@inproceedings{VladovaUllrichBenderetal.2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert}, title = {Yes, we can (?)}, series = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings}, booktitle = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings}, editor = {Reis, Ars{\´e}nio and Barroso, Jo{\~a}o and Lopes, J. Bernardino and Mikropoulos, Tassos and Fan, Chih-Wen}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-73987-4}, doi = {10.1007/978-3-030-73988-1_17}, pages = {225 -- 235}, year = {2021}, abstract = {The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.}, language = {en} } @incollection{UllrichGronau2020, author = {Ullrich, Andr{\´e} and Gronau, Norbert}, title = {Time to change}, series = {Proceedings of the International Conference on Innovative Intelligent Industrial Production and Logistics}, booktitle = {Proceedings of the International Conference on Innovative Intelligent Industrial Production and Logistics}, editor = {Panetto, Herv{\´e} and Madani, Kurosh and Smirnov, Alexander}, publisher = {SciTePress}, address = {[Erscheinungsort nicht ermittelbar]}, isbn = {978-989-758-476-3}, doi = {10.5220/0010148601090116}, pages = {109 -- 116}, year = {2020}, abstract = {Industry 4.0 leads to a radical change that is progressing incrementally. The new information and communication technologies provide many conceivable opportunities for their application in the context of sustainable corporate management. The combination of new digital technologies with the ecological and social goals of companies offers a multitude of unimagined potentials and challenges. Although companies already see the need for action, there was in the past and currently still is a lack of concrete measures that lever the potential of Industry 4.0 for sustainability management. During the course of this position paper we develop six theses (two from each sustainability perspective) against the background of the current situation in research and practice, and policy.}, language = {en} } @misc{VladovaUllrichBenderetal.2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert}, title = {Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany}, series = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe}, issn = {1867-5808}, doi = {10.25932/publishup-52161}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-521615}, pages = {17}, year = {2021}, abstract = {In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.}, language = {en} } @article{VladovaUllrichBenderetal.2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert}, title = {Students' acceptance of technology-mediated teaching - How it was influenced during the COVID-19 Pandemic in 2020}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.636086}, pages = {15}, year = {2021}, abstract = {In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.}, language = {en} } @article{TeichmannUllrichKnostetal.2020, author = {Teichmann, Malte and Ullrich, Andr{\´e} and Knost, Dennis and Gronau, Norbert}, title = {Serious games in learning factories}, series = {Procedia manufacturing}, volume = {45}, journal = {Procedia manufacturing}, publisher = {Elsevier}, address = {Amsterdam}, issn = {2351-9789}, doi = {10.1016/j.promfg.2020.04.104}, pages = {259 -- 264}, year = {2020}, abstract = {The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.}, language = {en} } @article{UllrichWeberGronau2023, author = {Ullrich, Andr{\´e} and Weber, Edzard and Gronau, Norbert}, title = {Regionale Refabrikationsnetzwerke}, series = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, volume = {39}, journal = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, number = {2}, publisher = {GITO mbH Verlag}, address = {Berlin}, issn = {2364-9208}, doi = {10.30844/IM_23-2_11-14}, pages = {11 -- 14}, year = {2023}, abstract = {Die Herstellung von Produkten bindet Energie sowie auch materielle Ressourcen. Viel zu langsam entwickeln sich sowohl das Bewusstsein der Konsumenten sowie der Produzenten als auch gesetzgebende Aktivit{\"a}ten, um zu einem nachhaltigen Umgang mit den zur Verf{\"u}gung stehenden Ressourcen zu gelangen. In diesem Beitrag wird ein lokaler Remanufacturing-Ansatz vorgestellt, der es erm{\"o}glicht, den Ressourcenverbrauch zu reduzieren, lokale Unternehmen zu f{\"o}rdern und effiziente L{\"o}sungen f{\"u}r die regionale Wieder- und Weiterverwendung von G{\"u}tern anzubieten.}, language = {de} } @misc{UllrichWeberGronau2023, author = {Ullrich, Andr{\´e} and Weber, Edzard and Gronau, Norbert}, title = {Regionale Refabrikationsnetzwerke}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, number = {2}, issn = {2364-9208}, doi = {10.25932/publishup-60451}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-604510}, pages = {6}, year = {2023}, abstract = {Die Herstellung von Produkten bindet Energie sowie auch materielle Ressourcen. Viel zu langsam entwickeln sich sowohl das Bewusstsein der Konsumenten sowie der Produzenten als auch gesetzgebende Aktivit{\"a}ten, um zu einem nachhaltigen Umgang mit den zur Verf{\"u}gung stehenden Ressourcen zu gelangen. In diesem Beitrag wird ein lokaler Remanufacturing-Ansatz vorgestellt, der es erm{\"o}glicht, den Ressourcenverbrauch zu reduzieren, lokale Unternehmen zu f{\"o}rdern und effiziente L{\"o}sungen f{\"u}r die regionale Wieder- und Weiterverwendung von G{\"u}tern anzubieten.}, language = {de} } @article{ThimUllrichGronau2020, author = {Thim, Christof and Ullrich, Andr{\´e} and Gronau, Norbert}, title = {Process model driven learning scenario implementation}, series = {Procedia manufacturing}, volume = {45}, journal = {Procedia manufacturing}, publisher = {Elsevier}, address = {Amsterdam}, issn = {2351-9789}, doi = {10.1016/j.promfg.2020.04.071}, pages = {522 -- 527}, year = {2020}, abstract = {The implementation of learning scenarios is a diversely challenging, frequently purely manual and effortful undertaking. In this contribution a process based view is used in scenario generation to overcome communication, coordination and technical gaps. A framework is provided to identify, define and integrate technological artefacts and learning content as modular, reusable building blocks along a modeled production process. The specific contribution is twofold: 1) the theoretical framework represents a unique basis for modularization of content and technology in order to enhance reusability, 2) the model based scenario definition is a starting point for automated implementation of learning scenarios in industrial learning environments that has not been created before.}, language = {en} } @article{LewandowskiUllrichGronau2021, author = {Lewandowski, Stefanie and Ullrich, Andr{\´e} and Gronau, Norbert}, title = {Normen zur Berechnung des CO₂-Fußabdrucks}, series = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, volume = {37}, journal = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, number = {4}, publisher = {GITO mbH Verlag}, address = {M{\"u}nchen}, issn = {2364-9208}, doi = {10.30844/I40M_21-4_S17-20}, pages = {17 -- 20}, year = {2021}, abstract = {CO₂-Fußabdr{\"u}cke sind ein aktuell viel diskutiertes Thema mit weitreichenden Implikationen f{\"u}r Individuen als auch Unternehmen. Firmen k{\"o}nnen einen proaktiven Beitrag zur Transparenz leisten, indem der unternehmens- oder produktbezogene CO₂-Fußabdruck ausgewiesen wird. Ist der Entschluss gefasst einen CO₂-Fußabdruck auszuweisen und die entstehenden Treibhausgase zu erfassen, existiert eine Vielzahl unterschiedlicher Normen und Zertifikate, wie die publicly available specification 2050, das Greenhouse Gas Protokoll oder die ISO 14067. Das Ziel dieses Beitrags ist es, diese drei Normen zur Berechnung des produktbezogenen CO₂-Fußabdrucks zu vergleichen, um Gemeinsamkeiten und Unterschiede sowie Vor- und Nachteile in der Anwendung aufzuzeigen. Die {\"U}bersicht soll Unternehmen bei der Entscheidungsfindung hinsichtlich der Eignung eines CO₂-Fußabdrucks f{\"u}r ihr Unternehmen unterst{\"u}tzen.}, language = {de} } @incollection{TeichmannLassUllrichetal.2022, author = {Teichmann, Malte and Lass, Sander and Ullrich, Andr{\´e} and Gronau, Norbert}, title = {Modellfabriken als Enabler flexibler Lehr- und Lernsituationen f{\"u}r die Kompetenzentwicklung im Fabrikkontext}, series = {Faktor Mensch}, booktitle = {Faktor Mensch}, editor = {Weber, Kristin and Reinheimer, Stefan}, publisher = {Springer Fachmedien}, address = {Wiesbaden}, isbn = {978-3-658-34523-5}, doi = {10.1007/978-3-658-34524-2_10}, pages = {173 -- 196}, year = {2022}, abstract = {Dieses Kapitel diskutiert die Notwendigkeit einer st{\"a}rkeren Praxisorientierung f{\"u}r die Schaffung konkreter Lehr- und Lernr{\"a}ume in Unternehmen und zeigt die Vorteile einer Lernfabrik vor dem Hintergrund der stattfindenden Digitalisierung als Mittel zur Kompetenzentwicklung auf. Die technologiebedingt erweiterten Weiterbildungsziele erfordern die Nutzung geeigneter Konzepte und L{\"o}sungen. Dahingehend erfolgt die zielorientierte Konkretisierung der Kreation geeigneter Lehr- und Lernsituationen. Die Darstellung der Nutzbarmachung einer Modellfabrik als Lernfabrik der betrieblichen Weiterbildungspraxis zeigt nicht nur eine L{\"o}sung f{\"u}r die intendierte Bereitstellung flexibler Lehr- und Lernsituationen, sondern liefert ebenso Handlungsempfehlungen und Best-Practices f{\"u}r die erfolgreiche Kompetenzentwicklung. Insbesondere Praktiker profitieren von der Darstellung der Lernfabrik: aus dieser k{\"o}nnen sowohl betriebliche Weiterbildner als auch Gesch{\"a}ftsverantwortliche Implikationen f{\"u}r die didaktische Transformation betrieblicher Arbeitsorte in betriebliche Lern-Orte ableiten. Die detaillierte Darstellung einer Tagesschulung zum Thema Auswirkungen von Industrie 4.0 auf die Arbeit der Mitarbeiter sowie Illustration eines Lernszenarios geben reale Einblicke, wie betriebliche Weiterbildung abseits von Lehr-Lern-Kurzschluss-orientierter Didaktik gelingt.}, language = {de} }