@article{51270, abstract = {{This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts.}}, author = {{Treder, Alexandra}}, journal = {{Revista Lengua y Cultura}}, keywords = {{cultural mediation, teacher training, foreign language teaching, teaching methods, teaching practice}}, publisher = {{Universidad Autónoma del Estado de Hidalgo, Mexico}}, title = {{{Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}}}, year = {{2024}}, } @article{35602, abstract = {{Continuous Speech Separation (CSS) has been proposed to address speech overlaps during the analysis of realistic meeting-like conversations by eliminating any overlaps before further processing. CSS separates a recording of arbitrarily many speakers into a small number of overlap-free output channels, where each output channel may contain speech of multiple speakers. This is often done by applying a conventional separation model trained with Utterance-level Permutation Invariant Training (uPIT), which exclusively maps a speaker to an output channel, in sliding window approach called stitching. Recently, we introduced an alternative training scheme called Graph-PIT that teaches the separation network to directly produce output streams in the required format without stitching. It can handle an arbitrary number of speakers as long as never more of them overlap at the same time than the separator has output channels. In this contribution, we further investigate the Graph-PIT training scheme. We show in extended experiments that models trained with Graph-PIT also work in challenging reverberant conditions. Models trained in this way are able to perform segment-less CSS, i.e., without stitching, and achieve comparable and often better separation quality than the conventional CSS with uPIT and stitching. We simplify the training schedule for Graph-PIT with the recently proposed Source Aggregated Signal-to-Distortion Ratio (SA-SDR) loss. It eliminates unfavorable properties of the previously used A-SDR loss and thus enables training with Graph-PIT from scratch. Graph-PIT training relaxes the constraints w.r.t. the allowed numbers of speakers and speaking patterns which allows using a larger variety of training data. Furthermore, we introduce novel signal-level evaluation metrics for meeting scenarios, namely the source-aggregated scale- and convolution-invariant Signal-to-Distortion Ratio (SA-SI-SDR and SA-CI-SDR), which are generalizations of the commonly used SDR-based metrics for the CSS case.}}, author = {{von Neumann, Thilo and Kinoshita, Keisuke and Boeddeker, Christoph and Delcroix, Marc and Haeb-Umbach, Reinhold}}, issn = {{2329-9290}}, journal = {{IEEE/ACM Transactions on Audio, Speech, and Language Processing}}, keywords = {{Continuous Speech Separation, Source Separation, Graph-PIT, Dynamic Programming, Permutation Invariant Training}}, pages = {{576--589}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria}}}, doi = {{10.1109/taslp.2022.3228629}}, volume = {{31}}, year = {{2023}}, } @inproceedings{52816, abstract = {{Manufacturing companies face the challenge of reaching required quality standards. Using optical sensors and deep learning might help. However, training deep learning algorithms require large amounts of visual training data. Using domain randomization to generate synthetic image data can alleviate this bottleneck. This paper presents the application of synthetic image training data for optical quality inspections using visual sensor technology. The results show synthetically generated training data are appropriate for visual quality inspections.}}, author = {{Gräßler, Iris and Hieb, Michael}}, booktitle = {{Lectures}}, keywords = {{synthetic training data, machine vision quality gates, deep learning, automated inspection and quality control, production control}}, location = {{Nuremberg}}, pages = {{253--524}}, publisher = {{AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany}}, title = {{{Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing}}}, doi = {{10.5162/smsi2023/d7.4}}, year = {{2023}}, } @article{30913, abstract = {{Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. }}, author = {{Goller, Michael}}, journal = {{International Journal for Research in Vocational Education and Training}}, keywords = {{Immigration, Educational Policy, Employability, Mixed Methods, VET, Vocational Education and Training, Transitions From Education and Training to Employment}}, number = {{1}}, pages = {{92--119}}, title = {{{Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}}}, doi = {{https://doi.org/10.13152/IJRVET.9.1.5}}, volume = {{9}}, year = {{2022}}, } @article{35112, abstract = {{In der Mehrheit der deutschen Bundesländer ist ein Langzeitpraktikum (Praxissemester) Bestandteil der Lehramtsstudiengänge. Es zielt insbesondere darauf, Theorie und Praxis miteinander in Beziehung zu setzen. Trotz der gewichtigen Rolle, die den Mentor*innen dabei zugeschrieben wird, ist deren Perspektive noch wenig untersucht. Die empirisch auffindbaren Unterschiede in der Betreuung Studierender könnten u. a. auf unterschiedliche Vorstellungen von der Beziehung zwischen Theorie und Praxis seitens der Mentor*innen zurückzuführen sein. Diese Vorstellungen interessieren in der im Folgenden dargestellten explorativen Interviewstudie, deren Daten einer strukturierenden Inhaltsanalyse unterzogen wurden. Nachstehenden Forschungsfragen wird nachgegangen: 1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet? 2) Werden in den Erzählungen der Mentor*innen zu gelingenden und misslingenden Betreuungserfahrungen Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und zeigen sich Bemühungen der Verknüpfung von Theorie und Praxis? 3) Werden in den Erzählungen der Mentor*innen zur eigenen Lerngeschichte Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und welche relative Rolle spielt das Ausbildungswissen aus Sicht der Mentor*innen für die Entwicklung ihres Könnens? 4) Welches Wissensverständnis der Mentor*innen zeigt sich in den Transkripten und welche Relevanz wird Wissen im Vergleich zu Erfahrung, Reflexion von Erfahrung und Persönlichkeit zugeschrieben? Es zeigt sich, dass die Mentor*innen das Theorie-Praxis-Verhältnis in den Gesprächen selten thematisieren, die Begriffe „Wissen“ und „Können“ synonym verwenden und der Erfahrung für die Entwicklung von Können eine höhere Relevanz beimessen als dem didaktischen und pädagogischen Ausbildungswissen. }}, author = {{Caruso, Carina and Neuweg, Georg Hans and Wagner, Michael and Harteis, Christian}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{Lehrer*innenbildung, Mentoring, Praxissemester, Professionalisierung, Theorie-Praxis-Relationierung / Teacher training, Mentoring, Internship, Professionalization, Theory-practice-relation}}, publisher = {{Springer }}, title = {{{Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}}}, doi = {{s11618-022-01123-x}}, year = {{2022}}, } @inbook{35324, abstract = {{Die Ausbildung von Lehrkräften teilt sich in Studium und Vorbereitungsdienst. Während im Studium Wissen grundgelegt wird, dient der Vorbereitungsdienst, der überwiegend in der Schule stattfindet, dem Erwerb praktischer Kompetenzen, was den Rückbezug auf theoretisch fundierte Kenntnisse und den Aufbau erfahrungsbasierten Wissens umfasst. Die Maßnahmen zur Eindämmung der Corona-Pandemie verändern nicht nur den Schulalltag, sondern haben auch Einfluss auf die Kompetenzentwicklung angehender Lehrkräfte im Vorbereitungsdienst, die ihre Berufsausbildung unter veränderten Rahmenbedingungen durchführen müssen. Die aktuellen Rahmenbedingungen können u. a. aufgrund fehlender bzw. eingeschränkter Praxiserfahrungen eine reguläre Ausbildung erschweren, was zu einem erhöhten Belastungsempfinden der angehenden Lehrkräfte beitragen kann. In diesem Beitrag wird Bezug genommen auf Daten einer explorativen Interviewstudie mit Lehramtsanwärterinnen und -anwärtern aus Nordrhein-Westfalen (N = 19), die während der Pandemie im Jahr 2020 ihren Vorbereitungsdienst absolviert haben. Es wird dabei den Fragen nachgegangen, welche Belastungsfaktoren im Zusammenhang mit der Corona-Pandemie während des Vorbereitungsdienstes auftreten können und inwieweit sich angehende Lehrkräfte während ihres Vorbereitungsdienstes vor dem Hintergrund der aktuellen Rahmenbedingungen infolge der Corona-Pandemie als belastet erleben.}}, author = {{Bruns, Marike and Caruso, Carina and Ackermann, Luisa}}, booktitle = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}}, editor = {{Heisler, Dietmar and Maier, Jörg }}, isbn = {{978-3-7639-7146-6}}, keywords = {{Corona-Pandemie, Lehramtsanwärter:innen, Lehrer:innenausbildung, Professionalisierung, Vorbereitungsdienst / corona pandemic, prospective teachers, teacher training, professionalization, preparatory service}}, pages = {{191–209}}, publisher = {{wbv}}, title = {{{Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst}}}, doi = {{10.3278/9783763972579}}, volume = {{65}}, year = {{2022}}, } @inproceedings{40046, abstract = {{Theoretical approaches to the transformation towards an inclusive educational system in Germany mostly agree on the involvement of developmental tasks in subject related research (Hinz, 2011). The common understanding of inclusion as a process geared towards equal participation of all children (Booth, 2012) requires a reflexive questioning of established values, attitudes and practices in order to develop inclusive subject related research, teacher training and teaching and learning (Pech & Schomaker, 2013). Among other things, this results in consequences for the design of pre- service teacher training. To a large extent, teacher education is driven by the promotion of central competencies, interests and self-efficacy (Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive interdisciplinary science and social studies (‘Sachunterricht’) in primary education (Moser, 2018). In conjunction with largely acknowledged constructivist approaches to teaching and learning (Möller, 2001), the development of personality, the consideration of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are repeatedly fundamentally represented in subject related and pedagogical considerations (Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach is connected to several certain key paradigms for teaching and learning processes (e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this regard, the nature of primary school students’ basic needs have empirically not been sufficiently studied yet. Theoretical frameworks from motivational psychology (Deci & Ryan, 1993) do not explicitly address how individual needs differ and how the diversity of needs can be included in joint-learning, multi-perspective technology education classes. The research project the present paper is part of aims to develop a research-based concept for the professionalisation of pre-service teachers in a seminar course. Therefore, the promotion of the pre- service teachers’ interests and self-efficacy expectations have been assessed in a pre-post research design with a control group visiting another course not related to technology education and inclusion. The present paper describes and discusses first results of the project and will give an outlook on subsequent developmental tasks.}}, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{PATT39 - PATT on the Edge Technology, Innovation and Education}}, editor = {{Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}}, keywords = {{Inclusion, basic needs, pre-service teacher training, interest, self-efficacy}}, location = {{St. John’s, Newfoundland and Labrador, Canada}}, pages = {{49--57}}, title = {{{How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training}}}, year = {{2022}}, } @inbook{34704, abstract = {{One of the most powerful events in the still young 21st century is certainly the outbreak of the coronavirus and the following COVID-19 pandemic. Massive economic as well as social distress caused worldwide devastation. In Germany, not only stores, factories, cultural facilities were closed, but also – for the first time in history – schools were closed nationwide. Closed working sites and vocational schools, as well as working sites, which remained open due to their systemic relevance, led to so far unknown challenges in Germany’s vocational education system. A very good example are the dual apprenticeships, such as trained retail salesman, which were only partially affected by closures. The main goal of education policy was to compensate personal communication and interaction via digital media. This article’s main aim is to reveal the strategies vocational schools have developed to overcome the challenges they had to face because of the pandemic.}}, author = {{Sommer, Christian and Szczesny, Daniela}}, booktitle = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.}}, editor = {{Heisler, Dietmar and Meier, Jörg A.}}, keywords = {{COVID-19, Digitalization, Vocational education and training, Retail}}, pages = {{329--348}}, title = {{{Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}}}, doi = {{10.3278/9783763972579}}, year = {{2022}}, } @inproceedings{22480, abstract = {{In this publication important aspects for the implementation of inductive locating are explained. The miniaturized sensor platform called Sens-o-Spheres is used as an application of this locating method. The sensor platform is applied in bioreactors in order to obtain the environmental parameters, which makes a localization by magnetic fields necessary. Since the properties of magnetic fields in the localization area are very different from the wave characteristics, the principle of inductive localization is investigated in this publication and explained by using electrical equivalent circuit diagrams. Thereby, inductive localization uses the coupling or the mutual inductivities between coils, which is noticeable by an induced voltage. Therefore some properties and procedures are explained to extract the location of Sens-o-Spheres or other industrial sensor platforms from the couplings of the coils. One method calculates the location from an adapted ratio calculation and the other method uses neural networks and stochastic filters to obtain the results. In the end, these results are evaluated and compared.}}, author = {{Lange, Sven and Schröder, Dominik and Hedayat, Christian and Kuhn, Harald and Hilleringmann, Ulrich}}, booktitle = {{22nd IEEE International Conference on Industrial Technology (ICIT)}}, isbn = {{9781728157306}}, keywords = {{Location awareness, Coils, Couplings, Nonuniform electric fields, Magnetic separation, Neural networks, Training data}}, location = {{Valencia, Spain }}, publisher = {{IEEE}}, title = {{{Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses}}}, doi = {{10.1109/icit46573.2021.9453609}}, year = {{2021}}, } @article{35202, abstract = {{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. Method: 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. Findings: 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. Conclusions: 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 = {{Goller, Michael and Caruso, Carina and Harteis, Christian}}, issn = {{2197-8646}}, journal = {{International Journal for Research in Vocational Education and Training}}, keywords = {{Work-Based Learning, Organisational Change, Digital Competences, Qualitative Research, Digitalisation, Farming, Dairy, VET, Vocational Education and Training}}, number = {{2}}, pages = {{208–223}}, title = {{{Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}}}, doi = {{10.13152/IJRVET.8.2.4.}}, volume = {{8}}, year = {{2021}}, } @inproceedings{26770, abstract = {{Automatic transcription of meetings requires handling of overlapped speech, which calls for continuous speech separation (CSS) systems. The uPIT criterion was proposed for utterance-level separation with neural networks and introduces the constraint that the total number of speakers must not exceed the number of output channels. When processing meeting-like data in a segment-wise manner, i.e., by separating overlapping segments independently and stitching adjacent segments to continuous output streams, this constraint has to be fulfilled for any segment. In this contribution, we show that this constraint can be significantly relaxed. We propose a novel graph-based PIT criterion, which casts the assignment of utterances to output channels in a graph coloring problem. It only requires that the number of concurrently active speakers must not exceed the number of output channels. As a consequence, the system can process an arbitrary number of speakers and arbitrarily long segments and thus can handle more diverse scenarios. Further, the stitching algorithm for obtaining a consistent output order in neighboring segments is of less importance and can even be eliminated completely, not the least reducing the computational effort. Experiments on meeting-style WSJ data show improvements in recognition performance over using the uPIT criterion. }}, author = {{von Neumann, Thilo and Kinoshita, Keisuke and Boeddeker, Christoph and Delcroix, Marc and Haeb-Umbach, Reinhold}}, booktitle = {{Interspeech 2021}}, keywords = {{Continuous speech separation, automatic speech recognition, overlapped speech, permutation invariant training}}, title = {{{Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers}}}, doi = {{10.21437/interspeech.2021-1177}}, year = {{2021}}, } @inproceedings{29298, abstract = {{Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden. An dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten. Hierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen ermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.}}, author = {{Opel, Simone Anna and Schlichtig, Michael}}, booktitle = {{Sammelband der 27. Fachtagung der BAG Berufliche Bildung}}, editor = {{Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}}, keywords = {{Berufsbildung, vocational education, Ausbildung, training, berufliche Weiterbildung, advanced vocational education, Digitalisierung, digitalization, Unterricht, teaching, Lehrmethode, teaching method, Interdisziplinarität, interdisciplinarity, Fachdidaktik, subject didactics, Curriculum, curriculum, gewerblich-technischer Beruf, vocational/technical occupation, Fachkraft, specialist, Qualifikationsanforderungen, qualification requirements, Kompetenz, competence, Lehrerbildung, teacher training, Bundesrepublik Deutschland, Federal Republic of Germany}}, location = {{Siegen}}, pages = {{176--194}}, publisher = {{wbv Media GmbH & Co. KG}}, title = {{{Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}}}, doi = {{https://doi.org/10.3278/6004722w}}, volume = {{55}}, year = {{2020}}, } @article{35300, abstract = {{Der Beitrag widmet sich der Frage, wie lehrer*innenbildende Hochschulen der Digitalisierung auf der Ebene der Überarbeitung und Anpassung von Studienordnungen begegnen können. Ziel des interdisziplinären Vorhabens ist es, ausgehend von einer Inhaltsanalyse nordrhein-westfälischer Studienordnungen einen Kriterien- bzw. Fragenkatalog zu entwickeln, der diejenigen bildungspolitischen Vorgaben zur Verankerung digitaler Kompetenz fasst, die künftigen Akkreditierungen von Studiengängen zugrunde liegen werden und der fach- und standortübergreifend eingesetzt werden kann. }}, author = {{Caruso, Carina and Martin, Alexander}}, issn = {{2219-6994}}, journal = {{Zeitschrift für Hochschulentwicklung }}, keywords = {{Studienordnungen, Digitalisierung, Lehrer*innenbildung, Professionalisierung / study regulations, digitalisation, teacher training, professionalisation}}, number = {{1}}, pages = {{195--208}}, title = {{{Anforderungen an Studienordnungen in einer digital vernetzten Welt}}}, doi = {{10.3217/zfhe-15-01/10}}, volume = {{15}}, year = {{2020}}, } @inbook{35836, abstract = {{Digitalisierung ist derzeit ein viel diskutiertes Thema. Mit ihr werden derart tief grei- fende Veränderungen der Gesellschaft und Arbeitswelt erwartet, dass sie häufig als digitale Revolution bezeichnet wird. Gleichzeitig wirft die Auseinandersetzung mit diesen antizipierten Veränderungen viele noch unbeantwortete Fragen auf. Diese umfassen unter anderem Überlegungen hinsichtlich des Substitutionspotenzials menschlicher Arbeit durch die Digitalisierung, die Frage nach der Ausgestaltung der Rolle des Menschen in der Industrie 4.0 und schließlich Erwägungen in Bezug auf die Vorbereitung und Begleitung von Beschäftigten in der digitalen Transformation. Der vorliegende Beitrag gibt Aufschluss über die Dimensionen der Digitalisierung und die derzeit diskutierten Entwicklungslinien; er befasst sich weiterhin mit den sich daraus ergebenden Herausforderungen und Bedeutungen für die industrielle Arbeit und die Beschäftigten. Abschließend werden daraus abzuleitende Implikationen für die berufliche und allgemeine Bildung diskutiert.}}, author = {{Berisha-Gawlowski, Angelina and Caruso, Carina and Goller, Michael and Harteis, Christian}}, booktitle = {{Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung}}, editor = {{Heisler, Dietmar and Meier, Jörg}}, isbn = {{978-3-7639-6158-0}}, keywords = {{Digitalisierung, Industrie 4.0, Arbeit 4.0, berufliche Aus- und Weiterbildung, allgemeine Bildung / digitalization, industry 4.0, work 4.0, vocational education and training, general education}}, pages = {{33–51}}, publisher = {{wbv}}, title = {{{Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung}}}, doi = {{10.3278/6004725w}}, volume = {{56}}, year = {{2020}}, } @article{39817, abstract = {{In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann & Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper & Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper & Kottmann 2019a, p. 79).The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.}}, author = {{Kottmann, Brigitte and Pieper, Catania}}, issn = {{2064-2199}}, journal = {{Hungarian Educational Research Journal}}, keywords = {{professionalization of teacher training students, practical university phases, teacher training at universities, men-toring programmes}}, number = {{3}}, pages = {{232--251}}, title = {{{Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}}}, doi = {{10.1556/063.2020.00022}}, volume = {{10}}, year = {{2020}}, } @inbook{34123, abstract = {{Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, booktitle = {{The Challenges of the Digital Transformation in Education}}, isbn = {{9783030119317}}, issn = {{2194-5357}}, keywords = {{Augmented Reality, Laboratory Training, Engineering Education, Gamification}}, location = {{Kos Island, Greece}}, publisher = {{Springer International Publishing}}, title = {{{Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}}}, doi = {{10.1007/978-3-030-11932-4_54}}, year = {{2019}}, } @inproceedings{34121, abstract = {{The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app. Therefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, booktitle = {{2019 IEEE Global Engineering Education Conference (EDUCON)}}, keywords = {{Augmented Reality, Laboratory Training, Engineering Education, Progressive Onboarding}}, location = {{Dubai, UAE}}, pages = {{1047--1054}}, title = {{{Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}}}, doi = {{10.1109/EDUCON.2019.8725038}}, year = {{2019}}, } @article{5633, abstract = {{Literature reviews (LRs) are recognized for their increasing impact in the information systems literature. Methodologists have drawn attention to the question of how we can leverage the value of LRs to preserve and generate knowledge. The panelists who participated in the discussion of ?Standalone Literature Reviews in IS Research: What Can Be Learnt from the Past and Other Fields?? at ICIS 2016 in Dublin acknowledged this significant issue and debated a) what the IS field can learn from other fields and where IS-specific challenges occur, b) how the IS field should move forward to foster the genre of LRs, and c) what best practices are to train doctoral IS students in publishing LRs. This article reports the key takeaways of this panel discussion. Guidance for IS scholars is provided on how to conduct LRs that contribute to the cumulative knowledge development within and across the IS field to best prepare the next generation of IS scholars.}}, author = {{Schryen, Guido and Benlian, Alexander and Rowe, Frantz and Shirley, Gregor and Larsen, Kai and Petter, Stacie and Par{\'e}, Guy and Wagner, Gerit and Haag, Steffi and Yasasin, Emrah}}, issn = {{1529-3181}}, journal = {{Communications of the AIS}}, keywords = {{Literature Review, Review Methodology, Research Methodology, Doctoral Training}}, pages = {{557 -- 569}}, publisher = {{Association for Information Systems (AIS)}}, title = {{{Literature Reviews in IS Research: What Can Be Learnt from the Past and Other Fields?}}}, volume = {{40}}, year = {{2017}}, } @inproceedings{10676, author = {{Ho, Nam and Kaufmann, Paul and Platzner, Marco}}, booktitle = {{2017 International Conference on Field Programmable Technology (ICFPT)}}, keywords = {{Linux, cache storage, microprocessor chips, multiprocessing systems, LEON3-Linux based multicore processor, MiBench suite, block sizes, cache adaptation, evolvable caches, memory-to-cache-index mapping function, processor caches, reconfigurable cache mapping optimization, reconfigurable hardware technology, replacement strategies, standard Linux OS, time a complete hardware implementation, Hardware, Indexes, Linux, Measurement, Multicore processing, Optimization, Training}}, pages = {{215--218}}, title = {{{Evolvable caches: Optimization of reconfigurable cache mappings for a LEON3/Linux-based multi-core processor}}}, doi = {{10.1109/FPT.2017.8280144}}, year = {{2017}}, } @inproceedings{11813, abstract = {{The parametric Bayesian Feature Enhancement (BFE) and a datadriven Denoising Autoencoder (DA) both bring performance gains in severe single-channel speech recognition conditions. The first can be adjusted to different conditions by an appropriate parameter setting, while the latter needs to be trained on conditions similar to the ones expected at decoding time, making it vulnerable to a mismatch between training and test conditions. We use a DNN backend and study reverberant ASR under three types of mismatch conditions: different room reverberation times, different speaker to microphone distances and the difference between artificially reverberated data and the recordings in a reverberant environment. We show that for these mismatch conditions BFE can provide the targets for a DA. This unsupervised adaptation provides a performance gain over the direct use of BFE and even enables to compensate for the mismatch of real and simulated reverberant data.}}, author = {{Heymann, Jahn and Haeb-Umbach, Reinhold and Golik, P. and Schlueter, R.}}, booktitle = {{Acoustics, Speech and Signal Processing (ICASSP), 2015 IEEE International Conference on}}, keywords = {{codecs, signal denoising, speech recognition, Bayesian feature enhancement, denoising autoencoder, reverberant ASR, single-channel speech recognition, speaker to microphone distances, unsupervised adaptation, Adaptation models, Noise reduction, Reverberation, Speech, Speech recognition, Training, deep neuronal networks, denoising autoencoder, feature enhancement, robust speech recognition}}, pages = {{5053--5057}}, title = {{{Unsupervised adaptation of a denoising autoencoder by Bayesian Feature Enhancement for reverberant asr under mismatch conditions}}}, doi = {{10.1109/ICASSP.2015.7178933}}, year = {{2015}}, }