@inproceedings{BrandenburgerTeichmann2022, author = {Brandenburger, Bonny and Teichmann, Malte}, title = {Looking for participation}, series = {12th Conference on Learning Factories}, booktitle = {12th Conference on Learning Factories}, publisher = {Social Science Electronic Publing}, address = {[Erscheinungsort nicht ermittelbar]}, issn = {1556-5068}, pages = {1 -- 6}, year = {2022}, abstract = {A stronger learner orientation through participatory learning increases learning motivation and results. But what does participatory learning mean? Where do learning factories and fabrication laboratories (FabLabs) stand in this context, and how can didactic implementation be improved in this respect? Using a newly developed analytical framework, which contains elements of the stage model of participation and general media didactics, we compare a FabLab and a learning factory example concerning the degree of participation. From this, we derive guidelines for designing participative teaching and learning processes in learning factories. We explain how FabLabs can be an inspiration for the didactic design of learning factories.}, language = {en} } @incollection{BrandenburgerVladova2020, author = {Brandenburger, Bonny and Vladova, Gergana}, title = {Technology-enhanced learning in higher education}, series = {Seamless Learning - lebenslanges, durchg{\"a}ngiges Lernen erm{\"o}glichen}, booktitle = {Seamless Learning - lebenslanges, durchg{\"a}ngiges Lernen erm{\"o}glichen}, editor = {M{\"u}ller Werder, Claude and Erlemann, Jennifer}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-4244-3}, issn = {1434-3436}, doi = {10.31244/9783830992448}, pages = {27 -- 37}, year = {2020}, abstract = {New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies "Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising." (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.}, language = {en} } @inproceedings{BrandenburgerBrueschVoigtetal.2023, author = {Brandenburger, Bonny and Br{\"u}sch, Julia and Voigt, Maximilian and Busch, Magnus}, title = {Towards an open hardware process model for long-term sustainability}, series = {ECIS 2023 research-in-progress papers}, booktitle = {ECIS 2023 research-in-progress papers}, publisher = {Association for Information Systems (AIS)}, address = {Atlanta, GA}, pages = {1428 -- 1439}, year = {2023}, abstract = {The rise of open source models for software and hardware development has catalyzed the debate regarding sustainable business models. Open Source Software has already become a dominant part in the software industry, whereas Open Source Hardware is still a little-researched phenomenon but has the potential to do the same to manufacturing in a wide range of products. This article addresses this potential by introducing a research design to analyze the prototyping phase of six different Open Source Hardware projects tackling ecological, social, and economical challenges. Using a design science research methodology, a process model is developed to concretise the prototype development steps. The prototype phase is important because it is where fundamental decisions are made that affect the openness of the final product. This paper aims to advance the discourse on open production as a concept that enables companies to apply the aspect of openness towards collaboration-oriented and sustainable business models.}, language = {en} } @incollection{GonnermannBrandenburgerVladovaetal.2023, author = {Gonnermann, Jana and Brandenburger, Bonny and Vladova, Gergana and Gronau, Norbert}, title = {To what extent can individualisation in terms of different types of mode improve learning outcomes and learner satisfaction?}, series = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023}, booktitle = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023}, editor = {Bui, Tung X.}, publisher = {Department of IT Management Shidler College of Business University of Hawaii}, address = {Honolulu, HI}, isbn = {978-0-9981331-6-4}, pages = {123 -- 132}, year = {2023}, abstract = {With the latest technological developments and associated new possibilities in teaching, the personalisation of learning is gaining more and more importance. It assumes that individual learning experiences and results could generally be improved when personal learning preferences are considered. To do justice to the complexity of the personalisation possibilities of teaching and learning processes, we illustrate the components of learning and teaching in the digital environment and their interdependencies in an initial model. Furthermore, in a pre-study, we investigate the relationships between the learner's ability to (digital) self-organise, the learner's prior- knowledge learning in different variants of mode and learning outcomes as one part of this model. With this pre-study, we are taking the first step towards a holistic model of teaching and learning in digital environments.}, language = {en} } @article{Brandenburger2022, author = {Brandenburger, Bonny}, title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century}, series = {Frontiers in education}, volume = {7}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2022.990675}, pages = {17}, year = {2022}, abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.}, language = {en} } @misc{Brandenburger2022, author = {Brandenburger, Bonny}, title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe}, number = {157}, issn = {1867-5808}, doi = {10.25932/publishup-58777}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587770}, pages = {17}, year = {2022}, abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.}, language = {en} }