---
_id: '11412'
abstract:
- lang: eng
text: "This paper presents a pioneering approach to integrating artistic research
into the curriculum of\r\nGerman universities of applied sciences (UAS). Recognizing
the unique challenges and opportunities\r\npresented by artistic disciplines in
higher education, we have developed modules for a master's\r\nprogram that blend
epistemological content with the fundamentals of artistic research. This initiative\r\naddresses
the current disparity in qualification opportunities for artistic disciplines
at the UAS level,\r\nwhere artistic achievements are legally equated with scientific
accomplishments, yet opportunities for\r\nhigher qualification in these fields
are limited.\r\nOur approach is anchored in the belief that artistic research,
a field that challenges traditional research\r\nparadigms by valuing artful knowledge
alongside scientific knowledge, deserves a structured and\r\nrecognized pathway
within the academic system. Drawing from relevant legal texts and documents\r\nthat
equate artistic and scientific qualifications of personnel, we argue for the integration
of artistic\r\nresearch into the curriculum as a step towards rectifying the existing
imbalance and\r\nunderrepresentation of artistic disciplines in higher education.\r\nThis
paper presents a pioneering approach to integrating artistic research into the
curriculum of\r\nGerman universities of applied sciences (UAS). Recognizing the
unique challenges and opportunities\r\npresented by artistic disciplines in higher
education, we have developed modules for a master's\r\nprogram that blend epistemological
content with the fundamentals of artistic research. This initiative\r\naddresses
the current disparity in qualification opportunities for artistic disciplines
at the UAS level,\r\nwhere artistic achievements are legally equated with scientific
accomplishments, yet opportunities for\r\nhigher qualification in these fields
are limited.\r\nOur approach is anchored in the belief that artistic research,
a field that challenges traditional research\r\nparadigms by valuing artful knowledge
alongside scientific knowledge, deserves a structured and\r\nrecognized pathway
within the academic system. Drawing from relevant legal texts and documents\r\nthat
equate artistic and scientific qualifications of personnel, we argue for the integration
of artistic\r\nresearch into the curriculum as a step towards rectifying the existing
imbalance and\r\nunderrepresentation of artistic disciplines in higher education.\r\n"
author:
- first_name: Tobias
full_name: Schmohl, Tobias
id: '71782'
last_name: Schmohl
orcid: https://orcid.org/0000-0002-7043-5582
- first_name: Sebastian
full_name: Grobler, Sebastian
id: '76201'
last_name: Grobler
citation:
ama: 'Schmohl T, Grobler S. Integrating Artistic Research into German University
of Applied Sciences Curricula: A New Paradigm in Science Education. Vol 13.
Filodiritto Editore; 2024:6.'
apa: 'Schmohl, T., & Grobler, S. (2024). Integrating Artistic Research into
German University of Applied Sciences Curricula: A New Paradigm in Science Education.
In New Perspectives in Science Education (Vol. 13, p. 6). Filodiritto Editore.'
bjps: 'Schmohl T and Grobler S (2024) Integrating Artistic Research into
German University of Applied Sciences Curricula: A New Paradigm in Science Education.
Filodiritto Editore.'
chicago: 'Schmohl, Tobias, and Sebastian Grobler. Integrating Artistic Research
into German University of Applied Sciences Curricula: A New Paradigm in Science
Education. New Perspectives in Science Education. Vol. 13. New Perspectives
in Science Education. Filodiritto Editore, 2024.'
chicago-de: 'Schmohl, Tobias und Sebastian Grobler. 2024. Integrating Artistic
Research into German University of Applied Sciences Curricula: A New Paradigm
in Science Education. New Perspectives in Science Education. Bd. 13.
New Perspectives in Science Education. Filodiritto Editore.'
din1505-2-1: 'Schmohl, Tobias ; Grobler, Sebastian: Integrating Artistic
Research into German University of Applied Sciences Curricula: A New Paradigm
in Science Education, New Perspectives in Science Education. Bd. 13 :
Filodiritto Editore, 2024'
havard: 'T. Schmohl, S. Grobler, Integrating Artistic Research into German University
of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto
Editore, 2024.'
ieee: 'T. Schmohl and S. Grobler, Integrating Artistic Research into German University
of Applied Sciences Curricula: A New Paradigm in Science Education, vol. 13.
Filodiritto Editore, 2024, p. 6.'
mla: 'Schmohl, Tobias, and Sebastian Grobler. “Integrating Artistic Research into
German University of Applied Sciences Curricula: A New Paradigm in Science Education.”
New Perspectives in Science Education, vol. 13, Filodiritto Editore, 2024,
p. 6.'
short: 'T. Schmohl, S. Grobler, Integrating Artistic Research into German University
of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto
Editore, 2024.'
ufg: 'Schmohl, Tobias/Grobler, Sebastian: Integrating Artistic Research into
German University of Applied Sciences Curricula: A New Paradigm in Science Education,
Bd. 13, o. O. 2024 (New Perspectives in Science Education).'
van: 'Schmohl T, Grobler S. Integrating Artistic Research into German University
of Applied Sciences Curricula: A New Paradigm in Science Education. New Perspectives
in Science Education. Filodiritto Editore; 2024. (New Perspectives in Science
Education; vol. 13).'
conference:
end_date: 15.03.2024
location: Florenz
name: New Perspectives in Science Education 13th Edition 2024
start_date: 12.03.2024
date_created: 2024-04-30T18:37:36Z
date_updated: 2024-06-03T12:53:30Z
ddc:
- '370'
department:
- _id: DEP2000
has_accepted_license: '1'
intvolume: ' 13'
keyword:
- Artistic Research
- Art-Based Research
- Curriculum Development
- Higher Education
- Epistemology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://conference.pixel-online.net/files/npse/ed0013/FP/3516-CDEV6436-FP-NPSE13.pdf&ved=2ahUKEwjb6Mz1vL-GAxV6cvEDHaZADxAQFnoECBQQAQ&usg=AOvVaw3L1NmgE0GaWcpG9R4EzklX
oa: '1'
page: '6'
publication: New Perspectives in Science Education
publication_identifier:
isbn:
- 979-12-80225-58-0
publication_status: published
publisher: Filodiritto Editore
series_title: New Perspectives in Science Education
status: public
title: 'Integrating Artistic Research into German University of Applied Sciences Curricula:
A New Paradigm in Science Education'
type: conference_editor_article
user_id: '83781'
volume: 13
year: '2024'
...
---
_id: '11402'
abstract:
- lang: eng
text: 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:
- first_name: Tobias
full_name: Schmohl, Tobias
id: '71782'
last_name: Schmohl
orcid: https://orcid.org/0000-0002-7043-5582
- first_name: Stefanie
full_name: Go, Stefanie
id: '81255'
last_name: Go
citation:
ama: 'Schmohl T, Go S. Selbstbildung als Proprium akademischer Didaktik? Ein kritischer
Zwischenruf. In: Haberer M, Günther D, Köhler J, eds. (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. Rheinland-Pfälzische
Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung
in Studium und Lehre (ZIDiS) ; 2023:35-45. doi:https://doi.org/10.25656/01:27948'
apa: 'Schmohl, T., & Go, S. (2023). Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf. In M. Haberer, D. Günther, & J. Köhler (Eds.),
(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
(pp. 35–45). Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau,
Zentrum für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) . https://doi.org/10.25656/01:27948'
bjps: 'Schmohl T and Go S (2023) Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf. In Haberer M, Günther D and Köhler J (eds),
(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.
Kaiserslautern-Landau: Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau,
Zentrum für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) , pp.
35–45.'
chicago: 'Schmohl, Tobias, and Stefanie Go. “Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf.” In (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, edited by Monika Haberer,
Dorit Günther, and Janina Köhler , 35–45. Kaiserslautern-Landau: Rheinland-Pfälzische
Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung
in Studium und Lehre (ZIDiS) , 2023. https://doi.org/10.25656/01:27948.'
chicago-de: 'Schmohl, Tobias und Stefanie Go. 2023. Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf. In: (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, hg. von Monika Haberer, Dorit Günther,
und Janina Köhler , 35–45. Kaiserslautern-Landau: Rheinland-Pfälzische Technische
Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung
in Studium und Lehre (ZIDiS) . doi:https://doi.org/10.25656/01:27948,
.'
din1505-2-1: 'Schmohl, Tobias ; Go, Stefanie: Selbstbildung als Proprium
akademischer Didaktik? Ein kritischer Zwischenruf. In: Haberer,
M. ; Günther, D. ; Köhler , J. (Hrsg.): (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. Kaiserslautern-Landau :
Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum für
Innovation und Digitalisierung in Studium und Lehre (ZIDiS) , 2023, S. 35–45'
havard: 'T. Schmohl, S. Go, Selbstbildung als Proprium akademischer Didaktik? Ein
kritischer Zwischenruf, in: M. Haberer, D. Günther, J. Köhler (Eds.), (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, Rheinland-Pfälzische
Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung
in Studium und Lehre (ZIDiS) , Kaiserslautern-Landau, 2023: pp. 35–45.'
ieee: 'T. Schmohl and S. Go, “Selbstbildung als Proprium akademischer Didaktik?
Ein kritischer Zwischenruf,” in (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, M. Haberer, D. Günther, and J. Köhler , Eds. Kaiserslautern-Landau:
Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum für
Innovation und Digitalisierung in Studium und Lehre (ZIDiS) , 2023, pp. 35–45.
doi: https://doi.org/10.25656/01:27948.'
mla: 'Schmohl, Tobias, and Stefanie Go. “Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf.” (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, edited by Monika Haberer et
al., Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum
für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) , 2023, pp. 35–45,
https://doi.org/10.25656/01:27948.'
short: 'T. Schmohl, S. Go, in: M. Haberer, D. Günther, J. Köhler (Eds.), (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, Rheinland-Pfälzische
Technische Universität Kaiserslautern-Landau, Zentrum für Innovation und Digitalisierung
in Studium und Lehre (ZIDiS) , Kaiserslautern-Landau, 2023, pp. 35–45.'
ufg: 'Schmohl, Tobias/Go, Stefanie: Selbstbildung als Proprium akademischer
Didaktik? Ein kritischer Zwischenruf, in: Haberer, Monika/Günther, Dorit/Köhler
, Janina (Hgg.): (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, Kaiserslautern-Landau 2023, S. 35–45.'
van: 'Schmohl T, Go S. Selbstbildung als Proprium akademischer Didaktik? Ein kritischer
Zwischenruf. In: Haberer M, Günther D, Köhler J, editors. (Selbst-)Lernkompetenzen
Studierender stärken: Unterstützungsangebote – Beratung – Lernräume Sammelband
zur Fachtagung “(Selbst-)Lernunterstützung an Hochschulen – wieso noch mal?” am
15 und 16102020 an der Technischen Universität Kaiserslautern. Kaiserslautern-Landau:
Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum für
Innovation und Digitalisierung in Studium und Lehre (ZIDiS) ; 2023. p. 35–45.'
date_created: 2024-04-30T18:11:12Z
date_updated: 2024-05-15T12:31:49Z
department:
- _id: DEP2000
doi: https://doi.org/10.25656/01:27948
editor:
- first_name: 'Monika '
full_name: 'Haberer, Monika '
last_name: Haberer
- first_name: 'Dorit '
full_name: 'Günther, Dorit '
last_name: Günther
- first_name: 'Janina '
full_name: 'Köhler , Janina '
last_name: 'Köhler '
keyword:
- 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
language:
- iso: ger
page: 35-45
place: Kaiserslautern-Landau
publication: '(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'
publication_status: published
publisher: 'Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau, Zentrum
für Innovation und Digitalisierung in Studium und Lehre (ZIDiS) '
quality_controlled: '1'
status: public
title: Selbstbildung als Proprium akademischer Didaktik? Ein kritischer Zwischenruf
type: book_chapter
user_id: '83781'
year: '2023'
...
---
_id: '11409'
abstract:
- lang: eng
text: 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:
- first_name: Marie
full_name: Alavi, Marie
id: '83234'
last_name: Alavi
- first_name: Tobias
full_name: Schmohl, Tobias
id: '71782'
last_name: Schmohl
orcid: https://orcid.org/0000-0002-7043-5582
citation:
ama: Alavi M, Schmohl T. Transformative Learning. Methodological and Conceptual
Prerequisites for Future-Oriented Skill-Building. Filodiritto Editore; 2023:5
S. doi:https://doi.org/10.25656/01:27907
apa: Alavi, M., & Schmohl, T. (2023). Transformative learning. Methodological
and conceptual prerequisites for future-oriented skill-building. In Conference
proceedings. 13th international conference “The future of education”. Hybrid edition,
29-30 June 2023 (p. 5 S.). Filodiritto Editore. https://doi.org/10.25656/01:27907
bjps: 'Alavi M and Schmohl T (2023) Transformative Learning. Methodological
and Conceptual Prerequisites for Future-Oriented Skill-Building. Bologna:
Filodiritto Editore.'
chicago: 'Alavi, Marie, and Tobias Schmohl. Transformative Learning. Methodological
and Conceptual Prerequisites for Future-Oriented Skill-Building. Conference
Proceedings. 13th International Conference “The Future of Education”. Hybrid Edition,
29-30 June 2023. Bologna: Filodiritto Editore, 2023. https://doi.org/10.25656/01:27907.'
chicago-de: 'Alavi, Marie und Tobias Schmohl. 2023. Transformative learning.
Methodological and conceptual prerequisites for future-oriented skill-building.
Conference proceedings. 13th international conference „The future of education“.
Hybrid edition, 29-30 June 2023. Bologna: Filodiritto Editore. doi:https://doi.org/10.25656/01:27907,
.'
din1505-2-1: 'Alavi, Marie ; Schmohl, Tobias: Transformative learning.
Methodological and conceptual prerequisites for future-oriented skill-building.
Bologna : Filodiritto Editore, 2023'
havard: M. Alavi, T. Schmohl, Transformative learning. Methodological and conceptual
prerequisites for future-oriented skill-building, Filodiritto Editore, Bologna,
2023.
ieee: 'M. Alavi and T. Schmohl, Transformative learning. Methodological and conceptual
prerequisites for future-oriented skill-building. Bologna: Filodiritto Editore,
2023, p. 5 S. doi: https://doi.org/10.25656/01:27907.'
mla: Alavi, Marie, and Tobias Schmohl. “Transformative Learning. Methodological
and Conceptual Prerequisites for Future-Oriented Skill-Building.” Conference
Proceedings. 13th International Conference “The Future of Education”. Hybrid Edition,
29-30 June 2023, Filodiritto Editore, 2023, p. 5 S., https://doi.org/10.25656/01:27907.
short: M. Alavi, T. Schmohl, Transformative Learning. Methodological and Conceptual
Prerequisites for Future-Oriented Skill-Building, Filodiritto Editore, Bologna,
2023.
ufg: 'Alavi, Marie/Schmohl, Tobias: Transformative learning. Methodological
and conceptual prerequisites for future-oriented skill-building, Bologna 2023.'
van: 'Alavi M, Schmohl T. Transformative learning. Methodological and conceptual
prerequisites for future-oriented skill-building. Conference proceedings. 13th
international conference “The future of education”. Hybrid edition, 29-30 June
2023. Bologna: Filodiritto Editore; 2023.'
conference:
end_date: 2023-06-30
location: Bologna
name: 13th international conference "The future of education".
start_date: 2023-06-29
date_created: 2024-04-30T18:26:19Z
date_updated: 2024-05-14T14:19:40Z
department:
- _id: DEP2000
doi: https://doi.org/10.25656/01:27907
keyword:
- 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
language:
- iso: eng
page: 5 S.
place: Bologna
publication: Conference proceedings. 13th international conference "The future of
education". Hybrid edition, 29-30 June 2023
publication_identifier:
isbn:
- 979-12-80225-59-7
issn:
- 2384-9509
publication_status: published
publisher: Filodiritto Editore
quality_controlled: '1'
status: public
title: Transformative learning. Methodological and conceptual prerequisites for future-oriented
skill-building
type: conference_editor_article
user_id: '83781'
year: '2023'
...
---
_id: '13017'
abstract:
- lang: eng
text: 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.
article_number: '2476'
author:
- first_name: Anica
full_name: Dragutinovic, Anica
id: '68875'
last_name: Dragutinovic
orcid: 0000-0002-6962-5223
- first_name: Aleksandra
full_name: Milovanovic, Aleksandra
last_name: Milovanovic
- first_name: Mihajlo
full_name: Stojanovski, Mihajlo
last_name: Stojanovski
- first_name: Tea
full_name: Damjanovska, Tea
last_name: Damjanovska
- first_name: Aleksandra
full_name: Đorđevic, Aleksandra
last_name: Đorđevic
- first_name: Ana
full_name: Nikezic, Ana
last_name: Nikezic
- first_name: Uta
full_name: Pottgiesser, Uta
id: '27166'
last_name: Pottgiesser
orcid: 0000-0002-8594-3168
- first_name: Ana
full_name: Ivanovska Deskova, Ana
last_name: Ivanovska Deskova
- first_name: Jovan
full_name: Ivanovski, Jovan
last_name: Ivanovski
citation:
ama: 'Dragutinovic A, Milovanovic A, Stojanovski M, et al. Approaching Extracurricular
Activities for Teaching and Learning on Sustainable Rehabilitation of Mass Housing:
Reporting from the Arena of Architectural Higher Education. Sustainability.
2023;15(3). doi:10.3390/su15032476'
apa: 'Dragutinovic, A., Milovanovic, A., Stojanovski, M., Damjanovska, T., Đorđevic,
A., Nikezic, A., Pottgiesser, U., Ivanovska Deskova, A., & Ivanovski, J. (2023).
Approaching Extracurricular Activities for Teaching and Learning on Sustainable
Rehabilitation of Mass Housing: Reporting from the Arena of Architectural Higher
Education. Sustainability, 15(3), Article 2476. https://doi.org/10.3390/su15032476'
bjps: 'Dragutinovic A et al. (2023) Approaching Extracurricular Activities
for Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting
from the Arena of Architectural Higher Education. Sustainability 15.'
chicago: 'Dragutinovic, Anica, Aleksandra Milovanovic, Mihajlo Stojanovski, Tea
Damjanovska, Aleksandra Đorđevic, Ana Nikezic, Uta Pottgiesser, Ana Ivanovska
Deskova, and Jovan Ivanovski. “Approaching Extracurricular Activities for Teaching
and Learning on Sustainable Rehabilitation of Mass Housing: Reporting from the
Arena of Architectural Higher Education.” Sustainability 15, no. 3 (2023).
https://doi.org/10.3390/su15032476.'
chicago-de: 'Dragutinovic, Anica, Aleksandra Milovanovic, Mihajlo Stojanovski, Tea
Damjanovska, Aleksandra Đorđevic, Ana Nikezic, Uta Pottgiesser, Ana Ivanovska
Deskova und Jovan Ivanovski. 2023. Approaching Extracurricular Activities for
Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting
from the Arena of Architectural Higher Education. Sustainability 15, Nr.
3. doi:10.3390/su15032476, .'
din1505-2-1: 'Dragutinovic,
Anica ; Milovanovic, Aleksandra
; Stojanovski, Mihajlo ; Damjanovska,
Tea ; Đorđevic, Aleksandra
; Nikezic, Ana ; Pottgiesser,
Uta ; Ivanovska Deskova, Ana
; u. a.: Approaching Extracurricular Activities for Teaching and Learning
on Sustainable Rehabilitation of Mass Housing: Reporting from the Arena of Architectural
Higher Education. In: Sustainability Bd. 15. Basel, MDPI (2023), Nr. 3'
havard: 'A. Dragutinovic, A. Milovanovic, M. Stojanovski, T. Damjanovska, A. Đorđevic,
A. Nikezic, U. Pottgiesser, A. Ivanovska Deskova, J. Ivanovski, Approaching Extracurricular
Activities for Teaching and Learning on Sustainable Rehabilitation of Mass Housing:
Reporting from the Arena of Architectural Higher Education, Sustainability. 15
(2023).'
ieee: 'A. Dragutinovic et al., “Approaching Extracurricular Activities for
Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting
from the Arena of Architectural Higher Education,” Sustainability, vol.
15, no. 3, Art. no. 2476, 2023, doi: 10.3390/su15032476.'
mla: 'Dragutinovic, Anica, et al. “Approaching Extracurricular Activities for Teaching
and Learning on Sustainable Rehabilitation of Mass Housing: Reporting from the
Arena of Architectural Higher Education.” Sustainability, vol. 15, no.
3, 2476, 2023, https://doi.org/10.3390/su15032476.'
short: A. Dragutinovic, A. Milovanovic, M. Stojanovski, T. Damjanovska, A. Đorđevic,
A. Nikezic, U. Pottgiesser, A. Ivanovska Deskova, J. Ivanovski, Sustainability
15 (2023).
ufg: 'Dragutinovic, Anica u. a.: Approaching Extracurricular Activities for
Teaching and Learning on Sustainable Rehabilitation of Mass Housing: Reporting
from the Arena of Architectural Higher Education, in: Sustainability 15
(2023), H. 3.'
van: 'Dragutinovic A, Milovanovic A, Stojanovski M, Damjanovska T, Đorđevic A, Nikezic
A, et al. Approaching Extracurricular Activities for Teaching and Learning on
Sustainable Rehabilitation of Mass Housing: Reporting from the Arena of Architectural
Higher Education. Sustainability. 2023;15(3).'
date_created: 2025-06-24T13:32:32Z
date_updated: 2025-06-24T13:35:15Z
department:
- _id: DEP1600
doi: 10.3390/su15032476
intvolume: ' 15'
issue: '3'
keyword:
- extracurricular activities
- extracurricular learning formats
- student workshops
- workshop models
- pedagogical models
- architectural higher education
- mass housing neighbourhoods
- sustainable rehabilitation
language:
- iso: eng
place: Basel
publication: Sustainability
publication_identifier:
eissn:
- 2071-1050
publication_status: published
publisher: 'MDPI '
quality_controlled: '1'
status: public
title: 'Approaching Extracurricular Activities for Teaching and Learning on Sustainable
Rehabilitation of Mass Housing: Reporting from the Arena of Architectural Higher
Education'
type: scientific_journal_article
user_id: '83781'
volume: 15
year: '2023'
...
---
_id: '12796'
abstract:
- lang: eng
text: '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:
- first_name: Tobias
full_name: Schmohl, Tobias
id: '71782'
last_name: Schmohl
orcid: https://orcid.org/0000-0002-7043-5582
- first_name: Kathrin
full_name: Schelling, Kathrin
id: '81212'
last_name: Schelling
- first_name: Stefanie
full_name: Go, Stefanie
id: '86007'
last_name: Go
- first_name: Katrin Jana
full_name: Thaler, Katrin Jana
id: '74178'
last_name: Thaler
- first_name: Alice
full_name: Watanabe, Alice
id: '76856'
last_name: Watanabe
citation:
ama: 'Schmohl T, Schelling K, Go S, Thaler KJ, Watanabe A. Development, Implementation
and Acceptance of an AI-Based Tutoring System: A Research-Led Methodology.
(Cukurova M, Rummel N, Gillet D, McLaren B, Uhomoibhi J, eds.). SCITEPRESS - Science
and Technology Publications; 2022:179-186. doi:10.5220/0011068500003182'
apa: 'Schmohl, T., Schelling, K., Go, S., Thaler, K. J., & Watanabe, A. (2022).
Development, Implementation and Acceptance of an AI-based Tutoring System: A Research-Led
Methodology. In M. Cukurova, N. Rummel, D. Gillet, B. McLaren, & J. Uhomoibhi
(Eds.), Proceedings of the 14th International Conference on Computer Supported
Education - Vol. 2 (pp. 179–186). SCITEPRESS - Science and Technology Publications.
https://doi.org/10.5220/0011068500003182'
bjps: 'Schmohl T et al. (2022) Development, Implementation and
Acceptance of an AI-Based Tutoring System: A Research-Led Methodology, Cukurova
M et al. (eds). SCITEPRESS - Science and Technology Publications.'
chicago: 'Schmohl, Tobias, Kathrin Schelling, Stefanie Go, Katrin Jana Thaler, and
Alice Watanabe. Development, Implementation and Acceptance of an AI-Based Tutoring
System: A Research-Led Methodology. Edited by Mutlu Cukurova, Nikol Rummel,
Denis Gillet, Bruce McLaren, and James Uhomoibhi. Proceedings of the 14th
International Conference on Computer Supported Education - Vol. 2. SCITEPRESS
- Science and Technology Publications, 2022. https://doi.org/10.5220/0011068500003182.'
chicago-de: 'Schmohl, Tobias, Kathrin Schelling, Stefanie Go, Katrin Jana Thaler
und Alice Watanabe. 2022. Development, Implementation and Acceptance of an
AI-based Tutoring System: A Research-Led Methodology. Hg. von Mutlu Cukurova,
Nikol Rummel, Denis Gillet, Bruce McLaren, und James Uhomoibhi. Proceedings
of the 14th International Conference on Computer Supported Education - Vol. 2.
SCITEPRESS - Science and Technology Publications. doi:10.5220/0011068500003182,
.'
din1505-2-1: 'Schmohl, Tobias ; Schelling, Kathrin ; Go,
Stefanie ; Thaler, Katrin Jana
; Watanabe, Alice ; Cukurova,
M. ; Rummel, N. ; Gillet,
D. ; McLaren, B. ; Uhomoibhi, J. (Hrsg.): Development,
Implementation and Acceptance of an AI-based Tutoring System: A Research-Led Methodology :
SCITEPRESS - Science and Technology Publications, 2022'
havard: 'T. Schmohl, K. Schelling, S. Go, K.J. Thaler, A. Watanabe, Development,
Implementation and Acceptance of an AI-based Tutoring System: A Research-Led Methodology,
SCITEPRESS - Science and Technology Publications, 2022.'
ieee: 'T. Schmohl, K. Schelling, S. Go, K. J. Thaler, and A. Watanabe, Development,
Implementation and Acceptance of an AI-based Tutoring System: A Research-Led Methodology.
SCITEPRESS - Science and Technology Publications, 2022, pp. 179–186. doi: 10.5220/0011068500003182.'
mla: 'Schmohl, Tobias, et al. “Development, Implementation and Acceptance of an
AI-Based Tutoring System: A Research-Led Methodology.” Proceedings of the 14th
International Conference on Computer Supported Education - Vol. 2, edited
by Mutlu Cukurova et al., SCITEPRESS - Science and Technology Publications, 2022,
pp. 179–86, https://doi.org/10.5220/0011068500003182.'
short: 'T. Schmohl, K. Schelling, S. Go, K.J. Thaler, A. Watanabe, Development,
Implementation and Acceptance of an AI-Based Tutoring System: A Research-Led Methodology,
SCITEPRESS - Science and Technology Publications, 2022.'
ufg: 'Schmohl, Tobias u. a.: Development, Implementation and Acceptance of
an AI-based Tutoring System: A Research-Led Methodology, hg. von Cukurova, Mutlu
u. a., o. O. 2022.'
van: 'Schmohl T, Schelling K, Go S, Thaler KJ, Watanabe A. Development, Implementation
and Acceptance of an AI-based Tutoring System: A Research-Led Methodology. Cukurova
M, Rummel N, Gillet D, McLaren B, Uhomoibhi J, editors. Proceedings of the 14th
International Conference on Computer Supported Education - Vol. 2. SCITEPRESS
- Science and Technology Publications; 2022.'
conference:
end_date: 2022-04-24
location: Online
name: 14th International Conference on Computer Supported Education (CSEDU)
start_date: 2022-04-22
date_created: 2025-04-15T12:23:55Z
date_updated: 2025-06-26T13:40:15Z
doi: 10.5220/0011068500003182
editor:
- first_name: 'Mutlu '
full_name: 'Cukurova, Mutlu '
last_name: Cukurova
- first_name: 'Nikol '
full_name: 'Rummel, Nikol '
last_name: Rummel
- first_name: 'Denis '
full_name: 'Gillet, Denis '
last_name: Gillet
- first_name: 'Bruce '
full_name: 'McLaren, Bruce '
last_name: McLaren
- first_name: 'James '
full_name: 'Uhomoibhi, James '
last_name: Uhomoibhi
keyword:
- Artificial Intelligence in Higher Education
- Design-based Research
- Intelligent Tutoring System
- Participatory Technology Design
- Scoping Review
language:
- iso: eng
page: 179-186
publication: Proceedings of the 14th International Conference on Computer Supported
Education - Vol. 2
publication_identifier:
eisbn:
- 978-989-758-562-3
publication_status: published
publisher: SCITEPRESS - Science and Technology Publications
status: public
title: 'Development, Implementation and Acceptance of an AI-based Tutoring System:
A Research-Led Methodology'
type: conference_editor_article
user_id: '83781'
year: '2022'
...
---
_id: '9650'
abstract:
- lang: eng
text: "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.\r\n"
author:
- first_name: Tobias
full_name: Schmohl, Tobias
id: '71782'
last_name: Schmohl
orcid: https://orcid.org/0000-0002-7043-5582
citation:
ama: Schmohl T. Towards a New Scholarship of German Science Education. 7th
ed. (PIXEL, ed.). libreriauniversitaria.it edizioni; 2018.
apa: Schmohl, T. (2018). Towards a New Scholarship of German Science Education.
In PIXEL (Ed.), International Conference New Perspectives in Science Education
(7th ed.). libreriauniversitaria.it edizioni.
bjps: 'Schmohl T (2018) Towards a New Scholarship of German Science Education,
7th ed., PIXEL (ed.). Padova: libreriauniversitaria.it edizioni.'
chicago: 'Schmohl, Tobias. Towards a New Scholarship of German Science Education.
Edited by PIXEL. International Conference New Perspectives in Science Education
. 7th ed. Padova: libreriauniversitaria.it edizioni, 2018.'
chicago-de: 'Schmohl, Tobias. 2018. Towards a New Scholarship of German Science
Education. Hg. von PIXEL. International Conference New Perspectives in
Science Education . 7. Aufl. Padova: libreriauniversitaria.it edizioni.'
din1505-2-1: 'Schmohl, Tobias ; PIXEL (Hrsg.): Towards a New Scholarship
of German Science Education. 7. Aufl. Padova : libreriauniversitaria.it edizioni,
2018'
havard: T. Schmohl, Towards a New Scholarship of German Science Education, 7th ed.,
libreriauniversitaria.it edizioni, Padova, 2018.
ieee: 'T. Schmohl, Towards a New Scholarship of German Science Education,
7th ed. Padova: libreriauniversitaria.it edizioni, 2018.'
mla: Schmohl, Tobias. “Towards a New Scholarship of German Science Education.”
International Conference New Perspectives in Science Education , edited by
PIXEL, 7th ed., libreriauniversitaria.it edizioni, 2018.
short: T. Schmohl, Towards a New Scholarship of German Science Education, 7th ed.,
libreriauniversitaria.it edizioni, Padova, 2018.
ufg: 'Schmohl, Tobias: Towards a New Scholarship of German Science Education,
hg. von PIXEL, Padova 72018.'
van: 'Schmohl T. Towards a New Scholarship of German Science Education. 7th ed.
PIXEL, editor. International Conference New Perspectives in Science Education
. Padova: libreriauniversitaria.it edizioni; 2018.'
conference:
end_date: 2018-03-23
location: Florence, Italy
name: 'New Perspectives in Science Education - 7th Edition '
start_date: 2018-03-22
corporate_editor:
- PIXEL
date_created: 2023-03-23T09:16:24Z
date_updated: 2023-04-05T09:17:06Z
department:
- _id: DEP2000
edition: '7'
keyword:
- Scholarship of Teaching and Learning
- Scholarship of Academic Development
- Higher Education
- community building
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
place: Padova
publication: ' International Conference New Perspectives in Science Education '
publication_identifier:
eisbn:
- 978-88-6292-976-9
publication_status: published
publisher: libreriauniversitaria.it edizioni
related_material:
link:
- relation: other
url: https://conference.pixel-online.net/library_scheda.php?id_abs=2911
- relation: other
url: https://conference.pixel-online.net/files/npse/ed0007/FP/3516-SSE2911-FP-NPSE7.pdf
status: public
title: Towards a New Scholarship of German Science Education
type: conference_editor_article
user_id: '45673'
year: '2018'
...