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Caught in the lifelong learning maze. Helping People with Learning analytics and chatbots to find […]
Ahmad, Atezaz; Kiesler, Natalie; Schiffner, Daniel; Schneider, Jan; Wollny, Sebastian
Journal Article
| In: International Journal of Information and Education Technology | 2023
43534 Endnote
Author(s):
Ahmad, Atezaz; Kiesler, Natalie; Schiffner, Daniel; Schneider, Jan; Wollny, Sebastian
Title:
Caught in the lifelong learning maze. Helping People with Learning analytics and chatbots to find personal career paths
In:
International Journal of Information and Education Technology, 13 (2023) 3, S. 423-429
DOI:
10.18178/ijiet.2023.13.3.1822
URL:
http://www.ijiet.org/show-186-2416-1.html
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Analyse; Beratung; Chat; Deutschland; E-Learning; Erwachsenenbildung; Fragebogenerhebung; Indikator; Kurs; Learning Analytics; Lebenslanges Lernen; Lernplattform; Metadaten; Neue Technologien; Nutzer; Software; Sprachverarbeitung; Technologieunterstütztes Lernen; Textverarbeitung; Workshop
Abstract (english):
Current lifelong learning platforms offer users a query option to select a wide variety of courses. However, finding a suitable course among the seemingly endless catalogs of options presented by the platforms is not straightforward. We argue that digital counseling can enhance this process. In this paper, we present a set of three formative studies where we explored the main aspects that can provide the counseling needed. The methods comprise an analysis of user profile characteristics and learning analytics indicators (e.g., learning progress/self-regulation) by means of an expert workshop, evaluating the feasibility of current technologies (e.g., natural language processing) for automatically assessing users' competencies, and a survey on the use of Chatbots as the interaction interface between the users and the lifelong learning portals. The analysis resulted in the extraction of basic requirements for digital counseling. We conclude the paper by presenting a system design derived from these studies. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS […]
Mat Sanusi, Khaleel Asyraaf; Limbu, Bibeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland (Hrsg.)
Compilation Book
| Aachen: RWTH | 2022
43617 Endnote
Editor(s)
Mat Sanusi, Khaleel Asyraaf; Limbu, Bibeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland
Title:
Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) at the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022
Published:
Aachen: RWTH, 2022 (CEUR Workshop Proceedings, 3247)
URL:
https://ceur-ws.org/Vol-3247/
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Immersion; Konferenzschrift; Lernen; Multimodalität; Virtuelle Realität; Workshop
DIPF-Departments:
Informationszentrum Bildung
Preface
Mat Sanusi, Khaleel Asyraaf; Limbu, Bibeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland
Book Chapter
| Aus: Mat Sanusi, Khaleel Asyraaf; Limbu, Bilbeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland (Hrsg.): Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) at the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 | Aachen: RWTH | 2022
43464 Endnote
Author(s):
Mat Sanusi, Khaleel Asyraaf; Limbu, Bibeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland
Title:
Preface
In:
Mat Sanusi, Khaleel Asyraaf; Limbu, Bilbeg; Schneider, Jan; Di Mitri, Daniele; Klemke, Roland (Hrsg.): Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) at the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022, Aachen: RWTH, 2022 , S. 1-8
URL:
https://ceur-ws.org/Vol-3247/preface.pdf
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Augmented Reality; Erziehungswissenschaft; Immersion; Lernen; Psychomotorik; Sportwissenschaft; Virtuelle Realität; Workshop
Abstract (english):
Multimodal immersive technologies such as augmented and virtual reality, along with rapidly evolving technologies such as AI and sensors, are redefining human-computer interaction and, consequently, the domain of technology-enhanced learning. Decades ago, the seminal work. "Bloom's 2 sigma problem", led to the inception of the potentialities of "educational technology" for personalised learning. This was immediately followed by an influx of researchers from all domains interested in education exploring various technologies in search of this promised land and the holy grail. In recent years, Ericsson with his seminal work on "deliberate practice", recapitulated much of Bloom's conclusions, giving us an epiphany that not much has changed or been achieved in education. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Open practices of early career researchers. A qualitative study on research and teaching behavior
Heck, Tamara; Blümel, Ina
Book Chapter
| Aus: Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021
41291 Endnote
Author(s):
Heck, Tamara; Blümel, Ina
Title:
Open practices of early career researchers. A qualitative study on research and teaching behavior
In:
Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 115-124
DOI:
10.5283/epub.44941
URN:
urn:nbn:de:bvb:355-epub-449411
URL:
https://epub.uni-regensburg.de/44941/
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Open Science; Wissenschaftlicher Nachwuchs; Bildungsforschung; Promotion; Forschung; Hochschullehre; Workshop; Tagebuch; Motivation; Erfahrung; Open Access; Open Educational Resources; Qualitative Forschung; Interview; Deutschland
Abstract (english):
Many researchers have a positive attitude towards open science and are motivated to apply them. However, applying them requires a change in one's daily practices. Different factors might challenge a behavioral change. The introduced study wants to get deeper insights into the reasons and influences that lead early career researchers to apply open practices in their daily research and teaching work. The participatory design let ten participants choose open practices they wanted to learn and adapt in either research or teaching scenarios. The study accompanied them and collected their positive and challenging experiences via diverse methods like interviews, diary entries and workshops. This paper introduces the study design and preliminary results. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Bericht vom ersten nationalen Best-Practice-Workshop der deutschen Open-Access-Monografienfonds
Jung, Thomas; Pohlschmidt, Monika; Schindler, Christoph; Siegert, Olaf
Working Papers
| 2020
39884 Endnote
Author(s):
Jung, Thomas; Pohlschmidt, Monika; Schindler, Christoph; Siegert, Olaf
Title:
Bericht vom ersten nationalen Best-Practice-Workshop der deutschen Open-Access-Monografienfonds
Published:
Bielefeld: Nationaler Open-Access-Kontaktpunkt OA2020-DE, 2020
URL:
https://oa2020-de.org/blog/2020/02/07/bericht_ersternationalerworkshop_oamonografienfonds/
Publication Type:
5. Arbeits- und Diskussionspapiere; Forschungsbericht/Projektberichte/Schulrückmeldungen
Language:
Deutsch
Keywords:
Publizieren; Monografie; Open Access; Finanzierung; Förderung; Bedingung; Kriterium; Leibniz-Gemeinschaft; Workshop; Tagungsbericht
DIPF-Departments:
Informationszentrum Bildung
Report from the first national best practice workshop of the German open access monograph funds
Jung, Thomas; Pohlschmidt, Monika; Schindler, Christoph; Siegert, Olaf
Working Papers
| 2020
39885 Endnote
Author(s):
Jung, Thomas; Pohlschmidt, Monika; Schindler, Christoph; Siegert, Olaf
Title:
Report from the first national best practice workshop of the German open access monograph funds
Published:
Bielefeld: Nationaler Open-Access-Kontaktpunkt OA2020-DE, 2020
URL:
https://oa2020-de.org/en/blog/2020/02/07/report_firstnationalworkshop_oamonographfonds/
Publication Type:
5. Arbeits- und Diskussionspapiere; Forschungsbericht/Projektberichte/Schulrückmeldungen
Language:
Englisch
Keywords:
Publizieren; Monografie; Open Access; Finanzierung; Förderung; Bedingung; Kriterium; Leibniz-Gemeinschaft; Workshop; Tagungsbericht
DIPF-Departments:
Informationszentrum Bildung
Experiencing open practices - a qualitative long-term study among early career educational […]
Heck, Tamara; Brimioulle, Patrick
Book Chapter
| Aus: Havemann, Johanna; Heck, Tamara; Schmalz, Xenia; Schwarzkopf, Christopher; Steinhardt, Isabel (Hrsg.): Proceedings of Open Practices in Education (OPINE) - Research Symposium, Frankfurt am Main, Germany, 14-15 November 2019 | Meyrin: CERN | 2019
40459 Endnote
Author(s):
Heck, Tamara; Brimioulle, Patrick
Title:
Experiencing open practices - a qualitative long-term study among early career educational researchers
In:
Havemann, Johanna; Heck, Tamara; Schmalz, Xenia; Schwarzkopf, Christopher; Steinhardt, Isabel (Hrsg.): Proceedings of Open Practices in Education (OPINE) - Research Symposium, Frankfurt am Main, Germany, 14-15 November 2019, Meyrin: CERN, 2019 , S. 1-6
DOI:
10.5281/zenodo.3532741
URL:
https://doi.org/10.5281/zenodo.3532741
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Wissenschaftler; Forscher; Nachwuchswissenschaftler; Erziehungswissenschaft; Bildungsforschung; Open Science; Forschungspraxis; Einflussfaktor; Anwendung; Reflexion <Phil>; Erfahrung; Workshop; Gruppendiskussion; Längsschnittstudie; Qualitative Forschung; Deutschland
Abstract:
The long-term study aims at getting deeper insights in how early career researchers adopt open practices in their daily work, i.e. research and teaching. Quantitative surveys show that researchers think differently about open practices (Levin & Leonelli, 2017; Levin, Leonelli, Weckowska, Castle, & Dupré, 2016), have attitudes against data sharing (Ünal, Chowdhury, Kurbanoglu, Boustany, & Walton, 2019) and are influenced by diverse factors like communities and policies (Bossu & Stagg, 2018; Kim & Nah, 2018; Linek, Fecher, Friesike, & Hebing, 2017). The current study offers researchers to test open practices and reflect on them during their active daily work. The focus lies on practices that relate to aspects of open science (Kramer & Bosman, 2017) and open education (Cronin, 2017). The study contributes to a better understanding on how personal-, social- and environmental-dependent factors influence the adaptation of open practices in research and education. The approach is user-centric, i.e. participants choose their own practices to test and reflect on them for about half a year. The study focuses on two main research questions: Which factors influence research practices? In which way are those factors dependent from each other?
DIPF-Departments:
Informationszentrum Bildung
Schularchitektur im Dialog. Fallstudie und Möglichkeitsräume
Berdelmann, Kathrin; Burri, Leonie; Dinsleder, Cornelia; Johann, Nicole; Kirchgässner, Ulrich; […]
Monograph
| Bern: hep | 2016
36309 Endnote
Author(s):
Berdelmann, Kathrin; Burri, Leonie; Dinsleder, Cornelia; Johann, Nicole; Kirchgässner, Ulrich; Laros, Anna; Möhring, Stephan; Schumacher, Christina; Vollmer, Albert
Title:
Schularchitektur im Dialog. Fallstudie und Möglichkeitsräume
Published:
Bern: hep, 2016
Publication Type:
1. Monographien (Autorenschaft); Monographie
Language:
Deutsch
Keywords:
Arbeitspsychologie; Architektur; Begleituntersuchung; Beobachtung; Dialog; Dokumentenanalyse; Ethnografie; Expertenbefragung; Fallbeispiel; Gemeinde <Kommune>; Interdisziplinarität; Interview; Nutzung; Organisationspsychologie; Pädagogik; Partizipation; Raum; Schularchitektur; Schulbau; Schulentwicklung; Schweiz; Verwaltung; Videoaufzeichnung; Workshop
Abstract:
Das Buch zeigt in interdisziplinärer Perspektive, wie Schulhausplanungs- und -bauprozesse unter Berücksichtigung aller beteiligten Akteure aus Pädagogik, Architektur und Verwaltung konstruktiv ablaufen können. Anhand eines Fallbeispiels einer neugebauten Grundschule werden aktuelle Praxis und Schlüsselprobleme bei der Realisierung eines Schulhauses mit qualitativen Methoden untersucht. Der ganze Prozess über die Inbetriebnahme hinaus bis in die Phase der Aneignung des Raumes durch die Schülerinnen und Schüler und Lehrpersonen gerät dabei dezidiert in den Blick. (DIPF/Autor)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
Mehr Infrastruktur für OER. Machbarkeitsstudie zu Open Educational Resources
Hirschmann, Doris
Journal Article
| In: DIE - Zeitschrift für Erwachsenenbildung | 2016
36624 Endnote
Author(s):
Hirschmann, Doris
Title:
Mehr Infrastruktur für OER. Machbarkeitsstudie zu Open Educational Resources
In:
DIE - Zeitschrift für Erwachsenenbildung, 23 (2016) 4, S. 50-52
DOI:
10.3278/DIE1604W050
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Akzeptanz; Analyse; Bedarf; Deutschland; Digitale Medien; E-Learning; Erwachsenenbildung; Expertenbefragung; Informationstechnologie; Infrastruktur; Lernmittel; Open Educational Resources; Veröffentlichung; Workshop
Abstract:
Im Februar 2016 wurde die Machbarkeitsstudie des Deutschen Bildungsservers zum Aufbau und Betrieb von OER-Infrastrukturen in der Bildung veröffentlicht. Der Beitrag stellt Kernergebnisse aus der Studie vor. Ein zentrales Ergebnis aus dem Bereich der Erwachsenenbildung ist, dass die Akteure in der Erwachsenenbildungslandschaft eine bundesweite, bildungsbereichsübergreifende Infrastruktur für freie digitale Bildungsmedien (OER) befürworten, wenn hierbei die bildungsspezifischen Anforderungen der Erwachsenenbildung berücksichtigt werden. (DIPF/Orig.)
Abstract (english):
In February 2016, the feasibility study on the development and operation of OER infrastructures was published by the German Education Server (Eduserver). This article provides an overview of the study's research question, progress and results for the adult education field. The study's central findings show that stakeholders in the field of adult education approve of a national cross-sectional education infrastructure for free digital educational media (OER) if education-specific requirements of adult education are taken into consideration. Accompanying incentive systems and measures are necessary for embedding and disseminating the issue of OER in adult education, particularly in the areas of material development, competence development, didactics, quality assurance and technical frame conditions for digital learning. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Petri Nets and Software Engineering 2015. Proceedings of the International Workshop on Petri Nets […]
Moldt, Daniel; Rölke, Heiko; Störrle, Harald (Hrsg.)
Compilation Book
| Aachen: RWTH | 2015
35557 Endnote
Editor(s)
Moldt, Daniel; Rölke, Heiko; Störrle, Harald
Title:
Petri Nets and Software Engineering 2015. Proceedings of the International Workshop on Petri Nets and Software Engineering (PNSE'15)
Published:
Aachen: RWTH, 2015 (CEUR Workshop Proceedings, 1372)
URN:
urn:nbn:de:0074-137
URL:
http://ceur-ws.org/Vol-1372/
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Entwicklung; Modell; Software; Workshop
Abstract (english):
For the successful realisation of complex systems of interacting and reactive software and hardware components the use of a precise language at different stages of the development process is of crucial importance. Petri nets are becoming increasingly popular in this area, as they provide a uniform language supporting the tasks of modelling, validation, and verification. Their popularity is due to the fact that Petri nets capture fundamental aspects of causality, concurrency and choice in a natural and mathematically precise way without compromising readability. The use of Petri Nets (P/T-Nets, Coloured Petri Nets and extensions) in the formal process of software engineering, covering modelling, validation, and verification, will be presented as well as their application and tools supporting the disciplines mentioned above. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
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