpädagogik
- Pop music
- Popmusik
- Popular Music
- Prozess
- Studie
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 51–67
place: Münster, New York
publication: Praxen und Diskurse aus Sicht musikpädagogischer Forschung
publisher: Waxmann
series_title: Musikpädagogische Forschung
status: public
title: How popular musicians learn in the postdigital age. Ergebnisse einer Studie
zur Soziomaterialität des Songwritings von Bands in informellen Kontexten
type: book_chapter
user_id: '99991'
year: '2019'
...
---
_id: '3593'
author:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: Christoph
full_name: Fischer, Christoph
id: '31722'
last_name: Fischer
citation:
ama: 'Harteis C, Fischer C. Wissensmanagement unter Bedingungen von Arbeit 4.0.
In: Maier GW, Engels G, Steffen E, eds. Handbuch Gestaltung Digitaler Und Vernetzter
Arbeitswelten. Berlin, Heidelberg: Springer; 2018:1--18.'
apa: 'Harteis, C., & Fischer, C. (2018). Wissensmanagement unter Bedingungen
von Arbeit 4.0. In G. W. Maier, G. Engels, & E. Steffen (Eds.), Handbuch
Gestaltung digitaler und vernetzter Arbeitswelten (pp. 1--18). Berlin, Heidelberg:
Springer.'
bibtex: '@inbook{Harteis_Fischer_2018, place={Berlin, Heidelberg}, title={Wissensmanagement
unter Bedingungen von Arbeit 4.0}, booktitle={Handbuch Gestaltung digitaler und
vernetzter Arbeitswelten}, publisher={Springer}, author={Harteis, Christian and
Fischer, Christoph}, editor={Maier, Günter W. and Engels, Gregor and Steffen,
EckhardEditors}, year={2018}, pages={1--18} }'
chicago: 'Harteis, Christian, and Christoph Fischer. “Wissensmanagement Unter Bedingungen
von Arbeit 4.0.” In Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten,
edited by Günter W. Maier, Gregor Engels, and Eckhard Steffen, 1--18. Berlin,
Heidelberg: Springer, 2018.'
ieee: 'C. Harteis and C. Fischer, “Wissensmanagement unter Bedingungen von Arbeit
4.0,” in Handbuch Gestaltung digitaler und vernetzter Arbeitswelten, G.
W. Maier, G. Engels, and E. Steffen, Eds. Berlin, Heidelberg: Springer, 2018,
pp. 1--18.'
mla: Harteis, Christian, and Christoph Fischer. “Wissensmanagement Unter Bedingungen
von Arbeit 4.0.” Handbuch Gestaltung Digitaler Und Vernetzter Arbeitswelten,
edited by Günter W. Maier et al., Springer, 2018, pp. 1--18.
short: 'C. Harteis, C. Fischer, in: G.W. Maier, G. Engels, E. Steffen (Eds.), Handbuch
Gestaltung Digitaler Und Vernetzter Arbeitswelten, Springer, Berlin, Heidelberg,
2018, pp. 1--18.'
date_created: 2018-07-23T08:37:13Z
date_updated: 2022-01-06T06:59:26Z
editor:
- first_name: Günter W.
full_name: Maier, Günter W.
last_name: Maier
- first_name: Gregor
full_name: Engels, Gregor
last_name: Engels
- first_name: Eckhard
full_name: Steffen, Eckhard
last_name: Steffen
keyword:
- i40
- learning culture
page: 1--18
place: Berlin, Heidelberg
publication: Handbuch Gestaltung digitaler und vernetzter Arbeitswelten
publication_identifier:
isbn:
- 978-3-662-52903-4
publisher: Springer
status: public
title: Wissensmanagement unter Bedingungen von Arbeit 4.0
type: book_chapter
user_id: '27503'
year: '2018'
...
---
_id: '3594'
author:
- first_name: Christoph
full_name: Fischer, Christoph
id: '31722'
last_name: Fischer
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Lorraine
full_name: Brinkmann, Lorraine
last_name: Brinkmann
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: 'Fischer C, Goller M, Brinkmann L, Harteis C. Digitalisation of Work: Between
Affordances and Constraints for Learning at Work. In: Ifenthaler D, ed. Digital
Workplace Learning. Cham: Springer; 2018:227--249.'
apa: 'Fischer, C., Goller, M., Brinkmann, L., & Harteis, C. (2018). Digitalisation
of Work: Between Affordances and Constraints for Learning at Work. In D. Ifenthaler
(Ed.), Digital Workplace Learning (pp. 227--249). Cham: Springer.'
bibtex: '@inbook{Fischer_Goller_Brinkmann_Harteis_2018, place={Cham}, title={Digitalisation
of Work: Between Affordances and Constraints for Learning at Work}, booktitle={Digital
Workplace Learning}, publisher={Springer}, author={Fischer, Christoph and Goller,
Michael and Brinkmann, Lorraine and Harteis, Christian}, editor={Ifenthaler, DirkEditor},
year={2018}, pages={227--249} }'
chicago: 'Fischer, Christoph, Michael Goller, Lorraine Brinkmann, and Christian
Harteis. “Digitalisation of Work: Between Affordances and Constraints for Learning
at Work.” In Digital Workplace Learning, edited by Dirk Ifenthaler, 227--249.
Cham: Springer, 2018.'
ieee: 'C. Fischer, M. Goller, L. Brinkmann, and C. Harteis, “Digitalisation of Work:
Between Affordances and Constraints for Learning at Work,” in Digital Workplace
Learning, D. Ifenthaler, Ed. Cham: Springer, 2018, pp. 227--249.'
mla: 'Fischer, Christoph, et al. “Digitalisation of Work: Between Affordances and
Constraints for Learning at Work.” Digital Workplace Learning, edited by
Dirk Ifenthaler, Springer, 2018, pp. 227--249.'
short: 'C. Fischer, M. Goller, L. Brinkmann, C. Harteis, in: D. Ifenthaler (Ed.),
Digital Workplace Learning, Springer, Cham, 2018, pp. 227--249.'
date_created: 2018-07-23T08:44:13Z
date_updated: 2022-01-06T06:59:26Z
editor:
- first_name: Dirk
full_name: Ifenthaler, Dirk
last_name: Ifenthaler
keyword:
- i40
- learning culture
page: 227--249
place: Cham
publication: Digital Workplace Learning
publication_identifier:
isbn:
- 978-3-319-46214-1 978-3-319-46215-8
publisher: Springer
status: public
title: 'Digitalisation of Work: Between Affordances and Constraints for Learning at
Work'
type: book_chapter
user_id: '27503'
year: '2018'
...
---
_id: '3852'
abstract:
- lang: eng
text: "In automated machine learning (AutoML), the process of engineering machine
learning applications with respect to a specific problem is (partially) automated.\r\nVarious
AutoML tools have already been introduced to provide out-of-the-box machine learning
functionality.\r\nMore specifically, by selecting machine learning algorithms
and optimizing their hyperparameters, these tools produce a machine learning pipeline
tailored to the problem at hand.\r\nExcept for TPOT, all of these tools restrict
the maximum number of processing steps of such a pipeline.\r\nHowever, as TPOT
follows an evolutionary approach, it suffers from performance issues when dealing
with larger datasets.\r\nIn this paper, we present an alternative approach leveraging
a hierarchical planning to configure machine learning pipelines that are unlimited
in length.\r\nWe evaluate our approach and find its performance to be competitive
with other AutoML tools, including TPOT."
author:
- first_name: Marcel Dominik
full_name: Wever, Marcel Dominik
id: '33176'
last_name: Wever
orcid: ' https://orcid.org/0000-0001-9782-6818'
- first_name: Felix
full_name: Mohr, Felix
last_name: Mohr
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
citation:
ama: 'Wever MD, Mohr F, Hüllermeier E. ML-Plan for Unlimited-Length Machine Learning
Pipelines. In: ICML 2018 AutoML Workshop. ; 2018.'
apa: Wever, M. D., Mohr, F., & Hüllermeier, E. (2018). ML-Plan for Unlimited-Length
Machine Learning Pipelines. In ICML 2018 AutoML Workshop. Stockholm, Sweden.
bibtex: '@inproceedings{Wever_Mohr_Hüllermeier_2018, title={ML-Plan for Unlimited-Length
Machine Learning Pipelines}, booktitle={ICML 2018 AutoML Workshop}, author={Wever,
Marcel Dominik and Mohr, Felix and Hüllermeier, Eyke}, year={2018} }'
chicago: Wever, Marcel Dominik, Felix Mohr, and Eyke Hüllermeier. “ML-Plan for Unlimited-Length
Machine Learning Pipelines.” In ICML 2018 AutoML Workshop, 2018.
ieee: M. D. Wever, F. Mohr, and E. Hüllermeier, “ML-Plan for Unlimited-Length Machine
Learning Pipelines,” in ICML 2018 AutoML Workshop, Stockholm, Sweden, 2018.
mla: Wever, Marcel Dominik, et al. “ML-Plan for Unlimited-Length Machine Learning
Pipelines.” ICML 2018 AutoML Workshop, 2018.
short: 'M.D. Wever, F. Mohr, E. Hüllermeier, in: ICML 2018 AutoML Workshop, 2018.'
conference:
end_date: 2018-07-15
location: Stockholm, Sweden
name: ICML 2018 AutoML Workshop
start_date: 2018-07-10
date_created: 2018-08-09T06:14:54Z
date_updated: 2022-01-06T06:59:46Z
ddc:
- '006'
department:
- _id: '355'
file:
- access_level: open_access
content_type: application/pdf
creator: wever
date_created: 2018-08-09T06:14:43Z
date_updated: 2018-08-09T06:14:43Z
file_id: '3853'
file_name: 38.pdf
file_size: 297811
relation: main_file
file_date_updated: 2018-08-09T06:14:43Z
has_accepted_license: '1'
keyword:
- automated machine learning
- complex pipelines
- hierarchical planning
language:
- iso: eng
main_file_link:
- url: https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxhdXRvbWwyMDE4aWNtbHxneDo3M2Q3MjUzYjViNDRhZTAx
oa: '1'
project:
- _id: '1'
name: SFB 901
- _id: '3'
name: SFB 901 - Project Area B
- _id: '10'
name: SFB 901 - Subproject B2
publication: ICML 2018 AutoML Workshop
quality_controlled: '1'
status: public
title: ML-Plan for Unlimited-Length Machine Learning Pipelines
type: conference
urn: '38527'
user_id: '49109'
year: '2018'
...
---
_id: '2331'
abstract:
- lang: eng
text: A user generally writes software requirements in ambiguous and incomplete
form by using natural language; therefore, a software developer may have difficulty
in clearly understanding what the meanings are. To solve this problem with automation,
we propose a classifier for semantic annotation with manually pre-defined semantic
categories. To improve our classifier, we carefully designed syntactic features
extracted by constituency and dependency parsers. Even with a small dataset and
a large number of classes, our proposed classifier records an accuracy of 0.75,
which outperforms the previous model, REaCT.
article_type: original
author:
- first_name: 'Yeongsu '
full_name: 'Kim, Yeongsu '
last_name: Kim
- first_name: Seungwoo
full_name: Lee, Seungwoo
last_name: Lee
- first_name: Markus
full_name: Dollmann, Markus
id: '27578'
last_name: Dollmann
- first_name: Michaela
full_name: Geierhos, Michaela
id: '42496'
last_name: Geierhos
orcid: 0000-0002-8180-5606
citation:
ama: Kim Y, Lee S, Dollmann M, Geierhos M. Improving Classifiers for Semantic Annotation
of Software Requirements with Elaborate Syntactic Structure. International
Journal of Advanced Science and Technology. 2018;112:123-136. doi:10.14257/ijast.2018.112.12
apa: Kim, Y., Lee, S., Dollmann, M., & Geierhos, M. (2018). Improving Classifiers
for Semantic Annotation of Software Requirements with Elaborate Syntactic Structure.
International Journal of Advanced Science and Technology, 112, 123–136.
https://doi.org/10.14257/ijast.2018.112.12
bibtex: '@article{Kim_Lee_Dollmann_Geierhos_2018, title={Improving Classifiers for
Semantic Annotation of Software Requirements with Elaborate Syntactic Structure},
volume={112}, DOI={10.14257/ijast.2018.112.12},
journal={International Journal of Advanced Science and Technology}, publisher={SERSC
Australia}, author={Kim, Yeongsu and Lee, Seungwoo and Dollmann, Markus and Geierhos,
Michaela}, year={2018}, pages={123–136} }'
chicago: 'Kim, Yeongsu , Seungwoo Lee, Markus Dollmann, and Michaela Geierhos. “Improving
Classifiers for Semantic Annotation of Software Requirements with Elaborate Syntactic
Structure.” International Journal of Advanced Science and Technology 112
(2018): 123–36. https://doi.org/10.14257/ijast.2018.112.12.'
ieee: Y. Kim, S. Lee, M. Dollmann, and M. Geierhos, “Improving Classifiers for Semantic
Annotation of Software Requirements with Elaborate Syntactic Structure,” International
Journal of Advanced Science and Technology, vol. 112, pp. 123–136, 2018.
mla: Kim, Yeongsu, et al. “Improving Classifiers for Semantic Annotation of Software
Requirements with Elaborate Syntactic Structure.” International Journal of
Advanced Science and Technology, vol. 112, SERSC Australia, 2018, pp. 123–36,
doi:10.14257/ijast.2018.112.12.
short: Y. Kim, S. Lee, M. Dollmann, M. Geierhos, International Journal of Advanced
Science and Technology 112 (2018) 123–136.
date_created: 2018-04-13T09:19:22Z
date_updated: 2022-01-06T06:55:49Z
ddc:
- '000'
department:
- _id: '36'
- _id: '1'
- _id: '579'
doi: 10.14257/ijast.2018.112.12
file:
- access_level: closed
content_type: application/pdf
creator: ups
date_created: 2018-11-02T15:16:29Z
date_updated: 2018-11-02T15:16:29Z
file_id: '5297'
file_name: 12.pdf
file_size: 586968
relation: main_file
success: 1
file_date_updated: 2018-11-02T15:16:29Z
has_accepted_license: '1'
intvolume: ' 112'
keyword:
- Software Engineering
- Natural Language Processing
- Semantic Annotation
- Machine Learning
- Feature Engineering
- Syntactic Structure
language:
- iso: eng
page: 123-136
project:
- _id: '1'
name: SFB 901
- _id: '3'
name: SFB 901 - Project Area B
- _id: '9'
name: SFB 901 - Subproject B1
publication: International Journal of Advanced Science and Technology
publication_identifier:
eissn:
- 2207-6360
issn:
- 2005-4238
publication_status: published
publisher: SERSC Australia
quality_controlled: '1'
status: public
title: Improving Classifiers for Semantic Annotation of Software Requirements with
Elaborate Syntactic Structure
type: journal_article
user_id: '477'
volume: 112
year: '2018'
...
---
_id: '5586'
abstract:
- lang: eng
text: The need to protect resources against attackers is reflected by huge information
security investments of firms worldwide. In the presence of budget constraints
and a diverse set of assets to protect, organizations have to decide in which
IT security measures to invest, how to evaluate those investment decisions, and
how to learn from past decisions to optimize future security investment actions.
While the academic literature has provided valuable insights into these issues,
there is a lack of empirical contributions. To address this lack, we conduct a
theory-based exploratory multiple case study. Our case study reveals that (1)
firms? investments in information security are largely driven by external environmental
and industry-related factors, (2) firms do not implement standardized decision
processes, (3) the security process is perceived to impact the business process
in a disturbing way, (4) both the implementation of evaluation processes and the
application of metrics are hardly existent and (5) learning activities mainly
occur at an ad-hoc basis.
author:
- first_name: Eva
full_name: Weishäupl, Eva
last_name: Weishäupl
- first_name: Emrah
full_name: Yasasin, Emrah
last_name: Yasasin
- first_name: Guido
full_name: Schryen, Guido
id: '72850'
last_name: Schryen
citation:
ama: 'Weishäupl E, Yasasin E, Schryen G. Information Security Investments: An Exploratory
Multiple Case Study on Decision-Making, Evaluation and Learning. Computers
& Security. 2018;77:807-823.'
apa: 'Weishäupl, E., Yasasin, E., & Schryen, G. (2018). Information Security
Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation
and Learning. Computers & Security, 77, 807–823.'
bibtex: '@article{Weishäupl_Yasasin_Schryen_2018, title={Information Security Investments:
An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning},
volume={77}, journal={Computers & Security}, publisher={Elsevier}, author={Weishäupl,
Eva and Yasasin, Emrah and Schryen, Guido}, year={2018}, pages={807–823} }'
chicago: 'Weishäupl, Eva, Emrah Yasasin, and Guido Schryen. “Information Security
Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation
and Learning.” Computers & Security 77 (2018): 807–23.'
ieee: 'E. Weishäupl, E. Yasasin, and G. Schryen, “Information Security Investments:
An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning,”
Computers & Security, vol. 77, pp. 807–823, 2018.'
mla: 'Weishäupl, Eva, et al. “Information Security Investments: An Exploratory Multiple
Case Study on Decision-Making, Evaluation and Learning.” Computers & Security,
vol. 77, Elsevier, 2018, pp. 807–23.'
short: E. Weishäupl, E. Yasasin, G. Schryen, Computers & Security 77 (2018)
807–823.
date_created: 2018-11-14T11:24:37Z
date_updated: 2022-01-06T07:02:03Z
ddc:
- '000'
department:
- _id: '277'
extern: '1'
file:
- access_level: open_access
content_type: application/pdf
creator: hsiemes
date_created: 2018-12-07T11:26:53Z
date_updated: 2018-12-13T15:06:10Z
file_id: '6022'
file_name: JOURNAL VERSION.pdf
file_size: 809490
relation: main_file
file_date_updated: 2018-12-13T15:06:10Z
has_accepted_license: '1'
intvolume: ' 77'
keyword:
- Information Security Investments
- Multiple Case Study
- Organizations
- Single Loop Learning
- Double Loop Learning
language:
- iso: eng
oa: '1'
page: 807 - 823
publication: Computers & Security
publisher: Elsevier
status: public
title: 'Information Security Investments: An Exploratory Multiple Case Study on Decision-Making,
Evaluation and Learning'
type: journal_article
user_id: '61579'
volume: 77
year: '2018'
...
---
_id: '34498'
abstract:
- lang: eng
text: "Ample empirical research from regular school settings documents reciprocal
effects between academic performance and academic self-concept of ability (ASC),
supporting what is known as a reciprocal effects model (REM). The present article
investigates a REM in the domain of reading performance in a sample of elementary
students with special educational needs in learning (SEN-L) who received special
educational support in exclusive versus inclusive settings (N = 446). In exclusive
settings, SEN-L students attend special schools and are completely separated from
regular students. By contrast, SEN-L students in inclusive settings attend regular
schools and are educated in classes with regular students. In both settings, SEN-L
students are not graded and taught based on individual learning goals, which may
affect reciprocal effects between ASC and reading performance. In addition, given
that special education for SEN-L students relies heavily on individual reference
standards to evaluate performance, we tested individual performance growth of
SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across
3rd and 4th grade revealed some cross-lagged effects and an effect of performance
growth on ASC in exclusive settings in particular. The discussion focuses on the
role of individualized instruction, grades, peer groups, and individual versus
social reference standards for reciprocal effects between ASC and performance
as well as practical implications.\r\n"
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
- first_name: Daniela
full_name: Stranghöner, Daniela
last_name: Stranghöner
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: 'Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects
between self-concept of ability and performance: A longitudinal study of children
with learning disabilities in inclusive versus exclusive elementary education.
Learning and Individual Differences. 2018;61:11-20. doi:10.1016/j.lindif.2017.11.005'
apa: 'Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B.
(2018). Reciprocal effects between self-concept of ability and performance: A
longitudinal study of children with learning disabilities in inclusive versus
exclusive elementary education. Learning and Individual Differences, 61,
11–20. https://doi.org/10.1016/j.lindif.2017.11.005'
bibtex: '@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal
effects between self-concept of ability and performance: A longitudinal study
of children with learning disabilities in inclusive versus exclusive elementary
education}, volume={61}, DOI={10.1016/j.lindif.2017.11.005},
journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges,
Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose,
Birgit}, year={2018}, pages={11–20} }'
chicago: 'Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit
Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance:
A Longitudinal Study of Children with Learning Disabilities in Inclusive versus
Exclusive Elementary Education.” Learning and Individual Differences 61
(2018): 11–20. https://doi.org/10.1016/j.lindif.2017.11.005.'
ieee: 'J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal
effects between self-concept of ability and performance: A longitudinal study
of children with learning disabilities in inclusive versus exclusive elementary
education,” Learning and Individual Differences, vol. 61, pp. 11–20, 2018,
doi: 10.1016/j.lindif.2017.11.005.'
mla: 'Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability
and Performance: A Longitudinal Study of Children with Learning Disabilities in
Inclusive versus Exclusive Elementary Education.” Learning and Individual Differences,
vol. 61, Elsevier BV, 2018, pp. 11–20, doi:10.1016/j.lindif.2017.11.005.'
short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: ' 61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
study of children with learning disabilities in inclusive versus exclusive elementary
education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...
---
_id: '48884'
abstract:
- lang: eng
text: The Travelling Salesperson Problem (TSP) is one of the best-studied NP-hard
problems. Over the years, many different solution approaches and solvers have
been developed. For the first time, we directly compare five state-of-the-art
inexact solvers\textemdash namely, LKH, EAX, restart variants of those, and MAOS\textemdash
on a large set of well-known benchmark instances and demonstrate complementary
performance, in that different instances may be solved most effectively by different
algorithms. We leverage this complementarity to build an algorithm selector, which
selects the best TSP solver on a per-instance basis and thus achieves significantly
improved performance compared to the single best solver, representing an advance
in the state of the art in solving the Euclidean TSP. Our in-depth analysis of
the selectors provides insight into what drives this performance improvement.
author:
- first_name: Pascal
full_name: Kerschke, Pascal
last_name: Kerschke
- first_name: Lars
full_name: Kotthoff, Lars
last_name: Kotthoff
- first_name: Jakob
full_name: Bossek, Jakob
id: '102979'
last_name: Bossek
orcid: 0000-0002-4121-4668
- first_name: Holger H.
full_name: Hoos, Holger H.
last_name: Hoos
- first_name: Heike
full_name: Trautmann, Heike
last_name: Trautmann
citation:
ama: Kerschke P, Kotthoff L, Bossek J, Hoos HH, Trautmann H. Leveraging TSP Solver
Complementarity through Machine Learning. Evolutionary Computation. 2018;26(4):597–620.
doi:10.1162/evco_a_00215
apa: Kerschke, P., Kotthoff, L., Bossek, J., Hoos, H. H., & Trautmann, H. (2018).
Leveraging TSP Solver Complementarity through Machine Learning. Evolutionary
Computation, 26(4), 597–620. https://doi.org/10.1162/evco_a_00215
bibtex: '@article{Kerschke_Kotthoff_Bossek_Hoos_Trautmann_2018, title={Leveraging
TSP Solver Complementarity through Machine Learning}, volume={26}, DOI={10.1162/evco_a_00215},
number={4}, journal={Evolutionary Computation}, author={Kerschke, Pascal and Kotthoff,
Lars and Bossek, Jakob and Hoos, Holger H. and Trautmann, Heike}, year={2018},
pages={597–620} }'
chicago: 'Kerschke, Pascal, Lars Kotthoff, Jakob Bossek, Holger H. Hoos, and Heike
Trautmann. “Leveraging TSP Solver Complementarity through Machine Learning.” Evolutionary
Computation 26, no. 4 (2018): 597–620. https://doi.org/10.1162/evco_a_00215.'
ieee: 'P. Kerschke, L. Kotthoff, J. Bossek, H. H. Hoos, and H. Trautmann, “Leveraging
TSP Solver Complementarity through Machine Learning,” Evolutionary Computation,
vol. 26, no. 4, pp. 597–620, 2018, doi: 10.1162/evco_a_00215.'
mla: Kerschke, Pascal, et al. “Leveraging TSP Solver Complementarity through Machine
Learning.” Evolutionary Computation, vol. 26, no. 4, 2018, pp. 597–620,
doi:10.1162/evco_a_00215.
short: P. Kerschke, L. Kotthoff, J. Bossek, H.H. Hoos, H. Trautmann, Evolutionary
Computation 26 (2018) 597–620.
date_created: 2023-11-14T15:58:58Z
date_updated: 2023-12-13T10:51:26Z
department:
- _id: '819'
doi: 10.1162/evco_a_00215
intvolume: ' 26'
issue: '4'
keyword:
- automated algorithm selection
- machine learning.
- performance modeling
- Travelling Salesperson Problem
language:
- iso: eng
page: 597–620
publication: Evolutionary Computation
publication_identifier:
issn:
- 1063-6560
status: public
title: Leveraging TSP Solver Complementarity through Machine Learning
type: journal_article
user_id: '102979'
volume: 26
year: '2018'
...
---
_id: '4419'
abstract:
- lang: eng
text: Research on entrepreneurial learning highlights the importance of experience
and prior knowledge to entrepreneurial success. However, a conundrum remains and
we are still seeking answers as to why some novice entrepreneurs learn successfully
from their experiences and succeed, while some experienced entrepreneurs fail
with their ventures. In order to advance the discussion about the role of experience
during entrepreneurial learning, our critical reflection aims to (1) highlight
some of the shortcomings of experiential learning theory (ELT) and (2) illustrate
how alternative theoretical perspectives have the potential to advance our conceptual
understanding of entrepreneurial learning processes. We argue for an explanation
of entrepreneurial learning as a dynamic and self-regulated process that relies
on planning, monitoring, and self-reflection.
author:
- first_name: Alexander Paul
full_name: Fust, Alexander Paul
last_name: Fust
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Christoph
full_name: Winkler, Christoph
last_name: Winkler
citation:
ama: 'Fust AP, Jenert T, Winkler C. Experiential or Self-Regulated Learning: A Critical
Reflection of Entrepreneurial Learning Processes. Entrepreneurship Research
Journal. 2018;8(2):1-11.'
apa: 'Fust, A. P., Jenert, T., & Winkler, C. (2018). Experiential or Self-Regulated
Learning: A Critical Reflection of Entrepreneurial Learning Processes. Entrepreneurship
Research Journal, 8(2), 1–11.'
bibtex: '@article{Fust_Jenert_Winkler_2018, title={Experiential or Self-Regulated
Learning: A Critical Reflection of Entrepreneurial Learning Processes}, volume={8},
number={2}, journal={Entrepreneurship Research Journal}, publisher={de @Gruyter},
author={Fust, Alexander Paul and Jenert, Tobias and Winkler, Christoph}, year={2018},
pages={1–11} }'
chicago: 'Fust, Alexander Paul, Tobias Jenert, and Christoph Winkler. “Experiential
or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning
Processes.” Entrepreneurship Research Journal 8, no. 2 (2018): 1–11.'
ieee: 'A. P. Fust, T. Jenert, and C. Winkler, “Experiential or Self-Regulated Learning:
A Critical Reflection of Entrepreneurial Learning Processes,” Entrepreneurship
Research Journal, vol. 8, no. 2, pp. 1–11, 2018.'
mla: 'Fust, Alexander Paul, et al. “Experiential or Self-Regulated Learning: A Critical
Reflection of Entrepreneurial Learning Processes.” Entrepreneurship Research
Journal, vol. 8, no. 2, de @Gruyter, 2018, pp. 1–11.'
short: A.P. Fust, T. Jenert, C. Winkler, Entrepreneurship Research Journal 8 (2018)
1–11.
date_created: 2018-09-18T08:47:00Z
date_updated: 2024-03-21T14:43:08Z
department:
- _id: '208'
- _id: '282'
intvolume: ' 8'
issue: '2'
keyword:
- entrepreneurial learning
- experiential learning
- self-regulated learning
language:
- iso: eng
page: 1-11
publication: Entrepreneurship Research Journal
publication_identifier:
unknown:
- 2194-6175
publisher: de @Gruyter
quality_controlled: '1'
status: public
title: 'Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial
Learning Processes'
type: journal_article
user_id: '71994'
volume: 8
year: '2018'
...
---
_id: '57890'
abstract:
- lang: eng
text: '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:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
ama: 'Godau M. Kollaboration und Kooperation beim Klassenmusizieren mit Populärer
Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und
für die Gruppe. In: Clausen B, Dreßler S, eds. Soziale Aspekte Des Musiklernens.
Musikpädagogische Forschung. Waxmann; 2018:131–144.'
apa: Godau, M. (2018). Kollaboration und Kooperation beim Klassenmusizieren mit
Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der
Gruppe und für die Gruppe. In B. Clausen & S. Dreßler (Eds.), Soziale Aspekte
des Musiklernens (pp. 131–144). Waxmann.
bibtex: '@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische
Forschung}, title={Kollaboration und Kooperation beim Klassenmusizieren mit Populärer
Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und
für die Gruppe}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann},
author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018},
pages={131–144}, collection={Musikpädagogische Forschung} }'
chicago: 'Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit
Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der
Gruppe Und Für Die Gruppe.” In Soziale Aspekte Des Musiklernens, edited
by Bernd Clausen and Susanne Dreßler, 131–144. Musikpädagogische Forschung. Münster,
New York: Waxmann, 2018.'
ieee: 'M. Godau, “Kollaboration und Kooperation beim Klassenmusizieren mit Populärer
Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und
für die Gruppe,” in Soziale Aspekte des Musiklernens, B. Clausen and S.
Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 131–144.'
mla: Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer
Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und
Für Die Gruppe.” Soziale Aspekte Des Musiklernens, edited by Bernd Clausen
and Susanne Dreßler, Waxmann, 2018, pp. 131–144.
short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
Waxmann, Münster, New York, 2018, pp. 131–144.'
date_created: 2024-12-30T14:43:32Z
date_updated: 2025-02-06T10:52:47Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
full_name: Clausen, Bernd
last_name: Clausen
- first_name: Susanne
full_name: Dreßler, Susanne
last_name: Dreßler
extern: '1'
keyword:
- 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
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 131–144
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen
in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe
type: book_chapter
user_id: '99991'
year: '2018'
...
---
_id: '3600'
abstract:
- lang: eng
text: "Michael Goller gives a structured overview of the current discourses of human
agency in relation to professional learning and development. Based on this discussion,
the author develops a theoretical framework including human agency as an individual
feature (i. e., a disposition) as well as a set of self-initiated and goal-directed
behaviours that are assumed to affect employees’ learning and development (e.
g., crafting of new work experiences). He then further specifies this theoretical
framework and investigates it empirically in the domain of geriatric care nursing.
Based on the findings of the three empirical studies conducted, the author discusses
the relevance of human agency for the development of professional expertise of
geriatric care nurses.\r\n\r\nThe work received the American Educational Research
Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award."
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Goller M. Human Agency at Work: An Active Approach towards Expertise Development.
Wiesbaden: Springer; 2017. doi:10.1007/978-3-658-18286-1'
apa: 'Goller, M. (2017). Human agency at work: An active approach towards expertise
development. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-18286-1'
bibtex: '@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active
approach towards expertise development}, DOI={10.1007/978-3-658-18286-1},
publisher={Springer}, author={Goller, Michael}, year={2017} }'
chicago: 'Goller, Michael. Human Agency at Work: An Active Approach towards Expertise
Development. Wiesbaden: Springer, 2017. https://doi.org/10.1007/978-3-658-18286-1.'
ieee: 'M. Goller, Human agency at work: An active approach towards expertise
development. Wiesbaden: Springer, 2017.'
mla: 'Goller, Michael. Human Agency at Work: An Active Approach towards Expertise
Development. Springer, 2017, doi:10.1007/978-3-658-18286-1.'
short: 'M. Goller, Human Agency at Work: An Active Approach towards Expertise Development,
Springer, Wiesbaden, 2017.'
date_created: 2018-07-23T09:29:39Z
date_updated: 2022-01-06T06:59:27Z
department:
- _id: '452'
doi: 10.1007/978-3-658-18286-1
keyword:
- Workplace learning
- Agency
- Expertise
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/book/10.1007%2F978-3-658-18286-1
page: '373'
place: Wiesbaden
publication_identifier:
isbn:
- 978-3-658-18285-4
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Human agency at work: An active approach towards expertise development'
type: book
user_id: '30984'
year: '2017'
...
---
_id: '5671'
abstract:
- lang: eng
text: Multi-attribute value theory (MAVT)-based recommender systems have been proposed
for dealing with issues of existing recommender systems, such as the cold-start
problem and changing preferences. However, as we argue in this paper, existing
MAVT-based methods for measuring attribute importance weights do not fit the shopping
tasks for which recommender systems are typically used. These methods assume well-trained
decision makers who are willing to invest time and cognitive effort, and who are
familiar with the attributes describing the available alternatives and the ranges
of these attribute levels. Yet, recommender systems are most often used by consumers
who are usually not familiar with the available attributes and ranges and who
wish to save time and effort. Against this background, we develop a new method,
based on a product configuration process, which is tailored to the characteristics
of these particular decision makers. We empirically compare our method to SWING,
ranking-based conjoint analysis and TRADEOFF in a between-subjects laboratory
experiment with 153 participants. Results indicate that our proposed method performs
better than TRADEOFF and CONJOINT and at least as well as SWING in terms of recommendation
accuracy, better than SWING and TRADEOFF and at least as well as CONJOINT in terms
of cognitive load, and that participants were faster with our method than with
any other method. We conclude that our method is a promising option to help support
consumers' decision processes in e-commerce shopping tasks.
author:
- first_name: Michael
full_name: Scholz, Michael
last_name: Scholz
- first_name: Verena
full_name: Dorner, Verena
last_name: Dorner
- first_name: Guido
full_name: Schryen, Guido
id: '72850'
last_name: Schryen
- first_name: Alexander
full_name: Benlian, Alexander
last_name: Benlian
citation:
ama: Scholz M, Dorner V, Schryen G, Benlian A. A configuration-based recommender
system for supporting e-commerce decisions. European Journal of Operational
Research. 2017;259(1):205-215.
apa: Scholz, M., Dorner, V., Schryen, G., & Benlian, A. (2017). A configuration-based
recommender system for supporting e-commerce decisions. European Journal of
Operational Research, 259(1), 205–215.
bibtex: '@article{Scholz_Dorner_Schryen_Benlian_2017, title={A configuration-based
recommender system for supporting e-commerce decisions}, volume={259}, number={1},
journal={European Journal of Operational Research}, publisher={Elsevier}, author={Scholz,
Michael and Dorner, Verena and Schryen, Guido and Benlian, Alexander}, year={2017},
pages={205–215} }'
chicago: 'Scholz, Michael, Verena Dorner, Guido Schryen, and Alexander Benlian.
“A Configuration-Based Recommender System for Supporting e-Commerce Decisions.”
European Journal of Operational Research 259, no. 1 (2017): 205–15.'
ieee: M. Scholz, V. Dorner, G. Schryen, and A. Benlian, “A configuration-based recommender
system for supporting e-commerce decisions,” European Journal of Operational
Research, vol. 259, no. 1, pp. 205–215, 2017.
mla: Scholz, Michael, et al. “A Configuration-Based Recommender System for Supporting
e-Commerce Decisions.” European Journal of Operational Research, vol. 259,
no. 1, Elsevier, 2017, pp. 205–15.
short: M. Scholz, V. Dorner, G. Schryen, A. Benlian, European Journal of Operational
Research 259 (2017) 205–215.
date_created: 2018-11-14T15:06:18Z
date_updated: 2022-01-06T07:02:27Z
ddc:
- '000'
department:
- _id: '277'
extern: '1'
file:
- access_level: open_access
content_type: application/pdf
creator: hsiemes
date_created: 2018-12-07T11:30:59Z
date_updated: 2018-12-13T15:06:56Z
file_id: '6025'
file_name: EJOR article.pdf
file_size: 762889
relation: main_file
file_date_updated: 2018-12-13T15:06:56Z
has_accepted_license: '1'
intvolume: ' 259'
issue: '1'
keyword:
- E-Commerce
- Recommender System
- Attribute Weights
- Configuration System
- Decision Support
language:
- iso: eng
oa: '1'
page: 205 - 215
publication: European Journal of Operational Research
publisher: Elsevier
status: public
title: A configuration-based recommender system for supporting e-commerce decisions
type: journal_article
user_id: '61579'
volume: 259
year: '2017'
...
---
_id: '1098'
abstract:
- lang: eng
text: An end user generally writes down software requirements in ambiguous expressions
using natural language; hence, a software developer attuned to programming language
finds it difficult to understand th meaning of the requirements. To solve this
problem we define semantic categories for disambiguation and classify/annotate
the requirement into the categories by using machine-learning models. We extensively
use a language frame closely related to such categories for designing features
to overcome the problem of insufficient training data compare to the large number
of classes. Our proposed model obtained a micro-average F1-score of 0.75, outperforming
the previous model, REaCT.
article_type: original
author:
- first_name: Yeong-Su
full_name: Kim, Yeong-Su
last_name: Kim
- first_name: 'Seung-Woo '
full_name: 'Lee, Seung-Woo '
last_name: Lee
- first_name: Markus
full_name: Dollmann, Markus
id: '27578'
last_name: Dollmann
- first_name: Michaela
full_name: Geierhos, Michaela
id: '42496'
last_name: Geierhos
orcid: 0000-0002-8180-5606
citation:
ama: Kim Y-S, Lee S-W, Dollmann M, Geierhos M. Semantic Annotation of Software Requirements
with Language Frame. International Journal of Software Engineering for Smart
Device. 2017;4(2):1-6.
apa: Kim, Y.-S., Lee, S.-W., Dollmann, M., & Geierhos, M. (2017). Semantic Annotation
of Software Requirements with Language Frame. International Journal of Software
Engineering for Smart Device, 4(2), 1–6.
bibtex: '@article{Kim_Lee_Dollmann_Geierhos_2017, title={Semantic Annotation of
Software Requirements with Language Frame}, volume={4}, number={2}, journal={International
Journal of Software Engineering for Smart Device}, publisher={Global Vision School
Publication}, author={Kim, Yeong-Su and Lee, Seung-Woo and Dollmann, Markus and
Geierhos, Michaela}, year={2017}, pages={1–6} }'
chicago: 'Kim, Yeong-Su, Seung-Woo Lee, Markus Dollmann, and Michaela Geierhos.
“Semantic Annotation of Software Requirements with Language Frame.” International
Journal of Software Engineering for Smart Device 4, no. 2 (2017): 1–6.'
ieee: Y.-S. Kim, S.-W. Lee, M. Dollmann, and M. Geierhos, “Semantic Annotation of
Software Requirements with Language Frame,” International Journal of Software
Engineering for Smart Device, vol. 4, no. 2, pp. 1–6, 2017.
mla: Kim, Yeong-Su, et al. “Semantic Annotation of Software Requirements with Language
Frame.” International Journal of Software Engineering for Smart Device,
vol. 4, no. 2, Global Vision School Publication, 2017, pp. 1–6.
short: Y.-S. Kim, S.-W. Lee, M. Dollmann, M. Geierhos, International Journal of
Software Engineering for Smart Device 4 (2017) 1–6.
date_created: 2018-01-25T15:23:15Z
date_updated: 2022-01-06T06:50:55Z
ddc:
- '000'
department:
- _id: '36'
- _id: '1'
- _id: '579'
file:
- access_level: closed
content_type: application/pdf
creator: ups
date_created: 2018-12-12T15:30:59Z
date_updated: 2018-12-12T15:30:59Z
file_id: '6196'
file_name: Semantic_Annotation_of_Software_Requirements.pdf
file_size: 244655
relation: main_file
success: 1
file_date_updated: 2018-12-12T15:30:59Z
has_accepted_license: '1'
intvolume: ' 4'
issue: '2'
keyword:
- Natural Language Processing
- Semantic Annotation
- Machine Learning
language:
- iso: eng
page: 1-6
project:
- _id: '1'
name: SFB 901
- _id: '3'
name: SFB 901 - Project Area B
- _id: '9'
name: SFB 901 - Subproject B1
publication: International Journal of Software Engineering for Smart Device
publication_identifier:
issn:
- 2205-8494
publication_status: published
publisher: Global Vision School Publication
quality_controlled: '1'
status: public
title: Semantic Annotation of Software Requirements with Language Frame
type: journal_article
user_id: '477'
volume: 4
year: '2017'
...
---
_id: '29735'
abstract:
- lang: eng
text: 'The present volume has aimed to cover a broad range of approaches to agency
at work, exploring its relationship with professional learning and development.
Thus, the chapters included in this book have discussed the role of agency in
learning and development, considering a variety of working life contexts and applying
both conceptual and empirical perspectives. This final chapter provides an overview
of both the conceptual approaches and the empirical implementations. We see the
perspectives as complementary. From the content of the book, we discern the phenomena
as falling on two main dimensions, clustering at opposite ends of these dimensions.
Thus, the following contrasts are evidenced: (a) agency understood as a personal
capacity, vs. agency as behaviour, and (b) agency as an individual phenomenon,
vs. agency as a collective phenomenon. All the chapters emphasise that agency
is needed for learning and development. However, they differ in how they view
the relationships between the concepts. They also exhibit differences in the empirical
decisions taken and the research strategies chosen. In this concluding chapter,
we discuss the main similarities and differences emerging from the chapters. We
also highlight avenues for future research on agency and its relationship with
professional learning.'
author:
- first_name: Susanna
full_name: Paloniemi, Susanna
last_name: Paloniemi
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Paloniemi S, Goller M. The Multifaceted Nature of Agency and Professional
Learning. In: Goller M, Paloniemi S, eds. Agency at Work: An Agentic Perspective
on Professional Learning and Development. Springer International Publishing;
2017:465-478. doi:10.1007/978-3-319-60943-0_23'
apa: 'Paloniemi, S., & Goller, M. (2017). The Multifaceted Nature of Agency
and Professional Learning. In M. Goller & S. Paloniemi (Eds.), Agency at
work: An agentic perspective on professional learning and development (pp.
465–478). Springer International Publishing. https://doi.org/10.1007/978-3-319-60943-0_23'
bibtex: '@inbook{Paloniemi_Goller_2017, place={Cham}, title={The Multifaceted Nature
of Agency and Professional Learning}, DOI={10.1007/978-3-319-60943-0_23},
booktitle={Agency at work: An agentic perspective on professional learning and
development}, publisher={Springer International Publishing}, author={Paloniemi,
Susanna and Goller, Michael}, editor={Goller, Michael and Paloniemi, Susanna},
year={2017}, pages={465–478} }'
chicago: 'Paloniemi, Susanna, and Michael Goller. “The Multifaceted Nature of Agency
and Professional Learning.” In Agency at Work: An Agentic Perspective on Professional
Learning and Development, edited by Michael Goller and Susanna Paloniemi,
465–78. Cham: Springer International Publishing, 2017. https://doi.org/10.1007/978-3-319-60943-0_23.'
ieee: 'S. Paloniemi and M. Goller, “The Multifaceted Nature of Agency and Professional
Learning,” in Agency at work: An agentic perspective on professional learning
and development, M. Goller and S. Paloniemi, Eds. Cham: Springer International
Publishing, 2017, pp. 465–478.'
mla: 'Paloniemi, Susanna, and Michael Goller. “The Multifaceted Nature of Agency
and Professional Learning.” Agency at Work: An Agentic Perspective on Professional
Learning and Development, edited by Michael Goller and Susanna Paloniemi,
Springer International Publishing, 2017, pp. 465–78, doi:10.1007/978-3-319-60943-0_23.'
short: 'S. Paloniemi, M. Goller, in: M. Goller, S. Paloniemi (Eds.), Agency at Work:
An Agentic Perspective on Professional Learning and Development, Springer International
Publishing, Cham, 2017, pp. 465–478.'
date_created: 2022-02-03T12:26:49Z
date_updated: 2022-02-03T13:26:36Z
department:
- _id: '452'
doi: 10.1007/978-3-319-60943-0_23
editor:
- first_name: Michael
full_name: Goller, Michael
last_name: Goller
- first_name: Susanna
full_name: Paloniemi, Susanna
last_name: Paloniemi
keyword:
- Agency
- Workplace learning
- Professional development
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/chapter/10.1007/978-3-319-60943-0_23
oa: '1'
page: 465-478
place: Cham
publication: 'Agency at work: An agentic perspective on professional learning and
development'
publication_identifier:
isbn:
- '9783319609423'
- '9783319609430'
issn:
- 2210-5549
- 2210-5557
publication_status: published
publisher: Springer International Publishing
status: public
title: The Multifaceted Nature of Agency and Professional Learning
type: book_chapter
user_id: '79910'
year: '2017'
...
---
_id: '28355'
abstract:
- lang: eng
text: This article investigates learners’ perceptions on pronunciation learning
in study-abroad contexts from a qualitative perspective. While previous research
focused mainly on quantitative measurements of pronunciation gains with mixed
results, this study takes a more learner-centered approach and examines the impact
of socio-psychological factors on learning foreign pronunciation, which appears
to be a highly individual and at times conflict-prone process with which sojourners
are confronted. The study draws on the cases of five Canadian students who studied
abroad at German universities for one or two semesters. The data collection involved
a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn;
and bi-weekly e-journals. The data was analyzed and interpreted within the framework
of narrative analysis. The results show how sojourners’ beliefs about the importance
of pronunciation, community participation, identity-related challenges, and obstacles
to pronunciation learning influence and help explain individually different learning
behaviors and results.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
ama: 'Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation.
2016;2(1):108-142. doi:10.1075/jslp.2.1.05mul'
apa: 'Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad. Journal of Second Language Pronunciation,
2(1), 108–142. https://doi.org/10.1075/jslp.2.1.05mul'
bibtex: '@article{Müller_2016, title={Listening to learners’ voices: Qualitative
aspects of pronunciation learning during study abroad}, volume={2}, DOI={10.1075/jslp.2.1.05mul},
number={1}, journal={Journal of Second Language Pronunciation}, author={Müller,
Mareike}, year={2016}, pages={108–142} }'
chicago: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of
Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation
2, no. 1 (2016): 108–42. https://doi.org/10.1075/jslp.2.1.05mul.'
ieee: 'M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation
learning during study abroad,” Journal of Second Language Pronunciation,
vol. 2, no. 1, pp. 108–142, 2016, doi: 10.1075/jslp.2.1.05mul.'
mla: 'Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation
Learning during Study Abroad.” Journal of Second Language Pronunciation,
vol. 2, no. 1, 2016, pp. 108–42, doi:10.1075/jslp.2.1.05mul.'
short: M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.
date_created: 2021-12-07T12:50:39Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1075/jslp.2.1.05mul
extern: '1'
intvolume: ' 2'
issue: '1'
keyword:
- pronunciation learning
- study abroad
- qualitative approach
- narrative analysis
- learner beliefs
- socio-psychological learning factors
language:
- iso: eng
page: 108-142
publication: Journal of Second Language Pronunciation
publication_identifier:
issn:
- 2215-1931
- 2215-194X
publication_status: published
status: public
title: 'Listening to learners’ voices: Qualitative aspects of pronunciation learning
during study abroad'
type: journal_article
user_id: '71540'
volume: 2
year: '2016'
...
---
_id: '48462'
abstract:
- lang: ger
text: 'Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden,
die Leistung ihrer Schüler/innenzu bewerten. Dazu müssen sie Einflussfaktoren
auf Schulleistung kennen und diese richtig diagnostizieren und fördern können.
Mit diesem Beitrag wird eine game-und E-Learning-gestützte Lernumgebung vorgestellt,
in der Studierende –anders als in vielen inputorientierten Seminarkonzepten –in
einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen,problembasiert
zu diagnostizieren und zu fördern. Über denEinsatz der Lernumgebung in der Lehre
wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert
und weitere Planungsschritte dargestellt. '
article_type: original
author:
- first_name: Saskia
full_name: Praetorius, Saskia
id: '40787'
last_name: Praetorius
- first_name: Daniel
full_name: Al-Kabbani, Daniel
last_name: Al-Kabbani
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Sebastian T.
full_name: König, Sebastian T.
last_name: König
- first_name: Hannah S.
full_name: Müsche, Hannah S.
last_name: Müsche
- first_name: Sabrina
full_name: Sommer, Sabrina
id: '36251'
last_name: Sommer
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Praetorius S, Al-Kabbani D, Bohndick C, et al. Spielend Lehrer/in werden:
problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. . Zeitschrift
für Hochschulentwicklung. 2016;11(3):213-245.'
apa: 'Praetorius, S., Al-Kabbani, D., Bohndick, C., Hilkenmeier, J., König, S. T.,
Müsche, H. S., Sommer, S., & Klingsieck, K. B. (2016). Spielend Lehrer/in
werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. . Zeitschrift
für Hochschulentwicklung, 11(3), 213–245.'
bibtex: '@article{Praetorius_Al-Kabbani_Bohndick_Hilkenmeier_König_Müsche_Sommer_Klingsieck_2016,
title={Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern.
}, volume={11}, number={3}, journal={Zeitschrift für Hochschulentwicklung}, author={Praetorius,
Saskia and Al-Kabbani, Daniel and Bohndick, Carla and Hilkenmeier, Johanna and
König, Sebastian T. and Müsche, Hannah S. and Sommer, Sabrina and Klingsieck,
Katrin B.}, year={2016}, pages={213–245} }'
chicago: 'Praetorius, Saskia, Daniel Al-Kabbani, Carla Bohndick, Johanna Hilkenmeier,
Sebastian T. König, Hannah S. Müsche, Sabrina Sommer, and Katrin B. Klingsieck.
“Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern.
.” Zeitschrift für Hochschulentwicklung 11, no. 3 (2016): 213–45.'
ieee: 'S. Praetorius et al., “Spielend Lehrer/in werden: problembasiertes
Lernen mit virtuellen Schülerinnen/Schülern. ,” Zeitschrift für Hochschulentwicklung,
vol. 11, no. 3, pp. 213–245, 2016.'
mla: 'Praetorius, Saskia, et al. “Spielend Lehrer/in werden: problembasiertes Lernen
mit virtuellen Schülerinnen/Schülern. .” Zeitschrift für Hochschulentwicklung,
vol. 11, no. 3, 2016, pp. 213–45.'
short: S. Praetorius, D. Al-Kabbani, C. Bohndick, J. Hilkenmeier, S.T. König, H.S.
Müsche, S. Sommer, K.B. Klingsieck, Zeitschrift für Hochschulentwicklung 11 (2016)
213–245.
date_created: 2023-10-25T10:28:54Z
date_updated: 2023-11-28T20:39:27Z
department:
- _id: '43'
intvolume: ' 11'
issue: '3'
keyword:
- E-Learning
- digitale Medien
- problembasiertes Lernen
- Lehrerbildung
- Diagnostik
language:
- iso: ger
page: 213-245
publication: Zeitschrift für Hochschulentwicklung
publication_status: published
quality_controlled: '1'
status: public
title: 'Spielend Lehrer/in werden: problembasiertes Lernen mit virtuellen Schülerinnen/Schülern. '
type: journal_article
user_id: '36716'
volume: 11
year: '2016'
...
---
_id: '17182'
abstract:
- lang: eng
text: Co-development of action, conceptualization and social interaction mutually
scaffold and support each other within a virtuous feedback cycle in the development
of human language in children. Within this framework, the purpose of this article
is to bring together diverse but complementary accounts of research methods that
jointly contribute to our understanding of cognitive development and in particular,
language acquisition in robots. Thus, we include research pertaining to developmental
robotics, cognitive science, psychology, linguistics and neuroscience, as well
as practical computer science and engineering. The different studies are not at
this stage all connected into a cohesive whole; rather, they are presented to
illuminate the need for multiple different approaches that complement each other
in the pursuit of understanding cognitive development in robots. Extensive experiments
involving the humanoid robot iCub are reported, while human learning relevant
to developmental robotics has also contributed useful results. Disparate approaches
are brought together via common underlying design principles. Without claiming
to model human language acquisition directly, we are nonetheless inspired by analogous
development in humans and consequently, our investigations include the parallel
co-development of action, conceptualization and social interaction. Though these
different approaches need to ultimately be integrated into a coherent, unified
body of knowledge, progress is currently also being made by pursuing individual
methods.
author:
- first_name: Caroline
full_name: Lyon, Caroline
last_name: Lyon
- first_name: Chrystopher L.
full_name: Nehaniv, Chrystopher L.
last_name: Nehaniv
- first_name: Joe
full_name: Saunders, Joe
last_name: Saunders
- first_name: Tony
full_name: Belpaeme, Tony
last_name: Belpaeme
- first_name: Ambra
full_name: Bisio, Ambra
last_name: Bisio
- first_name: Kerstin
full_name: Fischer, Kerstin
last_name: Fischer
- first_name: Frank
full_name: Forster, Frank
last_name: Forster
- first_name: Hagen
full_name: Lehmann, Hagen
last_name: Lehmann
- first_name: Giorgio
full_name: Metta, Giorgio
last_name: Metta
- first_name: Vishwanathan
full_name: Mohan, Vishwanathan
last_name: Mohan
- first_name: Anthony
full_name: Morse, Anthony
last_name: Morse
- first_name: Stefano
full_name: Nolfi, Stefano
last_name: Nolfi
- first_name: Francesco
full_name: Nori, Francesco
last_name: Nori
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Alessandra
full_name: Sciutti, Alessandra
last_name: Sciutti
- first_name: Jun
full_name: Tani, Jun
last_name: Tani
- first_name: Elio
full_name: Tuci, Elio
last_name: Tuci
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Arne
full_name: Zeschel, Arne
last_name: Zeschel
- first_name: Angelo
full_name: Cangelosi, Angelo
last_name: Cangelosi
citation:
ama: 'Lyon C, Nehaniv CL, Saunders J, et al. Embodied Language Learning and Cognitive
Bootstrapping: Methods and Design Principles. International Journal of Advanced
Robotic Systems. 2016;13(3). doi:10.5772/63462'
apa: 'Lyon, C., Nehaniv, C. L., Saunders, J., Belpaeme, T., Bisio, A., Fischer,
K., Forster, F., Lehmann, H., Metta, G., Mohan, V., Morse, A., Nolfi, S., Nori,
F., Rohlfing, K., Sciutti, A., Tani, J., Tuci, E., Wrede, B., Zeschel, A., &
Cangelosi, A. (2016). Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles. International Journal of Advanced Robotic Systems,
13(3). https://doi.org/10.5772/63462'
bibtex: '@article{Lyon_Nehaniv_Saunders_Belpaeme_Bisio_Fischer_Forster_Lehmann_Metta_Mohan_et
al._2016, title={Embodied Language Learning and Cognitive Bootstrapping: Methods
and Design Principles}, volume={13}, DOI={10.5772/63462},
number={3}, journal={International Journal of Advanced Robotic Systems}, publisher={Intech
Europe}, author={Lyon, Caroline and Nehaniv, Chrystopher L. and Saunders, Joe
and Belpaeme, Tony and Bisio, Ambra and Fischer, Kerstin and Forster, Frank and
Lehmann, Hagen and Metta, Giorgio and Mohan, Vishwanathan and et al.}, year={2016}
}'
chicago: 'Lyon, Caroline, Chrystopher L. Nehaniv, Joe Saunders, Tony Belpaeme, Ambra
Bisio, Kerstin Fischer, Frank Forster, et al. “Embodied Language Learning and
Cognitive Bootstrapping: Methods and Design Principles.” International Journal
of Advanced Robotic Systems 13, no. 3 (2016). https://doi.org/10.5772/63462.'
ieee: 'C. Lyon et al., “Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles,” International Journal of Advanced Robotic Systems,
vol. 13, no. 3, 2016, doi: 10.5772/63462.'
mla: 'Lyon, Caroline, et al. “Embodied Language Learning and Cognitive Bootstrapping:
Methods and Design Principles.” International Journal of Advanced Robotic Systems,
vol. 13, no. 3, Intech Europe, 2016, doi:10.5772/63462.'
short: C. Lyon, C.L. Nehaniv, J. Saunders, T. Belpaeme, A. Bisio, K. Fischer, F.
Forster, H. Lehmann, G. Metta, V. Mohan, A. Morse, S. Nolfi, F. Nori, K. Rohlfing,
A. Sciutti, J. Tani, E. Tuci, B. Wrede, A. Zeschel, A. Cangelosi, International
Journal of Advanced Robotic Systems 13 (2016).
date_created: 2020-06-24T13:00:58Z
date_updated: 2023-02-01T16:04:48Z
department:
- _id: '749'
doi: 10.5772/63462
intvolume: ' 13'
issue: '3'
keyword:
- Robot Language
- Human Robot Interaction
- HRI
- Developmental Robotics
- Cognitive Bootstrapping
- Statistical Learning
language:
- iso: eng
publication: International Journal of Advanced Robotic Systems
publication_identifier:
issn:
- 1729-8814
publisher: Intech Europe
status: public
title: 'Embodied Language Learning and Cognitive Bootstrapping: Methods and Design
Principles'
type: journal_article
user_id: '14931'
volume: 13
year: '2016'
...