---
_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: '11915'
abstract:
- lang: eng
text: With the human factor being identified as the weakest link in the chain of
information security, we investigate the effects of the COVID-19 pandemic on approaches
to develop awareness trainings. Following the literature approach of vom Brocke,
we identify five focus areas in recent literature which we are able to divide
further into supporting effects and human factors for information security awareness
trainings. Furthermore, we identify research gaps in current literature which
can inspire future investigations.
author:
- first_name: Robin
full_name: Meister, Robin
id: '81256'
last_name: Meister
- first_name: Nadine
full_name: Guhr, Nadine
id: '77748'
last_name: Guhr
orcid: 0000-0001-8812-1488
citation:
ama: 'Meister R, Guhr N. Recent Insights in Information Security Awareness Training:
A Systematic Literature Review . (Association for Information Systems , ed.).
WI; 2024:16.'
apa: 'Meister, R., & Guhr, N. (2024). Recent Insights in Information Security
Awareness Training: A Systematic Literature Review . In Association for Information
Systems (Ed.), Wirtschaftsinformatik 2024 Proceedings (p. 16). WI.'
bjps: 'Meister R and Guhr N (2024) Recent Insights in Information Security
Awareness Training: A Systematic Literature Review , Association for Information
Systems (ed.). Würzburg: WI.'
chicago: 'Meister, Robin, and Nadine Guhr. Recent Insights in Information Security
Awareness Training: A Systematic Literature Review . Edited by Association
for Information Systems . Wirtschaftsinformatik 2024 Proceedings. Würzburg:
WI, 2024.'
chicago-de: 'Meister, Robin und Nadine Guhr. 2024. Recent Insights in Information
Security Awareness Training: A Systematic Literature Review . Hg. von Association
for Information Systems . Wirtschaftsinformatik 2024 Proceedings. Würzburg:
WI.'
din1505-2-1: 'Meister, Robin ; Guhr, Nadine ; Association
for Information Systems (Hrsg.): Recent Insights in Information Security
Awareness Training: A Systematic Literature Review . Würzburg : WI, 2024'
havard: 'R. Meister, N. Guhr, Recent Insights in Information Security Awareness
Training: A Systematic Literature Review , WI, Würzburg, 2024.'
ieee: 'R. Meister and N. Guhr, Recent Insights in Information Security Awareness
Training: A Systematic Literature Review . Würzburg: WI, 2024, p. 16.'
mla: 'Meister, Robin, and Nadine Guhr. “Recent Insights in Information Security
Awareness Training: A Systematic Literature Review .” Wirtschaftsinformatik
2024 Proceedings, edited by Association for Information Systems , WI, 2024,
p. 16.'
short: 'R. Meister, N. Guhr, Recent Insights in Information Security Awareness Training:
A Systematic Literature Review , WI, Würzburg, 2024.'
ufg: 'Meister, Robin/Guhr, Nadine: Recent Insights in Information Security
Awareness Training: A Systematic Literature Review , hg. von Association for Information
Systems , Würzburg 2024.'
van: 'Meister R, Guhr N. Recent Insights in Information Security Awareness Training:
A Systematic Literature Review . Association for Information Systems , editor.
Wirtschaftsinformatik 2024 Proceedings. Würzburg: WI; 2024.'
conference:
end_date: 2024-09-19
location: Würzburg
name: 19. Internationale Tagung Wirtschaftsinformatik
start_date: 2024-09-16
corporate_editor:
- 'Association for Information Systems '
date_created: 2024-09-17T11:03:28Z
date_updated: 2025-07-22T07:00:14Z
department:
- _id: DEP1523
keyword:
- Information Security
- Literature Review
- Human Factor
- Education
- Awareness
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://aisel.aisnet.org/wi2024/124
oa: '1'
page: '16'
place: Würzburg
publication: Wirtschaftsinformatik 2024 Proceedings
publication_status: published
publisher: WI
status: public
title: 'Recent Insights in Information Security Awareness Training: A Systematic Literature
Review '
type: conference_editor_article
user_id: '83781'
year: '2024'
...
---
_id: '12993'
abstract:
- lang: eng
text: In computer science and related technical fields, researchers, educators,
and practitioners are continuously automating recurring tasks for high efficiency
in a wide variety of fields. In higher education, such tasks that educators face
are the recurring review and assessment process of students' programming coursework.
Thus, various attempts exist to automate the assessment and feedback generation
for course homework and practicals in higher education. Those approaches for automated
programming task assessment often comprise running automated tests to check for
limited functional correctness and potentially style checking for various violations
(LINTing). Educators familiar with large-scale automated task assessment are likely
used to seeing hard-coded solutions specifically or accidentally designed to just
pass the required tests, ignoring or misinterpreting the actual task requirements.
Detecting such issues in arbitrary code is non-trivial and an ongoing research
topic in software engineering. Software engineering research has yielded various
semantic analysis frameworks, such as GitHub's CodeQL, which can be adapted for
programming task assessment. We present a work-in-progress programming task analysis
framework which employs CodeQL's analysis technology to identify the actual use
of task-description-mandated syntactic and semantic elements such as loop structures
or the use of mandated data blocks in branching conditions. This allows extending
existing course work analysis frameworks to include a semantic check of an uploaded
program which exceeds the relatively simple set of input-output test cases provided
by unit tests. We use a running example of entry level programming tasks and several
solution attempts to introduce and explain our proposed control flow and data
flow -based analysis method. We discuss the benefits of including semantic analysis
as an additional method in the automated programming task assessment toolbox.
Our main contribution is the adaptation of an semantic analysis code framework
to analyse syntactic and semantic components in students' programming coursework.
author:
- first_name: Leon
full_name: Wehmeier, Leon
id: '81257'
last_name: Wehmeier
- first_name: Sebastian
full_name: Eilermann, Sebastian
last_name: Eilermann
- first_name: Oliver
full_name: Niggemann, Oliver
id: '10876'
last_name: Niggemann
- first_name: Andreas
full_name: Deuter, Andreas
id: '62088'
last_name: Deuter
orcid: 0000-0002-6529-6215
citation:
ama: Wehmeier L, Eilermann S, Niggemann O, Deuter A. Task-Fidelity Assessment
for Programming Tasks Using Semantic Code Analysis. (IEEE ASEE Frontiers in
Education Conference, Institute of Electrical and Electronics Engineers, American
Society for Engineering Education, eds.). IEEE; 2024. doi:10.1109/fie58773.2023.10342916
apa: 'Wehmeier, L., Eilermann, S., Niggemann, O., & Deuter, A. (2024). Task-fidelity
Assessment for Programming Tasks Using Semantic Code Analysis. In IEEE ASEE Frontiers
in Education Conference, Institute of Electrical and Electronics Engineers, &
American Society for Engineering Education (Eds.), FIE 2023 : College Station,
TX, USA, October 18-21, 2023 : conference proceedings / 2023 IEEE Frontiers in
Education Conference (FIE). IEEE. https://doi.org/10.1109/fie58773.2023.10342916'
bjps: 'Wehmeier L et al. (2024) Task-Fidelity Assessment for Programming
Tasks Using Semantic Code Analysis, IEEE ASEE Frontiers in Education Conference,
Institute of Electrical and Electronics Engineers, and American Society for Engineering
Education (eds). [Piscataway, NJ]: IEEE.'
chicago: 'Wehmeier, Leon, Sebastian Eilermann, Oliver Niggemann, and Andreas Deuter.
Task-Fidelity Assessment for Programming Tasks Using Semantic Code Analysis.
Edited by IEEE ASEE Frontiers in Education Conference, Institute of Electrical
and Electronics Engineers, and American Society for Engineering Education. FIE
2023 : College Station, TX, USA, October 18-21, 2023 : Conference Proceedings
/ 2023 IEEE Frontiers in Education Conference (FIE). [Piscataway, NJ]: IEEE,
2024. https://doi.org/10.1109/fie58773.2023.10342916.'
chicago-de: 'Wehmeier, Leon, Sebastian Eilermann, Oliver Niggemann und Andreas Deuter.
2024. Task-fidelity Assessment for Programming Tasks Using Semantic Code Analysis.
Hg. von IEEE ASEE Frontiers in Education Conference, Institute of Electrical and
Electronics Engineers, und American Society for Engineering Education. FIE
2023 : College Station, TX, USA, October 18-21, 2023 : conference proceedings
/ 2023 IEEE Frontiers in Education Conference (FIE). [Piscataway, NJ]: IEEE.
doi:10.1109/fie58773.2023.10342916,
.'
din1505-2-1: 'Wehmeier, Leon ; Eilermann, Sebastian ; Niggemann,
Oliver ; Deuter, Andreas
; IEEE ASEE Frontiers in Education Conference
; Institute of Electrical and Electronics
Engineers ; American Society for
Engineering Education (Hrsg.): Task-fidelity Assessment for Programming
Tasks Using Semantic Code Analysis. [Piscataway, NJ] : IEEE, 2024'
havard: L. Wehmeier, S. Eilermann, O. Niggemann, A. Deuter, Task-fidelity Assessment
for Programming Tasks Using Semantic Code Analysis, IEEE, [Piscataway, NJ], 2024.
ieee: 'L. Wehmeier, S. Eilermann, O. Niggemann, and A. Deuter, Task-fidelity
Assessment for Programming Tasks Using Semantic Code Analysis. [Piscataway,
NJ]: IEEE, 2024. doi: 10.1109/fie58773.2023.10342916.'
mla: 'Wehmeier, Leon, et al. “Task-Fidelity Assessment for Programming Tasks Using
Semantic Code Analysis.” FIE 2023 : College Station, TX, USA, October 18-21,
2023 : Conference Proceedings / 2023 IEEE Frontiers in Education Conference (FIE),
edited by IEEE ASEE Frontiers in Education Conference et al., IEEE, 2024, https://doi.org/10.1109/fie58773.2023.10342916.'
short: L. Wehmeier, S. Eilermann, O. Niggemann, A. Deuter, Task-Fidelity Assessment
for Programming Tasks Using Semantic Code Analysis, IEEE, [Piscataway, NJ], 2024.
ufg: 'Wehmeier, Leon u. a.: Task-fidelity Assessment for Programming Tasks
Using Semantic Code Analysis, hg. von IEEE ASEE Frontiers in Education Conference/Institute
of Electrical and Electronics Engineers, American Society for Engineering Education,
[Piscataway, NJ] 2024.'
van: 'Wehmeier L, Eilermann S, Niggemann O, Deuter A. Task-fidelity Assessment for
Programming Tasks Using Semantic Code Analysis. IEEE ASEE Frontiers in Education
Conference, Institute of Electrical and Electronics Engineers, American Society
for Engineering Education, editors. FIE 2023 : College Station, TX, USA, October
18-21, 2023 : conference proceedings / 2023 IEEE Frontiers in Education Conference
(FIE). [Piscataway, NJ]: IEEE; 2024.'
conference:
end_date: 2023-10-21
location: Texas
name: 2023 IEEE Frontiers in Education Conference (FIE)
start_date: 2023-10-18
corporate_editor:
- IEEE ASEE Frontiers in Education Conference
- Institute of Electrical and Electronics Engineers
- American Society for Engineering Education
date_created: 2025-06-18T13:05:11Z
date_updated: 2025-06-18T13:23:56Z
department:
- _id: DEP7022
- _id: DEP1306
- _id: DEP7001
doi: 10.1109/fie58773.2023.10342916
keyword:
- Codes
- Electronic learning
- Soft sensors
- Semantics
- Education
- Syntactics
- Task analysis
language:
- iso: eng
place: '[Piscataway, NJ]'
publication: 'FIE 2023 : College Station, TX, USA, October 18-21, 2023 : conference
proceedings / 2023 IEEE Frontiers in Education Conference (FIE)'
publication_identifier:
eisbn:
- 979-8-3503-3642-9
isbn:
- 979-8-3503-3643-6
publication_status: published
publisher: IEEE
status: public
title: Task-fidelity Assessment for Programming Tasks Using Semantic Code Analysis
type: conference_editor_article
user_id: '83781'
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: '10935'
abstract:
- lang: eng
text: One of the challenges in universities is to take into account the different
competences of students throughout the process of imparting knowledge. It is unlikely
that all students will grasp the course content in the same way, as they have
different abilities. Similarly, it is unrealistic for teachers to address all
the individual needs of each student at all times. In addition, maintaining learners'
attention to a particular topic is also an essential part of teaching. To overcome
these challenges, we are developing AI learning software as part of a research
project. The software generates learning scenarios for the students and takes
their individual competences into account. The research project focuses on the
field of automation technology, especially on programming, as programming skills
are usually required in automation environments. When solving the scenarios, students
receive immediate feedback on how well they have solved the task. Immediate automated
feedback not only meets the students' expectations of quick learning feedback,
but it also relieves the teaching staff in the assessment process. In addition,
the software includes an interactive user interface that allows learners to see
the results of their programming tasks in a simulated 3D environment. This approach
aims to maintain learners' attention over a longer learning period. This paper
describes the above aspects that are being developed in the research project and
previews the new learning opportunities that could arise from the use of AI.
author:
- first_name: Asmar
full_name: Ali, Asmar
id: '78685'
last_name: Ali
- first_name: Andreas
full_name: Deuter, Andreas
id: '62088'
last_name: Deuter
orcid: 0000-0002-6529-6215
citation:
ama: 'Ali A, Deuter A. An AI Assistant for Education in Automation. Journal of
international scientific publications / Science & Education Foundation : Educational
Alternatives . 2023;21:12-20. doi:10.62991/EA1996108906'
apa: 'Ali, A., & Deuter, A. (2023). An AI Assistant for Education in Automation.
Journal of International Scientific Publications / Science & Education
Foundation : Educational Alternatives , 21, 12–20. https://doi.org/10.62991/EA1996108906'
bjps: 'Ali A and Deuter A (2023) An AI Assistant for Education in Automation.
Journal of international scientific publications / Science & Education
Foundation : Educational Alternatives 21, 12–20.'
chicago: 'Ali, Asmar, and Andreas Deuter. “An AI Assistant for Education in Automation.”
Journal of International Scientific Publications / Science & Education
Foundation : Educational Alternatives 21 (2023): 12–20. https://doi.org/10.62991/EA1996108906.'
chicago-de: 'Ali, Asmar und Andreas Deuter. 2023. An AI Assistant for Education
in Automation. Journal of international scientific publications / Science &
Education Foundation : Educational Alternatives 21: 12–20. doi:10.62991/EA1996108906,
.'
din1505-2-1: 'Ali, Asmar ; Deuter,
Andreas: An AI Assistant for Education in Automation. In: Journal of
international scientific publications / Science & Education Foundation : Educational
Alternatives Bd. 21. [Erscheinungsort nicht ermittelbar], Info Invest (2023),
S. 12–20'
havard: 'A. Ali, A. Deuter, An AI Assistant for Education in Automation, Journal
of International Scientific Publications / Science & Education Foundation :
Educational Alternatives . 21 (2023) 12–20.'
ieee: 'A. Ali and A. Deuter, “An AI Assistant for Education in Automation,” Journal
of international scientific publications / Science & Education Foundation :
Educational Alternatives , vol. 21, pp. 12–20, 2023, doi: 10.62991/EA1996108906.'
mla: 'Ali, Asmar, and Andreas Deuter. “An AI Assistant for Education in Automation.”
Journal of International Scientific Publications / Science & Education
Foundation : Educational Alternatives , vol. 21, 2023, pp. 12–20, https://doi.org/10.62991/EA1996108906.'
short: 'A. Ali, A. Deuter, Journal of International Scientific Publications / Science
& Education Foundation : Educational Alternatives 21 (2023) 12–20.'
ufg: 'Ali, Asmar/Deuter, Andreas: An AI Assistant for Education in Automation,
in: Journal of international scientific publications / Science & Education
Foundation : Educational Alternatives 21 (2023), S. 12–20.'
van: 'Ali A, Deuter A. An AI Assistant for Education in Automation. Journal of international
scientific publications / Science & Education Foundation : Educational Alternatives
. 2023;21:12–20.'
conference:
end_date: 2023-08-26
location: Burgas
name: 14th International Conference Education, Research & Development
start_date: 2023-08-24
date_created: 2024-01-09T13:25:08Z
date_updated: 2025-06-12T14:01:23Z
department:
- _id: DEP7022
- _id: DEP1306
- _id: DEP7001
doi: 10.62991/EA1996108906
intvolume: ' 21'
keyword:
- ai education
- automated feedback
- automation education
- educational software
- programming
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.scientific-publications.net/en/article/1002566/
oa: '1'
page: 12-20
place: '[Erscheinungsort nicht ermittelbar]'
publication: 'Journal of international scientific publications / Science & Education
Foundation : Educational Alternatives '
publication_identifier:
issn:
- 1313-2571
publication_status: published
publisher: 'Info Invest '
status: public
title: An AI Assistant for Education in Automation
type: industry_journal_article
user_id: '83781'
volume: 21
year: '2023'
...
---
_id: '13010'
abstract:
- lang: eng
text: Especially in highly interdisciplinary fields such as automation engineering,
contemporary programming education with tailored assignments and individual feedback
is a major challenge for educational institutions due to the increasing number
of students per teacher and the ever-increasing demand for computer science professionals.
To address this gap, we present ”KIAAA” an AI Assistant for Automation Engineering
Teaching, a work-in-progress approach for an integrated, customized, and AI-based
learning support system for automation and programming courses based on instructor-defined
course objectives. Thereby in the KIAAA system, the individual knowledge level
of the students is determined and individually tailored virtual learning scenarios
are generated based on the knowledge and learning profile of the students. These
are iteratively adapted based on the answers given. To achieve this, KIAAA uses
several AI components, a hybrid rule-based scenario generation component, a Help-DKT-based
cognitive model, and a solution assessor that uses a combination of traditional
code analysis methods and AI-based analyses methods for automated programming
task assessment. These components are the main parts of KIAAA to generate customized
programming scenarios as well as visualization and simulation based on a modern
game and physics engine.
author:
- first_name: Sebastian
full_name: Eilermann, Sebastian
last_name: Eilermann
- first_name: Leon
full_name: Wehmeier, Leon
id: '81257'
last_name: Wehmeier
- first_name: Oliver
full_name: Niggemann, Oliver
last_name: Niggemann
- first_name: Andreas
full_name: Deuter, Andreas
id: '62088'
last_name: Deuter
orcid: 0000-0002-6529-6215
citation:
ama: 'Eilermann S, Wehmeier L, Niggemann O, Deuter A. KIAAA: An AI Assistant
for Teaching Programming in the Field of Automation. (Jasperneite J, IEEE
International Conference on Industrial Informatics , Institute of Electrical and
Electronics Engineers, eds.). IEEE; 2023. doi:10.1109/indin51400.2023.10218157'
apa: 'Eilermann, S., Wehmeier, L., Niggemann, O., & Deuter, A. (2023). KIAAA:
An AI Assistant for Teaching Programming in the Field of Automation. In J. Jasperneite,
IEEE International Conference on Industrial Informatics , & Institute of Electrical
and Electronics Engineers (Eds.), 2023 IEEE 21st International Conference on
Industrial Informatics (INDIN). IEEE. https://doi.org/10.1109/indin51400.2023.10218157'
bjps: 'Eilermann S et al. (2023) KIAAA: An AI Assistant for Teaching
Programming in the Field of Automation, Jasperneite J, IEEE International
Conference on Industrial Informatics , and Institute of Electrical and Electronics
Engineers (eds). [Piscataway, NJ]: IEEE.'
chicago: 'Eilermann, Sebastian, Leon Wehmeier, Oliver Niggemann, and Andreas Deuter.
KIAAA: An AI Assistant for Teaching Programming in the Field of Automation.
Edited by Jürgen Jasperneite, IEEE International Conference on Industrial Informatics
, and Institute of Electrical and Electronics Engineers. 2023 IEEE 21st International
Conference on Industrial Informatics (INDIN). [Piscataway, NJ]: IEEE, 2023.
https://doi.org/10.1109/indin51400.2023.10218157.'
chicago-de: 'Eilermann, Sebastian, Leon Wehmeier, Oliver Niggemann und Andreas Deuter.
2023. KIAAA: An AI Assistant for Teaching Programming in the Field of Automation.
Hg. von Jürgen Jasperneite, IEEE International Conference on Industrial Informatics
, und Institute of Electrical and Electronics Engineers. 2023 IEEE 21st International
Conference on Industrial Informatics (INDIN). [Piscataway, NJ]: IEEE. doi:10.1109/indin51400.2023.10218157,
.'
din1505-2-1: 'Eilermann, Sebastian
; Wehmeier, Leon ; Niggemann,
Oliver ; Deuter, Andreas
; Jasperneite, J. ; IEEE
International Conference on Industrial Informatics ; Institute
of Electrical and Electronics Engineers (Hrsg.): KIAAA: An AI Assistant
for Teaching Programming in the Field of Automation. [Piscataway, NJ] : IEEE,
2023'
havard: 'S. Eilermann, L. Wehmeier, O. Niggemann, A. Deuter, KIAAA: An AI Assistant
for Teaching Programming in the Field of Automation, IEEE, [Piscataway, NJ], 2023.'
ieee: 'S. Eilermann, L. Wehmeier, O. Niggemann, and A. Deuter, KIAAA: An AI Assistant
for Teaching Programming in the Field of Automation. [Piscataway, NJ]: IEEE,
2023. doi: 10.1109/indin51400.2023.10218157.'
mla: 'Eilermann, Sebastian, et al. “KIAAA: An AI Assistant for Teaching Programming
in the Field of Automation.” 2023 IEEE 21st International Conference on Industrial
Informatics (INDIN), edited by Jürgen Jasperneite et al., IEEE, 2023, https://doi.org/10.1109/indin51400.2023.10218157.'
short: 'S. Eilermann, L. Wehmeier, O. Niggemann, A. Deuter, KIAAA: An AI Assistant
for Teaching Programming in the Field of Automation, IEEE, [Piscataway, NJ], 2023.'
ufg: 'Eilermann, Sebastian u. a.: KIAAA: An AI Assistant for Teaching Programming
in the Field of Automation, hg. von Jasperneite, Jürgen/IEEE International Conference
on Industrial Informatics , Institute of Electrical and Electronics Engineers,
[Piscataway, NJ] 2023.'
van: 'Eilermann S, Wehmeier L, Niggemann O, Deuter A. KIAAA: An AI Assistant for
Teaching Programming in the Field of Automation. Jasperneite J, IEEE International
Conference on Industrial Informatics , Institute of Electrical and Electronics
Engineers, editors. 2023 IEEE 21st International Conference on Industrial Informatics
(INDIN). [Piscataway, NJ]: IEEE; 2023.'
conference:
end_date: 2023-07-20
location: Lemgo
name: 21st International Conference on Industrial Informatics (INDIN)
start_date: 2023-07-18
corporate_editor:
- 'IEEE International Conference on Industrial Informatics '
- Institute of Electrical and Electronics Engineers
date_created: 2025-06-24T09:24:47Z
date_updated: 2025-06-24T09:38:24Z
department:
- _id: DEP7022
- _id: DEP1306
- _id: DEP7001
doi: 10.1109/indin51400.2023.10218157
editor:
- first_name: Jürgen
full_name: Jasperneite, Jürgen
id: '1899'
last_name: Jasperneite
keyword:
- Visualization
- Automation
- Education
- Games
- Hybrid power systems
- Task analysis
- Artificial intelligence
language:
- iso: eng
place: '[Piscataway, NJ]'
publication: 2023 IEEE 21st International Conference on Industrial Informatics (INDIN)
publication_identifier:
eisbn:
- 978-1-6654-9313-0
isbn:
- 978-1-6654-9314-7
publication_status: published
publisher: IEEE
quality_controlled: '1'
status: public
title: 'KIAAA: An AI Assistant for Teaching Programming in the Field of Automation'
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: '13019'
abstract:
- lang: eng
text: The digital transformation of manufacturing companies is a huge driver of
complexity in organizational structures and processes. Challenges such as an increasing
number of variants, rapid changes in technology, and a multitude of interfaces
between IT systems within companies require changed qualifications in the workforce.
Employees lack a profound understanding of the added value that digitalization
can bring to the company and themselves. To address these challenges, simulation
games are a suitable approach. Simulation games are active learning methods that
simulate real systems in an artificial environment. The goal is to give employees
the opportunity to gain experience and make decisions without creating a pressure
situation or endangering the real production system. This enables them to better
understand, evaluate and design real systems. In order to make optimal use of
simulation games in manufacturing companies, they should be customized to the
company and its employees due to individual processes and structures. This paper
presents a procedure model for designing a concept of individualized simulation
games for manufacturing companies in the context of digitalization. It starts
with the identification of requirements. Subsequently, the requirements of the
individual elements are combined into a holistic simulation game. The piloting
of the framework is presented using an example from industrial practice.
author:
- first_name: Fabian
full_name: Machon, Fabian
last_name: Machon
- first_name: Stefan
full_name: Gabriel, Stefan
last_name: Gabriel
- first_name: Benedikt
full_name: Latos, Benedikt
id: '84474'
last_name: Latos
- first_name: Christoph
full_name: Holtkötter, Christoph
last_name: Holtkötter
- first_name: Ben
full_name: Lütkehoff, Ben
last_name: Lütkehoff
- first_name: Laban
full_name: Asmar, Laban
last_name: Asmar
- first_name: Dr. Arno
full_name: Kühn, Dr. Arno
last_name: Kühn
- first_name: Prof. Dr. Roman
full_name: Dumitrescu, Prof. Dr. Roman
last_name: Dumitrescu
citation:
ama: Machon F, Gabriel S, Latos B, et al. Design of individual simulation games
in manufacturing companies for game-based learning. Procedia CIRP. 2023;119:1017-1022.
doi:10.1016/j.procir.2023.03.145
apa: Machon, F., Gabriel, S., Latos, B., Holtkötter, C., Lütkehoff, B., Asmar, L.,
Kühn, Dr. A., & Dumitrescu, Prof. Dr. R. (2023). Design of individual simulation
games in manufacturing companies for game-based learning. Procedia CIRP,
119, 1017–1022. https://doi.org/10.1016/j.procir.2023.03.145
bjps: Machon F et al. (2023) Design of Individual Simulation Games
in Manufacturing Companies for Game-Based Learning. Procedia CIRP 119,
1017–1022.
chicago: 'Machon, Fabian, Stefan Gabriel, Benedikt Latos, Christoph Holtkötter,
Ben Lütkehoff, Laban Asmar, Dr. Arno Kühn, and Prof. Dr. Roman Dumitrescu. “Design
of Individual Simulation Games in Manufacturing Companies for Game-Based Learning.”
Procedia CIRP 119 (2023): 1017–22. https://doi.org/10.1016/j.procir.2023.03.145.'
chicago-de: 'Machon, Fabian, Stefan Gabriel, Benedikt Latos, Christoph Holtkötter,
Ben Lütkehoff, Laban Asmar, Dr. Arno Kühn und Prof. Dr. Roman Dumitrescu. 2023.
Design of individual simulation games in manufacturing companies for game-based
learning. Procedia CIRP 119: 1017–1022. doi:10.1016/j.procir.2023.03.145,
.'
din1505-2-1: 'Machon, Fabian ; Gabriel, Stefan ; Latos,
Benedikt ; Holtkötter, Christoph
; Lütkehoff, Ben ; Asmar,
Laban ; Kühn, Dr. Arno ;
Dumitrescu, Prof. Dr. Roman: Design
of individual simulation games in manufacturing companies for game-based learning.
In: Procedia CIRP Bd. 119. Amsterdam [u.a.], Elsevier BV (2023), S. 1017–1022'
havard: F. Machon, S. Gabriel, B. Latos, C. Holtkötter, B. Lütkehoff, L. Asmar,
Dr.A. Kühn, Prof.Dr.R. Dumitrescu, Design of individual simulation games in manufacturing
companies for game-based learning, Procedia CIRP. 119 (2023) 1017–1022.
ieee: 'F. Machon et al., “Design of individual simulation games in manufacturing
companies for game-based learning,” Procedia CIRP, vol. 119, pp. 1017–1022,
2023, doi: 10.1016/j.procir.2023.03.145.'
mla: Machon, Fabian, et al. “Design of Individual Simulation Games in Manufacturing
Companies for Game-Based Learning.” Procedia CIRP, vol. 119, 2023, pp.
1017–22, https://doi.org/10.1016/j.procir.2023.03.145.
short: F. Machon, S. Gabriel, B. Latos, C. Holtkötter, B. Lütkehoff, L. Asmar, Dr.A.
Kühn, Prof.Dr.R. Dumitrescu, Procedia CIRP 119 (2023) 1017–1022.
ufg: 'Machon, Fabian u. a.: Design of individual simulation games in manufacturing
companies for game-based learning, in: Procedia CIRP 119 (2023), S. 1017–1022.'
van: Machon F, Gabriel S, Latos B, Holtkötter C, Lütkehoff B, Asmar L, et al. Design
of individual simulation games in manufacturing companies for game-based learning.
Procedia CIRP. 2023;119:1017–22.
date_created: 2025-06-24T13:42:09Z
date_updated: 2025-06-24T13:45:56Z
department:
- _id: DEP1500
doi: 10.1016/j.procir.2023.03.145
intvolume: ' 119'
keyword:
- industry 4.0
- digitalization
- digital transformation
- simulation games
- game-based learning
- education
- employee education
- qualification
language:
- iso: eng
page: 1017-1022
place: Amsterdam [u.a.]
publication: Procedia CIRP
publication_identifier:
issn:
- 2212-8271
publication_status: published
publisher: Elsevier BV
quality_controlled: '1'
status: public
title: Design of individual simulation games in manufacturing companies for game-based
learning
type: scientific_journal_article
user_id: '83781'
volume: 119
year: '2023'
...
---
_id: '9360'
abstract:
- lang: eng
text: "Background: \r\nErrors can have dangerous consequences, resulting in a preventive
strategy in most company-based technical vocational education and training (TVET).
On the contrary, errors provide a useful opportunity for learning due to mismatches
of mental models and reality and especially to improve occupational safety and
health (OSH). \r\nObjective: \r\nThis article presents a didactic concept for
developing a learning system based on learning from errors. Learners shall directly
experience the consequences of erroneous actions through presenting error consequences
in augmented reality to avoid negative, dangerous, or cost-intensive outcomes.
\r\nMethods: \r\nEmpirical data prove errors to be particularly effective in TVET.
A formal description of a work system is systematically adopted to outline a connection
between work, errors concerning OSH, and a didactic concept. A proof-of-concept
systematically performs a use case for the developed learning system. It supports
critical reflections from a technical, safety, and didactical perspective, naming
implications and limitations. \r\nResults: \r\nBy learning from errors, a work-based
didactic concept supports OSH competencies relying on a learning system. The latter
integrates digital twins of the work system to simulate and visualise dangerous
error consequences for identified erroneous actions in a technical proof-of-concept.
Results demonstrate the ability to detect action errors in work processes and
simulations of error consequences in augmented reality. \r\nConclusion: \r\nThe
technical learning system for OSH education extends existing learning approaches
by showcasing virtual consequences. However, capabilities are limited regarding
prepared learning scenarios with predefined critical errors. Future studies should
assess learning effectiveness in an industrial scenario and investigate its usability."
article_type: original
author:
- first_name: Marvin
full_name: Goppold, Marvin
last_name: Goppold
- first_name: Jan-Phillip
full_name: Herrmann, Jan-Phillip
id: '75846'
last_name: Herrmann
- first_name: Sven
full_name: Tackenberg, Sven
id: '71470'
last_name: Tackenberg
- first_name: Christopher
full_name: Brandl, Christopher
last_name: Brandl
- first_name: Verena
full_name: Nitsch , Verena
last_name: 'Nitsch '
citation:
ama: Goppold M, Herrmann JP, Tackenberg S, Brandl C, Nitsch V. An error-based augmented
reality learning system for work-based occupational safety and health education.
Work. 2022;72(4):1563-1575. doi:10.3233/WOR-211243
apa: Goppold, M., Herrmann, J.-P., Tackenberg, S., Brandl, C., & Nitsch , V.
(2022). An error-based augmented reality learning system for work-based occupational
safety and health education. Work, 72(4), 1563–1575. https://doi.org/10.3233/WOR-211243
bjps: Goppold M et al. (2022) An Error-Based Augmented Reality Learning
System for Work-Based Occupational Safety and Health Education. Work 72,
1563–1575.
chicago: 'Goppold, Marvin, Jan-Phillip Herrmann, Sven Tackenberg, Christopher Brandl,
and Verena Nitsch . “An Error-Based Augmented Reality Learning System for Work-Based
Occupational Safety and Health Education.” Work 72, no. 4 (2022): 1563–75.
https://doi.org/10.3233/WOR-211243.'
chicago-de: 'Goppold, Marvin, Jan-Phillip Herrmann, Sven Tackenberg, Christopher
Brandl und Verena Nitsch . 2022. An error-based augmented reality learning system
for work-based occupational safety and health education. Work 72, Nr. 4:
1563–1575. doi:10.3233/WOR-211243,
.'
din1505-2-1: 'Goppold, Marvin ; Herrmann, Jan-Phillip ; Tackenberg,
Sven ; Brandl, Christopher
; Nitsch , Verena: An error-based
augmented reality learning system for work-based occupational safety and health
education. In: Work Bd. 72. Amsterdam, IOS Press (2022), Nr. 4, S. 1563–1575'
havard: M. Goppold, J.-P. Herrmann, S. Tackenberg, C. Brandl, V. Nitsch , An error-based
augmented reality learning system for work-based occupational safety and health
education, Work. 72 (2022) 1563–1575.
ieee: 'M. Goppold, J.-P. Herrmann, S. Tackenberg, C. Brandl, and V. Nitsch , “An
error-based augmented reality learning system for work-based occupational safety
and health education,” Work, vol. 72, no. 4, pp. 1563–1575, 2022, doi:
10.3233/WOR-211243.'
mla: Goppold, Marvin, et al. “An Error-Based Augmented Reality Learning System for
Work-Based Occupational Safety and Health Education.” Work, vol. 72, no.
4, 2022, pp. 1563–75, https://doi.org/10.3233/WOR-211243.
short: M. Goppold, J.-P. Herrmann, S. Tackenberg, C. Brandl, V. Nitsch , Work 72
(2022) 1563–1575.
ufg: 'Goppold, Marvin u. a.: An error-based augmented reality learning system
for work-based occupational safety and health education, in: Work 72 (2022),
H. 4, S. 1563–1575.'
van: Goppold M, Herrmann JP, Tackenberg S, Brandl C, Nitsch V. An error-based augmented
reality learning system for work-based occupational safety and health education.
Work. 2022;72(4):1563–75.
date_created: 2023-01-25T13:37:17Z
date_updated: 2024-08-06T11:53:35Z
department:
- _id: DEP7000
doi: 10.3233/WOR-211243
intvolume: ' 72'
issue: '4'
keyword:
- Vocational education
- digital twin
- work system design
language:
- iso: eng
page: 1563-1575
place: Amsterdam
publication: Work
publication_identifier:
eissn:
- '1875-9270 '
issn:
- 1051-9815
publication_status: published
publisher: IOS Press
quality_controlled: '1'
status: public
title: An error-based augmented reality learning system for work-based occupational
safety and health education
type: scientific_journal_article
user_id: '83781'
volume: 72
year: '2022'
...
---
_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'
...