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Herausgeber*innen: Wilmers, Annika; Achenbach, Michaela; Keller, Carolin
Titel: Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen
Erscheinungsvermerk: Münster: Waxmann, 2021 (Digitalisierung in der Bildung. Forschungsstand und -perspektiven, 20/3)
DOI: 10.25656/01:23602
URN: urn:nbn:de:0111-pedocs-236024
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Ausbildung; Berufsbildung; Bildung; Bildungseinrichtung; Bildungsforschung; Bildungsorganisation; COVID-19; Digitale Medien; Digitalisierung; Erwachsenenbildung; Forschungsstand; Fortbildung; Fortbildungsstätte; Hochschule; Hochschulentwicklung; Infrastruktur; Kinder- und Jugendhilfe; Kompetenz; Kompetenzentwicklung; Lehrerausbildung; Lehrerfortbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Mediendidaktik; Medieneinsatz; Methode; Organisationsentwicklung; Qualität; Schule; Schulentwicklung; Schulleitung; Soziale Einrichtung; Studie; Systematic Review; Technik; Technische Medien; Technologische Entwicklung; Weiterbildung; Wissenschaftliche Literatur
Abstract: Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisationsentwicklung eine entscheidende Rolle. Organisationsentwicklung setzt in Bildungseinrichtungen an mehreren Ebenen an und zielt auf Veränderungen in den Bereichen technische Infrastruktur, strategische Planung, Management, Kompetenzförderung und Ausgestaltung neuer Lernumgebungen. Entsprechend stellt der Gesamtprozess der Organisationsentwicklung große Anforderungen an die Leitungen von Bildungseinrichtungen, die die Digitalisierung idealerweise als ihre Kernaufgabe betrachten, Strategieprozesse anstoßen, als Gemeinschaftsprojekt in der Einrichtung verankern und die Umsetzung einzelner Maßnahmen begleiten. Die verschiedenen Beiträge betrachten diese Veränderungsprozesse in den Sektoren Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, in der Berufsbildung sowie der Erwachsenen- und Weiterbildung und stellen - bei unterschiedlicher Schwerpunktsetzung - aktuelle Entwicklungen der Forschung in Form von Critical Reviews zusammen. Dieser Sammelband mit fünf Reviews zur Organisationsentwicklung und Digitalisierung sowie einer Darstellung und Diskussion der methodischen Vorgehensweise ist der zweite Teil einer mehrteiligen Reihe mit Reviews zur Digitalisierung in der Bildung, deren Anliegen es ist, aktuelles Forschungswissen zu synthetisieren und zu strukturieren. (DIPF/Orig.)
Abstract (english): https://www.pedocs.de/frontdoor.php?source_opus=23602
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Titel: Digital self-control interventions for distracting media multitasking. A systematic review
In: Journal of Computer Assisted Learning, 37 (2021) 5, S. 1217-1231
DOI: 10.1111/jcal.12581
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12581
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Digitale Medien; Smartphone; Mediennutzung; Ablenkung; Selbstkontrolle; Intervention; Wirkung; Systematic Review
Abstract: Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the 'ACM', 'Springer Link', 'Web of Science', 'IEEE Xplore' and 'Pubmed' databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Füssel, Hans-Peter
Titel: Vom Wettbewerbs- zum Zuwendungsföderalismus? Neue Entwicklungen im deutschen Bildungsföderalismus
In: Recht der Jugend und des Bildungswesens, 69 (2021) 3, S. 223-232
DOI: 10.5771/0034-1312-2021-3-223
URL: https://doi.org/10.5771/0034-1312-2021-3-223
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bildung; Bildungspolitik; Bundesland; Föderalismus; Bildungssystem; Finanzierung; Pandemie; Zuständigkeit; Rechtsgrundlage; Deutschland
Abstract: Die Entwicklung des Verhältnisses von Bund und Ländern insbesondere im Bildungsbereich hat besonders unter Corona-Bedingungen zu neuen Formen der Verflechtung zwischen Bund und Ländern geführt, auch, indem der Bund finanzielle Mittel in unmittelbaren Bereichen der Länderzuständigkeiten zur Verfügung stellt. Diese Entwicklung wird zu einer neuen Debatte um den Bildungsföderalismus in Deutschland führen. (DIPF/Orig.)
Abstract (english): The development of the relationship between the federal government and the federal states, especially in the education sector, has led to new forms of interdependence between the federal government and the federal states especially under Corona conditions, also by the federal government making funds available in the immediate areas of the federal states' competencies. This development will lead to a new debate about educational federalism in Germany. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Geißler, Gert
Titel: Škola a výchova v Německé demokratické republice [Schule und Erziehung in der Deutschen Demokratischen Republik]
In: Historia Scholastica, 7 (2021) 2, S. 93-115
DOI: 10.15240/tul/006/2021-2-005
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Sonstiges
Schlagwörter: Bildungsgeschichte; Bildungssystem; Deutschland-BRD; Deutschland-DDR; Einheitsschule; Erziehungswissenschaft; Marxismus-Leninismus; Pädagogik; Sowjetisierung
Abstract: The German Democratic Republic, which emerged in 1949 from the eastern occupation zone in divided Germany, was the most western state in the Soviet sphere of influence. The article traces how a new, independent, and efficient school system emerged from a common German history. In constant political competition with the Federal Republic of Germany, it initially demonstrated a strong affinity with the Soviet school system, in which educational practices were rooted in the doctrinal principles of a Marxist-Leninist pedagogy. (DIPF/Orig.)
DIPF-Abteilung: Bibliothek für Bildungsgeschichtliche Forschung
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Autor*innen: Hadjar, Andreas; Scharf, Jan; Hascher, Tina
Titel: Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
In: European Journal of Education, 56 (2021) 1, S. 9-26
DOI: 10.1111/ejed.12435
URL: https://onlinelibrary.wiley.com/doi/10.1111/ejed.12435
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Bildungsaspiration; Hochschulbildung; Schüler; Sekundarstufe I; Soziale Ungleichheit; Sozioökonomische Lage; Bildungssystem; Bildungsverhalten; Wertschätzung; Schuljahr 07; Schuljahr 08; Schuljahr 09; Schulform; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Befragung; Panel; Internationaler Vergleich; Bern <Kanton>; Schweiz; Luxemburg
Abstract: This article reports a study that investigated secondary school students' higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio-economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Titel: Literature review on co-located collaboration modeling using multimodal learning analytics. Can we go the whole nine yards?
In: IEEE Transactions on Learning Technologies, 14 (2021) 3, S. 367-385
DOI: 10.1109/TLT.2021.3097766
URL: https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9490371
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Learning Analytics; Modell; Kooperation; Gruppenarbeit; Qualität; Indikator; Einflussfaktor; Situation; Soziale Interaktion; Verhalten; Kommunikation; Nonverbale Kommunikation; Raum; Systematic Review
Abstract: Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this review, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Ritter, Marcel; Schiffner, Daniel; Harders, Matthias
Titel: Visual analysis of point cloud neighborhoods via multi-scale geometric measures
In: Computer Graphics Forum, 5 (2021) 3, S. 1-14
DOI: 10.1016/j.visinf.2021.05.001
URL: https://www.sciencedirect.com/science/article/pii/S2468502X21000206?via%3Dihub
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Geometrie; Algorithmus; Visualisieren; Daten; Datenverarbeitung; FRAMEWORK; System; Software; Softwareentwicklung; Tool
Abstract (english): Point-based geometry representations have become widely used in numerous contexts, ranging from particle-based simulations, over stereo image matching, to depth sensing via light detection and ranging. Our application focus is on the reconstruction of curved line structures in noisy 3D point cloud data. Respective algorithms operating on such point clouds often rely on the notion of a local neighborhood. Regarding the latter, our approach employs multi-scale neighborhoods, for which weighted covariance measures of local points are determined. Curved line structures are reconstructed via vector field tracing, using a bidirectional piecewise streamline integration. We also introduce an automatic selection of optimal starting points via multi-scale geometric measures. The pipeline development and choice of parameters was driven by an extensive, automated initial analysis process on over a million prototype test cases. The behavior of our approach is controlled by several parameters - the majority being set automatically, leaving only three to be controlled by a user. In an extensive, automated final evaluation, we cover over one hundred thousand parameter sets, including 3D test geometries with varying curvature, sharp corners, intersections, data holes, and systematically applied varying types of noise. Further, we analyzed different choices for the point of reference in the co-variance computation; using a weighted mean performed best in most cases. In addition, we compared our method to current, publicly available line reconstruction frameworks. Up to thirty times faster execution times were achieved in some cases, at comparable error measures. Finally, we also demonstrate an exemplary application on four real-world 3D light detection and ranging datasets, extracting power line cables.
DIPF-Abteilung: Informationszentrum Bildung
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Autor*innen: Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Titel: Measuring system competence in education for sustainable development
In: Sustainability, 13 (2021) 9, S. 4932
DOI: 10.3390/su13094932
URN: urn:nbn:de:0111-pedocs-238471
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english): This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen
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Autor*innen: Savage, Corey; Becker, Michael; Baumert, Jürgen
Titel: Unequal civic development? Vocational tracking and civic outcomes in Germany
In: AERA Open, 7 (2021)
DOI: 10.1177/23328584211045397
URL: https://journals.sagepub.com/doi/10.1177/23328584211045397
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Berlin; Berufsbildung; Bildungsgang; Deutschland; Differenzierung; Empirische Untersuchung; Interesse; Jugendlicher; Junger Erwachsener; Längsschnittuntersuchung; Mecklenburg-Vorpommern; Nordrhein-Westfalen; Partizipation; Politik; Quasi-Experiment; Sachsen-Anhalt; Schulsystem; Sekundarstufe II; Selbstkonzept; Übergang; Ungleichheit; Wahl; Wirkung; Zivilgesellschaft
Abstract: Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany (N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 years of late adolescence and early adulthood. We estimated negative effects of VET on these civic outcomes, particularly as participants grew older. Implications for future research and VET policy are discussed. (DIPF/Orig.)
DIPF-Abteilung: Struktur und Steuerung des Bildungswesens
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Autor*innen: Wilmers, Annika; Ylimaki, Rose M.
Titel: Public education at the crossroads. Introduction to the special issue
In: European Educational Research Journal, 20 (2021) 3, S. 245-256
DOI: 10.1177/1474904121994415
URL: https://journals.sagepub.com/doi/full/10.1177/1474904121994415
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Öffentliche Erziehung; Schulsystem; Migration; Staatsbürgerliche Erziehung; Kulturpluralismus; Nationale Identität; Öffentliche Schule; Privatschule; Mehrsprachigkeit; Internationaler Vergleich; Deutschland; USA
Abstract (english): This article introduces the topic of the special issue, 'Public education at the crossroads', by pointing to some of the debates and controversies surrounding the topic of public education and by framing the theme, while explaining the context and some components of the educational systems of the countries under examination - namely the USA and Germany. In both countries, control of public education is seen as the states' responsibility within the respective nation states. Despite different developments, both countries are experiencing similar challenges to public education; for example, highly diverse classroom settings, pressure from neoliberal politics, or debates about citizenship education in a world that is increasingly globalized on the one hand, and facing growing nationalism on the other. Finally, this introduction presents articles in this special issue that further discuss the competing factors bringing public education to a new crossroads. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung