--- _id: '30236' abstract: - lang: eng text: "Recent reinforcement learning approaches for continuous control in wireless mobile networks have shown impressive\r\nresults. 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.\r\n\r\nTo 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\r\nwireless mobile networks." author: - first_name: Stefan Balthasar full_name: Schneider, Stefan Balthasar id: '35343' last_name: Schneider orcid: 0000-0001-8210-4011 - first_name: Stefan full_name: Werner, Stefan last_name: Werner - first_name: Ramin full_name: Khalili, Ramin last_name: Khalili - first_name: Artur full_name: Hecker, Artur last_name: Hecker - first_name: Holger full_name: Karl, Holger id: '126' last_name: Karl citation: ama: 'Schneider SB, Werner S, Khalili R, Hecker A, Karl H. mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks. In: IEEE/IFIP Network Operations and Management Symposium (NOMS). IEEE; 2022.' apa: 'Schneider, S. B., Werner, S., Khalili, R., Hecker, A., & Karl, H. (2022). mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks. IEEE/IFIP Network Operations and Management Symposium (NOMS). IEEE/IFIP Network Operations and Management Symposium (NOMS), Budapest.' bibtex: '@inproceedings{Schneider_Werner_Khalili_Hecker_Karl_2022, title={mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks}, booktitle={IEEE/IFIP Network Operations and Management Symposium (NOMS)}, publisher={IEEE}, author={Schneider, Stefan Balthasar and Werner, Stefan and Khalili, Ramin and Hecker, Artur and Karl, Holger}, year={2022} }' chicago: 'Schneider, Stefan Balthasar, Stefan Werner, Ramin Khalili, Artur Hecker, and Holger Karl. “Mobile-Env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks.” In IEEE/IFIP Network Operations and Management Symposium (NOMS). IEEE, 2022.' ieee: 'S. B. Schneider, S. Werner, R. Khalili, A. Hecker, and H. Karl, “mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks,” presented at the IEEE/IFIP Network Operations and Management Symposium (NOMS), Budapest, 2022.' mla: 'Schneider, Stefan Balthasar, et al. “Mobile-Env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks.” IEEE/IFIP Network Operations and Management Symposium (NOMS), IEEE, 2022.' short: 'S.B. Schneider, S. Werner, R. Khalili, A. Hecker, H. Karl, in: IEEE/IFIP Network Operations and Management Symposium (NOMS), IEEE, 2022.' conference: end_date: 2022-04-29 location: Budapest name: IEEE/IFIP Network Operations and Management Symposium (NOMS) start_date: 2022-04-25 date_created: 2022-03-10T18:28:14Z date_updated: 2022-03-10T18:28:19Z ddc: - '004' department: - _id: '75' file: - access_level: open_access content_type: application/pdf creator: stschn date_created: 2022-03-10T18:25:41Z date_updated: 2022-03-10T18:25:41Z file_id: '30237' file_name: author_version.pdf file_size: 223412 relation: main_file file_date_updated: 2022-03-10T18:25:41Z has_accepted_license: '1' keyword: - wireless mobile networks - network management - continuous control - cognitive networks - autonomous coordination - reinforcement learning - gym environment - simulation - open source language: - iso: eng oa: '1' project: - _id: '1' name: 'SFB 901: SFB 901' - _id: '4' name: 'SFB 901 - C: SFB 901 - Project Area C' - _id: '16' name: 'SFB 901 - C4: SFB 901 - Subproject C4' publication: IEEE/IFIP Network Operations and Management Symposium (NOMS) publisher: IEEE quality_controlled: '1' status: public title: 'mobile-env: An Open Platform for Reinforcement Learning in Wireless Mobile Networks' type: conference user_id: '35343' year: '2022' ... --- _id: '30291' abstract: - lang: eng text: "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.\r\nWorkplace 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." alternative_title: - Insights from a Growing Field citation: ama: Harteis C, Gijbels D, Kyndt E, eds. Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2 apa: Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2 bibtex: '@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches on Workplace Learning}, DOI={10.1007/978-3-030-89582-2}, publisher={Springer International Publishing}, year={2022} }' chicago: 'Harteis, Christian, David Gijbels, and Eva Kyndt, eds. Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2.' ieee: 'C. Harteis, D. Gijbels, and E. Kyndt, Eds., Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022.' mla: Harteis, Christian, et al., editors. Research Approaches on Workplace Learning. Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2. short: C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022. date_created: 2022-03-13T19:13:27Z date_updated: 2022-03-13T19:14:34Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2 editor: - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 - first_name: David full_name: Gijbels, David last_name: Gijbels - first_name: Eva full_name: Kyndt, Eva last_name: Kyndt keyword: - 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 language: - iso: eng place: Cham publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/book/10.1007/978-3-030-89582-2#about status: public title: Research Approaches on Workplace Learning type: book_editor user_id: '50788' year: '2022' ... --- _id: '30289' abstract: - lang: eng text: 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: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Susanna full_name: Paloniemi, Susanna last_name: Paloniemi citation: ama: 'Goller M, Paloniemi S. Agency: Taking Stock of Workplace Learning Research. In: Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2_1' apa: 'Goller, M., & Paloniemi, S. (2022). Agency: Taking Stock of Workplace Learning Research. In Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2_1' bibtex: '@inbook{Goller_Paloniemi_2022, place={Cham}, title={Agency: Taking Stock of Workplace Learning Research}, DOI={10.1007/978-3-030-89582-2_1}, booktitle={Research Approaches on Workplace Learning}, publisher={Springer International Publishing}, author={Goller, Michael and Paloniemi, Susanna}, year={2022} }' chicago: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” In Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_1.' ieee: 'M. Goller and S. Paloniemi, “Agency: Taking Stock of Workplace Learning Research,” in Research Approaches on Workplace Learning, Cham: Springer International Publishing, 2022.' mla: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” Research Approaches on Workplace Learning, Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2_1.' short: 'M. Goller, S. Paloniemi, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.' date_created: 2022-03-13T19:09:20Z date_updated: 2022-03-13T19:14:43Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2_1 keyword: - Agency Workplace learning Professional development Proactivity Self-direction language: - iso: eng place: Cham publication: Research Approaches on Workplace Learning publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_1#Abs1 status: public title: 'Agency: Taking Stock of Workplace Learning Research' type: book_chapter user_id: '50788' year: '2022' ... --- _id: '30290' abstract: - lang: eng text: 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: - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Harteis C. Research on Workplace Learning in Times of Digitalisation. In: Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2_19' apa: Harteis, C. (2022). Research on Workplace Learning in Times of Digitalisation. In Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2_19 bibtex: '@inbook{Harteis_2022, place={Cham}, title={Research on Workplace Learning in Times of Digitalisation}, DOI={10.1007/978-3-030-89582-2_19}, booktitle={Research Approaches on Workplace Learning}, publisher={Springer International Publishing}, author={Harteis, Christian}, year={2022} }' chicago: 'Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.” In Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_19.' ieee: 'C. Harteis, “Research on Workplace Learning in Times of Digitalisation,” in Research Approaches on Workplace Learning, Cham: Springer International Publishing, 2022.' mla: Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.” Research Approaches on Workplace Learning, Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2_19. short: 'C. Harteis, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.' date_created: 2022-03-13T19:11:33Z date_updated: 2022-03-13T19:14:38Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2_19 keyword: - Digitalisation Self organisation Distribution of labour Automation language: - iso: eng place: Cham publication: Research Approaches on Workplace Learning publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_19#citeas status: public title: Research on Workplace Learning in Times of Digitalisation type: book_chapter user_id: '50788' year: '2022' ... --- _id: '29842' abstract: - lang: eng text: 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: - first_name: Sebastian full_name: Gottschalk, Sebastian id: '47208' last_name: Gottschalk - first_name: Enes full_name: Yigitbas, Enes id: '8447' last_name: Yigitbas orcid: 0000-0002-5967-833X - first_name: Gregor full_name: Engels, Gregor id: '107' last_name: Engels citation: ama: 'Gottschalk S, Yigitbas E, Engels G. Model-driven Continuous Experimentation on Component-based Software Architectures . In: Proceedings of the 18th International Conference on Software Architecture Companion . IEEE; 2022. doi:10.1109/ICSA-C54293.2022.00011' apa: Gottschalk, S., Yigitbas, E., & Engels, G. (2022). Model-driven Continuous Experimentation on Component-based Software Architectures . Proceedings of the 18th International Conference on Software Architecture Companion . 18th International Conference on Software Architecture , Hawaii. https://doi.org/10.1109/ICSA-C54293.2022.00011 bibtex: '@inproceedings{Gottschalk_Yigitbas_Engels_2022, title={Model-driven Continuous Experimentation on Component-based Software Architectures }, DOI={10.1109/ICSA-C54293.2022.00011}, booktitle={Proceedings of the 18th International Conference on Software Architecture Companion }, publisher={IEEE}, author={Gottschalk, Sebastian and Yigitbas, Enes and Engels, Gregor}, year={2022} }' chicago: Gottschalk, Sebastian, Enes Yigitbas, and Gregor Engels. “Model-Driven Continuous Experimentation on Component-Based Software Architectures .” In Proceedings of the 18th International Conference on Software Architecture Companion . IEEE, 2022. https://doi.org/10.1109/ICSA-C54293.2022.00011. ieee: 'S. Gottschalk, E. Yigitbas, and G. Engels, “Model-driven Continuous Experimentation on Component-based Software Architectures ,” presented at the 18th International Conference on Software Architecture , Hawaii, 2022, doi: 10.1109/ICSA-C54293.2022.00011.' mla: Gottschalk, Sebastian, et al. “Model-Driven Continuous Experimentation on Component-Based Software Architectures .” Proceedings of the 18th International Conference on Software Architecture Companion , IEEE, 2022, doi:10.1109/ICSA-C54293.2022.00011. short: 'S. Gottschalk, E. Yigitbas, G. Engels, in: Proceedings of the 18th International Conference on Software Architecture Companion , IEEE, 2022.' conference: end_date: 2022-03-15 location: Hawaii name: '18th International Conference on Software Architecture ' start_date: 2022-03-12 date_created: 2022-02-15T07:32:10Z date_updated: 2022-07-04T12:34:53Z ddc: - '000' department: - _id: '66' - _id: '534' doi: 10.1109/ICSA-C54293.2022.00011 file: - access_level: open_access content_type: application/pdf creator: sego date_created: 2022-07-04T12:33:18Z date_updated: 2022-07-04T12:34:52Z file_id: '32322' file_name: ICSA_CR.pdf file_size: 183185 relation: main_file file_date_updated: 2022-07-04T12:34:52Z has_accepted_license: '1' keyword: - continuous experimentation - model-driven - component-based software architectures - self-adaptation language: - iso: eng oa: '1' project: - _id: '1' name: 'SFB 901: SFB 901' - _id: '4' name: 'SFB 901 - C: SFB 901 - Project Area C' - _id: '17' name: 'SFB 901 - C5: SFB 901 - Subproject C5' publication: 'Proceedings of the 18th International Conference on Software Architecture Companion ' publisher: IEEE status: public title: 'Model-driven Continuous Experimentation on Component-based Software Architectures ' type: conference user_id: '47208' year: '2022' ... --- _id: '34140' abstract: - lang: eng text: 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: - first_name: Jad full_name: Maalouly, Jad last_name: Maalouly - first_name: Dennis full_name: Hemker, Dennis last_name: Hemker - first_name: Christian full_name: Hedayat, Christian last_name: Hedayat - first_name: Christian full_name: Rückert, Christian last_name: Rückert - first_name: Ivan full_name: Kaufmann, Ivan last_name: Kaufmann - first_name: Marcel full_name: Olbrich, Marcel last_name: Olbrich - first_name: Sven full_name: Lange, Sven id: '38240' last_name: Lange - first_name: Harald full_name: Mathis, Harald last_name: Mathis citation: ama: 'Maalouly J, Hemker D, Hedayat C, et al. AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development. In: 2022 Kleinheubach Conference. IEEE; 2022.' apa: Maalouly, J., Hemker, D., Hedayat, C., Rückert, C., Kaufmann, I., Olbrich, M., Lange, S., & Mathis, H. (2022). AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development. 2022 Kleinheubach Conference. 2022 Kleinheubach Conference, Miltenberg, Germany. bibtex: '@inproceedings{Maalouly_Hemker_Hedayat_Rückert_Kaufmann_Olbrich_Lange_Mathis_2022, place={Miltenberg, Germany}, title={AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development}, booktitle={2022 Kleinheubach Conference}, publisher={IEEE}, author={Maalouly, Jad and Hemker, Dennis and Hedayat, Christian and Rückert, Christian and Kaufmann, Ivan and Olbrich, Marcel and Lange, Sven and Mathis, Harald}, year={2022} }' chicago: 'Maalouly, Jad, Dennis Hemker, Christian Hedayat, Christian Rückert, Ivan Kaufmann, Marcel Olbrich, Sven Lange, and Harald Mathis. “AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development.” In 2022 Kleinheubach Conference. Miltenberg, Germany: IEEE, 2022.' ieee: J. Maalouly et al., “AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development,” presented at the 2022 Kleinheubach Conference, Miltenberg, Germany, 2022. mla: Maalouly, Jad, et al. “AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development.” 2022 Kleinheubach Conference, IEEE, 2022. short: 'J. Maalouly, D. Hemker, C. Hedayat, C. Rückert, I. Kaufmann, M. Olbrich, S. Lange, H. Mathis, in: 2022 Kleinheubach Conference, IEEE, Miltenberg, Germany, 2022.' conference: end_date: 2022-09-29 location: Miltenberg, Germany name: 2022 Kleinheubach Conference start_date: 2022-09-27 date_created: 2022-11-24T14:21:17Z date_updated: 2022-11-24T14:21:34Z department: - _id: '59' - _id: '485' keyword: - emc - pcb - electronic system development - machine learning - neural network language: - iso: eng main_file_link: - url: https://ieeexplore.ieee.org/document/9954484 place: Miltenberg, Germany project: - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' publication: 2022 Kleinheubach Conference publication_identifier: eisbn: - 978-3-948571-07-8 publication_status: published publisher: IEEE status: public title: AI Assisted Interference Classification to Improve EMC Troubleshooting in Electronic System Development type: conference user_id: '38240' year: '2022' ... --- _id: '33510' abstract: - lang: eng text: 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: - first_name: Tom full_name: Sander, Tom last_name: Sander - first_name: Sven full_name: Lange, Sven id: '38240' last_name: Lange - first_name: Ulrich full_name: Hilleringmann, Ulrich last_name: Hilleringmann - first_name: Volker full_name: Geneiß, Volker last_name: Geneiß - first_name: Christian full_name: Hedayat, Christian last_name: Hedayat - first_name: Harald full_name: Kuhn, Harald last_name: Kuhn citation: ama: 'Sander T, Lange S, Hilleringmann U, Geneiß V, Hedayat C, Kuhn H. Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods. In: 2022 Smart Systems Integration (SSI). IEEE; 2022. doi:10.1109/ssi56489.2022.9901433' apa: Sander, T., Lange, S., Hilleringmann, U., Geneiß, V., Hedayat, C., & Kuhn, H. (2022). Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods. 2022 Smart Systems Integration (SSI). 2022 Smart Systems Integration (SSI), Grenoble, France. https://doi.org/10.1109/ssi56489.2022.9901433 bibtex: '@inproceedings{Sander_Lange_Hilleringmann_Geneiß_Hedayat_Kuhn_2022, place={Grenoble, France}, title={Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods}, DOI={10.1109/ssi56489.2022.9901433}, booktitle={2022 Smart Systems Integration (SSI)}, publisher={IEEE}, author={Sander, Tom and Lange, Sven and Hilleringmann, Ulrich and Geneiß, Volker and Hedayat, Christian and Kuhn, Harald}, year={2022} }' chicago: 'Sander, Tom, Sven Lange, Ulrich Hilleringmann, Volker Geneiß, Christian Hedayat, and Harald Kuhn. “Detection of Defects on Irregularly Structured Surfaces Using Supervised and Semi-Supervised Learning Methods.” In 2022 Smart Systems Integration (SSI). Grenoble, France: IEEE, 2022. https://doi.org/10.1109/ssi56489.2022.9901433.' ieee: 'T. Sander, S. Lange, U. Hilleringmann, V. Geneiß, C. Hedayat, and H. Kuhn, “Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods,” presented at the 2022 Smart Systems Integration (SSI), Grenoble, France, 2022, doi: 10.1109/ssi56489.2022.9901433.' mla: Sander, Tom, et al. “Detection of Defects on Irregularly Structured Surfaces Using Supervised and Semi-Supervised Learning Methods.” 2022 Smart Systems Integration (SSI), IEEE, 2022, doi:10.1109/ssi56489.2022.9901433. short: 'T. Sander, S. Lange, U. Hilleringmann, V. Geneiß, C. Hedayat, H. Kuhn, in: 2022 Smart Systems Integration (SSI), IEEE, Grenoble, France, 2022.' conference: end_date: 2022-04-28 location: Grenoble, France name: 2022 Smart Systems Integration (SSI) start_date: 2022-04-27 date_created: 2022-10-04T11:35:55Z date_updated: 2022-10-04T11:37:39Z department: - _id: '59' - _id: '485' doi: 10.1109/ssi56489.2022.9901433 keyword: - Machine Learning - CNN - Hashing - semi-supervised learning language: - iso: eng main_file_link: - url: https://ieeexplore.ieee.org/document/9901433 place: Grenoble, France project: - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' publication: 2022 Smart Systems Integration (SSI) publication_status: published publisher: IEEE status: public title: Detection of Defects on Irregularly Structured Surfaces using Supervised and Semi-Supervised Learning Methods type: conference user_id: '38240' year: '2022' ... --- _id: '35136' abstract: - lang: ger text: "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.\r\n" - lang: eng text: "The focus of this article are the results of the measurement of pedagogical competencies of students of theology who have completed an internship in Germany. The educational knowledge, competence self-assessments and their development as well as the assessment of the goals achieved by students in the internship are considered, taking into account the orientation of the teacher education course towards a school type. In order to contextualize the results of the measurement of educational knowledge and those of the survey of competence self-assessments (N = 304), ideas are shown how the relationship between knowledge and ability is constituted and findings on the type of school-specific professionalization are summarized. Subsequently, hypotheses are derived, the design of the study, the method and the test instruments are described, the results are presented and discussed. Contrary to expectations, the results show that neither the educational science knowledge, the competence self-assessments and their development nor the assessment of the goals achieved in the internship by pros- pective teachers differ depending on the type of school. The discussion relates to on the structure of the teacher training courses, the mental figures for the development of skills and the conception of the measuring instruments.\r\n" alternative_title: - Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Andreas full_name: Seifert, Andreas last_name: Seifert citation: ama: Caruso C, Seifert A. Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Österreichische Religionspädagogische Forum. 2022;30(1):239-260. doi:10.30:2022.1.14 apa: Caruso, C., & Seifert, A. (2022). Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Österreichische Religionspädagogische Forum, 30(1), 239–260. https://doi.org/10.30:2022.1.14 bibtex: '@article{Caruso_Seifert_2022, title={ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?}, volume={30}, DOI={10.30:2022.1.14}, number={1}, journal={Österreichische Religionspädagogische Forum}, publisher={Universitätsbibliothek Graz}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={239–260} }' chicago: 'Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” Österreichische Religionspädagogische Forum 30, no. 1 (2022): 239–60. https://doi.org/10.30:2022.1.14.' ieee: 'C. Caruso and A. Seifert, “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?,” Österreichische Religionspädagogische Forum, vol. 30, no. 1, pp. 239–260, 2022, doi: 10.30:2022.1.14.' mla: Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” Österreichische Religionspädagogische Forum, vol. 30, no. 1, Universitätsbibliothek Graz, 2022, pp. 239–60, doi:10.30:2022.1.14. short: C. Caruso, A. Seifert, Österreichische Religionspädagogische Forum 30 (2022) 239–260. date_created: 2023-01-03T12:41:20Z date_updated: 2023-01-06T12:08:14Z doi: 10.30:2022.1.14 intvolume: ' 30' issue: '1' keyword: - Bildungswissenschaftliches Wissen - Kompetenzmessung - Kompetenzselbsteinschätzung - Praxissemester - Professionalisierung / competence measurement - competence self-assessment - educational knowledge - internship - professionalization language: - iso: ger page: 239-260 publication: Österreichische Religionspädagogische Forum publication_identifier: issn: - 1018-1539 publication_status: published publisher: Universitätsbibliothek Graz status: public title: ' Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?' type: journal_article user_id: '86519' volume: 30 year: '2022' ... --- _id: '35137' abstract: - lang: ger text: 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. - lang: eng text: 'This paper focuses on the results of the measurement of pedagogical competences of students. In doing so, both the knowledge of the educational sciences and the development of competence self-assessments in the fields of teaching, education, assessment andinnovating are taken into account. The study makes use of the following individual requirements: age, sex, Abitur grade, Bachelor grade, Confession. In order to be able to discuss the re-sults regarding their importance for the professionalization of prospective teachers, the importance of knowledge for professional skills is highlighted, preceded by empirical findings. Subsequently, hypotheses are derived, the plan of the study as well as the test instruments are presented, the results presented and discussed. The results show that the Abitur and Bachelor grades clarify the variance in pedagogical knowledge, that there is a significant development in the competence self-assessments of prospective teachers, and that prospective religious teachers are not different from other students. The discussion takes into account, among other things, the ideas for the devel-opment of professional skills and identifies limitations associated with the study. This is followed by the formula-tion of an outlook. The main aim of the paper is to present representative results of the competence measurement and to examine potential influencing factors on student competence development. A conglomerate of resilient knowledge enriched by this aims to be used in the long term to derive teacher training didactic considerations that support student professionalization.' author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Andreas full_name: Seifert, Andreas last_name: Seifert citation: ama: Caruso C, Seifert A. Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. Religionspädagogische Beiträge Journal for Religion in Education . 2022;45(1):3-15. doi:10.20377/rpb-101 apa: Caruso, C., & Seifert, A. (2022). Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. Religionspädagogische Beiträge. Journal for Religion in Education , 45(1), 3–15. https://doi.org/10.20377/rpb-101 bibtex: '@article{Caruso_Seifert_2022, title={Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen}, volume={45}, DOI={10.20377/rpb-101}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={3–15} }' chicago: 'Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge. Journal for Religion in Education 45, no. 1 (2022): 3–15. https://doi.org/10.20377/rpb-101.' ieee: 'C. Caruso and A. Seifert, “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 45, no. 1, pp. 3–15, 2022, doi: 10.20377/rpb-101.' mla: Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 45, no. 1, University of Bamberg Press, 2022, pp. 3–15, doi:10.20377/rpb-101. short: C. Caruso, A. Seifert, Religionspädagogische Beiträge. Journal for Religion in Education 45 (2022) 3–15. date_created: 2023-01-03T12:45:09Z date_updated: 2023-01-06T12:21:07Z doi: 10.20377/rpb-101 intvolume: ' 45' issue: '1' keyword: - Bildungswissenschaftliches Wissen - Kompetenzmessung - Kompetenzselbsteinschätzung - Praxissemester - Professionalisierung / competence measurement - competence self-assessment - educational knowledge - internship - professionalization language: - iso: ger page: 3-15 publication: 'Religionspädagogische Beiträge. Journal for Religion in Education ' publication_identifier: issn: - 2750 - 3941 publication_status: published publisher: University of Bamberg Press status: public title: Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen type: journal_article user_id: '86519' volume: 45 year: '2022' ... --- _id: '44529' abstract: - lang: eng text: "According to the German Rectors’ Conference (HRK), German higher education teaching fails to\r\nmeet 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." article_type: original author: - first_name: Thorsten Fabian full_name: Auer, Thorsten Fabian id: '49071' last_name: Auer citation: ama: Auer TF. Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. die hochschullehre. 2022;8(1):662-675. doi:http://doi.org/10.3278/HSL2248W apa: Auer, T. F. (2022). Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie. die hochschullehre, 8(1), 662–675. https://doi.org/10.3278/HSL2248W bibtex: '@article{Auer_2022, title={Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie}, volume={8}, DOI={http://doi.org/10.3278/HSL2248W}, number={1}, journal={die hochschullehre}, author={Auer, Thorsten Fabian}, year={2022}, pages={662–675} }' chicago: 'Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” die hochschullehre 8, no. 1 (2022): 662–75. https://doi.org/10.3278/HSL2248W.' ieee: 'T. F. Auer, “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie,” die hochschullehre, vol. 8, no. 1, pp. 662–675, 2022, doi: http://doi.org/10.3278/HSL2248W.' mla: Auer, Thorsten Fabian. “Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie.” die hochschullehre, vol. 8, no. 1, 2022, pp. 662–75, doi:http://doi.org/10.3278/HSL2248W. short: T.F. Auer, die hochschullehre 8 (2022) 662–675. date_created: 2023-05-05T17:19:24Z date_updated: 2023-11-23T08:06:46Z department: - _id: '178' - _id: '184' doi: http://doi.org/10.3278/HSL2248W intvolume: ' 8' issue: '1' keyword: - learning objectives - academic performance - perception - teaching methods - experiment language: - iso: ger main_file_link: - open_access: '1' url: https://die-hochschullehre.de/articles/abstract/10.3278/HSL2248W/#downloads oa: '1' page: 662-675 publication: die hochschullehre publication_identifier: issn: - 2199-8825 publication_status: published quality_controlled: '1' status: public title: Die Wirksamkeit von Lernzielen für Studienleistungen – eine experimentelle Studie type: journal_article user_id: '49071' volume: 8 year: '2022' ... --- _id: '48878' abstract: - lang: eng text: 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: - first_name: Lena full_name: Clever, Lena last_name: Clever - first_name: Janina Susanne full_name: Pohl, Janina Susanne last_name: Pohl - first_name: Jakob full_name: Bossek, Jakob id: '102979' last_name: Bossek orcid: 0000-0002-4121-4668 - first_name: Pascal full_name: Kerschke, Pascal last_name: Kerschke - first_name: Heike full_name: Trautmann, Heike last_name: Trautmann citation: ama: 'Clever L, Pohl JS, Bossek J, Kerschke P, Trautmann H. Process-Oriented Stream Classification Pipeline: A Literature Review. Applied Sciences. 2022;12(18):9094. doi:10.3390/app12189094' apa: 'Clever, L., Pohl, J. S., Bossek, J., Kerschke, P., & Trautmann, H. (2022). Process-Oriented Stream Classification Pipeline: A Literature Review. Applied Sciences, 12(18), 9094. https://doi.org/10.3390/app12189094' bibtex: '@article{Clever_Pohl_Bossek_Kerschke_Trautmann_2022, title={Process-Oriented Stream Classification Pipeline: A Literature Review}, volume={12}, DOI={10.3390/app12189094}, number={18}, journal={Applied Sciences}, publisher={{Multidisciplinary Digital Publishing Institute}}, author={Clever, Lena and Pohl, Janina Susanne and Bossek, Jakob and Kerschke, Pascal and Trautmann, Heike}, year={2022}, pages={9094} }' chicago: 'Clever, Lena, Janina Susanne Pohl, Jakob Bossek, Pascal Kerschke, and Heike Trautmann. “Process-Oriented Stream Classification Pipeline: A Literature Review.” Applied Sciences 12, no. 18 (2022): 9094. https://doi.org/10.3390/app12189094.' ieee: 'L. Clever, J. S. Pohl, J. Bossek, P. Kerschke, and H. Trautmann, “Process-Oriented Stream Classification Pipeline: A Literature Review,” Applied Sciences, vol. 12, no. 18, p. 9094, 2022, doi: 10.3390/app12189094.' mla: 'Clever, Lena, et al. “Process-Oriented Stream Classification Pipeline: A Literature Review.” Applied Sciences, vol. 12, no. 18, {Multidisciplinary Digital Publishing Institute}, 2022, p. 9094, doi:10.3390/app12189094.' short: L. Clever, J.S. Pohl, J. Bossek, P. Kerschke, H. Trautmann, Applied Sciences 12 (2022) 9094. date_created: 2023-11-14T15:58:57Z date_updated: 2023-12-13T10:50:56Z department: - _id: '819' doi: 10.3390/app12189094 intvolume: ' 12' issue: '18' keyword: - big data - data mining - data stream analysis - machine learning - stream classification - supervised learning language: - iso: eng page: '9094' publication: Applied Sciences publication_identifier: issn: - 2076-3417 publisher: '{Multidisciplinary Digital Publishing Institute}' status: public title: 'Process-Oriented Stream Classification Pipeline: A Literature Review' type: journal_article user_id: '102979' volume: 12 year: '2022' ... --- _id: '35111' abstract: - lang: ger text: 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. - lang: eng text: "Research-based learning in teacher education has been closely interwoven with teacher education since the introduction of the so-called Praxissemester. Nonetheless research has so far largely an- swered differently what research-based learning is and how it should be framed in university learn- ing opportunities. This article addresses the question. On the one hand, it shows that university learning opportunities which would realize research-based learning in teacher education can only be developed against the background of theoretical assumptions about teacher professionalism and its development as well as the form of research-based learning. On the other hand, it is worked out to what extent there is a difference between scientific research and research in research-based learning. Subsequently, a habitus-theoretical foundation of research-based learning will be pre-\r\n300 Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung sented and their implications for the design of research-based learning will be named as examples,\r\nand empirical reconstructions will be used to discuss a practical implementation as an example." alternative_title: - ' Fragen, Erwägungen und Rekonstruktionen' author: - first_name: Thiemo full_name: Bloh, Thiemo id: '69383' last_name: Bloh orcid: 0000-0002-2215-2924 - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso citation: ama: Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre. 2022;8(21):299–312. doi:10.3278/HSL2221W apa: Bloh, T., & Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre, 8(21), 299–312. https://doi.org/10.3278/HSL2221W bibtex: '@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}, volume={8}, DOI={10.3278/HSL2221W}, number={21}, journal={die hochschullehre}, publisher={wbv }, author={Bloh, Thiemo and Caruso, Carina}, year={2022}, pages={299–312} }' chicago: 'Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre 8, no. 21 (2022): 299–312. https://doi.org/10.3278/HSL2221W.' ieee: 'T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung,” die hochschullehre, vol. 8, no. 21, pp. 299–312, 2022, doi: 10.3278/HSL2221W.' mla: Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre, vol. 8, no. 21, wbv , 2022, pp. 299–312, doi:10.3278/HSL2221W. short: T. Bloh, C. Caruso, die hochschullehre 8 (2022) 299–312. date_created: 2023-01-02T13:38:50Z date_updated: 2024-03-27T20:02:14Z doi: 10.3278/HSL2221W intvolume: ' 8' issue: '21' keyword: - Forschendes Lernen - Lehrer:innenausbildung - Praxissemester - Professionalisierung / Research-based learning - teacher education - internships - professionalization language: - iso: ger page: 299–312 publication: die hochschullehre publication_identifier: issn: - 2199-8825 publication_status: published publisher: 'wbv ' status: public title: Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung type: journal_article user_id: '86519' volume: 8 year: '2022' ... --- _id: '35732' abstract: - lang: eng text: 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. article_type: original author: - first_name: Christian full_name: Bartelheimer, Christian id: '49160' last_name: Bartelheimer - first_name: Philipp full_name: zur Heiden, Philipp id: '64394' last_name: zur Heiden - first_name: Hedda full_name: Lüttenberg, Hedda last_name: Lüttenberg - first_name: Daniel full_name: Beverungen, Daniel id: '59677' last_name: Beverungen citation: ama: 'Bartelheimer C, zur Heiden P, Lüttenberg H, Beverungen D. Systematizing the lexicon of platforms in information systems: a data-driven study. Electronic Markets. 2022;32:375-396. doi:10.1007/s12525-022-00530-6' apa: 'Bartelheimer, C., zur Heiden, P., Lüttenberg, H., & Beverungen, D. (2022). Systematizing the lexicon of platforms in information systems: a data-driven study. Electronic Markets, 32, 375–396. https://doi.org/10.1007/s12525-022-00530-6' bibtex: '@article{Bartelheimer_zur Heiden_Lüttenberg_Beverungen_2022, title={Systematizing the lexicon of platforms in information systems: a data-driven study}, volume={32}, DOI={10.1007/s12525-022-00530-6}, journal={Electronic Markets}, publisher={Springer Science and Business Media LLC}, author={Bartelheimer, Christian and zur Heiden, Philipp and Lüttenberg, Hedda and Beverungen, Daniel}, year={2022}, pages={375–396} }' chicago: 'Bartelheimer, Christian, Philipp zur Heiden, Hedda Lüttenberg, and Daniel Beverungen. “Systematizing the Lexicon of Platforms in Information Systems: A Data-Driven Study.” Electronic Markets 32 (2022): 375–96. https://doi.org/10.1007/s12525-022-00530-6.' ieee: 'C. Bartelheimer, P. zur Heiden, H. Lüttenberg, and D. Beverungen, “Systematizing the lexicon of platforms in information systems: a data-driven study,” Electronic Markets, vol. 32, pp. 375–396, 2022, doi: 10.1007/s12525-022-00530-6.' mla: 'Bartelheimer, Christian, et al. “Systematizing the Lexicon of Platforms in Information Systems: A Data-Driven Study.” Electronic Markets, vol. 32, Springer Science and Business Media LLC, 2022, pp. 375–96, doi:10.1007/s12525-022-00530-6.' short: C. Bartelheimer, P. zur Heiden, H. Lüttenberg, D. Beverungen, Electronic Markets 32 (2022) 375–396. date_created: 2023-01-10T10:00:55Z date_updated: 2024-04-18T12:40:34Z ddc: - '380' department: - _id: '526' doi: 10.1007/s12525-022-00530-6 file: - access_level: closed content_type: application/pdf creator: dabe date_created: 2024-04-18T12:39:00Z date_updated: 2024-04-18T12:39:00Z file_id: '53573' file_name: EM - Lexicon of Platform Terms.pdf file_size: 1262427 relation: main_file success: 1 file_date_updated: 2024-04-18T12:39:00Z has_accepted_license: '1' intvolume: ' 32' jel: - L86 keyword: - Platform - Text mining - Machine learning - Data communications - Interpretive research - Systems design and implementation language: - iso: eng page: 375-396 publication: Electronic Markets publication_identifier: issn: - 1019-6781 - 1422-8890 publication_status: published publisher: Springer Science and Business Media LLC quality_controlled: '1' status: public title: 'Systematizing the lexicon of platforms in information systems: a data-driven study' type: journal_article user_id: '59677' volume: 32 year: '2022' ... --- _id: '34674' abstract: - lang: eng text: '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.' alternative_title: - Increasing Perceived Control and Understanding author: - first_name: Leonie Nora full_name: Sieger, Leonie Nora id: '93402' last_name: Sieger - first_name: Julia full_name: Hermann, Julia last_name: Hermann - first_name: Astrid full_name: Schomäcker, Astrid last_name: Schomäcker - first_name: Stefan full_name: Heindorf, Stefan id: '11871' last_name: Heindorf orcid: 0000-0002-4525-6865 - first_name: Christian full_name: Meske, Christian last_name: Meske - first_name: Celine-Chiara full_name: Hey, Celine-Chiara last_name: Hey - first_name: Ayşegül full_name: Doğangün, Ayşegül last_name: Doğangün citation: ama: 'Sieger LN, Hermann J, Schomäcker A, et al. User Involvement in Training Smart Home Agents. In: International Conference on Human-Agent Interaction. ACM; 2022. doi:10.1145/3527188.3561914' apa: 'Sieger, L. N., Hermann, J., Schomäcker, A., Heindorf, S., Meske, C., Hey, C.-C., & Doğangün, A. (2022). User Involvement in Training Smart Home Agents. International Conference on Human-Agent Interaction. HAI ’22: International Conference on Human-Agent Interaction, Christchurch, New Zealand. https://doi.org/10.1145/3527188.3561914' bibtex: '@inproceedings{Sieger_Hermann_Schomäcker_Heindorf_Meske_Hey_Doğangün_2022, title={User Involvement in Training Smart Home Agents}, DOI={10.1145/3527188.3561914}, booktitle={International Conference on Human-Agent Interaction}, publisher={ACM}, author={Sieger, Leonie Nora and Hermann, Julia and Schomäcker, Astrid and Heindorf, Stefan and Meske, Christian and Hey, Celine-Chiara and Doğangün, Ayşegül}, year={2022} }' chicago: Sieger, Leonie Nora, Julia Hermann, Astrid Schomäcker, Stefan Heindorf, Christian Meske, Celine-Chiara Hey, and Ayşegül Doğangün. “User Involvement in Training Smart Home Agents.” In International Conference on Human-Agent Interaction. ACM, 2022. https://doi.org/10.1145/3527188.3561914. ieee: 'L. N. Sieger et al., “User Involvement in Training Smart Home Agents,” presented at the HAI ’22: International Conference on Human-Agent Interaction, Christchurch, New Zealand, 2022, doi: 10.1145/3527188.3561914.' mla: Sieger, Leonie Nora, et al. “User Involvement in Training Smart Home Agents.” International Conference on Human-Agent Interaction, ACM, 2022, doi:10.1145/3527188.3561914. short: 'L.N. Sieger, J. Hermann, A. Schomäcker, S. Heindorf, C. Meske, C.-C. Hey, A. Doğangün, in: International Conference on Human-Agent Interaction, ACM, 2022.' conference: end_date: 2022-12-08 location: Christchurch, New Zealand name: 'HAI ''22: International Conference on Human-Agent Interaction' start_date: 2022-12-05 date_created: 2022-12-21T09:48:43Z date_updated: 2024-05-30T18:04:45Z ddc: - '000' department: - _id: '574' - _id: '760' doi: 10.1145/3527188.3561914 file: - access_level: closed content_type: application/pdf creator: heindorf date_created: 2024-05-30T18:04:31Z date_updated: 2024-05-30T18:04:31Z file_id: '54524' file_name: User_Involvement_in_Training_Smart_Home_Agents_public.pdf file_size: 1151728 relation: main_file success: 1 file_date_updated: 2024-05-30T18:04:31Z has_accepted_license: '1' keyword: - human-agent interaction - smart homes - supervised learning - participation language: - iso: eng main_file_link: - open_access: '1' url: https://papers.dice-research.org/2022/HAI_SmartHome/User_Involvement_in_Training_Smart_Home_Agents_public.pdf oa: '1' project: - _id: '121' grant_number: '438445824' name: 'TRR 318 - B1: TRR 318 - Subproject B1' publication: International Conference on Human-Agent Interaction publication_status: published publisher: ACM quality_controlled: '1' status: public title: User Involvement in Training Smart Home Agents type: conference user_id: '11871' year: '2022' ... --- _id: '37902' author: - first_name: Nicole full_name: Janicki, Nicole id: '50915' last_name: Janicki citation: ama: 'Janicki N. Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In: Binder M, Wiesmüller C, Finkbeiner T, eds. Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. . ; 2022:266-286.' apa: 'Janicki, N. (2022). Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In M. Binder, C. Wiesmüller, & T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. (pp. 266–286).' bibtex: '@inbook{Janicki_2022, title={Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}, booktitle={Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }, author={Janicki, Nicole}, editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2022}, pages={266–286} }' chicago: 'Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” In Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner, 266–86, 2022.' ieee: 'N. Janicki, “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern,” in Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. 2022, pp. 266–286.' mla: 'Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , edited by Martin Binder et al., 2022, pp. 266–86.' short: 'N. Janicki, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , 2022, pp. 266–286.' conference: end_date: 25.09.2021 location: Mannheim name: 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung start_date: 24.09.2021 date_created: 2023-01-22T14:09:52Z date_updated: 2023-01-25T11:50:51Z department: - _id: '588' editor: - first_name: Martin full_name: Binder, Martin last_name: Binder - first_name: Christian full_name: Wiesmüller, Christian last_name: Wiesmüller - first_name: Timo full_name: Finkbeiner, Timo last_name: Finkbeiner keyword: - technology education - teacher professionalisation - Computational Thinking - digitalization - learning robots language: - iso: ger page: 266-286 publication: 'Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. ' publication_identifier: unknown: - 978-3-947868-03-2 publication_status: published status: public title: Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern type: book_chapter user_id: '50915' year: '2022' ... --- _id: '40046' abstract: - lang: eng text: 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: - first_name: Franz full_name: Schröer, Franz id: '71764' last_name: Schröer - first_name: Claudia full_name: Tenberge, Claudia id: '67302' last_name: Tenberge citation: ama: 'Schröer F, Tenberge C. How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In: Gill D, Tuff J, Kennedy T, Pendergast S, Jamil S, eds. PATT39 - PATT on the Edge Technology, Innovation and Education. PATT Proceedings. ; 2022:49-57.' apa: Schröer, F., & Tenberge, C. (2022). How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In D. Gill, J. Tuff, T. Kennedy, S. Pendergast, & S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education (pp. 49–57). bibtex: '@inproceedings{Schröer_Tenberge_2022, place={St. John’s, Newfoundland and Labrador, Canada}, series={PATT Proceedings}, 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}, booktitle={PATT39 - PATT on the Edge Technology, Innovation and Education}, author={Schröer, Franz and Tenberge, Claudia}, editor={Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}, year={2022}, pages={49–57}, collection={PATT Proceedings} }' chicago: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” In PATT39 - PATT on the Edge Technology, Innovation and Education, edited by David Gill, Jim Tuff, Thomas Kennedy, Shawn Pendergast, and Sana Jamil, 49–57. PATT Proceedings. St. John’s, Newfoundland and Labrador, Canada, 2022. ieee: F. Schröer and C. Tenberge, “How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training,” in PATT39 - PATT on the Edge Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57. mla: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” PATT39 - PATT on the Edge Technology, Innovation and Education, edited by David Gill et al., 2022, pp. 49–57. short: 'F. Schröer, C. Tenberge, in: D. Gill, J. Tuff, T. Kennedy, S. Pendergast, S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.' conference: end_date: 2022-06-24 location: St. John’s, Newfoundland and Labrador, Canada name: PATT39 - PATT on the Edge Technology, Innovation and Education start_date: 2022-06-21 date_created: 2023-01-25T15:13:45Z date_updated: 2023-01-25T15:13:57Z department: - _id: '588' editor: - first_name: David full_name: Gill, David last_name: Gill - first_name: Jim full_name: Tuff, Jim last_name: Tuff - first_name: Thomas full_name: Kennedy, Thomas last_name: Kennedy - first_name: Shawn full_name: Pendergast, Shawn last_name: Pendergast - first_name: Sana full_name: Jamil, Sana last_name: Jamil keyword: - Inclusion - basic needs - pre-service teacher training - interest - self-efficacy language: - iso: eng main_file_link: - url: https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf page: 49-57 place: St. John’s, Newfoundland and Labrador, Canada publication: PATT39 - PATT on the Edge Technology, Innovation and Education publication_identifier: unknown: - https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf publication_status: published quality_controlled: '1' series_title: PATT Proceedings status: public 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 type: conference user_id: '71764' year: '2022' ... --- _id: '36083' author: - first_name: Ioanna full_name: Constantiou, Ioanna last_name: Constantiou - first_name: Alivelu full_name: Mukkamala, Alivelu last_name: Mukkamala - first_name: Mimmi full_name: Sjöklint, Mimmi last_name: Sjöklint - first_name: Matthias full_name: Trier, Matthias id: '72744' last_name: Trier citation: ama: 'Constantiou I, Mukkamala A, Sjöklint M, Trier M. Engaging with self-tracking applications: how do users respond to their performance data? European Journal of Information Systems. Published online 2022:1-21. doi:10.1080/0960085x.2022.2081096' apa: 'Constantiou, I., Mukkamala, A., Sjöklint, M., & Trier, M. (2022). Engaging with self-tracking applications: how do users respond to their performance data? European Journal of Information Systems, 1–21. https://doi.org/10.1080/0960085x.2022.2081096' bibtex: '@article{Constantiou_Mukkamala_Sjöklint_Trier_2022, title={Engaging with self-tracking applications: how do users respond to their performance data?}, DOI={10.1080/0960085x.2022.2081096}, journal={European Journal of Information Systems}, publisher={Informa UK Limited}, author={Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}, year={2022}, pages={1–21} }' chicago: 'Constantiou, Ioanna, Alivelu Mukkamala, Mimmi Sjöklint, and Matthias Trier. “Engaging with Self-Tracking Applications: How Do Users Respond to Their Performance Data?” European Journal of Information Systems, 2022, 1–21. https://doi.org/10.1080/0960085x.2022.2081096.' ieee: 'I. Constantiou, A. Mukkamala, M. Sjöklint, and M. Trier, “Engaging with self-tracking applications: how do users respond to their performance data?,” European Journal of Information Systems, pp. 1–21, 2022, doi: 10.1080/0960085x.2022.2081096.' mla: 'Constantiou, Ioanna, et al. “Engaging with Self-Tracking Applications: How Do Users Respond to Their Performance Data?” European Journal of Information Systems, Informa UK Limited, 2022, pp. 1–21, doi:10.1080/0960085x.2022.2081096.' short: I. Constantiou, A. Mukkamala, M. Sjöklint, M. Trier, European Journal of Information Systems (2022) 1–21. date_created: 2023-01-11T12:13:54Z date_updated: 2023-01-29T23:05:59Z department: - _id: '195' doi: 10.1080/0960085x.2022.2081096 keyword: - Library and Information Sciences - Information Systems - Self-Tracking - User Behaviour - Discontinuance language: - iso: eng page: 1-21 publication: European Journal of Information Systems publication_identifier: issn: - 0960-085X - 1476-9344 publication_status: published publisher: Informa UK Limited status: public title: 'Engaging with self-tracking applications: how do users respond to their performance data?' type: journal_article user_id: '14931' year: '2022' ... --- _id: '31066' abstract: - lang: eng text: '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: - first_name: Oliver full_name: Schön, Oliver last_name: Schön - first_name: Ricarda-Samantha full_name: Götte, Ricarda-Samantha id: '43992' last_name: Götte - first_name: Julia full_name: Timmermann, Julia id: '15402' last_name: Timmermann citation: ama: 'Schön O, Götte R-S, Timmermann J. Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems. In: 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022). Vol 55. ; 2022:19-24. doi:https://doi.org/10.1016/j.ifacol.2022.07.282' apa: Schön, O., Götte, R.-S., & Timmermann, J. (2022). Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems. 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022), 55(12), 19–24. https://doi.org/10.1016/j.ifacol.2022.07.282 bibtex: '@inproceedings{Schön_Götte_Timmermann_2022, title={Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems}, volume={55}, DOI={https://doi.org/10.1016/j.ifacol.2022.07.282}, number={12}, booktitle={14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022)}, author={Schön, Oliver and Götte, Ricarda-Samantha and Timmermann, Julia}, year={2022}, pages={19–24} }' chicago: Schön, Oliver, Ricarda-Samantha Götte, and Julia Timmermann. “Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems.” In 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022), 55:19–24, 2022. https://doi.org/10.1016/j.ifacol.2022.07.282. ieee: 'O. Schön, R.-S. Götte, and J. Timmermann, “Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems,” in 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022), Casablanca, Morocco, 2022, vol. 55, no. 12, pp. 19–24, doi: https://doi.org/10.1016/j.ifacol.2022.07.282.' mla: Schön, Oliver, et al. “Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems.” 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022), vol. 55, no. 12, 2022, pp. 19–24, doi:https://doi.org/10.1016/j.ifacol.2022.07.282. short: 'O. Schön, R.-S. Götte, J. Timmermann, in: 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022), 2022, pp. 19–24.' conference: end_date: 2022-07-01 location: Casablanca, Morocco name: 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022) start_date: 2022-06-29 date_created: 2022-05-05T06:22:55Z date_updated: 2024-11-13T08:43:16Z department: - _id: '153' - _id: '880' doi: https://doi.org/10.1016/j.ifacol.2022.07.282 intvolume: ' 55' issue: '12' keyword: - neural networks - physics-guided - data-driven - multi-objective optimization - system identification - machine learning - dynamical systems language: - iso: eng page: 19-24 publication: 14th IFAC Workshop on Adaptive and Learning Control Systems (ALCOS 2022) quality_controlled: '1' status: public title: Multi-Objective Physics-Guided Recurrent Neural Networks for Identifying Non-Autonomous Dynamical Systems type: conference user_id: '43992' volume: 55 year: '2022' ... --- _id: '34614' abstract: - lang: ger text: "Mit steigenden Optimierungsanforderungen an das Individuum wächst auch das indivi-\r\nduelle Bedürfnis nach Kontrolle. Dieses kann u. a. durch self tracking-Technologien erfüllt werden.\r\nAnhand von drei Fallbeispielen – der Personenwaage, dem Wearable und dem habit tracker – zeigt\r\ndieser Aufsatz, wie sich medienbasierte Selbsttechnologien im historischen Verlauf intensiviert und\r\nstärker in den Alltag integriert haben. Ein besonderer Fokus liegt dabei auf der Ambivalenz dieser\r\nMedien: Ermöglichen sie auf der einen Seite zwar eine Selbstkontrolle und stellen so potenziell sta-\r\nbilisierende Ressourcen für das Individuum dar, schaffen sie auf der anderen Seite auch neue\r\nAnforderungen, die es zu erfüllen gilt." article_type: original author: - first_name: Franziska Margarete full_name: Schloots, Franziska Margarete id: '33185' last_name: Schloots orcid: 0009-0008-9673-2615 citation: ama: Schloots FM. ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker. ffk Journal. 2022;6(7):74-91. doi:10.25969/MEDIAREP/18238 apa: Schloots, F. M. (2022). ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker. ffk Journal, 6(7), 74–91. https://doi.org/10.25969/MEDIAREP/18238 bibtex: '@article{Schloots_2022, title={‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker}, volume={6}, DOI={10.25969/MEDIAREP/18238}, number={7}, journal={ffk Journal}, author={Schloots, Franziska Margarete}, year={2022}, pages={74–91} }' chicago: 'Schloots, Franziska Margarete. “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker.” ffk Journal 6, no. 7 (2022): 74–91. https://doi.org/10.25969/MEDIAREP/18238.' ieee: 'F. M. Schloots, “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker,” ffk Journal, vol. 6, no. 7, pp. 74–91, 2022, doi: 10.25969/MEDIAREP/18238.' mla: Schloots, Franziska Margarete. “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker.” ffk Journal, vol. 6, no. 7, 2022, pp. 74–91, doi:10.25969/MEDIAREP/18238. short: F.M. Schloots, ffk Journal 6 (2022) 74–91. date_created: 2022-12-20T14:20:56Z date_updated: 2024-11-22T10:09:55Z ddc: - '040' department: - _id: '574' doi: 10.25969/MEDIAREP/18238 file: - access_level: closed content_type: application/pdf creator: fms date_created: 2022-12-20T14:23:57Z date_updated: 2022-12-20T14:23:57Z file_id: '34616' file_name: ffk_journal_07_74-91_Schloots_Selbstkontrolle_.pdf file_size: 530069 relation: main_file success: 1 file_date_updated: 2022-12-20T14:23:57Z has_accepted_license: '1' intvolume: ' 6' issue: '7' keyword: - self-tracking - Selbsttechnologien - Wearable - Bullet Journal - Personenwaage - Selbstvermessung language: - iso: ger page: 74-91 publication: ffk Journal publication_status: published status: public title: ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker type: journal_article user_id: '33185' volume: 6 year: '2022' ... --- _id: '32509' abstract: - lang: eng text: " 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\r\nwhich 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: - first_name: Umair full_name: Qudus, Umair id: '83392' last_name: Qudus orcid: 0000-0001-6714-8729 - first_name: Michael full_name: Röder, Michael id: '67199' last_name: Röder orcid: https://orcid.org/0000-0002-8609-8277 - first_name: Muhammad full_name: Saleem, Muhammad last_name: Saleem - first_name: Axel-Cyrille full_name: Ngonga Ngomo, Axel-Cyrille id: '65716' last_name: Ngonga Ngomo citation: ama: 'Qudus U, Röder M, Saleem M, Ngonga Ngomo A-C. HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs. In: Sattler U, Hogan A, Keet M, Presutti V, eds. The Semantic Web -- ISWC 2022. Springer International Publishing; :462--480. doi:10.1007/978-3-031-19433-7_27' apa: 'Qudus, U., Röder, M., Saleem, M., & Ngonga Ngomo, A.-C. (n.d.). HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs. In U. Sattler, A. Hogan, M. Keet, & V. Presutti (Eds.), The Semantic Web -- ISWC 2022 (pp. 462--480). Springer International Publishing. https://doi.org/10.1007/978-3-031-19433-7_27' bibtex: '@inproceedings{Qudus_Röder_Saleem_Ngonga Ngomo, place={Cham}, title={HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs}, DOI={10.1007/978-3-031-19433-7_27}, booktitle={The Semantic Web -- ISWC 2022}, publisher={Springer International Publishing}, author={Qudus, Umair and Röder, Michael and Saleem, Muhammad and Ngonga Ngomo, Axel-Cyrille}, editor={Sattler, Ulrike and Hogan, Aidan and Keet, Maria and Presutti, Valentina}, pages={462--480} }' chicago: 'Qudus, Umair, Michael Röder, Muhammad Saleem, and Axel-Cyrille Ngonga Ngomo. “HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs.” In The Semantic Web -- ISWC 2022, edited by Ulrike Sattler, Aidan Hogan, Maria Keet, and Valentina Presutti, 462--480. Cham: Springer International Publishing, n.d. https://doi.org/10.1007/978-3-031-19433-7_27.' ieee: 'U. Qudus, M. Röder, M. Saleem, and A.-C. Ngonga Ngomo, “HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs,” in The Semantic Web -- ISWC 2022, Hanghzou, China, pp. 462--480, doi: 10.1007/978-3-031-19433-7_27.' mla: 'Qudus, Umair, et al. “HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs.” The Semantic Web -- ISWC 2022, edited by Ulrike Sattler et al., Springer International Publishing, pp. 462--480, doi:10.1007/978-3-031-19433-7_27.' short: 'U. Qudus, M. Röder, M. Saleem, A.-C. Ngonga Ngomo, in: U. Sattler, A. Hogan, M. Keet, V. Presutti (Eds.), The Semantic Web -- ISWC 2022, Springer International Publishing, Cham, n.d., pp. 462--480.' conference: end_date: 2022-10-27 location: Hanghzou, China name: International Semantic Web Conference (ISWC) start_date: 2022-10-23 date_created: 2022-08-02T11:56:03Z date_updated: 2025-09-11T09:37:16Z ddc: - '000' department: - _id: '34' doi: 10.1007/978-3-031-19433-7_27 editor: - first_name: Ulrike full_name: Sattler, Ulrike last_name: Sattler - first_name: Aidan full_name: Hogan, Aidan last_name: Hogan - first_name: Maria full_name: Keet, Maria last_name: Keet - first_name: Valentina full_name: Presutti, Valentina last_name: Presutti file: - access_level: closed content_type: application/pdf creator: uqudus date_created: 2022-12-22T15:45:29Z date_updated: 2022-12-22T15:45:29Z file_id: '34853' file_name: hybrid_fact_check_iswc2022.pdf file_size: 296218 relation: main_file success: 1 file_date_updated: 2022-12-22T15:45:29Z has_accepted_license: '1' keyword: - fact checking · ensemble learning · knowledge graph veracit language: - iso: eng page: 462--480 place: Cham popular_science: '1' project: - _id: '410' name: 'KnowGraphs: KnowGraphs: Knowledge Graphs at Scale' publication: The Semantic Web -- ISWC 2022 publication_identifier: isbn: - 978-3-031-19433-7 publication_status: accepted publisher: Springer International Publishing quality_controlled: '1' status: public title: 'HybridFC: A Hybrid Fact-Checking Approach for Knowledge Graphs' type: conference user_id: '83392' year: '2022' ...