--- _id: '56578' abstract: - lang: eng text: "Approaches to modeling and evaluating teachers’ digital competencies are often based on the TPACK model. However, in-depth analyses of the conceptualization of the model show that the specificities of the so-called dual subject matter of vocational education are not sufficiently represented. This article provides insights into the development and testing of an instrument for teachers’ self-assessment of digital competencies in vocational education.The instrument is based on the structure of TPACK but is adapted in various ways to reflect the specificities of vocational education. The aim of this article is to transfer a conceptual extension oft he TPACK model into an initial instrument\r\nand to analyze it as part of an initial exploration.\r\n" article_type: original author: - first_name: Niklas full_name: Sänger, Niklas id: '49812' last_name: Sänger orcid: https://orcid.org/0009-0007-2292-9063 citation: ama: Sänger N. Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training. International Journal of Vocational Education Studies. 2024;1(2):35-55. doi:https://doi.org/10.14361/ijves-2024-010203 apa: Sänger, N. (2024). Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training. International Journal of Vocational Education Studies, 1(2), 35–55. https://doi.org/10.14361/ijves-2024-010203 bibtex: '@article{Sänger_2024, title={Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training}, volume={1}, DOI={https://doi.org/10.14361/ijves-2024-010203}, number={2}, journal={International Journal of Vocational Education Studies}, author={Sänger, Niklas}, year={2024}, pages={35–55} }' chicago: 'Sänger, Niklas. “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training.” International Journal of Vocational Education Studies 1, no. 2 (2024): 35–55. https://doi.org/10.14361/ijves-2024-010203.' ieee: 'N. Sänger, “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training,” International Journal of Vocational Education Studies, vol. 1, no. 2, pp. 35–55, 2024, doi: https://doi.org/10.14361/ijves-2024-010203.' mla: Sänger, Niklas. “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training.” International Journal of Vocational Education Studies, vol. 1, no. 2, 2024, pp. 35–55, doi:https://doi.org/10.14361/ijves-2024-010203. short: N. Sänger, International Journal of Vocational Education Studies 1 (2024) 35–55. date_created: 2024-10-10T14:07:19Z date_updated: 2024-10-10T14:07:29Z department: - _id: '208' - _id: '282' doi: https://doi.org/10.14361/ijves-2024-010203 intvolume: ' 1' issue: '2' keyword: - Digital Competencies - Dual Subject Matter - Evaluation - TPACK - Vocational Teacher Training language: - iso: eng page: 35-55 publication: International Journal of Vocational Education Studies publication_status: published quality_controlled: '1' status: public title: Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training type: journal_article user_id: '49812' volume: 1 year: '2024' ... --- _id: '62078' abstract: - lang: eng text: 'Fiber reinforced plastics (FRP) exhibit strongly non-linear deformation behavior. To capture this in simulations, intricate models with a variety of parameters are typically used. The identification of values for such parameters is highly challenging and requires in depth understanding of the model itself. Machine learning (ML) is a promising approach for alleviating this challenge by directly predicting parameters based on experimental results. So far, this works mostly for purely artificial data. In this work, two approaches to generalize to experimental data are investigated: a sequential approach, leveraging understanding of the constitutive model and a direct, purely data driven approach. This is exemplary carried out for a highly non-linear strain rate dependent constitutive model for the shear behavior of FRP.The sequential model is found to work better on both artificial and experimental data. It is capable of extracting well suited parameters from the artificial data under realistic conditions. For the experimental data, the model performance depends on the composition of the experimental curves, varying between excellently suiting and reasonable predictions. Taking the expert knowledge into account for ML-model training led to far better results than the purely data driven approach. Robustifying the model predictions on experimental data promises further improvement. ' author: - first_name: Johannes full_name: Gerritzen, Johannes id: '105344' last_name: Gerritzen orcid: 0000-0002-0169-8602 - first_name: Andreas full_name: Hornig, Andreas last_name: Hornig - first_name: Peter full_name: Winkler, Peter last_name: Winkler - first_name: Maik full_name: Gude, Maik last_name: Gude citation: ama: 'Gerritzen J, Hornig A, Winkler P, Gude M. Direct parameter identification for highly nonlinear strain rate dependent constitutive models using machine learning. In: ECCM21 - Proceedings of the 21st European Conference on Composite Materials. Vol 3. European Society for Composite Materials (ESCM); 2024:1252–1259. doi:10.60691/yj56-np80' apa: Gerritzen, J., Hornig, A., Winkler, P., & Gude, M. (2024). Direct parameter identification for highly nonlinear strain rate dependent constitutive models using machine learning. ECCM21 - Proceedings of the 21st European Conference on Composite Materials, 3, 1252–1259. https://doi.org/10.60691/yj56-np80 bibtex: '@inproceedings{Gerritzen_Hornig_Winkler_Gude_2024, title={Direct parameter identification for highly nonlinear strain rate dependent constitutive models using machine learning}, volume={3}, DOI={10.60691/yj56-np80}, booktitle={ECCM21 - Proceedings of the 21st European Conference on Composite Materials}, publisher={European Society for Composite Materials (ESCM)}, author={Gerritzen, Johannes and Hornig, Andreas and Winkler, Peter and Gude, Maik}, year={2024}, pages={1252–1259} }' chicago: Gerritzen, Johannes, Andreas Hornig, Peter Winkler, and Maik Gude. “Direct Parameter Identification for Highly Nonlinear Strain Rate Dependent Constitutive Models Using Machine Learning.” In ECCM21 - Proceedings of the 21st European Conference on Composite Materials, 3:1252–1259. European Society for Composite Materials (ESCM), 2024. https://doi.org/10.60691/yj56-np80. ieee: 'J. Gerritzen, A. Hornig, P. Winkler, and M. Gude, “Direct parameter identification for highly nonlinear strain rate dependent constitutive models using machine learning,” in ECCM21 - Proceedings of the 21st European Conference on Composite Materials, 2024, vol. 3, pp. 1252–1259, doi: 10.60691/yj56-np80.' mla: Gerritzen, Johannes, et al. “Direct Parameter Identification for Highly Nonlinear Strain Rate Dependent Constitutive Models Using Machine Learning.” ECCM21 - Proceedings of the 21st European Conference on Composite Materials, vol. 3, European Society for Composite Materials (ESCM), 2024, pp. 1252–1259, doi:10.60691/yj56-np80. short: 'J. Gerritzen, A. Hornig, P. Winkler, M. Gude, in: ECCM21 - Proceedings of the 21st European Conference on Composite Materials, European Society for Composite Materials (ESCM), 2024, pp. 1252–1259.' date_created: 2025-11-04T12:47:06Z date_updated: 2026-02-27T06:46:21Z doi: 10.60691/yj56-np80 intvolume: ' 3' keyword: - Direct parameter identification - Machine learning - Convolutional neural networks - Strain rate dependency - Fiber reinforced plastics - woven composites - segmentation - synthetic training data - x-ray computed tomography language: - iso: eng page: 1252–1259 project: - _id: '130' name: 'TRR 285: Methodenentwicklung zur mechanischen Fügbarkeit in wandlungsfähigen Prozessketten' - _id: '137' name: TRR 285 - Subproject A03 - _id: '131' name: TRR 285 - Project Area A publication: ECCM21 - Proceedings of the 21st European Conference on Composite Materials publication_identifier: isbn: - 978-2-912985-01-9 publisher: European Society for Composite Materials (ESCM) status: public title: Direct parameter identification for highly nonlinear strain rate dependent constitutive models using machine learning type: conference user_id: '105344' volume: 3 year: '2024' ... --- _id: '51270' abstract: - lang: eng text: This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts. alternative_title: - Methods of cultural mediation in the practical training of fute teachers of German as a Foreign Language article_type: original author: - first_name: Alexandra full_name: Treder, Alexandra id: '95412' last_name: Treder orcid: 0009-0003-9045-5964 citation: ama: Treder A. Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. Revista Lengua y Cultura. 2024;5(10):56–68. doi:https://doi.org/10.29057/lc.v5i10.12379 apa: Treder, A. (2024). Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. Revista Lengua y Cultura, 5(10), 56–68. https://doi.org/10.29057/lc.v5i10.12379 bibtex: '@article{Treder_2024, title={Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}, volume={5}, DOI={https://doi.org/10.29057/lc.v5i10.12379}, number={10}, journal={Revista Lengua y Cultura}, publisher={Universidad Autónoma del Estado de Hidalgo, Mexico}, author={Treder, Alexandra}, year={2024}, pages={56–68} }' chicago: 'Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” Revista Lengua y Cultura 5, no. 10 (2024): 56–68. https://doi.org/10.29057/lc.v5i10.12379.' ieee: 'A. Treder, “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera,” Revista Lengua y Cultura, vol. 5, no. 10, pp. 56–68, 2024, doi: https://doi.org/10.29057/lc.v5i10.12379.' mla: Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” Revista Lengua y Cultura, vol. 5, no. 10, Universidad Autónoma del Estado de Hidalgo, Mexico, 2024, pp. 56–68, doi:https://doi.org/10.29057/lc.v5i10.12379. short: A. Treder, Revista Lengua y Cultura 5 (2024) 56–68. date_created: 2024-02-08T08:12:25Z date_updated: 2025-02-07T13:44:53Z department: - _id: '937' doi: https://doi.org/10.29057/lc.v5i10.12379 intvolume: ' 5' issue: '10' keyword: - cultural mediation - teacher training - foreign language teaching - teaching methods - teaching practice language: - iso: spa main_file_link: - open_access: '1' url: https://repository.uaeh.edu.mx/revistas/index.php/lc/article/view/12379/11161 oa: '1' page: 56–68 publication: Revista Lengua y Cultura publication_status: published publisher: Universidad Autónoma del Estado de Hidalgo, Mexico quality_controlled: '1' status: public title: Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera type: journal_article user_id: '95412' volume: 5 year: '2024' ... --- _id: '58224' author: - first_name: Philip full_name: Kenneweg, Philip last_name: Kenneweg - first_name: Tristan full_name: Kenneweg, Tristan last_name: Kenneweg - first_name: Fabian full_name: Fumagalli, Fabian last_name: Fumagalli - first_name: Barbara full_name: Hammer, Barbara last_name: Hammer citation: ama: 'Kenneweg P, Kenneweg T, Fumagalli F, Hammer B. No learning rates needed: Introducing SALSA - Stable Armijo Line Search Adaptation. In: 2024 International Joint Conference on Neural Networks (IJCNN). ; 2024:1-8. doi:10.1109/IJCNN60899.2024.10650124' apa: 'Kenneweg, P., Kenneweg, T., Fumagalli, F., & Hammer, B. (2024). No learning rates needed: Introducing SALSA - Stable Armijo Line Search Adaptation. 2024 International Joint Conference on Neural Networks (IJCNN), 1–8. https://doi.org/10.1109/IJCNN60899.2024.10650124' bibtex: '@inproceedings{Kenneweg_Kenneweg_Fumagalli_Hammer_2024, title={No learning rates needed: Introducing SALSA - Stable Armijo Line Search Adaptation}, DOI={10.1109/IJCNN60899.2024.10650124}, booktitle={2024 International Joint Conference on Neural Networks (IJCNN)}, author={Kenneweg, Philip and Kenneweg, Tristan and Fumagalli, Fabian and Hammer, Barbara}, year={2024}, pages={1–8} }' chicago: 'Kenneweg, Philip, Tristan Kenneweg, Fabian Fumagalli, and Barbara Hammer. “No Learning Rates Needed: Introducing SALSA - Stable Armijo Line Search Adaptation.” In 2024 International Joint Conference on Neural Networks (IJCNN), 1–8, 2024. https://doi.org/10.1109/IJCNN60899.2024.10650124.' ieee: 'P. Kenneweg, T. Kenneweg, F. Fumagalli, and B. Hammer, “No learning rates needed: Introducing SALSA - Stable Armijo Line Search Adaptation,” in 2024 International Joint Conference on Neural Networks (IJCNN), 2024, pp. 1–8, doi: 10.1109/IJCNN60899.2024.10650124.' mla: 'Kenneweg, Philip, et al. “No Learning Rates Needed: Introducing SALSA - Stable Armijo Line Search Adaptation.” 2024 International Joint Conference on Neural Networks (IJCNN), 2024, pp. 1–8, doi:10.1109/IJCNN60899.2024.10650124.' short: 'P. Kenneweg, T. Kenneweg, F. Fumagalli, B. Hammer, in: 2024 International Joint Conference on Neural Networks (IJCNN), 2024, pp. 1–8.' date_created: 2025-01-16T16:21:28Z date_updated: 2025-09-11T15:37:42Z department: - _id: '660' doi: 10.1109/IJCNN60899.2024.10650124 keyword: - Training - Schedules - Codes - Search methods - Source coding - Computer architecture - Transformers language: - iso: eng page: 1-8 project: - _id: '109' name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren' - _id: '117' name: 'TRR 318 - C: TRR 318 - Project Area C' - _id: '126' name: 'TRR 318 - C3: TRR 318 - Subproject C3' publication: 2024 International Joint Conference on Neural Networks (IJCNN) status: public title: 'No learning rates needed: Introducing SALSA - Stable Armijo Line Search Adaptation' type: conference user_id: '93420' year: '2024' ... --- _id: '35602' abstract: - lang: eng text: "Continuous Speech Separation (CSS) has been proposed to address speech overlaps during the analysis of realistic meeting-like conversations by eliminating any overlaps before further processing.\r\nCSS separates a recording of arbitrarily many speakers into a small number of overlap-free output channels, where each output channel may contain speech of multiple speakers.\r\nThis is often done by applying a conventional separation model trained with Utterance-level Permutation Invariant Training (uPIT), which exclusively maps a speaker to an output channel, in sliding window approach called stitching.\r\nRecently, we introduced an alternative training scheme called Graph-PIT that teaches the separation network to directly produce output streams in the required format without stitching.\r\nIt can handle an arbitrary number of speakers as long as never more of them overlap at the same time than the separator has output channels.\r\nIn this contribution, we further investigate the Graph-PIT training scheme.\r\nWe show in extended experiments that models trained with Graph-PIT also work in challenging reverberant conditions.\r\nModels trained in this way are able to perform segment-less CSS, i.e., without stitching, and achieve comparable and often better separation quality than the conventional CSS with uPIT and stitching.\r\nWe simplify the training schedule for Graph-PIT with the recently proposed Source Aggregated Signal-to-Distortion Ratio (SA-SDR) loss.\r\nIt eliminates unfavorable properties of the previously used A-SDR loss and thus enables training with Graph-PIT from scratch.\r\nGraph-PIT training relaxes the constraints w.r.t. the allowed numbers of speakers and speaking patterns which allows using a larger variety of training data.\r\nFurthermore, we introduce novel signal-level evaluation metrics for meeting scenarios, namely the source-aggregated scale- and convolution-invariant Signal-to-Distortion Ratio (SA-SI-SDR and SA-CI-SDR), which are generalizations of the commonly used SDR-based metrics for the CSS case." article_type: original author: - first_name: Thilo full_name: von Neumann, Thilo id: '49870' last_name: von Neumann orcid: https://orcid.org/0000-0002-7717-8670 - first_name: Keisuke full_name: Kinoshita, Keisuke last_name: Kinoshita - first_name: Christoph full_name: Boeddeker, Christoph id: '40767' last_name: Boeddeker - first_name: Marc full_name: Delcroix, Marc last_name: Delcroix - first_name: Reinhold full_name: Haeb-Umbach, Reinhold id: '242' last_name: Haeb-Umbach citation: ama: 'von Neumann T, Kinoshita K, Boeddeker C, Delcroix M, Haeb-Umbach R. Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria. IEEE/ACM Transactions on Audio, Speech, and Language Processing. 2023;31:576-589. doi:10.1109/taslp.2022.3228629' apa: 'von Neumann, T., Kinoshita, K., Boeddeker, C., Delcroix, M., & Haeb-Umbach, R. (2023). Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria. IEEE/ACM Transactions on Audio, Speech, and Language Processing, 31, 576–589. https://doi.org/10.1109/taslp.2022.3228629' bibtex: '@article{von Neumann_Kinoshita_Boeddeker_Delcroix_Haeb-Umbach_2023, title={Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria}, volume={31}, DOI={10.1109/taslp.2022.3228629}, journal={IEEE/ACM Transactions on Audio, Speech, and Language Processing}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={von Neumann, Thilo and Kinoshita, Keisuke and Boeddeker, Christoph and Delcroix, Marc and Haeb-Umbach, Reinhold}, year={2023}, pages={576–589} }' chicago: 'Neumann, Thilo von, Keisuke Kinoshita, Christoph Boeddeker, Marc Delcroix, and Reinhold Haeb-Umbach. “Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria.” IEEE/ACM Transactions on Audio, Speech, and Language Processing 31 (2023): 576–89. https://doi.org/10.1109/taslp.2022.3228629.' ieee: 'T. von Neumann, K. Kinoshita, C. Boeddeker, M. Delcroix, and R. Haeb-Umbach, “Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria,” IEEE/ACM Transactions on Audio, Speech, and Language Processing, vol. 31, pp. 576–589, 2023, doi: 10.1109/taslp.2022.3228629.' mla: 'von Neumann, Thilo, et al. “Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria.” IEEE/ACM Transactions on Audio, Speech, and Language Processing, vol. 31, Institute of Electrical and Electronics Engineers (IEEE), 2023, pp. 576–89, doi:10.1109/taslp.2022.3228629.' short: T. von Neumann, K. Kinoshita, C. Boeddeker, M. Delcroix, R. Haeb-Umbach, IEEE/ACM Transactions on Audio, Speech, and Language Processing 31 (2023) 576–589. date_created: 2023-01-09T17:24:17Z date_updated: 2023-11-15T12:16:11Z ddc: - '000' department: - _id: '54' doi: 10.1109/taslp.2022.3228629 file: - access_level: open_access content_type: application/pdf creator: haebumb date_created: 2023-01-09T17:46:05Z date_updated: 2023-01-11T08:50:19Z file_id: '35607' file_name: main.pdf file_size: 7185077 relation: main_file file_date_updated: 2023-01-11T08:50:19Z has_accepted_license: '1' intvolume: ' 31' keyword: - Continuous Speech Separation - Source Separation - Graph-PIT - Dynamic Programming - Permutation Invariant Training language: - iso: eng oa: '1' page: 576-589 project: - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' publication: IEEE/ACM Transactions on Audio, Speech, and Language Processing publication_identifier: issn: - 2329-9290 - 2329-9304 publication_status: published publisher: Institute of Electrical and Electronics Engineers (IEEE) quality_controlled: '1' status: public title: 'Segment-Less Continuous Speech Separation of Meetings: Training and Evaluation Criteria' type: journal_article user_id: '49870' volume: 31 year: '2023' ... --- _id: '52816' abstract: - lang: eng text: "Manufacturing companies face the challenge of reaching required quality standards. Using\r\noptical sensors and deep learning might help. However, training deep learning algorithms\r\nrequire large amounts of visual training data. Using domain randomization to generate synthetic\r\nimage data can alleviate this bottleneck. This paper presents the application of synthetic\r\nimage training data for optical quality inspections using visual sensor technology. The results\r\nshow synthetically generated training data are appropriate for visual quality inspections." author: - first_name: Iris full_name: Gräßler, Iris id: '47565' last_name: Gräßler orcid: 0000-0001-5765-971X - first_name: Michael full_name: Hieb, Michael id: '72252' last_name: Hieb citation: ama: 'Gräßler I, Hieb M. Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing. In: Lectures. AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany; 2023:253-524. doi:10.5162/smsi2023/d7.4' apa: Gräßler, I., & Hieb, M. (2023). Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing. Lectures, 253–524. https://doi.org/10.5162/smsi2023/d7.4 bibtex: '@inproceedings{Gräßler_Hieb_2023, title={Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing}, DOI={10.5162/smsi2023/d7.4}, booktitle={Lectures}, publisher={AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany}, author={Gräßler, Iris and Hieb, Michael}, year={2023}, pages={253–524} }' chicago: Gräßler, Iris, and Michael Hieb. “Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing.” In Lectures, 253–524. AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany, 2023. https://doi.org/10.5162/smsi2023/d7.4. ieee: 'I. Gräßler and M. Hieb, “Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing,” in Lectures, Nuremberg, 2023, pp. 253–524, doi: 10.5162/smsi2023/d7.4.' mla: Gräßler, Iris, and Michael Hieb. “Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing.” Lectures, AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany, 2023, pp. 253–524, doi:10.5162/smsi2023/d7.4. short: 'I. Gräßler, M. Hieb, in: Lectures, AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany, 2023, pp. 253–524.' conference: end_date: 2023-05-11 location: Nuremberg name: SMSI 2023. Sensor and Measurement Science International start_date: 2023-05-08 date_created: 2024-03-25T10:16:24Z date_updated: 2024-03-25T11:05:53Z department: - _id: '152' doi: 10.5162/smsi2023/d7.4 keyword: - synthetic training data - machine vision quality gates - deep learning - automated inspection and quality control - production control language: - iso: eng page: 253-524 publication: Lectures publication_status: published publisher: AMA Service GmbH, Von-Münchhausen-Str. 49, 31515 Wunstorf, Germany quality_controlled: '1' status: public title: Creating Synthetic Training Datasets for Inspection in Machine Vision Quality Gates in Manufacturing type: conference user_id: '5905' year: '2023' ... --- _id: '30913' abstract: - lang: eng text: "Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. " article_type: original author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 citation: ama: Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training. 2022;9(1):92-119. doi:https://doi.org/10.13152/IJRVET.9.1.5 apa: Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training, 9(1), 92–119. https://doi.org/10.13152/IJRVET.9.1.5 bibtex: '@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={https://doi.org/10.13152/IJRVET.9.1.5}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }' chicago: 'Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training 9, no. 1 (2022): 92–119. https://doi.org/10.13152/IJRVET.9.1.5.' ieee: 'M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, pp. 92–119, 2022, doi: https://doi.org/10.13152/IJRVET.9.1.5.' mla: Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, 2022, pp. 92–119, doi:https://doi.org/10.13152/IJRVET.9.1.5. short: M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119. date_created: 2022-04-19T09:01:26Z date_updated: 2022-04-19T09:01:49Z department: - _id: '452' doi: https://doi.org/10.13152/IJRVET.9.1.5 intvolume: ' 9' issue: '1' keyword: - Immigration - Educational Policy - Employability - Mixed Methods - VET - Vocational Education and Training - Transitions From Education and Training to Employment language: - iso: eng page: 92-119 publication: International Journal for Research in Vocational Education and Training status: public title: Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes type: journal_article user_id: '50788' volume: 9 year: '2022' ... --- _id: '35324' abstract: - lang: ger text: Die Ausbildung von Lehrkräften teilt sich in Studium und Vorbereitungsdienst. Während im Studium Wissen grundgelegt wird, dient der Vorbereitungsdienst, der überwiegend in der Schule stattfindet, dem Erwerb praktischer Kompetenzen, was den Rückbezug auf theoretisch fundierte Kenntnisse und den Aufbau erfahrungsbasierten Wissens umfasst. Die Maßnahmen zur Eindämmung der Corona-Pandemie verändern nicht nur den Schulalltag, sondern haben auch Einfluss auf die Kompetenzentwicklung angehender Lehrkräfte im Vorbereitungsdienst, die ihre Berufsausbildung unter veränderten Rahmenbedingungen durchführen müssen. Die aktuellen Rahmenbedingungen können u. a. aufgrund fehlender bzw. eingeschränkter Praxiserfahrungen eine reguläre Ausbildung erschweren, was zu einem erhöhten Belastungsempfinden der angehenden Lehrkräfte beitragen kann. In diesem Beitrag wird Bezug genommen auf Daten einer explorativen Interviewstudie mit Lehramtsanwärterinnen und -anwärtern aus Nordrhein-Westfalen (N = 19), die während der Pandemie im Jahr 2020 ihren Vorbereitungsdienst absolviert haben. Es wird dabei den Fragen nachgegangen, welche Belastungsfaktoren im Zusammenhang mit der Corona-Pandemie während des Vorbereitungsdienstes auftreten können und inwieweit sich angehende Lehrkräfte während ihres Vorbereitungsdienstes vor dem Hintergrund der aktuellen Rahmenbedingungen infolge der Corona-Pandemie als belastet erleben. - lang: eng text: Teacher education is divided into studies and preparatory service. While knowledge is acquired during studies, the preparatory service, which takes place predominantly in schools, serves to acquire practical competencies, which include reference to theoretical knowledge and the development of experience-based knowledge. The measures to contain the corona pandemic not only change everyday school life but also have an impact on the competence development of prospective teachers in preparatory service, who have to carry out their professional training under changed boundary conditions. Among other things, the current boundary conditions can make regular training more difficult due to a lack of or limited practical experience, which then can contribute to an increased feeling of stress among prospective teachers. This article refers to data from an explorative interview study with prospective teachers from North Rhine-Westphalia (N = 19) who completed their preparatory service during the pandemic in the year 2020. It is discussed which stress factors can occur in connection with the corona pandemic during preparatory service and to what extent prospective teachers experience themselves as stressed during their preparatory service against the background of the current boundary conditions as a result of the corona pandemic. alternative_title: - Explorative Ergebnisse zur durch die Corona-Pandemie veränderten Ausbildungssituation author: - first_name: Marike full_name: Bruns, Marike last_name: Bruns - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Luisa full_name: Ackermann, Luisa last_name: Ackermann citation: ama: 'Bruns M, Caruso C, Ackermann L. Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst. In: Heisler D, Maier J, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:191–209. doi:10.3278/9783763972579' apa: Bruns, M., Caruso, C., & Ackermann, L. (2022). Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst. In D. Heisler & J. Maier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 191–209). wbv. https://doi.org/10.3278/9783763972579 bibtex: '@inbook{Bruns_Caruso_Ackermann_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst}, volume={65}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Bruns, Marike and Caruso, Carina and Ackermann, Luisa}, editor={Heisler, Dietmar and Maier, Jörg }, year={2022}, pages={191–209}, collection={Berufsbildung, Arbeit und Innovation} }' chicago: 'Bruns, Marike, Carina Caruso, and Luisa Ackermann. “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst.” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Maier, 65:191–209. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. https://doi.org/10.3278/9783763972579.' ieee: 'M. Bruns, C. Caruso, and L. Ackermann, “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, vol. 65, D. Heisler and J. Maier, Eds. Bielefeld: wbv, 2022, pp. 191–209.' mla: Bruns, Marike, et al. “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst.” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Maier, vol. 65, wbv, 2022, pp. 191–209, doi:10.3278/9783763972579. short: 'M. Bruns, C. Caruso, L. Ackermann, in: D. Heisler, J. Maier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 191–209.' date_created: 2023-01-06T11:31:52Z date_updated: 2023-01-06T12:16:11Z doi: 10.3278/9783763972579 editor: - first_name: 'Dietmar ' full_name: 'Heisler, Dietmar ' last_name: Heisler - first_name: 'Jörg ' full_name: 'Maier, Jörg ' last_name: Maier intvolume: ' 65' keyword: - Corona-Pandemie - Lehramtsanwärter:innen - Lehrer:innenausbildung - Professionalisierung - Vorbereitungsdienst / corona pandemic - prospective teachers - teacher training - professionalization - preparatory service language: - iso: ger page: 191–209 place: Bielefeld publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern publication_identifier: eisbn: - 978-3-7639-7257-9 isbn: - 978-3-7639-7146-6 publication_status: published publisher: wbv series_title: Berufsbildung, Arbeit und Innovation status: public title: Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst type: book_chapter user_id: '86519' volume: 65 year: '2022' ... --- _id: '35112' abstract: - lang: ger text: "In der Mehrheit der deutschen Bundesländer ist ein Langzeitpraktikum (Praxissemester) Bestandteil der Lehramtsstudiengänge. Es zielt insbesondere darauf, Theorie und Praxis miteinander in Beziehung zu setzen. Trotz der gewichtigen Rolle, die den Mentor*innen dabei zugeschrieben wird, ist deren Perspektive noch wenig untersucht. Die empirisch auffindbaren Unterschiede in der Betreuung Studierender könnten u. a. auf unterschiedliche Vorstellungen von der Beziehung zwischen Theorie und Praxis seitens der Mentor*innen zurückzuführen sein. Diese Vorstellungen interessieren in der im Folgenden dargestellten explorativen Interviewstudie, deren Daten einer strukturierenden Inhaltsanalyse unterzogen wurden. Nachstehenden Forschungsfragen wird nachgegangen:\r\n\r\n1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet?\r\n\r\n2) Werden in den Erzählungen der Mentor*innen zu gelingenden und misslingenden Betreuungserfahrungen Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und zeigen sich Bemühungen der Verknüpfung von Theorie und Praxis?\r\n\r\n3) Werden in den Erzählungen der Mentor*innen zur eigenen Lerngeschichte Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und welche relative Rolle spielt das Ausbildungswissen aus Sicht der Mentor*innen für die Entwicklung ihres Könnens?\r\n\r\n4) Welches Wissensverständnis der Mentor*innen zeigt sich in den Transkripten und welche Relevanz wird Wissen im Vergleich zu Erfahrung, Reflexion von Erfahrung und Persönlichkeit zugeschrieben?\r\n\r\nEs zeigt sich, dass die Mentor*innen das Theorie-Praxis-Verhältnis in den Gesprächen selten thematisieren, die Begriffe „Wissen“ und „Können“ synonym verwenden und der Erfahrung für die Entwicklung von Können eine höhere Relevanz beimessen als dem didaktischen und pädagogischen Ausbildungswissen.\r\n" - lang: eng text: "In most of the German federal states, a long-term internship is part of teacher education at universities. Notably, an internship aims to relate theory and practice. Despite the important role attributed to mentors, only little is known about their perspective. According to previous results, the mentoring of students varies. This could be due, among others, to different ideas about the relationship between theory and practice. The explorative interview study presented below is therefore dedicated to mentors’ ideas of the relationship between theory and practice. The following research questions were investigated:\r\n\r\n1) Are the mentors prepared for the task of linking theory and practice?\r\n\r\n2) Do the mentors’ stories on successful and unsuccessful mentoring experiences reveal theory-practice-relational figures, if so, which and do efforts to relate theory and practice become apparent?\r\n\r\n3) Do theory-practice-relational figures become visible in the mentors’ narratives on their own learning history, if so, what and what relative role does knowledge play from the mentors’ perspective in the context of their skill development?\r\n\r\n4) What understanding of knowledge of the mentors is reflected in the transcripts and what relevance is attributed to knowledge in comparison to experience, reflection of experience and personality?\r\n\r\nThe results show that the mentors rarely address the theory-practice relationship, use the term “knowledge” to name both knowing that and knowing how, and attach greater relevance to experience for skill development than to didactic and pedagogical knowledge." alternative_title: - Eine explorative Studie author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Georg Hans full_name: Neuweg, Georg Hans last_name: Neuweg - first_name: 'Michael ' full_name: 'Wagner, Michael ' last_name: Wagner - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Caruso C, Neuweg GH, Wagner M, Harteis C. Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Zeitschrift für Erziehungswissenschaft. Published online 2022. doi:10.1007/s11618-022-01123-x' apa: 'Caruso, C., Neuweg, G. H., Wagner, M., & Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-022-01123-x' bibtex: '@article{Caruso_Neuweg_Wagner_Harteis_2022, title={Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}, DOI={10.1007/s11618-022-01123-x}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer }, author={Caruso, Carina and Neuweg, Georg Hans and Wagner, Michael and Harteis, Christian}, year={2022} }' chicago: 'Caruso, Carina, Georg Hans Neuweg, Michael Wagner, and Christian Harteis. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.” Zeitschrift für Erziehungswissenschaft, 2022. https://doi.org/10.1007/s11618-022-01123-x.' ieee: 'C. Caruso, G. H. Neuweg, M. Wagner, and C. Harteis, “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.,” Zeitschrift für Erziehungswissenschaft, 2022, doi: 10.1007/s11618-022-01123-x.' mla: 'Caruso, Carina, et al. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.” Zeitschrift für Erziehungswissenschaft, Springer , 2022, doi:10.1007/s11618-022-01123-x.' short: C. Caruso, G.H. Neuweg, M. Wagner, C. Harteis, Zeitschrift für Erziehungswissenschaft (2022). date_created: 2023-01-02T17:03:58Z date_updated: 2024-08-23T12:08:13Z doi: 10.1007/s11618-022-01123-x keyword: - Lehrer*innenbildung - Mentoring - Praxissemester - Professionalisierung - Theorie-Praxis-Relationierung / Teacher training - Mentoring - Internship - Professionalization - Theory-practice-relation language: - iso: ger publication: Zeitschrift für Erziehungswissenschaft publication_status: published publisher: 'Springer ' status: public title: 'Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.' type: journal_article user_id: '86519' 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: '34704' abstract: - lang: eng text: One of the most powerful events in the still young 21st century is certainly the outbreak of the coronavirus and the following COVID-19 pandemic. Massive economic as well as social distress caused worldwide devastation. In Germany, not only stores, factories, cultural facilities were closed, but also – for the first time in history – schools were closed nationwide. Closed working sites and vocational schools, as well as working sites, which remained open due to their systemic relevance, led to so far unknown challenges in Germany’s vocational education system. A very good example are the dual apprenticeships, such as trained retail salesman, which were only partially affected by closures. The main goal of education policy was to compensate personal communication and interaction via digital media. This article’s main aim is to reveal the strategies vocational schools have developed to overcome the challenges they had to face because of the pandemic. author: - first_name: Christian full_name: Sommer, Christian id: '33108' last_name: Sommer - first_name: Daniela full_name: Szczesny, Daniela id: '44658' last_name: Szczesny citation: ama: 'Sommer C, Szczesny D. Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In: Heisler D, Meier JA, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. ; 2022:329-348. doi:10.3278/9783763972579' apa: Sommer, C., & Szczesny, D. (2022). Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In D. Heisler & J. A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. (pp. 329–348). https://doi.org/10.3278/9783763972579 bibtex: '@inbook{Sommer_Szczesny_2022, title={Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.}, author={Sommer, Christian and Szczesny, Daniela}, editor={Heisler, Dietmar and Meier, Jörg A.}, year={2022}, pages={329–348} }' chicago: Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 329–48, 2022. https://doi.org/10.3278/9783763972579. ieee: C. Sommer and D. Szczesny, “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., D. Heisler and J. A. Meier, Eds. 2022, pp. 329–348. mla: Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 2022, pp. 329–48, doi:10.3278/9783763972579. short: 'C. Sommer, D. Szczesny, in: D. Heisler, J.A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., 2022, pp. 329–348.' date_created: 2022-12-21T11:45:14Z date_updated: 2025-05-16T10:32:07Z department: - _id: '451' doi: 10.3278/9783763972579 editor: - first_name: Dietmar full_name: Heisler, Dietmar last_name: Heisler - first_name: Jörg A. full_name: Meier, Jörg A. last_name: Meier keyword: - COVID-19 - Digitalization - Vocational education and training - Retail language: - iso: ger main_file_link: - url: https://library.oapen.org/handle/20.500.12657/57970 page: 329-348 publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. publication_status: published quality_controlled: '1' status: public title: Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. type: book_chapter user_id: '33108' year: '2022' ... --- _id: '22480' abstract: - lang: eng text: In this publication important aspects for the implementation of inductive locating are explained. The miniaturized sensor platform called Sens-o-Spheres is used as an application of this locating method. The sensor platform is applied in bioreactors in order to obtain the environmental parameters, which makes a localization by magnetic fields necessary. Since the properties of magnetic fields in the localization area are very different from the wave characteristics, the principle of inductive localization is investigated in this publication and explained by using electrical equivalent circuit diagrams. Thereby, inductive localization uses the coupling or the mutual inductivities between coils, which is noticeable by an induced voltage. Therefore some properties and procedures are explained to extract the location of Sens-o-Spheres or other industrial sensor platforms from the couplings of the coils. One method calculates the location from an adapted ratio calculation and the other method uses neural networks and stochastic filters to obtain the results. In the end, these results are evaluated and compared. author: - first_name: Sven full_name: Lange, Sven id: '38240' last_name: Lange - first_name: Dominik full_name: Schröder, Dominik last_name: Schröder - first_name: Christian full_name: Hedayat, Christian last_name: Hedayat - first_name: Harald full_name: Kuhn, Harald last_name: Kuhn - first_name: Ulrich full_name: Hilleringmann, Ulrich last_name: Hilleringmann citation: ama: 'Lange S, Schröder D, Hedayat C, Kuhn H, Hilleringmann U. Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses. In: 22nd IEEE International Conference on Industrial Technology (ICIT). Valencia, Spain : IEEE; 2021. doi:10.1109/icit46573.2021.9453609' apa: 'Lange, S., Schröder, D., Hedayat, C., Kuhn, H., & Hilleringmann, U. (2021). Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses. In 22nd IEEE International Conference on Industrial Technology (ICIT). Valencia, Spain : IEEE. https://doi.org/10.1109/icit46573.2021.9453609' bibtex: '@inproceedings{Lange_Schröder_Hedayat_Kuhn_Hilleringmann_2021, place={ Valencia, Spain }, title={Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses}, DOI={10.1109/icit46573.2021.9453609}, booktitle={22nd IEEE International Conference on Industrial Technology (ICIT)}, publisher={IEEE}, author={Lange, Sven and Schröder, Dominik and Hedayat, Christian and Kuhn, Harald and Hilleringmann, Ulrich}, year={2021} }' chicago: 'Lange, Sven, Dominik Schröder, Christian Hedayat, Harald Kuhn, and Ulrich Hilleringmann. “Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses.” In 22nd IEEE International Conference on Industrial Technology (ICIT). Valencia, Spain : IEEE, 2021. https://doi.org/10.1109/icit46573.2021.9453609.' ieee: S. Lange, D. Schröder, C. Hedayat, H. Kuhn, and U. Hilleringmann, “Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses,” in 22nd IEEE International Conference on Industrial Technology (ICIT), Valencia, Spain , 2021. mla: Lange, Sven, et al. “Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses.” 22nd IEEE International Conference on Industrial Technology (ICIT), IEEE, 2021, doi:10.1109/icit46573.2021.9453609. short: 'S. Lange, D. Schröder, C. Hedayat, H. Kuhn, U. Hilleringmann, in: 22nd IEEE International Conference on Industrial Technology (ICIT), IEEE, Valencia, Spain , 2021.' conference: end_date: 2021-03-12 location: 'Valencia, Spain ' name: 22nd IEEE International Conference on Industrial Technology (ICIT) start_date: 2021-03-10 date_created: 2021-06-20T23:25:54Z date_updated: 2022-01-06T06:55:33Z department: - _id: '59' - _id: '485' doi: 10.1109/icit46573.2021.9453609 keyword: - Location awareness - Coils - Couplings - Nonuniform electric fields - Magnetic separation - Neural networks - Training data language: - iso: eng main_file_link: - url: https://ieeexplore.ieee.org/document/9453609 place: ' Valencia, Spain ' project: - _id: '52' name: Computing Resources Provided by the Paderborn Center for Parallel Computing publication: 22nd IEEE International Conference on Industrial Technology (ICIT) publication_identifier: isbn: - '9781728157306' publication_status: published publisher: IEEE status: public title: Development of Methods for Coil-Based Localization by Magnetic Fields of Miniaturized Sensor Platforms in Bioprocesses type: conference user_id: '38240' year: '2021' ... --- _id: '35202' abstract: - lang: eng text: "Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future." author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.' apa: 'Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4.' bibtex: '@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }' chicago: 'Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.' ieee: 'M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4.' mla: 'Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.' short: M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223. date_created: 2023-01-04T10:08:59Z date_updated: 2023-01-06T12:17:27Z doi: 10.13152/IJRVET.8.2.4. intvolume: ' 8' issue: '2' keyword: - Work-Based Learning - Organisational Change - Digital Competences - Qualitative Research - Digitalisation - Farming - Dairy - VET - Vocational Education and Training language: - iso: eng page: 208–223 publication: International Journal for Research in Vocational Education and Training publication_identifier: issn: - 2197-8646 publication_status: published status: public title: 'Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers' type: journal_article user_id: '86519' volume: 8 year: '2021' ... --- _id: '26770' abstract: - lang: eng text: "Automatic transcription of meetings requires handling of overlapped speech, which calls for continuous speech separation (CSS) systems. The uPIT criterion was proposed for utterance-level separation with neural networks and introduces the constraint that the total number of speakers must not exceed the number of output channels. When processing meeting-like data in a segment-wise manner, i.e., by separating overlapping segments independently and stitching adjacent segments to continuous output streams, this constraint has to be fulfilled for any segment. In this contribution, we show that this constraint can be significantly relaxed. We propose a novel graph-based PIT criterion, which casts the assignment of utterances to output channels in a graph coloring problem. It only requires that the number of concurrently active speakers must not exceed the number of output channels. As a consequence, the system can process an arbitrary number of speakers and arbitrarily long segments and thus can handle more diverse scenarios.\r\nFurther, the stitching algorithm for obtaining a consistent output order in neighboring segments is of less importance and can even be eliminated completely, not the least reducing the computational effort. Experiments on meeting-style WSJ data show improvements in recognition performance over using the uPIT criterion. " author: - first_name: Thilo full_name: von Neumann, Thilo id: '49870' last_name: von Neumann orcid: https://orcid.org/0000-0002-7717-8670 - first_name: Keisuke full_name: Kinoshita, Keisuke last_name: Kinoshita - first_name: Christoph full_name: Boeddeker, Christoph id: '40767' last_name: Boeddeker - first_name: Marc full_name: Delcroix, Marc last_name: Delcroix - first_name: Reinhold full_name: Haeb-Umbach, Reinhold id: '242' last_name: Haeb-Umbach citation: ama: 'von Neumann T, Kinoshita K, Boeddeker C, Delcroix M, Haeb-Umbach R. Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers. In: Interspeech 2021. ; 2021. doi:10.21437/interspeech.2021-1177' apa: 'von Neumann, T., Kinoshita, K., Boeddeker, C., Delcroix, M., & Haeb-Umbach, R. (2021). Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers. Interspeech 2021. Interspeech. https://doi.org/10.21437/interspeech.2021-1177' bibtex: '@inproceedings{von Neumann_Kinoshita_Boeddeker_Delcroix_Haeb-Umbach_2021, title={Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers}, DOI={10.21437/interspeech.2021-1177}, booktitle={Interspeech 2021}, author={von Neumann, Thilo and Kinoshita, Keisuke and Boeddeker, Christoph and Delcroix, Marc and Haeb-Umbach, Reinhold}, year={2021} }' chicago: 'Neumann, Thilo von, Keisuke Kinoshita, Christoph Boeddeker, Marc Delcroix, and Reinhold Haeb-Umbach. “Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers.” In Interspeech 2021, 2021. https://doi.org/10.21437/interspeech.2021-1177.' ieee: 'T. von Neumann, K. Kinoshita, C. Boeddeker, M. Delcroix, and R. Haeb-Umbach, “Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers,” presented at the Interspeech, 2021, doi: 10.21437/interspeech.2021-1177.' mla: 'von Neumann, Thilo, et al. “Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers.” Interspeech 2021, 2021, doi:10.21437/interspeech.2021-1177.' short: 'T. von Neumann, K. Kinoshita, C. Boeddeker, M. Delcroix, R. Haeb-Umbach, in: Interspeech 2021, 2021.' conference: name: Interspeech date_created: 2021-10-25T08:50:01Z date_updated: 2023-11-15T12:14:40Z ddc: - '000' department: - _id: '54' doi: 10.21437/interspeech.2021-1177 file: - access_level: open_access content_type: video/mp4 creator: tvn date_created: 2021-12-06T10:39:13Z date_updated: 2021-12-06T10:48:30Z file_id: '28327' file_name: Interspeech 2021 voiceover-002-compressed.mp4 file_size: 9550220 relation: supplementary_material title: Video for INTERSPEECH 2021 - access_level: open_access content_type: application/vnd.openxmlformats-officedocument.presentationml.presentation creator: tvn date_created: 2021-12-06T10:47:01Z date_updated: 2021-12-06T10:47:01Z file_id: '28328' file_name: Graph-PIT-poster-presentation.pptx file_size: 1337297 relation: slides title: Slides from INTERSPEECH 2021 - access_level: open_access content_type: application/pdf creator: tvn date_created: 2021-12-06T10:48:21Z date_updated: 2021-12-06T10:48:21Z file_id: '28329' file_name: INTERSPEECH2021_Graph_PIT.pdf file_size: 226589 relation: main_file file_date_updated: 2021-12-06T10:48:30Z has_accepted_license: '1' keyword: - Continuous speech separation - automatic speech recognition - overlapped speech - permutation invariant training language: - iso: eng oa: '1' project: - _id: '52' name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing' publication: Interspeech 2021 publication_status: published quality_controlled: '1' related_material: link: - relation: software url: https://github.com/fgnt/graph_pit status: public title: 'Graph-PIT: Generalized Permutation Invariant Training for Continuous Separation of Arbitrary Numbers of Speakers' type: conference user_id: '49870' year: '2021' ... --- _id: '29298' abstract: - lang: ger text: "Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt." - lang: eng text: "The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project." author: - first_name: Simone Anna full_name: Opel, Simone Anna id: '72932' last_name: Opel - first_name: Michael full_name: Schlichtig, Michael id: '32312' last_name: Schlichtig citation: ama: 'Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. Sammelband der 27. Fachtagung der BAG Berufliche Bildung. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH & Co. KG; 2020:176-194. doi:https://doi.org/10.3278/6004722w' apa: Opel, S. A., & Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, & S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung (Vol. 55, pp. 176–194). wbv Media GmbH & Co. KG. https://doi.org/10.3278/6004722w bibtex: '@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={https://doi.org/10.3278/6004722w}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH & Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }' chicago: 'Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In Sammelband der 27. Fachtagung der BAG Berufliche Bildung, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH & Co. KG, 2020. https://doi.org/10.3278/6004722w.' ieee: 'S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in Sammelband der 27. Fachtagung der BAG Berufliche Bildung, Siegen, 2020, vol. 55, pp. 176–194, doi: https://doi.org/10.3278/6004722w.' mla: Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” Sammelband der 27. Fachtagung der BAG Berufliche Bildung, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH & Co. KG, 2020, pp. 176–94, doi:https://doi.org/10.3278/6004722w. short: 'S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH & Co. KG, Bielefeld, 2020, pp. 176–194.' conference: end_date: 2019-03-13 location: Siegen name: 20. Hochschultage Berufliche Bildung (HTBB) "Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften". start_date: 2019-03-11 date_created: 2022-01-12T16:43:38Z date_updated: 2022-01-12T17:04:10Z department: - _id: '67' doi: https://doi.org/10.3278/6004722w editor: - first_name: Thomas full_name: Vollmer, Thomas last_name: Vollmer - first_name: Torben full_name: Karges, Torben last_name: Karges - first_name: Tim full_name: Richter, Tim last_name: Richter - first_name: Britta full_name: Schlömer, Britta last_name: Schlömer - first_name: Sören full_name: Schütt-Sayed, Sören last_name: Schütt-Sayed intvolume: ' 55' keyword: - Berufsbildung - vocational education - Ausbildung - training - berufliche Weiterbildung - advanced vocational education - Digitalisierung - digitalization - Unterricht - teaching - Lehrmethode - teaching method - Interdisziplinarität - interdisciplinarity - Fachdidaktik - subject didactics - Curriculum - curriculum - gewerblich-technischer Beruf - vocational/technical occupation - Fachkraft - specialist - Qualifikationsanforderungen - qualification requirements - Kompetenz - competence - Lehrerbildung - teacher training - Bundesrepublik Deutschland - Federal Republic of Germany language: - iso: ger main_file_link: - open_access: '1' url: https://library.oapen.org/handle/20.500.12657/43933 oa: '1' page: 176-194 place: Bielefeld publication: Sammelband der 27. Fachtagung der BAG Berufliche Bildung publication_status: published publisher: wbv Media GmbH & Co. KG series_title: Berufsbildung, Arbeit und Innovation status: public title: Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II type: conference user_id: '32312' volume: 55 year: '2020' ... --- _id: '35300' abstract: - lang: ger text: "Der Beitrag widmet sich der Frage, wie lehrer*innenbildende Hochschulen der Digitalisierung auf der Ebene der Überarbeitung und Anpassung von Studienordnungen begegnen können. Ziel des interdisziplinären Vorhabens ist es, ausgehend von einer Inhaltsanalyse nordrhein-westfälischer Studienordnungen einen Kriterien- bzw. Fragenkatalog zu entwickeln, der diejenigen bildungspolitischen Vorgaben zur Verankerung digitaler Kompetenz fasst, die künftigen Akkreditierungen von Studiengängen zugrunde liegen werden und der fach- und standortübergreifend eingesetzt werden kann.\r\n" - lang: eng text: "This paper addresses the question of how teaching colleges can take digitalisation into account at the level of the revision and adaptation of study regulations. The aim of the interdisciplinary project was to develop a catalog of criteria and questions based on a content analysis of study regulations. The catalog must meet the educational policy requirements for anchoring digital literacy, and it will provide the basis for the future accreditation of study programs across disciplines and locations.\r\n" author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Alexander full_name: Martin, Alexander last_name: Martin citation: ama: Caruso C, Martin A. Anforderungen an Studienordnungen in einer digital vernetzten Welt. Zeitschrift für Hochschulentwicklung . 2020;15(1):195-208. doi:10.3217/zfhe-15-01/10 apa: Caruso, C., & Martin, A. (2020). Anforderungen an Studienordnungen in einer digital vernetzten Welt. Zeitschrift für Hochschulentwicklung , 15(1), 195–208. https://doi.org/10.3217/zfhe-15-01/10 bibtex: '@article{Caruso_Martin_2020, title={Anforderungen an Studienordnungen in einer digital vernetzten Welt}, volume={15}, DOI={10.3217/zfhe-15-01/10}, number={1}, journal={Zeitschrift für Hochschulentwicklung }, author={Caruso, Carina and Martin, Alexander}, year={2020}, pages={195–208} }' chicago: 'Caruso, Carina, and Alexander Martin. “Anforderungen an Studienordnungen in einer digital vernetzten Welt.” Zeitschrift für Hochschulentwicklung 15, no. 1 (2020): 195–208. https://doi.org/10.3217/zfhe-15-01/10.' ieee: 'C. Caruso and A. Martin, “Anforderungen an Studienordnungen in einer digital vernetzten Welt,” Zeitschrift für Hochschulentwicklung , vol. 15, no. 1, pp. 195–208, 2020, doi: 10.3217/zfhe-15-01/10.' mla: Caruso, Carina, and Alexander Martin. “Anforderungen an Studienordnungen in einer digital vernetzten Welt.” Zeitschrift für Hochschulentwicklung , vol. 15, no. 1, 2020, pp. 195–208, doi:10.3217/zfhe-15-01/10. short: C. Caruso, A. Martin, Zeitschrift für Hochschulentwicklung 15 (2020) 195–208. date_created: 2023-01-05T14:08:39Z date_updated: 2023-01-06T12:05:35Z doi: 10.3217/zfhe-15-01/10 intvolume: ' 15' issue: '1' keyword: - Studienordnungen - Digitalisierung - Lehrer*innenbildung - Professionalisierung / study regulations - digitalisation - teacher training - professionalisation language: - iso: ger page: 195-208 publication: 'Zeitschrift für Hochschulentwicklung ' publication_identifier: issn: - 2219-6994 publication_status: published status: public title: Anforderungen an Studienordnungen in einer digital vernetzten Welt type: journal_article user_id: '86519' volume: 15 year: '2020' ... --- _id: '35836' abstract: - lang: ger text: Digitalisierung ist derzeit ein viel diskutiertes Thema. Mit ihr werden derart tief grei- fende Veränderungen der Gesellschaft und Arbeitswelt erwartet, dass sie häufig als digitale Revolution bezeichnet wird. Gleichzeitig wirft die Auseinandersetzung mit diesen antizipierten Veränderungen viele noch unbeantwortete Fragen auf. Diese umfassen unter anderem Überlegungen hinsichtlich des Substitutionspotenzials menschlicher Arbeit durch die Digitalisierung, die Frage nach der Ausgestaltung der Rolle des Menschen in der Industrie 4.0 und schließlich Erwägungen in Bezug auf die Vorbereitung und Begleitung von Beschäftigten in der digitalen Transformation. Der vorliegende Beitrag gibt Aufschluss über die Dimensionen der Digitalisierung und die derzeit diskutierten Entwicklungslinien; er befasst sich weiterhin mit den sich daraus ergebenden Herausforderungen und Bedeutungen für die industrielle Arbeit und die Beschäftigten. Abschließend werden daraus abzuleitende Implikationen für die berufliche und allgemeine Bildung diskutiert. - lang: eng text: Digitalization is currently a widely discussed topic. It is expected to bring such far-reaching changes in society and the working environment that it is often described as digital revolution. At the same time, dealing with these changes raises many unresolved questions. These include considerations on the substitution potential of human labor through digitalization, the question of how the role of humans in digitalized work may be shaped and, finally, considerations on how to prepare and support employees in the digital transformation. This article provides information about the dimensions of digitization and the lines of development currently under discussion; it also addresses the resulting challenges and effects on industrial work and employees. Finally, implications for the vocational and general education are discussed. author: - first_name: 'Angelina ' full_name: 'Berisha-Gawlowski, Angelina ' last_name: Berisha-Gawlowski - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Berisha-Gawlowski A, Caruso C, Goller M, Harteis C. Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung. In: Heisler D, Meier J, eds. Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung. Vol 56. Berufsbildung, Arbeit und Innovation. wbv; 2020:33–51. doi:10.3278/6004725w' apa: Berisha-Gawlowski, A., Caruso, C., Goller, M., & Harteis, C. (2020). Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung. In D. Heisler & J. Meier (Eds.), Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung (Vol. 56, pp. 33–51). wbv. https://doi.org/10.3278/6004725w bibtex: '@inbook{Berisha-Gawlowski_Caruso_Goller_Harteis_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung}, volume={56}, DOI={10.3278/6004725w}, booktitle={Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung}, publisher={wbv}, author={Berisha-Gawlowski, Angelina and Caruso, Carina and Goller, Michael and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2020}, pages={33–51}, collection={Berufsbildung, Arbeit und Innovation} }' chicago: 'Berisha-Gawlowski, Angelina , Carina Caruso, Michael Goller, and Christian Harteis. “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung.” In Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, edited by Dietmar Heisler and Jörg Meier, 56:33–51. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2020. https://doi.org/10.3278/6004725w.' ieee: 'A. Berisha-Gawlowski, C. Caruso, M. Goller, and C. Harteis, “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung,” in Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, vol. 56, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2020, pp. 33–51.' mla: Berisha-Gawlowski, Angelina, et al. “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung.” Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, edited by Dietmar Heisler and Jörg Meier, vol. 56, wbv, 2020, pp. 33–51, doi:10.3278/6004725w. short: 'A. Berisha-Gawlowski, C. Caruso, M. Goller, C. Harteis, in: D. Heisler, J. Meier (Eds.), Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, wbv, Bielefeld, 2020, pp. 33–51.' date_created: 2023-01-10T12:39:26Z date_updated: 2023-01-10T12:39:31Z doi: 10.3278/6004725w editor: - first_name: Dietmar full_name: Heisler, Dietmar last_name: Heisler - first_name: Jörg full_name: Meier, Jörg last_name: Meier intvolume: ' 56' keyword: - Digitalisierung - Industrie 4.0 - Arbeit 4.0 - berufliche Aus- und Weiterbildung - allgemeine Bildung / digitalization - industry 4.0 - work 4.0 - vocational education and training - general education language: - iso: ger page: 33–51 place: Bielefeld publication: Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung publication_identifier: isbn: - 978-3-7639-6158-0 publication_status: published publisher: wbv series_title: Berufsbildung, Arbeit und Innovation status: public title: Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung type: book_chapter user_id: '86519' volume: 56 year: '2020' ... --- _id: '39817' abstract: - lang: eng text: In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann & Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper & Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper & Kottmann 2019a, p. 79).The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described. author: - first_name: Brigitte full_name: Kottmann, Brigitte id: '82466' last_name: Kottmann - first_name: Catania full_name: Pieper, Catania last_name: Pieper citation: ama: 'Kottmann B, Pieper C. Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. Hungarian Educational Research Journal. 2020;10(3):232-251. doi:10.1556/063.2020.00022' apa: 'Kottmann, B., & Pieper, C. (2020). Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. Hungarian Educational Research Journal, 10(3), 232–251. https://doi.org/10.1556/063.2020.00022' bibtex: '@article{Kottmann_Pieper_2020, title={Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}, volume={10}, DOI={10.1556/063.2020.00022}, number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann, Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }' chicago: 'Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” Hungarian Educational Research Journal 10, no. 3 (2020): 232–51. https://doi.org/10.1556/063.2020.00022.' ieee: 'B. Kottmann and C. Pieper, “Project ‘Schule für alle’ as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases,” Hungarian Educational Research Journal, vol. 10, no. 3, pp. 232–251, 2020, doi: 10.1556/063.2020.00022.' mla: 'Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” Hungarian Educational Research Journal, vol. 10, no. 3, 2020, pp. 232–51, doi:10.1556/063.2020.00022.' short: B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020) 232–251. date_created: 2023-01-25T07:23:41Z date_updated: 2023-01-29T13:45:29Z ddc: - '370' department: - _id: '479' doi: 10.1556/063.2020.00022 has_accepted_license: '1' intvolume: ' 10' issue: '3' keyword: - professionalization of teacher training students - practical university phases - teacher training at universities - men-toring programmes language: - iso: eng page: 232-251 publication: Hungarian Educational Research Journal publication_identifier: eissn: - 2064-2199 publication_status: published status: public title: 'Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases' type: journal_article user_id: '77753' volume: 10 year: '2020' ... --- _id: '34121' abstract: - lang: eng text: "The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app.\r\nTherefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly." author: - first_name: Mesut full_name: Alptekin, Mesut id: '11763' last_name: Alptekin - first_name: Katrin full_name: Temmen, Katrin id: '30086' last_name: Temmen citation: ama: 'Alptekin M, Temmen K. Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. In: 2019 IEEE Global Engineering Education Conference (EDUCON). ; 2019:1047-1054. doi:10.1109/EDUCON.2019.8725038' apa: Alptekin, M., & Temmen, K. (2019). Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. 2019 IEEE Global Engineering Education Conference (EDUCON), 1047–1054. https://doi.org/10.1109/EDUCON.2019.8725038 bibtex: '@inproceedings{Alptekin_Temmen_2019, title={Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}, DOI={10.1109/EDUCON.2019.8725038}, booktitle={2019 IEEE Global Engineering Education Conference (EDUCON)}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}, pages={1047–1054} }' chicago: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” In 2019 IEEE Global Engineering Education Conference (EDUCON), 1047–54, 2019. https://doi.org/10.1109/EDUCON.2019.8725038. ieee: 'M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory,” in 2019 IEEE Global Engineering Education Conference (EDUCON), Dubai, UAE, 2019, pp. 1047–1054, doi: 10.1109/EDUCON.2019.8725038.' mla: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory.” 2019 IEEE Global Engineering Education Conference (EDUCON), 2019, pp. 1047–54, doi:10.1109/EDUCON.2019.8725038. short: 'M. Alptekin, K. Temmen, in: 2019 IEEE Global Engineering Education Conference (EDUCON), 2019, pp. 1047–1054.' conference: end_date: 2019-04-11 location: Dubai, UAE name: IEEE Global Engineering Education Conference (EDUCON) start_date: 2019-04-09 date_created: 2022-11-22T11:23:19Z date_updated: 2023-01-18T14:32:33Z department: - _id: '34' - _id: '300' doi: 10.1109/EDUCON.2019.8725038 keyword: - Augmented Reality - Laboratory Training - Engineering Education - Progressive Onboarding language: - iso: eng page: 1047-1054 publication: 2019 IEEE Global Engineering Education Conference (EDUCON) publication_status: published status: public title: Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory type: conference user_id: '11763' year: '2019' ... --- _id: '34123' abstract: - lang: eng text: Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training. author: - first_name: Mesut full_name: Alptekin, Mesut id: '11763' last_name: Alptekin - first_name: Katrin full_name: Temmen, Katrin id: '30086' last_name: Temmen citation: ama: 'Alptekin M, Temmen K. Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In: The Challenges of the Digital Transformation in Education. Springer International Publishing; 2019. doi:10.1007/978-3-030-11932-4_54' apa: Alptekin, M., & Temmen, K. (2019). Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In The Challenges of the Digital Transformation in Education. International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International Publishing. https://doi.org/10.1007/978-3-030-11932-4_54 bibtex: '@inbook{Alptekin_Temmen_2019, place={Cham}, title={Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}, DOI={10.1007/978-3-030-11932-4_54}, booktitle={The Challenges of the Digital Transformation in Education}, publisher={Springer International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019} }' chicago: 'Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” In The Challenges of the Digital Transformation in Education. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-030-11932-4_54.' ieee: 'M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training,” in The Challenges of the Digital Transformation in Education, Cham: Springer International Publishing, 2019.' mla: Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training.” The Challenges of the Digital Transformation in Education, Springer International Publishing, 2019, doi:10.1007/978-3-030-11932-4_54. short: 'M. Alptekin, K. Temmen, in: The Challenges of the Digital Transformation in Education, Springer International Publishing, Cham, 2019.' conference: end_date: 2018-09-28 location: Kos Island, Greece name: International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018 start_date: 2018-09-25 date_created: 2022-11-22T11:32:35Z date_updated: 2024-12-29T11:09:43Z ddc: - '000' department: - _id: '34' - _id: '300' doi: 10.1007/978-3-030-11932-4_54 file: - access_level: closed content_type: application/pdf creator: mesutalp date_created: 2024-12-29T11:07:54Z date_updated: 2024-12-29T11:07:54Z file_id: '57865' file_name: fullpaper_camera_ready.pdf file_size: 366224 relation: main_file success: 1 file_date_updated: 2024-12-29T11:07:54Z has_accepted_license: '1' keyword: - Augmented Reality - Laboratory Training - Engineering Education - Gamification language: - iso: eng place: Cham publication: The Challenges of the Digital Transformation in Education publication_identifier: isbn: - '9783030119317' - '9783030119324' issn: - 2194-5357 - 2194-5365 publication_status: published publisher: Springer International Publishing status: public title: Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training type: book_chapter user_id: '11763' year: '2019' ...