@misc{11498,
  author       = {{Nether, Ulrich and Minge, Michael and Rubart, Jessica and Pieper, Svenja and Tasci, Aylin and Hartmann, Lara and Herrmann, Kristina}},
  keywords     = {{Diversity, Equity, Inclusion, Teaching, University, interdisciplinary}},
  pages        = {{141}},
  publisher    = {{Technische Hochschule Ostwestfalen-Lippe}},
  title        = {{{DiversityLab TH OWL}}},
  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}},
}

@inproceedings{4094,
  abstract     = {{Projection-based assitive systems that guide users through assembly work are on their way to industrial application. Previous research work investigated how people can be supported with such systems. However, there has been little work on the question on how to generate and author sequential instructions for assitive systems. In this paper, we present a new concept and a prototypical implementation of an assitive system that can be taught by demonstrating an assembly process. By using a combination of RGB and depth cameras, we can generate an assembly instruction of Lego Duplo bricks based on the demonstration of a user. This generated manual can later on be used for assisting other users in the assembly process. By our prototype system, we show the technological feasibility of assistive systems that can learn from users.}},
  author       = {{Büttner, Sebastian and Peda, Andreas and Heinz, Mario and Röcker, Carsten}},
  booktitle    = {{22nd International Conference on Human-Computer Interaction}},
  isbn         = {{978-3-030-50343-7}},
  keywords     = {{Assitive system, Authoring, Instruction generation, Computer vision, Teaching by demonstration}},
  location     = {{Copenhagen, Denmark}},
  pages        = {{153--163}},
  publisher    = {{Springer}},
  title        = {{{Teaching by Demonstrating – How Smart Assistive Systems Can Learn from Users}}},
  doi          = {{https://doi.org/10.1007/978-3-030-50344-4_12}},
  volume       = {{12203}},
  year         = {{2020}},
}

@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}},
}

@misc{7592,
  author       = {{Schmohl, Tobias}},
  booktitle    = {{The Future of Education}},
  isbn         = {{ ‎ 978-8862928687}},
  keywords     = {{Scholarship of Academic Development, Scholarship of Teaching and Learning}},
  location     = {{Florenz}},
  pages        = {{317--321}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{The research—education nexus: Basic premises and practical application of the "Scholarship" movement}}},
  volume       = {{7}},
  year         = {{2017}},
}

@misc{9856,
  abstract     = {{According to the Bologna Accord in 2006 the study courses for architecture, urban planning and landscape planning at Kassel university were reformed to a bachelor and master education programme. New courses – so called “modules” were found. One of them “Wahrnehmung und Analyse von Räumen” – “landscape perception and analysis” – is an interdisciplinary course teaching and comparing three different perspectives – those of ecology, social science and landscape planning – on landscape. To manage a high number of students the e-learning platform “Moodle” is used. Also giving an introduction into GIS is a major part of the course. This article – after “landscape perception and analysis” started four years ago – gives an overview of the recent and future development of the course from a teachers perspective.}},
  author       = {{Leiner, Claas and Stemmer, Boris}},
  booktitle    = {{gis.Science}},
  issn         = {{2698-4571}},
  keywords     = {{Universitarian teaching, GIS, e-learning, bologna process}},
  number       = {{4}},
  pages        = {{105–110}},
  publisher    = {{Wichmann}},
  title        = {{{Teaching Landscape Planning - Landscape Perception and Analysis}}},
  year         = {{2011}},
}