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(Schlagwörter: "Vertrauen")
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Vertrauensbildende Maßnahmen zu Open Educational Resources (OER)
Fahrer, Sigrid
Book Chapter
| Aus: Fuchs, Eckhardt; Otto, Marcus (Hrsg.): In education we trust?: Vertrauen in Bildung und Bildungsmedien | Göttingen: V&R unipress | 2022
43036 Endnote
Author(s):
Fahrer, Sigrid
Title:
Vertrauensbildende Maßnahmen zu Open Educational Resources (OER)
In:
Fuchs, Eckhardt; Otto, Marcus (Hrsg.): In education we trust?: Vertrauen in Bildung und Bildungsmedien, Göttingen: V&R unipress, 2022 (Bildungsmedienforschung. Studien des Leibniz-Instituts für Bildungsmedien, 153), S. 233-245
DOI:
10.14220/9783737015097.233
URL:
https://www.vr-elibrary.de/doi/10.14220/9783737015097.233
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Digitalisierung; Kontrolle; Künstliche Intelligenz; Lehrmittel; Lernmittel; Open Educational Resources; Qualitätssicherung; Unterrichtsmaterial; Verfahren; Vertrauen
DIPF-Departments:
Informationszentrum Bildung
Teachers' professional collaboration and trust relationships. An inferential social network […]
Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia
Journal Article
| In: Research in Education | 2021
41410 Endnote
Author(s):
Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia
Title:
Teachers' professional collaboration and trust relationships. An inferential social network analysis of teacher teams
In:
Research in Education, 111 (2021) 1, S. 89-107
DOI:
10.1177/00345237211031585
URL:
https://journals.sagepub.com/doi/10.1177/00345237211031585
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lehrer; Kooperation; Teamarbeit; Unterricht; Zwischenmenschliche Beziehung; Vertrauen; Professionalisierung; Soziales Netzwerk; Analyse; Zufall; Modell
Abstract (english):
In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers' embeddedness in collaboration networks and teachers' trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers' trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
A short history, emerging challenges and co-operation structures for Artificial Intelligence in […]
Mavrikis, Manolis; Cukurova, Mutlu; Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Journal Article
| In: Bildung und Erziehung | 2021
41559 Endnote
Author(s):
Mavrikis, Manolis; Cukurova, Mutlu; Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Title:
A short history, emerging challenges and co-operation structures for Artificial Intelligence in education
In:
Bildung und Erziehung, (2021) 74:3, S. 249-263
DOI:
10.13109/buer.2021.74.3.249
URL:
https://doi.org/10.13109/buer.2021.74.3.249
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Englisch
Keywords:
Künstliche Intelligenz; Digitalisierung; Bildung; Ethik; Geschichte <Histor>; Kooperation; Lernprozess; Datenanalyse; Feedback; Automatisierung; Digitale Medien; Medieneinsatz; Data Mining; Lernforschung; Lehrer; Roboter; Implementierung; Vertrauen; Akzeptanz
Abstract:
Der vorliegende Beitrag präsentiert für das Themenheft über Künstliche Intelligenz und Pädagogik eine kurze Geschichte der Forschung auf diesem Gebiet und fasst aktuelle Herausforderungen zusammen. Der Artikel fokussiert auf mögliche Paradigmenwechsel auf dem Forschungsgebiet und betont die Notwendigkeit der Betrachtung von Theorie und Praxis unter Beachtung ethischer Grundsätze. Abschließend wird auf internationale Kooperationsstrukturen in diesem Bereich hingewiesen, welche interdisziplinäre Perspektiven und methodische Vorgehen unterstützen können, die für die Forschung in diesem Bereich erforderlich sind. (DIPF/Orig.)
Abstract (english):
To accompany the special issue in Artificial Intelligence and Education, this article presents a short history of research in the field and summarises emerging challenges. We highlight key paradigm shifts that are becoming possible but also the need to pay attention to theory, implementation and pedagogy while adhering to ethical principles. We conclude by drawing attention to international co-operation structures in the field that can support the interdiscipniary perspectives and methods required to undertake research in the area. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Positive soziale Beziehungen fördern
Kielblock, Amina; Wazinski, Nora; Karl, Julia; Fischer, Natalie; Kielblock, Stephan; Maaz, Kai
Working Papers
| 2021
42341 Endnote
Author(s):
Kielblock, Amina; Wazinski, Nora; Karl, Julia; Fischer, Natalie; Kielblock, Stephan; Maaz, Kai
Title:
Positive soziale Beziehungen fördern
Published:
Frankfurt am Main: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, 2021
URL:
https://www.dipf.de/de/forschung/publikationen/pdf-publikationen/handreichungen-ganztag/quad-sozbez-2021-barrierefrei.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Handreichung für die Praxis
Language:
Deutsch
Keywords:
Partizipation; Praxis; Beispiel; Handreichung; Deutschland; Soziale Beziehung; Ganztagserziehung; Ganztagsschule; Ganztagsbetreuung; Kind; Jugendlicher; Wohlbefinden; Gesundheit; Lernen; Motivation; Engagement; Einlufssfaktor; Pädagoge; Belastung; Kind-Erzieher-Beziehung; Schüler-Lehrer-Beziehung; Wertschätzung; Vertrauen
Abstract:
Diese Handreichung hält die Diskussionsergebnisse der Dialogforen zum Thema "Soziale Beziehungen" als gemeinsam erarbeitetes Handlungswissen fest. Sie bietet eine Orientierungshilfe für die Bildungsverwaltung, die Bildungspraxis und alle, die gute soziale Beziehungen im Ganztag ermöglichen oder direkt in ihre pädagogische Arbeit integrieren wollen. In Vorbereitung auf die Umsetzung des Ganztagsförderungsgesetzes ab 2026 können die Ergebnisse einen Beitrag zur qualitativen Weiterentwicklung des Ganztags leisten. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Fact or fake? Tackling science disinformation
Larhammar, Dan; Baghramian, Maria; Bianucci, Piero; Brod, Garvin; Dobiáš, Dalibor; Gelenbe, Erol; […]
Working Papers
| 2021
41180 Endnote
Author(s):
Larhammar, Dan; Baghramian, Maria; Bianucci, Piero; Brod, Garvin; Dobiáš, Dalibor; Gelenbe, Erol; Kunelius, Risto; Leonardi, Stefano; Lewandowsky, Stephan; Oosterwegel, Mariëtte; Powell, Allison; Suiter, Jane
Title:
Fact or fake? Tackling science disinformation
Published:
Berlin: ALLEA | All European Academies, 2021
DOI:
10.26356/fact-or-fake
URL:
https://allea.org/wp-content/uploads/2021/04/Fact-or-Fake-Discussion-Paper.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Englisch
Keywords:
Wissenschaft; Information; Fehler; Intention; Merkmal; Verantwortung; Interessenpolitik; Wissenschaftskommunikation; Vertrauen; Medienkompetenz; Pandemie; Klimawandel
Abstract:
ALLEA has a keen interest in the interrelationship of trust, science, and society, especially where it concerns or includes science communication. To understand and respond more effectively to the underlying causes of science disinformation, ALLEA and its Member Academies, with the support of Fondazione Compagnia di San Paolo, initiated the project 'Fact of Fake? Tackling Science Disinformation', the findings of which are presented in this paper by an interdisciplinary scientific committee (listed at the end). (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Adopting trust in learning analytics infrastructure. A structured literature review
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Journal Article
| In: Journal of Universal Computer Science | 2020
40630 Endnote
Author(s):
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Title:
Adopting trust in learning analytics infrastructure. A structured literature review
In:
Journal of Universal Computer Science, 25 (2020) 13, S. 1668-1686
DOI:
10.3217/jucs-025-13-1668
URN:
urn:nbn:de:0111-pedocs-233124
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233124
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
E-Learning; Learning analytics; Vertrauen; Datenschutz; Infrastruktur; Software; Datensicherheit; Bildung; Literaturbericht
Abstract:
One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA).
DIPF-Departments:
Informationszentrum Bildung
Adopting trust in learning analytics infrastructure. A structured literature review
Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Journal Article
| In: Journal of Universal Computer Science | 2019
39807 Endnote
Author(s):
Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Title:
Adopting trust in learning analytics infrastructure. A structured literature review
In:
Journal of Universal Computer Science, 25 (2019) 13, S. 1668-1686
URL:
http://www.jucs.org/jucs_25_13/adopting_trust_in_learning/jucs_25_13_1668_1686_hertel.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lernprozess; Bildung; E-Learning; Datenanalyse; Software; Infrastruktur; Datenschutz; Privatsphäre; Vertrauen; Datenschutzgesetz; Europäische Union; Literaturbericht
Abstract:
One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA). (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Trusted Learning Analytics
Drachsler, Hendrik
Journal Article
| In: Synergie | 2018
38696 Endnote
Author(s):
Drachsler, Hendrik
Title:
Trusted Learning Analytics
In:
Synergie, (2018) 6, S. 40-43
URN:
urn:nbn:de:0111-dipfdocs-191419
URL:
http://www.dipfdocs.de/volltexte/2020/19141/pdf/Synergie_2018_6_Drachsler_Trusted_learning_analytics_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lernen; Lernprozess; Datenanalyse; Daten; Vertrauen; Datenschutz; Rechtsgrundlage; Ethik; Infrastruktur; Forschungsdesign; Datenerfassung; Tool; Visualisierung; Projekt
Abstract:
Data science in education has been coined as 'Learning Analytics', an umbrella term for research questions from overlapping research domains such as psychology, educational science, computer and data science. Despite the great enthusiasm currently surrounding LA, there are substantial questions for research and organisational development that have brought the implementation of LA to a hold, and in some prominent cases have even reversed it due to concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. The new General Data Protection Regulation 2018 (GDPR) adds another layer of the complexity to the application of LA in Europe. This all raises a climate that demands a different approach to Learning Analytics in Europe and especially in Germany. Within this article, we shortly describe what Learning Analytics is, highlight the concerns that come with the application of LA, and finally draw a new approach towards LA that we call: Trusted Learning Analytics. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Sichere Räume. Eine Heterotopie pädagogischer Institutionen
Bittner, Martin; Wittfeld, Meike
Book Chapter
| Aus: Glaser, Edith; Koller, Hans-Christoph; Thole, Werner; Krumme, Salome (Hrsg.): Räume für Bildung - Räume der Bildung: Beiträge zum 25. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft | Opladen: Budrich | 2018
38300 Endnote
Author(s):
Bittner, Martin; Wittfeld, Meike
Title:
Sichere Räume. Eine Heterotopie pädagogischer Institutionen
In:
Glaser, Edith; Koller, Hans-Christoph; Thole, Werner; Krumme, Salome (Hrsg.): Räume für Bildung - Räume der Bildung: Beiträge zum 25. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft, Opladen: Budrich, 2018 (Schriften der Deutschen Gesellschaft für Erziehungswissenschaft), S. 377-385
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Deutsch
Keywords:
Deutschland; Raum; Bildungseinrichtung; Ganztagsschule; Ländlicher Raum; Kind; Jugendlicher; Kinderschutz; Sicherheit; Risiko; Sexueller Missbrauch; Sozialpädagogik; Sozialpädagoge; Jugendwohnheim; Jugendwohngemeinschaft; Vertrauen; Ethnografie; Fallbeispiel
Abstract (english):
The article is based on a collaborative research project working on institutional constellations of risk for sexual violence in family-like contexts (Original German title: "Institutionelle Risikokonstellationen sexueller Gewalt in familialisierten pädagogischen Kontexten"). Public awareness for sexual violence in pedagogical institutions in Germany was triggered by several news reports in 2010. Among others, numerous cases in Catholic and progressive educational boarding schools were pointed out. Against the background of the broad discussion on sexual violence, we present research findings from pedagogical institutions focussing on corporeality and intimacy within pedagogical situations. The pedagogical situations under investigation were observed in an all-day school and in a residential youth care home. The public discourse on safety in pedagogical settings and the introduction of new laws demanded pedagogical institutions to position themselves regarding the risk for sexual violence. The fact that institutions are confronted with the demand for (more) safe spaces implies the general assumption that by means of particular practices these institutions are able to create them. The assumption that practices of corporeality, intimacy and emotionality constitute a safe space within institutions is the starting point of this article. Starting from observation of everyday life in these pedagogic institutions, the presented ethnographic descriptions focus on practices which constitute safe spaces. In this way, we examine to what extent the pedagogical institutions constitute safe spaces for their clients. Our findings shot that safe spaces can only be constituted alternatively or parallel to the spatial and institutional ordering. We use the Foucauldian concept of heterotopia in order to analyse and describe these safe spaces. This concept gives us the chance to specify the nature safe spaces. The concept of heterotopia answers the practical and theoretical demand for safety but also the research dilemma that sexual violence against children cannot be researched directly. Hence we observed those places that we expect to be at risk for sexual violence, i.e. spaces where physical intimacy and emotionality frequently occur, and describe how practices of intimacy and corporality constitute pedagogical relationships. We conclude that comprehensive safety is an illusion or utopia and pedagogical institutions always include spaces of risk for sexual violence. (DIPF/Orig.)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
Förderung von Vertrauen und Wertschätzung in pädagogischen Beziehungen. Potenziale der […]
Fischer, Natalie; Richey, Petra
Book Chapter
| Aus: Maschke, Sabine; Schulz-Gade, Gunild; Stecher, Ludwig (Hrsg.): Lehren und Lernen in der Ganztagsschule: Grundlagen - Ziele - Perspektiven | Frankfurt am Main: Debus Pädagogik | 2018
37998 Endnote
Author(s):
Fischer, Natalie; Richey, Petra
Title:
Förderung von Vertrauen und Wertschätzung in pädagogischen Beziehungen. Potenziale der Ganztagsschule
In:
Maschke, Sabine; Schulz-Gade, Gunild; Stecher, Ludwig (Hrsg.): Lehren und Lernen in der Ganztagsschule: Grundlagen - Ziele - Perspektiven, Frankfurt am Main: Debus Pädagogik, 2018 (Jahrbuch Ganztagsschule), S. 59-66
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Schüler-Lehrer-Beziehung; Vertrauen; Wertschätzung; Ganztagsschule; Lehrer; Erwartung; Außerunterrichtliche Betreuung; Außerunterrichtliche Aktivität; Bildungsangebot; Schüler; Partizipation; Wirkung; Motivation; Empirische Untersuchung
Abstract:
Im vorliegenden Beitrag soll vor dem Hintergrund der Anerkennungstheorie und der differentiellen Vertrauenstheorie geklärt werden, wie ein positives Erleben der LSB [Lehrer-Schüler-Beziehung] gefördert werden kann und welche besonderen Potenziale hier die Ganztagsschule jeweils bietet. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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