[{"citation":{"short":"T. Schmohl, S. Grobler, Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto Editore, 2024.","din1505-2-1":"<span style=\"font-variant:small-caps;\">Schmohl, Tobias</span> ; <span style=\"font-variant:small-caps;\">Grobler, Sebastian</span>: <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>, <i>New Perspectives in Science Education</i>. Bd. 13 : Filodiritto Editore, 2024","chicago-de":"Schmohl, Tobias und Sebastian Grobler. 2024. <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>. <i>New Perspectives in Science Education</i>. Bd. 13. New Perspectives in Science Education. Filodiritto Editore.","ama":"Schmohl T, Grobler S. <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>. Vol 13. Filodiritto Editore; 2024:6.","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).","bjps":"<b>Schmohl T and Grobler S</b> (2024) <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>. Filodiritto Editore.","havard":"T. Schmohl, S. Grobler, Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto Editore, 2024.","mla":"Schmohl, Tobias, and Sebastian Grobler. “Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education.” <i>New Perspectives in Science Education</i>, vol. 13, Filodiritto Editore, 2024, p. 6.","ufg":"<b>Schmohl, Tobias/Grobler, Sebastian</b>: 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).","ieee":"T. Schmohl and S. Grobler, <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>, vol. 13. Filodiritto Editore, 2024, p. 6.","apa":"Schmohl, T., &#38; Grobler, S. (2024). Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education. In <i>New Perspectives in Science Education</i> (Vol. 13, p. 6). Filodiritto Editore.","chicago":"Schmohl, Tobias, and Sebastian Grobler. <i>Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>. <i>New Perspectives in Science Education</i>. Vol. 13. New Perspectives in Science Education. Filodiritto Editore, 2024."},"volume":13,"title":"Integrating Artistic Research into German University of Applied Sciences Curricula: A New Paradigm in Science Education","status":"public","page":"6","year":"2024","main_file_link":[{"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","open_access":"1"}],"author":[{"full_name":"Schmohl, Tobias","last_name":"Schmohl","first_name":"Tobias","id":"71782","orcid":"https://orcid.org/0000-0002-7043-5582"},{"last_name":"Grobler","first_name":"Sebastian","id":"76201","full_name":"Grobler, Sebastian"}],"date_updated":"2024-06-03T12:53:30Z","publication_identifier":{"isbn":["979-12-80225-58-0"]},"publication":"New Perspectives in Science Education","date_created":"2024-04-30T18:37:36Z","keyword":["Artistic Research","Art-Based Research","Curriculum Development","Higher Education","Epistemology"],"language":[{"iso":"eng"}],"oa":"1","publication_status":"published","series_title":"New Perspectives in Science Education","publisher":"Filodiritto Editore","ddc":["370"],"department":[{"_id":"DEP2000"}],"conference":{"start_date":"12.03.2024","end_date":"15.03.2024","name":"New Perspectives in Science Education 13th Edition 2024","location":"Florenz"},"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"}],"user_id":"83781","intvolume":"        13","type":"conference_editor_article","_id":"11412","has_accepted_license":"1"},{"abstract":[{"text":"In recent years considerable research efforts have been made to provide evidence for a nexus be-tween game design elements in non-game contexts. Our research presents a new approach to bridge game design elements and educational theory: defining a set of motivational “patterns” used for peda-gogical purposes in university teaching scenarios. To this end, we will build upon preliminary empirical results from a research project called EMPAMOS®. It derived a set of motivational elements frequently used in social game designs. Our hypothesis is that these elements resemble on a structural level and are directly transferable to motivational factors in online education contexts. \r\nFocused on cooperative teaching and learning, we develop a curriculum to enable educators to im-plement motivational molecules from game design in their learning settings. The paper presents basic premises and a preliminary structure of the curriculum. By examining educational settings in terms of a “broken game”, we provide a new perspective on the prerequisites for learning at the university level.","lang":"eng"}],"department":[{"_id":"DEP2000"},{"_id":"DEP1200"}],"conference":{"name":"11th International Conference New Perspectives in Science Education","location":"Florenz","start_date":"2022-03-17","end_date":"2022-03-18"},"quality_controlled":"1","publisher":"Libreriauniversitaria.it","series_title":"New Perspectives in Science Education","publication_status":"published","_id":"7578","place":"Bologna","type":"conference_editor_article","intvolume":"        11","user_id":"83781","main_file_link":[{"url":"https://conference.pixel-online.net/NPSE/files/npse/ed0011/FP/6790-CDEV5427-FP-NPSE11.pdf","open_access":"1"}],"year":"2022","author":[{"full_name":"Bröker, Thomas","last_name":"Bröker","first_name":"Thomas"},{"first_name":"Nina","id":"81110","full_name":"Schmulius, Nina","last_name":"Schmulius"},{"last_name":"Schmohl","full_name":"Schmohl, Tobias","first_name":"Tobias","id":"71782","orcid":"https://orcid.org/0000-0002-7043-5582"},{"last_name":"Dulisch","full_name":"Dulisch, Fabian","first_name":"Fabian"},{"id":"81111","first_name":"Sabrina","last_name":"Marquardt","full_name":"Marquardt, Sabrina"},{"last_name":"Höllen","full_name":"Höllen, Max","first_name":"Max"},{"last_name":"Voit","full_name":"Voit, Thomas","first_name":"Thomas"},{"first_name":"Benjamin","full_name":"Zinger, Benjamin","last_name":"Zinger"}],"page":"22-26","status":"public","title":"What Can Educators Learn from Social Game Design in University Online Teaching?","volume":11,"citation":{"ufg":"<b>Bröker, Thomas u. a.</b>: What Can Educators Learn from Social Game Design in University Online Teaching?, Bd. 11, Bologna 2022 (New Perspectives in Science Education).","havard":"T. Bröker, N. Schmulius, T. Schmohl, F. Dulisch, S. Marquardt, M. Höllen, T. Voit, B. Zinger, What Can Educators Learn from Social Game Design in University Online Teaching?, Libreriauniversitaria.it, Bologna, 2022.","bjps":"<b>Bröker T <i>et al.</i></b> (2022) <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i> Bologna: Libreriauniversitaria.it.","mla":"Bröker, Thomas, et al. “What Can Educators Learn from Social Game Design in University Online Teaching?” <i>New Perspectives in Science Education</i>, vol. 11, Libreriauniversitaria.it, 2022, pp. 22–26.","van":"Bröker T, Schmulius N, Schmohl T, Dulisch F, Marquardt S, Höllen M, et al. What Can Educators Learn from Social Game Design in University Online Teaching? New Perspectives in Science Education. Bologna: Libreriauniversitaria.it; 2022. (New Perspectives in Science Education; vol. 11).","chicago":"Bröker, Thomas, Nina Schmulius, Tobias Schmohl, Fabian Dulisch, Sabrina Marquardt, Max Höllen, Thomas Voit, and Benjamin Zinger. <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i> <i>New Perspectives in Science Education</i>. Vol. 11. New Perspectives in Science Education. Bologna: Libreriauniversitaria.it, 2022.","apa":"Bröker, T., Schmulius, N., Schmohl, T., Dulisch, F., Marquardt, S., Höllen, M., Voit, T., &#38; Zinger, B. (2022). What Can Educators Learn from Social Game Design in University Online Teaching? In <i>New Perspectives in Science Education</i> (Vol. 11, pp. 22–26). Libreriauniversitaria.it.","chicago-de":"Bröker, Thomas, Nina Schmulius, Tobias Schmohl, Fabian Dulisch, Sabrina Marquardt, Max Höllen, Thomas Voit und Benjamin Zinger. 2022. <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i> <i>New Perspectives in Science Education</i>. Bd. 11. New Perspectives in Science Education. Bologna: Libreriauniversitaria.it.","din1505-2-1":"<span style=\"font-variant:small-caps;\">Bröker, Thomas</span> ; <span style=\"font-variant:small-caps;\">Schmulius, Nina</span> ; <span style=\"font-variant:small-caps;\">Schmohl, Tobias</span> ; <span style=\"font-variant:small-caps;\">Dulisch, Fabian</span> ; <span style=\"font-variant:small-caps;\">Marquardt, Sabrina</span> ; <span style=\"font-variant:small-caps;\">Höllen, Max</span> ; <span style=\"font-variant:small-caps;\">Voit, Thomas</span> ; <span style=\"font-variant:small-caps;\">Zinger, Benjamin</span>: <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i>, <i>New Perspectives in Science Education</i>. Bd. 11. Bologna : Libreriauniversitaria.it, 2022","short":"T. Bröker, N. Schmulius, T. Schmohl, F. Dulisch, S. Marquardt, M. Höllen, T. Voit, B. Zinger, What Can Educators Learn from Social Game Design in University Online Teaching?, Libreriauniversitaria.it, Bologna, 2022.","ama":"Bröker T, Schmulius N, Schmohl T, et al. <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i> Vol 11. Libreriauniversitaria.it; 2022:22-26.","ieee":"T. Bröker <i>et al.</i>, <i>What Can Educators Learn from Social Game Design in University Online Teaching?</i>, vol. 11. Bologna: Libreriauniversitaria.it, 2022, pp. 22–26."},"oa":"1","language":[{"iso":"eng"}],"keyword":["cooperative learning","gamification","motivation","train-the-trainer","curriculum"],"date_created":"2022-04-14T10:58:17Z","publication":"New Perspectives in Science Education","date_updated":"2024-08-12T08:07:32Z"}]