@article{61463, abstract = {{Vernetztes Wissen ist ein zentrales Lernziel des Hochschulstudiums, insbesondere im interdisziplinär angelegten Studienfach Komparatistik. Um den Aufbau vernetzten Wissens bei Bachelorstudierenden der Komparatistik zu unterstützen, ist in diesem Projekt Portfolioarbeit eingesetzt worden, die als Methode selbsttätigen und selbstreflexiven Lernens geeignet erscheint, zur Auseinandersetzung mit Lerninhalten zu motivieren und zur Kompetenzentwicklung der Studierenden beizutragen. Mittels unstrukturierter Beobachtungen der Portfolioarbeit im Seminar sind inhaltliche Effekte und methodische Entwicklungen erfasst worden. Anhand anteilig quantitativer, überwiegend qualitativer Inhaltsanalysen der Portfolios sind konkrete Vernetzungen zwischen Lerninhalten ermittelt worden. Die Explorationsstudie zeigt veränderte Perspektiven und geweckte Interessen bei den Studierenden durch die Portfolioarbeit sowie vielfältige Kontextualisierungen, Vergleiche und Verknüpfungen in den Portfolios auf und bietet hierdurch einen möglichen Ansatzpunkt für strukturelle Empfehlungen für das Studienfach Komparatistik.}}, author = {{Hannebohm, Ronja}}, issn = {{2199–8825}}, journal = {{die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre}}, keywords = {{Portfolioarbeit, portfolio work, vernetztes Wissen, knowledge networks, Beobachtung, naturalistic observation, Inhaltsanalyse, content analysis}}, pages = {{65–80}}, publisher = {{wbv}}, title = {{{Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft}}}, doi = {{10.3278/HSL2606W}}, volume = {{12}}, year = {{2026}}, } @inproceedings{33914, abstract = {{Workshops on business model generation lead to collaborative work phases and discussions on business models. Therefore, tools such as the Business Model Canvas are used, typically filled with sticky notes. Generated content needs to be digitized in a time-consuming manual follow-up as part of the documentation and basis for a further use of the results in the company. In addition, there are challenges, such as decentralized work and digital workshop formats. Augmented Reality offers a way to reduce the digitization effort and enables decentralized work. In this research, the potentials of the use of AR technology in workshops on business model generation is investigated. Therefore, functions are implemented and evaluated in a demonstrator that reduces digitization effort and enable distributed work.}}, author = {{Gräßler, Iris and Grewe, Benedikt and Kramer, Hendrik and Pottebaum, Jens}}, booktitle = {{LUT Scientific and Expertise Publications}}, keywords = {{business model generation, augmented reality, workshop, collaborative work, digitization, AR-supported workshop concept, immersive technologies, decentralized work, business model canvas}}, location = {{Copenhagen}}, title = {{{Supporting Business Model Generation with Augmented Reality}}}, year = {{2022}}, } @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}}, } @book{37274, abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}}, author = {{Dahmen, Stephan}}, keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}}, pages = {{312}}, publisher = {{Bielefeld University Press}}, title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}}, doi = {{10.14361/9783839457061}}, year = {{2021}}, } @book{37273, abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}}, author = {{Dahmen, Stephan}}, keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}}, pages = {{312}}, publisher = {{Bielefeld University Press}}, title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}}, doi = {{10.14361/9783839457061}}, year = {{2021}}, } @article{35298, abstract = {{Im Artikel werden drei verschiedene Lernzugänge (kom-petenzorientiertes, ästhetisches und biographisches Lernen) vorgestellt und aus theoretischer Perspektive deren motivierender Gehalt für selbstreguliertes Lernen in Praxisphasen des Lehramtsstudiumsherausgearbeitet. Als theoretische Grund-lage dient die Selbstbestimmungstheorie als zentrale motivationale Theorie zur Erklärung selbstbestimmten Handelns.}}, author = {{Caruso, Carina and Adammek, Christine and Bonanati, Sabrina and Wiescholek, Sybille}}, issn = {{2625-0675}}, journal = {{Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}}, keywords = {{ästhetische Forschung, Biographiearbeit, Praxissemester, Professionalisierung, selbstreguliertes Lernen, Motivation / aesthetic research, biographical work, long-term internship, profes-sionalization, self-regulated learning, motivation}}, number = {{1}}, pages = {{18--33}}, title = {{{Motivierende Lernzugänge als Ausgangspunkt der Professionalisierung angehender Lehrer_innen}}}, doi = {{10.4119/hlz-2540}}, volume = {{3}}, year = {{2020}}, } @inbook{35468, abstract = {{In diesem Beitrag werden Auswirkungen der Digitalisierung von Produktions- und Geschäftsprozessen (Industrie 4.0) auf die Verrichtung und Organisation von Arbeit betroffener Beschäftigter (Arbeit 4.0) thematisiert. Fokussiert wird dabei, inwiefern sich Arbeitsprozesse durch die Digitalisierung der Landwirtschaftsbetriebe verändern, wie Beschäftigte die mit der Digitalisierung verbundenen Veränderungen ihrer Arbeit erleben und welche Kompetenzen aus ihrer Perspektive benötigt werden, damit sie ihrer Tätigkeit adäquat nachkommen können. Auf Basis einer Interviewstudie mit Landwirtinnen und Landwirten, die in der Milchviehwirtschaft tätig sind, werden im folgenden Beitrag nachstehende Fragen beantwortet: Wie wird der Wechsel vom traditionellen zum digitalisierten Landwirtschaftsbetrieb von den beschäftigten Landwirten erlebt und finden sich Hinweise auf Entfremdungs- bzw. Entgren- zungstendenzen? Welche Kompetenzen benötigen die Landwirtinnen und Landwirte zur Bewältigung ihrer digitalisierten Arbeitstätigkeit im Vergleich zur traditionellen Landwirtschaft und wie wurden die nun benötigten Kompetenzen zur Bewältigung der veränderten Arbeit erworben?}}, author = {{Goller, Michael and Caruso, Carina and Berisha-Gawlowski, Angelina 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 = {{Digitale Transformation, Digitalisierung, Industrie 4.0, Arbeit 4.0, Landwirtschaft / digital transformation, digitalisation, industry 4.0, work 4.0, agriculture}}, pages = {{ 53–80}}, publisher = {{wbv }}, title = {{{Digitalisierung in der Landwirtschaft: Gründe, Optionen und Bewertungen aus Perspektive von Milchviehlandwirtinnen und -landwirten}}}, doi = {{10.3278/6004725w}}, volume = {{56}}, 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}}, } @inproceedings{39071, abstract = {{The interconnection of software components is a key to enabling collaborative work. However, technology differences and security barriers like firewalls often hinder establishing collaborative infrastructures between enterprises or even within a single enterprise. We introduce a peer-to-peer based network infrastructure that transparently overcomes these problems using relay and routing mechanisms as well as different underlying transport protocols. We discuss the application of this technology to interconnect Web services.}}, author = {{Schattkowsky, Tim and Loeser, Chris and Müller, Wolfgang}}, booktitle = {{Proceedings of AINA2004}}, isbn = {{0-7695-2051-0}}, keywords = {{Peer to peer computing, Web services, Intelligent networks, Routing, Relays, Simple object access protocol, Collaborative work, Transport protocols, Network address translation, Java}}, location = {{Fukuoka, Japan }}, publisher = {{IEEE}}, title = {{{Peer-To-Peer Technology for Interconnecting Web Services in Heterogeneous Networks}}}, doi = {{10.1109/AINA.2004.1283977}}, year = {{2004}}, } @inproceedings{39488, abstract = {{CSCW systems like BSCW (Basic Support for Cooperative Work), HyperNews, and Lotus Notes have been successfully introduced to support the cooperation of geographically distributed work groups. Unfortunately, some of these software systems are not flexible enough to be customized easily to the requirements of an individual user. Most of the environments can only be configured by experts through complex programming. In this article we introduce VIP space, a shared workspace space in the sense of exchanging and processing shared objects between members of distributed work groups. VIP space can be easily adapted to the user's individual views and needs by means of a visual programming language. In VIP space, objects of the shared workspace are moved by drag and drop between task fields. Task fields are programmed by visual "if-then" rules applying a combination of icon- and form-based techniques. When a document represented by an icon is dropped on a task field its rules are checked and actions of the selected rules are excited. VIP space is finally demonstrated in an Internet course application.}}, author = {{Dücker, M. and Müller, Wolfgang and Rubart, Jessica}}, booktitle = {{ Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences}}, isbn = {{0-7695-0001-3}}, keywords = {{Application software, Electronic mail, Computer networks, Collaborative work, Teleconferencing, Asynchronous communication, Software systems, Internet, Computer applications, Discussion forums}}, location = {{Maui, HI, USA }}, title = {{{Innovative Concepts for Configurating Shared Workspaces through Visual Programming}}}, doi = {{10.1109/HICSS.1999.773046}}, year = {{1999}}, } @inproceedings{39496, abstract = {{With the wide availability of network supporting hard-and software cooperative computer-based environments became extremely popular. A wide range of CSCW (Computer Supported Cooperative Work) tools with video conferencing, electronic mail, shared whiteboards, discussion forums, and shared information systems are already part of daily business. In contrast to the unstructured linear stream of information in electronic mails shared workspaces provide structured administration of electronic information like documents, voice, pictures, and movies. Popular examples of shared workspaces are BSCW (Basic Support for Cooperative Work), Hypernews, Lotus Notes, Alta Vista Forum, Lifelink, Microsoft Exchange and Webshare. Currently, all these systems are not flexible enough to get easily customized to the requirements of the individual application and user only supporting a limited set of predefined different views and functionality. This article introduces VIPspace (Visually Programmable Workspace). VIPspace can be easily customized to the individual needs of an user through VIPrule, a combination of a form- and icon-based visual programming language. VIPrule is based on an easy-to-use drag and drop paradigm. Direct manipulation via drag and drop allows easy access to local file systems as well as manipulation, exchange, and publication of shared multimedia documents. As VIPspace is implemented in Java it nicely integrates with other web-applications and provides a platform independent environment with a uniform graphical user interface.}}, author = {{Dücker, M. and Müller, Wolfgang and Rubart, Jessica}}, booktitle = {{ Proceedings. 1998 IEEE Symposium on Visual Languages }}, isbn = {{0-8186-8712-6}}, keywords = {{Collaborative work, Electronic mail, Computer networks, Video sharing, Videoconference, Discussion forums, Information systems, Streaming media, Motion pictures, Computer languages}}, location = {{Halifax, NS, Canada }}, title = {{{VIPspace - A Visually Programmable Shared Workspace}}}, doi = {{10.1109/VL.1998.706150}}, year = {{1998}}, }