---
_id: '35202'
abstract:
- lang: eng
  text: "Purpose: This study aims at investigating how digitalisation (in the sense
    of industry 4.0) has changed the work of farmers and how they experience the changes
    from more traditional work to digitalised agriculture. It also investigates what
    knowledge farmers require on digitalised farms and how they acquire it. Dairy
    farming was used as domain of investigation since it, unlike other industries,
    has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod:
    Exploratory interviews with 10 livestock farmers working on digitalised dairy
    farms were analysed using qualitative content analysis. A deductive and inductive
    coding strategy was used. \r\n\r\nFindings: Farming work has changed from more
    manual tasks towards symbol manipulation and data processing. Farmers must be
    able to use computers and other digital devices to retrieve and analyse sensor
    data that allow them to monitor and control the processes on their farm. For this
    new kind of work, farmers require elaborated mental models that link traditional
    farming knowledge with knowledge about digital systems, including a strong understanding
    of production processes underlying their farm. Learning is mostly based on instructions
    offered by manufacturers of the new technology as well as informal and non-formal
    learning modes. Even younger farmers report that digital technology was not sufficiently
    covered in their (vocational) degrees. In general, farmers emphasises the positive
    effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions:
    Farmers should be aware of the opportunities as well as the potential drawbacks
    of the digitalisation of work processes in agriculture. Providers of agricultural
    education (like vocational schools or training institutes) need to incorporate
    the knowledge and skills required to work in digitalised environments (e.g., data
    literacy) in their syllabi. Further studies are required to assess how digitalisation
    changes farming practices and what knowledge as well as skills linked to these
    developments are required in the future."
author:
- first_name: Michael
  full_name: Goller, Michael
  id: '30984'
  last_name: Goller
  orcid: 0000-0002-2820-9178
- first_name: Carina
  full_name: Caruso, Carina
  id: '23123'
  last_name: Caruso
- first_name: Christian
  full_name: Harteis, Christian
  id: '27503'
  last_name: Harteis
  orcid: https://orcid.org/0000-0002-3570-7626
citation:
  ama: 'Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and
    Learning Requirements of German Dairy Farmers. <i>International Journal for Research
    in Vocational Education and Training</i>. 2021;8(2):208–223. doi:<a href="https://doi.org/10.13152/IJRVET.8.2.4.">10.13152/IJRVET.8.2.4.</a>'
  apa: 'Goller, M., Caruso, C., &#38; Harteis, C. (2021). Digitalisation in Agriculture:
    Knowledge and Learning Requirements of German Dairy Farmers. <i>International
    Journal for Research in Vocational Education and Training</i>, <i>8</i>(2), 208–223.
    <a href="https://doi.org/10.13152/IJRVET.8.2.4.">https://doi.org/10.13152/IJRVET.8.2.4.</a>'
  bibtex: '@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture:
    Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={<a
    href="https://doi.org/10.13152/IJRVET.8.2.4.">10.13152/IJRVET.8.2.4.</a>}, number={2},
    journal={International Journal for Research in Vocational Education and Training},
    author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021},
    pages={208–223} }'
  chicago: 'Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation
    in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.”
    <i>International Journal for Research in Vocational Education and Training</i>
    8, no. 2 (2021): 208–223. <a href="https://doi.org/10.13152/IJRVET.8.2.4.">https://doi.org/10.13152/IJRVET.8.2.4.</a>'
  ieee: 'M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge
    and Learning Requirements of German Dairy Farmers,” <i>International Journal for
    Research in Vocational Education and Training</i>, vol. 8, no. 2, pp. 208–223,
    2021, doi: <a href="https://doi.org/10.13152/IJRVET.8.2.4.">10.13152/IJRVET.8.2.4.</a>'
  mla: 'Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning
    Requirements of German Dairy Farmers.” <i>International Journal for Research in
    Vocational Education and Training</i>, vol. 8, no. 2, 2021, pp. 208–223, doi:<a
    href="https://doi.org/10.13152/IJRVET.8.2.4.">10.13152/IJRVET.8.2.4.</a>'
  short: M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational
    Education and Training 8 (2021) 208–223.
date_created: 2023-01-04T10:08:59Z
date_updated: 2023-01-06T12:17:27Z
doi: 10.13152/IJRVET.8.2.4.
intvolume: '         8'
issue: '2'
keyword:
- Work-Based Learning
- Organisational Change
- Digital Competences
- Qualitative Research
- Digitalisation
- Farming
- Dairy
- VET
- Vocational Education and Training
language:
- iso: eng
page: 208–223
publication: International Journal for Research in Vocational Education and Training
publication_identifier:
  issn:
  - 2197-8646
publication_status: published
status: public
title: 'Digitalisation in Agriculture: Knowledge and Learning Requirements of German
  Dairy Farmers'
type: journal_article
user_id: '86519'
volume: 8
year: '2021'
...
---
_id: '57891'
abstract:
- lang: eng
  text: '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:
- first_name: Marc
  full_name: Godau, Marc
  id: '98877'
  last_name: Godau
citation:
  ama: 'Godau M. Apps in der musikpädagogischen Praxis. Eine explorative Studie zur
    kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich.
    In: Cvetko AJ, Rolle C, eds. <i>Musikpädagogik Und Kulturwissenschaft</i>. Vol
    38. Musikpädagogische Forschung. Waxmann; 2018:237–249.'
  apa: Godau, M. (2018). Apps in der musikpädagogischen Praxis. Eine explorative Studie
    zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich.
    In A. J. Cvetko &#38; C. Rolle (Eds.), <i>Musikpädagogik und Kulturwissenschaft</i>
    (Vol. 38, pp. 237–249). Waxmann.
  bibtex: '@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische
    Forschung}, title={Apps in der musikpädagogischen Praxis. Eine explorative Studie
    zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich},
    volume={38}, booktitle={Musikpädagogik und Kulturwissenschaft}, publisher={Waxmann},
    author={Godau, Marc}, editor={Cvetko, Alexander J. and Rolle, Christian}, year={2018},
    pages={237–249}, collection={Musikpädagogische Forschung} }'
  chicago: 'Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative
    Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen
    Nachmittagsbereich.” In <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by
    Alexander J. Cvetko and Christian Rolle, 38:237–249. Musikpädagogische Forschung.
    Münster, New York: Waxmann, 2018.'
  ieee: 'M. Godau, “Apps in der musikpädagogischen Praxis. Eine explorative Studie
    zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich,”
    in <i>Musikpädagogik und Kulturwissenschaft</i>, vol. 38, A. J. Cvetko and C.
    Rolle, Eds. Münster, New York: Waxmann, 2018, pp. 237–249.'
  mla: Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie
    Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.”
    <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by Alexander J. Cvetko and
    Christian Rolle, vol. 38, Waxmann, 2018, pp. 237–249.
  short: 'M. Godau, in: A.J. Cvetko, C. Rolle (Eds.), Musikpädagogik Und Kulturwissenschaft,
    Waxmann, Münster, New York, 2018, pp. 237–249.'
date_created: 2024-12-30T14:43:51Z
date_updated: 2024-12-30T14:45:21Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Alexander J.
  full_name: Cvetko, Alexander J.
  last_name: Cvetko
- first_name: Christian
  full_name: Rolle, Christian
  last_name: Rolle
extern: '1'
intvolume: '        38'
keyword:
- Musical education
- Musikpädagogik
- Musikunterricht
- Deployment of media
- Medien
- Medieneinsatz
- Mobile Computing
- Music lessons
- Qualitative Forschung
- Qualitative research
- Teaching of music
- Use of media
language:
- iso: eng
page: 237–249
place: Münster, New York
publication: Musikpädagogik und Kulturwissenschaft
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen
  Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich
type: book_chapter
user_id: '99991'
volume: 38
year: '2018'
...
---
_id: '57889'
abstract:
- lang: eng
  text: 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:
- first_name: Marc
  full_name: Godau, Marc
  id: '98877'
  last_name: Godau
citation:
  ama: 'Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
    Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
    Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte
    Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:43–55.'
  apa: Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität
    musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
    unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen &#38; S. Dreßler
    (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 43–55). Waxmann.
  bibtex: '@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische
    Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität
    musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
    unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte
    des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen,
    Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische
    Forschung} }'
  chicago: 'Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität
    Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext
    Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In <i>Soziale Aspekte Des
    Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische
    Forschung. Münster, New York: Waxmann, 2018.'
  ieee: 'M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität
    musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
    unterrichtsbezogenen Handelns angehender Lehrkräfte,” in <i>Soziale Aspekte des
    Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann,
    2018, pp. 43–55.'
  mla: Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität
    Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext
    Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” <i>Soziale Aspekte Des Musiklernens</i>,
    edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.
  short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
    Waxmann, Münster, New York, 2018, pp. 43–55.'
date_created: 2024-12-30T14:43:14Z
date_updated: 2025-02-06T10:52:25Z
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:
- 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
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 43–55
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
  Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
  Handelns angehender Lehrkräfte
type: book_chapter
user_id: '99991'
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. <i>Soziale Aspekte Des Musiklernens</i>.
    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 &#38; S. Dreßler (Eds.), <i>Soziale Aspekte
    des Musiklernens</i> (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 <i>Soziale Aspekte Des Musiklernens</i>, 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 <i>Soziale Aspekte des Musiklernens</i>, 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.” <i>Soziale Aspekte Des Musiklernens</i>, 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: '4477'
abstract:
- lang: eng
  text: "The aim of this qualitative study is first to investigate the attitude development
    of students in their initial year at university. College effectiveness research
    has shown that attitudes towards studying as well as to one's university are key
    factors influencing student engagement. Up to now, little is known about the processes
    through which such attitudes develop. Based on the theory of planned behaviour
    (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts:
    a) development paths of students' attitudes towards studying and the university;
    b) the normative behaviour of the fellow students as well as significant persons,
    c) university-related experiences during the first year influencing students'
    attitude development. \r\nTo answer these research questions, a series of five
    interviews was conducted throughout the first year with a total of 13 first-year
    students at the University of St. Gallen/Switzerland. Data analysis was performed
    referring to the procedures suggested by Neale (2012) for qualitative longitudinal
    data. To master the challenge of displaying developments over time, graphical
    analysis was used to construct a case history (cf. Henderson, Holland et al.,
    2012) for each individual. Regarding the students' developments over time, the
    analysis shows the participants' attitudes towards the university became more
    differentiated over time. A second major result concerns frictions between students'
    own attitudes and what they perceive to be the dominant normative behaviour. It
    became obvious that this developmental process is influenced by concrete incidents
    students experience during the first year and thus, can be shaped by structural
    changes."
author:
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
citation:
  ama: 'Jenert T, Brahm T. How Business Students Attitudes towards their University
    and Studying Develop during the First Year: A Qualitative Longitudinal Study.
    In: EARLI European Association for Research on Learning and Instruction; 2013.'
  apa: 'Jenert, T., &#38; Brahm, T. (2013). How Business Students Attitudes towards
    their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European
    Association for Research on Learning and Instruction.'
  bibtex: '@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes
    towards their University and Studying Develop during the First Year: A Qualitative
    Longitudinal Study}, publisher={EARLI European Association for Research on Learning
    and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }'
  chicago: 'Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards
    Their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study.” EARLI European Association for Research on Learning and Instruction, 2013.'
  ieee: 'T. Jenert and T. Brahm, “How Business Students Attitudes towards their University
    and Studying Develop during the First Year: A Qualitative Longitudinal Study,”
    presented at the 15th Biennial EARLI Conference, München, 2013.'
  mla: 'Jenert, Tobias, and Taiga Brahm. <i>How Business Students Attitudes towards
    Their University and Studying Develop during the First Year: A Qualitative Longitudinal
    Study</i>. EARLI European Association for Research on Learning and Instruction,
    2013.'
  short: 'T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning
    and Instruction, 2013.'
conference:
  end_date: 2013-08-31
  location: München
  name: 15th Biennial EARLI Conference
  start_date: 2013-08-27
date_created: 2018-09-19T08:19:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- qualitative research
- longitudinal study
- student motivation
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'How Business Students Attitudes towards their University and Studying Develop
  during the First Year: A Qualitative Longitudinal Study'
type: conference
user_id: '51057'
year: '2013'
...