@inproceedings{30236, abstract = {{Recent reinforcement learning approaches for continuous control in wireless mobile networks have shown impressive results. But due to the lack of open and compatible simulators, authors typically create their own simulation environments for training and evaluation. This is cumbersome and time-consuming for authors and limits reproducibility and comparability, ultimately impeding progress in the field. To this end, we propose mobile-env, a simple and open platform for training, evaluating, and comparing reinforcement learning and conventional approaches for continuous control in mobile wireless networks. mobile-env is lightweight and implements the common OpenAI Gym interface and additional wrappers, which allows connecting virtually any single-agent or multi-agent reinforcement learning framework to the environment. While mobile-env provides sensible default values and can be used out of the box, it also has many configuration options and is easy to extend. We therefore believe mobile-env to be a valuable platform for driving meaningful progress in autonomous coordination of wireless mobile networks.}}, author = {{Schneider, Stefan Balthasar and Werner, Stefan and Khalili, Ramin and Hecker, Artur and Karl, Holger}}, booktitle = {{IEEE/IFIP Network Operations and Management Symposium (NOMS)}}, keywords = {{wireless mobile networks, network management, continuous control, cognitive networks, autonomous coordination, reinforcement learning, gym environment, simulation, open source}}, location = {{Budapest}}, publisher = {{IEEE}}, title = {{{mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks}}}, year = {{2022}}, } @book{30291, abstract = {{The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges. Workplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers.}}, editor = {{Harteis, Christian and Gijbels, David and Kyndt, Eva}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education}}, publisher = {{Springer International Publishing}}, title = {{{Research Approaches on Workplace Learning}}}, doi = {{10.1007/978-3-030-89582-2}}, year = {{2022}}, } @inbook{30289, abstract = {{This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence.}}, author = {{Goller, Michael and Paloniemi, Susanna}}, booktitle = {{Research Approaches on Workplace Learning}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{Agency Workplace learning Professional development Proactivity Self-direction}}, publisher = {{Springer International Publishing}}, title = {{{Agency: Taking Stock of Workplace Learning Research}}}, doi = {{10.1007/978-3-030-89582-2_1}}, year = {{2022}}, } @inbook{30290, abstract = {{The article explores the particular quality of changes introduced through the latest wave of digital transformation of workplaces. It has effects on workflow processes, on distribution of work and tasks, and the mode of distributing working tasks, e.g. through cyber-physical systems. Hence, the changes in work are manifold and require changes in vocational education and training as well as in workplace learning. These changes reveal new challenges for research on workplace learning. Finally, conclusions for future workplace learning research will be developed.}}, author = {{Harteis, Christian}}, booktitle = {{Research Approaches on Workplace Learning}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{Digitalisation Self organisation Distribution of labour Automation}}, publisher = {{Springer International Publishing}}, title = {{{Research on Workplace Learning in Times of Digitalisation}}}, doi = {{10.1007/978-3-030-89582-2_19}}, year = {{2022}}, } @inproceedings{29842, abstract = {{To build successful software products, developers continuously have to discover what features the users really need. This discovery can be achieved with continuous experimentation, testing different software variants with distinct user groups, and deploying the superior variant for all users. However, existing approaches do not focus on explicit modeling of variants and experiments, which offers advantages such as traceability of decisions and combinability of experiments. Therefore, our vision is the provision of model-driven continuous experimentation, which provides the developer with a framework for structuring the experimentation process. For that, we introduce the overall concept, apply it to the experimentation on component-based software architectures and point out future research questions. In particular, we show the applicability by combining feature models for modeling the software variants, users, and experiments (i.e., model-driven) with MAPE-K for the adaptation (i.e., continuous experimentation) and implementing the concept based on the component-based Angular framework.}}, author = {{Gottschalk, Sebastian and Yigitbas, Enes and Engels, Gregor}}, booktitle = {{Proceedings of the 18th International Conference on Software Architecture Companion }}, keywords = {{continuous experimentation, model-driven, component-based software architectures, self-adaptation}}, location = {{Hawaii}}, publisher = {{IEEE}}, title = {{{Model-driven Continuous Experimentation on Component-based Software Architectures }}}, doi = {{10.1109/ICSA-C54293.2022.00011}}, year = {{2022}}, } @inproceedings{34140, abstract = {{In this paper, machine learning techniques will be used to classify different PCB layouts given their electromagnetic frequency spectra. These spectra result from a simulated near-field measurement of electric field strengths at different locations. Measured values consist of real and imaginary parts (amplitude and phase) in X, Y and Z directions. Training data was obtained in the time domain by varying transmission line geometries (size, distance and signaling). It was then transformed into the frequency domain and used as deep neural network input. Principal component analysis was applied to reduce the sample dimension. The results show that classifying different designs is possible with high accuracy based on synthetic data. Future work comprises measurements of real, custom-made PCB with varying parameters to adapt the simulation model and also test the neural network. Finally, the trained model could be used to give hints about the error’s cause when overshooting EMC limits.}}, author = {{Maalouly, Jad and Hemker, Dennis and Hedayat, Christian and Rückert, Christian and Kaufmann, Ivan and Olbrich, Marcel and Lange, Sven and Mathis, Harald}}, booktitle = {{2022 Kleinheubach Conference}}, keywords = {{emc, pcb, electronic system development, machine learning, neural network}}, location = {{Miltenberg, Germany}}, publisher = {{IEEE}}, title = {{{AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development}}}, year = {{2022}}, } @inproceedings{33510, abstract = {{In the manufacture of real wood products, defects can quickly occur during the production process. To quickly sort out these defects, a system is needed that finds damage in the irregularly structured surfaces of the product. The difficulty in this task is that each surface is visually different and no standard defects can be defined. Thus, damage detection using correlation does not work, so this paper will test different machine learning methods. To evaluate different machine learning methods, a data set is needed. For this reason, the available samples were recorded manually using a static fixed camera. Subsequently, the images were divided into sub-images, which resulted in a relatively small data set. Next, a convolutional neural network (CNN) was constructed to classify the images. However, this approach did not lead to a generalized solution, so the dataset was hashed using the a- and pHash. These hash values were then trained with a fully supervised system that will later serve as a reference model, in the semi-supervised learning procedures. To improve the supervised model and not have to label every data point, semi-supervised learning methods are used in the following. For this purpose, the CEAL method (wrapper method) is considered in the first and then the Π-Model (intrinsically semi-supervised).}}, author = {{Sander, Tom and Lange, Sven and Hilleringmann, Ulrich and Geneiß, Volker and Hedayat, Christian and Kuhn, Harald}}, booktitle = {{2022 Smart Systems Integration (SSI)}}, keywords = {{Machine Learning, CNN, Hashing, semi-supervised learning}}, location = {{Grenoble, France}}, publisher = {{IEEE}}, title = {{{Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods}}}, doi = {{10.1109/ssi56489.2022.9901433}}, year = {{2022}}, } @article{35136, abstract = {{Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender der Theologie, die das Praxissemester in Deutschland absolviert haben. Das bildungswissenschaftliche Wissen, Kompetenzselbsteinschätzungen und ihre Entwicklung sowie die Einschätzung der im Praxissemester erreichten Ziele Studierender werden dabei unter Berücksichtigung der Ausrichtung des Lehramtsstudiums auf eine Schulform betrachtet. Um die Ergebnisse der Messung bildungswissenschaftlichen Wissens und die der Messung von Kompetenzselbsteinschätzungen zu kontextualisieren (N = 304), wird zuerst die Relevanz des (bildungswissenschaftlichen) Wissens als Ausgangspunkt des Könnens herausgearbeitet. Daran anschließend werden Befunde zur schulformspezifischen Professionalisierung resümiert. Anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorge- stellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen wider Erwarten, dass sich weder das bildungswissenschaftliche Wissen, die Kompetenzselbsteinschätzungen und ihre Entwicklung noch die Einschätzung der im Praxissemester erreichten Ziele angehender Lehrkräfte in Abhängigkeit der Schulformen unterscheiden. Die Diskussion bezieht sich u.a. auf die Struktur der Lehramtsstudiengänge, die Denkfiguren zur Entwicklung von Können und die Konzeption der Messinstrumente. }}, author = {{Caruso, Carina and Seifert, Andreas}}, issn = {{1018-1539}}, journal = {{Österreichische Religionspädagogische Forum}}, keywords = {{Bildungswissenschaftliches Wissen, Kompetenzmessung, Kompetenzselbsteinschätzung, Praxissemester, Professionalisierung / competence measurement, competence self-assessment, educational knowledge, internship, professionalization}}, number = {{1}}, pages = {{239--260}}, publisher = {{Universitätsbibliothek Graz}}, title = {{{ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?}}}, doi = {{10.30:2022.1.14}}, volume = {{30}}, year = {{2022}}, } @article{35137, abstract = {{Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender. Dabei werden sowohl das bildungswissenschaftliche Wissen als auch die Entwicklung der Kompe­tenzselbsteinschätzungen in den Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren unter Berücksichtigung individueller Voraussetzungen (Alter, Geschlecht, Abiturnote, Bachelornote, Konfession) betrachtet. Um die Ergeb­nisse hinsichtlich ihrer Bedeutung für die Professionalisierung angehender Lehrkräfte diskutieren zu können, wird, den empirischen Erkenntnissen voranstehend, die Bedeutung von Wissen für berufliches Können herausgearbeitet. Daran anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorgestellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen, dass die Abitur- und Bachelornote die Varianz hinsichtlich des pädagogischen Wissens aufklären, sich eine signifikante Entwicklung der Kompetenzselbsteinschätzungen angehender Lehrkräfte feststellen lässt, aber sich angehende Religionslehrkräfte kaum von anderen Studierenden unterscheiden. Die Diskussion nimmt u. a. Rückbezug auf die Denkfiguren zur Entwicklung berufli­chen Könnens und benennt Limitationen, die mit der Studie und Kompetenzmessungen verbunden sind. Daran schließt die Formulierung eines Ausblicks an. Der Beitrag zielt insbesondere darauf, repräsentative Ergebnisse der Kompetenzmessung zu präsentieren und dabei potenzielle Einflussfaktoren auf die studentische Kompetenzent­wicklung zu beleuchten. Ein dadurch angereichertes Konglomerat belastbarer Erkenntnisse zielt darauf, langfristig zur Ableitung lehrerbildungsdidaktischer Überlegungen herangezogen werden zu können, die die studentische Professionalisierung unterstützen.}}, author = {{Caruso, Carina and Seifert, Andreas}}, issn = {{2750 - 3941}}, journal = {{Religionspädagogische Beiträge. Journal for Religion in Education }}, keywords = {{Bildungswissenschaftliches Wissen, Kompetenzmessung, Kompetenzselbsteinschätzung, Praxissemester, Professionalisierung / competence measurement, competence self-assessment, educational knowledge, internship, professionalization}}, number = {{1}}, pages = {{3--15}}, publisher = {{University of Bamberg Press}}, title = {{{Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen}}}, doi = {{10.20377/rpb-101}}, volume = {{45}}, year = {{2022}}, } @article{44529, abstract = {{According to the German Rectors’ Conference (HRK), German higher education teaching fails to meet the demand to integrate competence-oriented learning objectives. Despite a wide-ranging debate on the use of learning objectives, empirical research on their effectiveness is scarce. The present study uses the features of digital teaching platforms to investigate the perception and effectiveness of learning objectives applying a randomised controlled experiment followed by a survey in a course for undergraduate economics students (N = 30). Controlling group preconditions and the treatment effect allows to draw conclusions about the different learning outcomes of the student groups. The specification of behaviour-oriented learning objectives in the online course system leads to significantly better performance in the treatment group. A stronger perception of the learning objectives in the treatment group supports this effect that remains significant in a regression analysis. Thus, the study provides an empirical justification to integrate learning objectives in university teaching.}}, author = {{Auer, Thorsten Fabian}}, issn = {{2199-8825}}, journal = {{die hochschullehre}}, keywords = {{learning objectives, academic performance, perception, teaching methods, experiment}}, number = {{1}}, pages = {{662--675}}, title = {{{Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie}}}, doi = {{http://doi.org/10.3278/HSL2248W}}, volume = {{8}}, year = {{2022}}, } @article{48878, abstract = {{Due to the rise of continuous data-generating applications, analyzing data streams has gained increasing attention over the past decades. A core research area in stream data is stream classification, which categorizes or detects data points within an evolving stream of observations. Areas of stream classification are diverse\textemdash ranging, e.g., from monitoring sensor data to analyzing a wide range of (social) media applications. Research in stream classification is related to developing methods that adapt to the changing and potentially volatile data stream. It focuses on individual aspects of the stream classification pipeline, e.g., designing suitable algorithm architectures, an efficient train and test procedure, or detecting so-called concept drifts. As a result of the many different research questions and strands, the field is challenging to grasp, especially for beginners. This survey explores, summarizes, and categorizes work within the domain of stream classification and identifies core research threads over the past few years. It is structured based on the stream classification process to facilitate coordination within this complex topic, including common application scenarios and benchmarking data sets. Thus, both newcomers to the field and experts who want to widen their scope can gain (additional) insight into this research area and find starting points and pointers to more in-depth literature on specific issues and research directions in the field.}}, author = {{Clever, Lena and Pohl, Janina Susanne and Bossek, Jakob and Kerschke, Pascal and Trautmann, Heike}}, issn = {{2076-3417}}, journal = {{Applied Sciences}}, keywords = {{big data, data mining, data stream analysis, machine learning, stream classification, supervised learning}}, number = {{18}}, pages = {{9094}}, publisher = {{{Multidisciplinary Digital Publishing Institute}}}, title = {{{Process-Oriented Stream Classification Pipeline: A Literature Review}}}, doi = {{10.3390/app12189094}}, volume = {{12}}, year = {{2022}}, } @article{35111, abstract = {{Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet, was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt - gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität - Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft eine praktische Umsetzung diskutiert.}}, author = {{Bloh, Thiemo and Caruso, Carina}}, issn = {{2199-8825}}, journal = {{die hochschullehre}}, keywords = {{Forschendes Lernen, Lehrer:innenausbildung, Praxissemester, Professionalisierung / Research-based learning, teacher education, internships, professionalization}}, number = {{21}}, pages = {{299–312}}, publisher = {{wbv }}, title = {{{Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}}}, doi = {{10.3278/HSL2221W}}, volume = {{8}}, year = {{2022}}, } @article{35732, abstract = {{While the Information Systems (IS) discipline has researched digital platforms extensively, the body of knowledge appertaining to platforms still appears fragmented and lacking conceptual consistency. Based on automated text mining and unsupervised machine learning, we collect, analyze, and interpret the IS discipline’s comprehensive research on platforms—comprising 11,049 papers spanning 44 years of research activity. From a cluster analysis concerning platform concepts’ semantically most similar words, we identify six research streams on platforms, each with their own platform terms. Based on interpreting the identified concepts vis-à-vis the extant research and considering a temporal perspective on the concepts’ application, we present a lexicon of platform concepts, to guide further research on platforms in the IS discipline. Researchers and managers can build on our results to position their work appropriately, applying a specific theoretical perspective on platforms in isolation or combining multiple perspectives to study platform phenomena at a more abstract level.}}, author = {{Bartelheimer, Christian and zur Heiden, Philipp and Lüttenberg, Hedda and Beverungen, Daniel}}, issn = {{1019-6781}}, journal = {{Electronic Markets}}, keywords = {{Platform, Text mining, Machine learning, Data communications, Interpretive research, Systems design and implementation}}, pages = {{375--396}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Systematizing the lexicon of platforms in information systems: a data-driven study}}}, doi = {{10.1007/s12525-022-00530-6}}, volume = {{32}}, year = {{2022}}, } @inproceedings{34674, abstract = {{Smart home systems contain plenty of features that enhance wellbeing in everyday life through artificial intelligence (AI). However, many users feel insecure because they do not understand the AI’s functionality and do not feel they are in control of it. Combining technical, psychological and philosophical views on AI, we rethink smart homes as interactive systems where users can partake in an intelligent agent’s learning. Parallel to the goals of explainable AI (XAI), we explored the possibility of user involvement in supervised learning of the smart home to have a first approach to improve acceptance, support subjective understanding and increase perceived control. In this work, we conducted two studies: In an online pre-study, we asked participants about their attitude towards teaching AI via a questionnaire. In the main study, we performed a Wizard of Oz laboratory experiment with human participants, where participants spent time in a prototypical smart home and taught activity recognition to the intelligent agent through supervised learning based on the user’s behaviour. We found that involvement in the AI’s learning phase enhanced the users’ feeling of control, perceived understanding and perceived usefulness of AI in general. The participants reported positive attitudes towards training a smart home AI and found the process understandable and controllable. We suggest that involving the user in the learning phase could lead to better personalisation and increased understanding and control by users of intelligent agents for smart home automation.}}, author = {{Sieger, Leonie Nora and Hermann, Julia and Schomäcker, Astrid and Heindorf, Stefan and Meske, Christian and Hey, Celine-Chiara and Doğangün, Ayşegül}}, booktitle = {{International Conference on Human-Agent Interaction}}, keywords = {{human-agent interaction, smart homes, supervised learning, participation}}, location = {{Christchurch, New Zealand}}, publisher = {{ACM}}, title = {{{User Involvement in Training Smart Home Agents}}}, doi = {{10.1145/3527188.3561914}}, year = {{2022}}, } @inbook{37902, author = {{Janicki, Nicole}}, booktitle = {{Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }}, editor = {{Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}}, keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}}, location = {{Mannheim}}, pages = {{266--286}}, title = {{{Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}}}, 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}}, } @article{36083, author = {{Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}}, issn = {{0960-085X}}, journal = {{European Journal of Information Systems}}, keywords = {{Library and Information Sciences, Information Systems, Self-Tracking, User Behaviour, Discontinuance}}, pages = {{1--21}}, publisher = {{Informa UK Limited}}, title = {{{Engaging with self-tracking applications: how do users respond to their performance data?}}}, doi = {{10.1080/0960085x.2022.2081096}}, year = {{2022}}, } @inproceedings{31066, abstract = {{While trade-offs between modeling effort and model accuracy remain a major concern with system identification, resorting to data-driven methods often leads to a complete disregard for physical plausibility. To address this issue, we propose a physics-guided hybrid approach for modeling non-autonomous systems under control. Starting from a traditional physics-based model, this is extended by a recurrent neural network and trained using a sophisticated multi-objective strategy yielding physically plausible models. While purely data-driven methods fail to produce satisfying results, experiments conducted on real data reveal substantial accuracy improvements by our approach compared to a physics-based model. }}, author = {{Schön, Oliver and Götte, Ricarda-Samantha and Timmermann, Julia}}, booktitle = {{14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022)}}, keywords = {{neural networks, physics-guided, data-driven, multi-objective optimization, system identification, machine learning, dynamical systems}}, location = {{Casablanca, Morocco}}, number = {{12}}, pages = {{19--24}}, title = {{{Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems}}}, doi = {{https://doi.org/10.1016/j.ifacol.2022.07.282}}, volume = {{55}}, year = {{2022}}, } @article{34614, abstract = {{Mit steigenden Optimierungsanforderungen an das Individuum wächst auch das indivi- duelle Bedürfnis nach Kontrolle. Dieses kann u. a. durch self tracking-Technologien erfüllt werden. Anhand von drei Fallbeispielen – der Personenwaage, dem Wearable und dem habit tracker – zeigt dieser Aufsatz, wie sich medienbasierte Selbsttechnologien im historischen Verlauf intensiviert und stärker in den Alltag integriert haben. Ein besonderer Fokus liegt dabei auf der Ambivalenz dieser Medien: Ermöglichen sie auf der einen Seite zwar eine Selbstkontrolle und stellen so potenziell sta- bilisierende Ressourcen für das Individuum dar, schaffen sie auf der anderen Seite auch neue Anforderungen, die es zu erfüllen gilt.}}, author = {{Schloots, Franziska Margarete}}, journal = {{ffk Journal}}, keywords = {{self-tracking, Selbsttechnologien, Wearable, Bullet Journal, Personenwaage, Selbstvermessung}}, number = {{7}}, pages = {{74--91}}, title = {{{‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker}}}, doi = {{10.25969/MEDIAREP/18238}}, volume = {{6}}, year = {{2022}}, } @inproceedings{32509, abstract = {{ We consider fact-checking approaches that aim to predict the veracity of assertions in knowledge graphs. Five main categories of fact-checking approaches for knowledge graphs have been proposed in the recent literature, of which each is subject to partially overlapping limitations. In particular, current text-based approaches are limited by manual feature engineering. Path-based and rule-based approaches are limited by their exclusive use of knowledge graphs as background knowledge, and embedding-based approaches suffer from low accuracy scores on current fact-checking tasks. We propose a hybrid approach—dubbed HybridFC—that exploits the diversity of existing categories of fact-checking approaches within an ensemble learning setting to achieve a significantly better prediction performance. In particular, our approach outperforms the state of the art by 0.14 to 0.27 in terms of Area Under the Receiver Operating Characteristic curve on the FactBench dataset. Our code is open-source and can be found at https://github.com/dice-group/HybridFC.}}, author = {{Qudus, Umair and Röder, Michael and Saleem, Muhammad and Ngonga Ngomo, Axel-Cyrille}}, booktitle = {{The Semantic Web -- ISWC 2022}}, editor = {{Sattler, Ulrike and Hogan, Aidan and Keet, Maria and Presutti, Valentina}}, isbn = {{978-3-031-19433-7}}, keywords = {{fact checking · ensemble learning · knowledge graph veracit}}, location = {{Hanghzou, China}}, pages = {{462----480}}, publisher = {{Springer International Publishing}}, title = {{{HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs}}}, doi = {{10.1007/978-3-031-19433-7_27}}, year = {{2022}}, }