@misc{11412, abstract = {{This paper presents a pioneering approach to integrating artistic research into the curriculum of German universities of applied sciences (UAS). Recognizing the unique challenges and opportunities presented by artistic disciplines in higher education, we have developed modules for a master's program that blend epistemological content with the fundamentals of artistic research. This initiative addresses the current disparity in qualification opportunities for artistic disciplines at the UAS level, where artistic achievements are legally equated with scientific accomplishments, yet opportunities for higher qualification in these fields are limited. Our approach is anchored in the belief that artistic research, a field that challenges traditional research paradigms by valuing artful knowledge alongside scientific knowledge, deserves a structured and recognized pathway within the academic system. Drawing from relevant legal texts and documents that equate artistic and scientific qualifications of personnel, we argue for the integration of artistic research into the curriculum as a step towards rectifying the existing imbalance and underrepresentation of artistic disciplines in higher education. This paper presents a pioneering approach to integrating artistic research into the curriculum of German universities of applied sciences (UAS). Recognizing the unique challenges and opportunities presented by artistic disciplines in higher education, we have developed modules for a master's program that blend epistemological content with the fundamentals of artistic research. This initiative addresses the current disparity in qualification opportunities for artistic disciplines at the UAS level, where artistic achievements are legally equated with scientific accomplishments, yet opportunities for higher qualification in these fields are limited. Our approach is anchored in the belief that artistic research, a field that challenges traditional research paradigms by valuing artful knowledge alongside scientific knowledge, deserves a structured and recognized pathway within the academic system. Drawing from relevant legal texts and documents that equate artistic and scientific qualifications of personnel, we argue for the integration of artistic research into the curriculum as a step towards rectifying the existing imbalance and underrepresentation of artistic disciplines in higher education. }}, author = {{Schmohl, Tobias and Grobler, Sebastian}}, booktitle = {{New Perspectives in Science Education}}, isbn = {{979-12-80225-58-0}}, keywords = {{Artistic Research, Art-Based Research, Curriculum Development, Higher Education, Epistemology}}, location = {{Florenz}}, pages = {{6}}, publisher = {{Filodiritto Editore}}, title = {{{Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education}}}, volume = {{13}}, year = {{2024}}, } @inbook{11402, abstract = {{In diesem Artikel geht es um die Bedeutung von Selbstbildung im Hochschulstudium und wie Studierende ihre Fähigkeit zur Selbstbildung verbessern können. Der Artikel diskutiert verschiedene Lehrmethoden und Initiativen, die dazu beitragen können, die Selbstkompetenzförderung strukturell zu verankern. Es werden auch adaptive, lernzielorientierte Kurse vorgestellt, die den Einsatz von Algorithmen der künstlichen Intelligenz nutzen, um Studierenden hochgradig individualisierte Bildungswege zu ermöglichen. Der Artikel schließt mit einer Diskussion darüber, wie die Hochschuldidaktik dazu beitragen kann, die Selbstbildungskompetenz der Studierenden zu fördern. (Autor); This article is about the importance of self-education in higher education and how students can improve their ability to self-educate. The article discusses various teaching methods and initiatives that can help to structurally embed self-education. It also presents adaptive learning goal-oriented courses that leverage the use of artificial intelligence algorithms to provide students with highly individualized educational pathways. The article concludes with a discussion of how higher education didactics can help promote students’ self-education skills.}}, author = {{Schmohl, Tobias and Go, Stefanie}}, booktitle = {{(Selbst-)Lernkompetenzen Studierender stärken: Unterstützungsangebote – Beratung – Lernräume. Sammelband zur Fachtagung "(Selbst-)Lernunterstützung an Hochschulen – wieso noch mal?" am 15. und 16.10.2020 an der Technischen Universität Kaiserslautern}}, editor = {{Haberer, Monika and Günther, Dorit and Köhler , Janina }}, keywords = {{Selbstbildung, Studium, Selbstkompetenz, Lehrmethode, Adaptiver Unterricht, Künstliche Intelligenz, Hochschuldidaktik, Lerngegenstand, Wissen, Bildungsbiografie, Hochschule, Student, Self-education, Academic studies, Teaching method, Artificial intelligence, University didactics, Knowledge, School career, Higher education institute, Male student}}, pages = {{35--45}}, publisher = {{Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) }}, title = {{{Selbstbildung als Proprium akademischer Didaktik? Ein kritischer Zwischenruf}}}, doi = {{https://doi.org/10.25656/01:27948}}, year = {{2023}}, } @misc{11409, abstract = {{The current era, characterized by rapid digitalization, globalization and environmental issues, poses unique challenges and opportunities for both the educational sector and professional development. Increasingly, the research community calls for future-oriented skills as well as attitudes and values as underlying implicit concepts in order to meet the needs of today’s complex demands. These skills and implicit concepts include responsibility, inclusiveness, reflexivity, anticipation, data literacy or digital and interdisciplinary working. Some of them are based on facts and are therefore teachable, while others seem to be a matter of personal attitude and socialization and are therefore difficult to convey. In this paper we suggest educators to change their specialized knowledge-teaching settings into transdisciplinary learning contexts [1] and thus enabling transformative, situated, experiential and informal learning. We provide theoretical examples in which these didactic methodologies seem to be effective in order to impart these skills and reinforce the underlying implicit concepts. We will dive deeper into these arguments during the conference, while participants are encouraged to discuss the various elements that influence the concepts in the context of transdisciplinary learning. (DIPF/Orig.); Die heutige Zeit, die durch eine rasante Digitalisierung, Globalisierung und Umweltprobleme gekennzeichnet ist, stellt sowohl den Bildungssektor als auch die berufliche Entwicklung vor einzigartige Herausforderungen und Chancen. In der Forschung werden zunehmend zukunftsorientierte Fähigkeiten sowie Einstellungen und Werte als zugrundeliegende implizite Konzepte gefordert, um den komplexen Anforderungen von heute gerecht zu werden. Zu diesen Fähigkeiten und impliziten Konzepten gehören Verantwortungsbewusstsein, Inklusivität, Reflexivität, Antizipation, Datenkompetenz oder digitales und interdisziplinäres Arbeiten. Einige von ihnen basieren auf Fakten und sind daher lehrbar, während andere eine Frage der persönlichen Einstellung und Sozialisation zu sein scheinen und daher schwer zu vermitteln sind. In diesem Beitrag schlagen wir Pädagogen vor, ihre spezialisierten Wissenslehrsettings in transdisziplinäre Lernkontexte [1] zu verwandeln und so transformatives, situiertes, erfahrungsbasiertes und informelles Lernen zu ermöglichen. Wir stellen theoretische Beispiele vor, in denen diese didaktischen Methoden effektiv zu sein scheinen, um diese Fähigkeiten zu vermitteln und die zugrunde liegenden impliziten Konzepte zu stärken. Wir werden diese Argumente während der Konferenz vertiefen, während die Teilnehmer aufgefordert sind, die verschiedenen Elemente zu diskutieren, die die Konzepte im Kontext des transdisziplinären Lernens beeinflussen. (Autor)}}, author = {{Alavi, Marie and Schmohl, Tobias}}, booktitle = {{Conference proceedings. 13th international conference "The future of education". Hybrid edition, 29-30 June 2023}}, isbn = {{979-12-80225-59-7}}, issn = {{2384-9509}}, keywords = {{Transformation, Lernen, Methodologie, Interdisziplinarität, Informelles Lernen, Lebenslanges Lernen, Hochschulbildung, Zukunftsorientierung, Kompetenz, Learning, Methodology, Interdisciplinarity, Informal learning, Life long learning, Life-long learning, Lifelong learning, Higher education, University level of education, Future orientation, Competency}}, location = {{Bologna}}, pages = {{5 S.}}, publisher = {{Filodiritto Editore}}, title = {{{Transformative learning. Methodological and conceptual prerequisites for future-oriented skill-building}}}, doi = {{https://doi.org/10.25656/01:27907}}, year = {{2023}}, } @misc{13017, abstract = {{The article presents the potentials and capacities of extracurricular activities such as student workshops for strengthening existing curricula and introducing emerging specialised areas, topics, and challenges into architectural higher education. The specific objective of this study is to enhance and test different pedagogical models for learning on the sustainable rehabilitation of mass housing neighbourhoods (MHN), as a specific type of modern heritage, through innovative extracurricular teaching practices based on interdisciplinarity, flexibility, and adaptability. This research presents three student workshops focusing on the rehabilitation of mass housing neighbourhoods (MHN), involving students, academics, and professionals from the field, organised in Germany, Serbia, and North Macedonia in 2022. Moreover, it engages a comparative analysis of the learning formats and approaches developed within this discipline-specific cross-border collaboration. The study provides (1) an insight into the comparative analysis of learning capabilities and (2) the formulation of workshop models supported by diagramming of the workshop structure. The conclusion of the article summarises the findings and highlights the essential aspects for engaging student workshops, as an instrument for generating operational knowledge in the field of mass housing rehabilitation.}}, author = {{Dragutinovic, Anica and Milovanovic, Aleksandra and Stojanovski, Mihajlo and Damjanovska, Tea and Đorđevic, Aleksandra and Nikezic, Ana and Pottgiesser, Uta and Ivanovska Deskova, Ana and Ivanovski, Jovan}}, booktitle = {{Sustainability}}, issn = {{2071-1050}}, keywords = {{extracurricular activities, extracurricular learning formats, student workshops, workshop models, pedagogical models, architectural higher education, mass housing neighbourhoods, sustainable rehabilitation}}, number = {{3}}, publisher = {{MDPI }}, title = {{{Approaching Extracurricular Activities for Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting from the Arena of Architectural Higher Education}}}, doi = {{10.3390/su15032476}}, volume = {{15}}, year = {{2023}}, } @misc{12796, abstract = {{This Design-Based Research (DBR) project aims to develop an intelligent tutoring system (ITS) for higher education. The system will collect teaching and learning materials in audio and video formats (e.g., podcasts, lecture recordings, screencasts, and explainer videos), and store them on a learning experience platform (LXP). Then, the ITS will process them with the help of speech recognition to gain data which, in turn, will be used to power further applications: Using artificial intelligence (AI), the platform will allow users to search the materials, automatically compiling them according to criteria like lesson subject, language, medium, or required prior knowledge. By the end of the last DBR cycle, the ITS will also provide a more active form of support: It will automatically generate exercises based on predefined patterns and teaching materials, thus allowing learners to check up on their learning progress autonomously. In order to closely match the ITS's features to the needs and learning habits of students in higher education, the development of this AI-based tutoring system is accompanied by an interdisciplinary team which will continuously re-evaluate and adapt the concept over the course of several DBR cycles. Our goal is to derive implications for the system's technical development by collecting and evaluating educational research data (mixed methods design; primary and secondary research methods).}}, author = {{Schmohl, Tobias and Schelling, Kathrin and Go, Stefanie and Thaler, Katrin Jana and Watanabe, Alice}}, booktitle = {{Proceedings of the 14th International Conference on Computer Supported Education - Vol. 2}}, editor = {{Cukurova, Mutlu and Rummel, Nikol and Gillet, Denis and McLaren, Bruce and Uhomoibhi, James }}, keywords = {{Artificial Intelligence in Higher Education, Design-based Research, Intelligent Tutoring System, Participatory Technology Design, Scoping Review}}, location = {{Online}}, pages = {{179--186}}, publisher = {{SCITEPRESS - Science and Technology Publications}}, title = {{{Development, Implementation and Acceptance of an AI-based Tutoring System: A Research-Led Methodology}}}, doi = {{10.5220/0011068500003182}}, year = {{2022}}, } @misc{9650, abstract = {{In Germany, there is much academic discourse on and scientific inquiry into pedagogical issues of science teaching and learning at the school level. Concepts like ‘Bildung’ (inquiry-based self-formation) or ‘Didaktik’ (instruction-based reflections on teaching) are almost directly associated with institutions or actors rooted in pedagogical departments. Unfortunately, those departments rarely focus on issues of science teaching and learning at the University level – and if they do so, they most often try to apply conceptions and models borrowed from upper or post-secondary education. The few research-based institutions that address specific issues of higher education are commonly fitted out so that they are nowhere near the impacts of research institutions covering teaching methodology in primary or secondary education, for example. Yet from an international perspective, the university as an institution does hold a great potential to improve educational practice in a systematic, cross-disciplinary and research-based way. Around the globe, more and more institutions rely on the notion of scholarship in this context: ‘The improvement of learning and teaching is dependent upon the development of scholarship and research in teaching’ (Prosser & Trigwell, 1999, p. 8). If incorporated at the heart of tertiary education, scholarship could contribute to develop new faculty in the German higher-educational sector. }}, author = {{Schmohl, Tobias}}, booktitle = {{ International Conference New Perspectives in Science Education }}, keywords = {{Scholarship of Teaching and Learning, Scholarship of Academic Development, Higher Education, community building}}, location = {{Florence, Italy}}, publisher = {{libreriauniversitaria.it edizioni}}, title = {{{Towards a New Scholarship of German Science Education}}}, year = {{2018}}, }