@article{SultanowVladovaWeber2009, author = {Sultanow, Eldar and Vladova, Gergana and Weber, Edzard}, title = {Overcoming communication barriers for CMC in enterprises}, isbn = {978-0-615-30358-1}, year = {2009}, language = {en} } @article{VladovaBahrs2014, author = {Vladova, Gergana and Bahrs, Julian}, title = {Wissenstransfer als Mittel der internen Unternehmenskommunikation}, series = {Handbuch prozessorientiertes Wissensmanagment}, journal = {Handbuch prozessorientiertes Wissensmanagment}, publisher = {GITO}, address = {Berlin}, isbn = {978-3-95545-026-7}, pages = {37 -- 47}, year = {2014}, language = {de} } @article{VladovaBahrs2009, author = {Vladova, Gergana and Bahrs, Julian}, title = {Wissenstransfer als Mittel der internen Unternehmenskommunikation : eine explorative Untersuchung in neun internationalen Unternehmen}, isbn = {978-3-88579-239-0}, year = {2009}, language = {de} } @article{VladovaAdelhelm2009, author = {Vladova, Gergana and Adelhelm, Silvia}, title = {Informal knowledge flows in open innovation : both a blessing and a curse?}, isbn = {978-952-214-767-7}, year = {2009}, language = {en} } @article{VladovaWeber2009, author = {Vladova, Gergana and Weber, Edzard}, title = {Bedarf von KMU f{\"u}r anwendergerechte Aufbereitung von Norminhalten}, issn = {0722-2912}, year = {2009}, language = {de} } @article{BahrsVladova2009, author = {Bahrs, Julian and Vladova, Gergana}, title = {Produktpiraterie : Pr{\"a}vention statt Reaktion}, issn = {1438-4426}, year = {2009}, language = {de} } @article{EppingerVladova2013, author = {Eppinger, Elisabeth and Vladova, Gergana}, title = {Intellectual property management practices at small and medium-sized enterprises}, series = {International journal of technology management}, volume = {61}, journal = {International journal of technology management}, number = {1}, publisher = {Inderscience Enterprises Ltd}, address = {Geneva}, issn = {0267-5730}, doi = {10.1504/IJTM.2013.050244}, pages = {64 -- 81}, year = {2013}, abstract = {Small and medium-sized enterprises (SME) contribute to innovation and economic growth, despite their resource shortages and lack of professional intellectual property (IP) management practices. Drawing on social practice theory and combining insights from recent scholarship on IP strategies and its management, this paper examines the cases of three pharmaceutical SME providing insights into how they appropriate returns on research and development (R\&D) investments. It discusses their IP strategies and management practices, examining how the IP management practices are embedded in the firm's organisational structure. Moreover, this paper develops recommendations for SME regarding the professionalisation of their IP management practices.}, language = {en} } @inproceedings{VladovaJenniferStricker2022, author = {Vladova, Gergana and Jennifer, Haase and Stricker, Dennis}, title = {Acceptance in Human-Robot Interaction}, address = {Sydney}, year = {2022}, abstract = {This paper aims to contribute to exploring the design possibilities of robots for use in human-robot interaction. In an experiment, we investigate the influence of the human's personality and the robot's design, especially its humanization, on its acceptance. We use the Almere model, the Big 5 personality traits, and the anthropomorphic gestalt variants to build the foundation for our investigation. The assumption that an anthropomorphized robot variant would, in principle, be preferred to the standard variant when a natural choice is enforced could not be evidenced in our experiment. This allows for the interpretation that anthropomorphism does not necessarily lead to intentional perception and, consequently, does not guarantee that it can automatically generate acceptance.}, language = {en} } @article{UllrichVladova2016, author = {Ullrich, Andre and Vladova, Gergana}, title = {Weighing the Pros and Cons of Engaging in Open Innovation}, series = {Technology Innovation Management Review}, volume = {8}, journal = {Technology Innovation Management Review}, publisher = {Carleton University Graphic Services}, address = {Ottawa}, issn = {1927-0321}, pages = {34 -- 40}, year = {2016}, abstract = {The positive aspects of open innovation projects are widely discussed in innovation management research and practice by means of case studies and best practices. However, enterprises, particularly small and medium-sized enterprises (SMEs) also face miscellaneous challenges in open innovation practice, leading to uncertainty and even renunciation of open innovation project participation. Thus, it is essential for SMEs to find the right balance between possible positive effects and negative consequences - the latter being the less studied "dark sides" of open innovation. However, appropriate methods of finding this balance are still lacking. In this article, we discuss the assessment of open innovation project participation by presenting a weighing and decision process framework as a conceivable solution approach. The framework includes an internal, external, and integrated analysis as well as a recommendation and decision phase. Piece by piece, we investigate the current situation and the innovation goals of the enterprise as an initial point for a decision for or against engaging in open innovation. Furthermore, we discuss the development of a software tool that automatically applies this framework and allows self-assessment by SMEs.}, language = {en} } @article{ScheelVladovaUllrich2022, author = {Scheel, Laura and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {The influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning}, series = {International journal of educational technology in higher education}, volume = {19}, journal = {International journal of educational technology in higher education}, number = {44}, publisher = {Springer}, address = {Cham}, issn = {2365-9440}, doi = {10.1186/s41239-022-00350-w}, pages = {33}, year = {2022}, abstract = {Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.}, language = {en} } @article{VladovaUllrichBender2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict}, title = {Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive}, series = {HMD : Praxis der Wirtschaftsinformatik}, volume = {58}, journal = {HMD : Praxis der Wirtschaftsinformatik}, publisher = {Springer}, address = {Wiesbaden}, issn = {2198-2775}, doi = {https://doi.org/10.1365/s40702-021-00796-y}, pages = {1313 -- 1326}, year = {2021}, abstract = {The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students' perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style.}, language = {de} } @article{VladovaHeutsTeichmann2021, author = {Vladova, Gergana and Heuts, Alexander and Teichmann, Malte}, title = {Dem Mitarbeiter zu Diensten}, series = {HMD : Praxis der Wirtschaftsinformatik}, journal = {HMD : Praxis der Wirtschaftsinformatik}, number = {57}, publisher = {Springer}, address = {Wiesbaden}, issn = {1436-3011}, doi = {doi.org/10.1365/s40702-020-00626-7}, pages = {710 -- 721}, year = {2021}, abstract = {Die Weiterbildung und Qualifizierung der Mitarbeiter sind zentrale Erfolgsfaktoren des digitalen Wandels. Die zentrale Herausforderung besteht darin, diese maßgeschnitten anzubieten sowie notwendige Akzeptanz nicht vorauszusetzen, sondern ebenso als Zielgr{\"o}ße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bed{\"u}rfnisse und Verst{\"a}ndnis nachhaltig ber{\"u}cksichtigt werden. Dieser Beitrag schl{\"a}gt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Daf{\"u}r wird zuerst ein skizzenhafter {\"U}berblick {\"u}ber grundlegende Kompetenzanforderungen des digitalen Wandels gegeben. Danach wird die aktuelle Situation betrieblicher Weiterbildung in der digitalen Transformation beleuchtet. Hierzu wurde in einem Zeitraum von sechs Monaten im Rahmen einer quantitativen Untersuchung erhoben, wie Besch{\"a}ftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchf{\"u}hrung von Weiterbildung als Personennahe Dienstleistung verhindert werden k{\"o}nnen. Empfehlungen und L{\"o}sungsans{\"a}tze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet.}, language = {de} } @article{TeichmannVladovaGronau2023, author = {Teichmann, Malte and Vladova, Gergana and Gronau, Norbert}, title = {Conception of subject-oriented learning}, series = {SSRN eLibrary / Social Science Research Network}, journal = {SSRN eLibrary / Social Science Research Network}, publisher = {Social Science Electronic Publ.}, address = {[Erscheinungsort nicht ermittelbar]}, issn = {1556-5068}, doi = {10.2139/ssrn.4457995}, pages = {6}, year = {2023}, abstract = {Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.}, language = {en} } @article{DragičevićVladovaUllrich2023, author = {Dragičević, Nikolina and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {Design thinking capabilities in the digital world}, series = {Frontiers in Education}, volume = {7}, journal = {Frontiers in Education}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2022.1012478}, pages = {18}, year = {2023}, abstract = {Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.}, language = {en} } @article{UllrichVladovaEigelshovenetal.2022, author = {Ullrich, Andr{\´e} and Vladova, Gergana and Eigelshoven, Felix and Renz, Andr{\´e}}, title = {Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions}, series = {Discover artificial intelligence}, volume = {2}, journal = {Discover artificial intelligence}, publisher = {Springer}, address = {Cham}, issn = {2731-0809}, doi = {10.1007/s44163-022-00031-7}, pages = {18}, year = {2022}, abstract = {Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.}, 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} } @incollection{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} } @phdthesis{Vladova2018, author = {Vladova, Gergana}, title = {Wissensmanagement im Kontext der Interdependenzen zwischen Unternehmenskultur und beruflicher kultureller Pr{\"a}gung}, publisher = {Gito}, address = {Berlin}, isbn = {978-3-95545-223-0}, school = {Universit{\"a}t Potsdam}, pages = {286}, year = {2018}, abstract = {Neben der vorherrschenden Unternehmenskultur existieren innerhalb der Organisationen unterschiedliche Subkulturen. Eine solche Subkultur - die berufliche - ist im Kontext dieser Arbeit von Bedeutung. Ihr Einfluss auf das Individuum in Form einer sekund{\"a}ren Sozialisation f{\"a}ngt in der Regel noch vor dem Eintritt im Unternehmen an und kann je nach Dauer der Einflussnahme und St{\"a}rke der Unternehmens- und der Subkulturen unterschiedlich sein. Im Mittelpunkt des Buches steht die Untersuchung der Abh{\"a}ngigkeiten zwischen der beruflichen kulturellen Pr{\"a}gung der Mitarbeiter und dem Umgang mit Wissen im Unternehmenskontext. Das Buch bietet einen theoretischen {\"U}berblick {\"u}ber die relevanten Themenfelder, stellt die Entwicklung eines Modells der Interdependenzen zwischen Wissensmanagement, Unternehmenskultur und beruflicher Subkultur vor und diskutiert erste Ergebnisse zur empirischen Untersuchung der Interdependenzen sowie das hierzu entwickelte Instrument.}, language = {de} } @article{UllrichVladovaMarquartetal.2022, author = {Ullrich, Andr{\´e} and Vladova, Gergana and Marquart, Danny and Braun, Andreas and Gronau, Norbert}, title = {An overwiew of benefits and risks in open innovation projects and the influence of intermediary participation, decision-making authority, experience, and position on their perception}, series = {International journal of innovation management : IJIM}, volume = {26}, journal = {International journal of innovation management : IJIM}, number = {02}, publisher = {World Scientific Publ.}, address = {Singapore}, issn = {1363-9196}, doi = {10.1142/S1363919622500128}, pages = {41}, year = {2022}, abstract = {This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.}, language = {en} } @article{AdelhelmBraunGronauetal.2014, author = {Adelhelm, Silvia and Braun, Andreas and Gronau, Norbert and L{\"u}rig, Detlef and M{\"u}ller, Elisabeth and Vladova, Gergana and Wagner, Dieter}, title = {Mit Open Innovation zum Erfolg}, series = {Handbuch prozessorientiertes Wissensmanagment}, journal = {Handbuch prozessorientiertes Wissensmanagment}, publisher = {GITO}, address = {Berlin}, isbn = {978-3-95545-026-7}, pages = {211 -- 226}, year = {2014}, language = {de} } @article{GronauVladovaWeberetal.2014, author = {Gronau, Norbert and Vladova, Gergana and Weber, Nadja and Heinze, Priscilla and Weber, Edzard}, title = {KMDL® v2.2}, series = {Handbuch prozessorientiertes Wissensmanagment}, journal = {Handbuch prozessorientiertes Wissensmanagment}, publisher = {GITO}, address = {Berlin}, isbn = {978-3-95545-026-7}, pages = {133 -- 198}, year = {2014}, language = {de} } @article{GronauRegerAdelhelmetal.2009, author = {Gronau, Norbert and Reger, Guido and Adelhelm, Silvia and Bahrs, Julian and Vladova, Gergana}, title = {Planung und Steuerung von offenen Innovationsprozessen in Life Sciences KMUs : Pro und Contra des Know-how- Transfers {\"u}ber die Unternehmensgrenzen}, issn = {1434-1890}, year = {2009}, language = {de} } @book{AdelhelmBraunGronauetal.2010, author = {Adelhelm, Silvia and Braun, Andreas and Gronau, Norbert and M{\"u}ller, E. and Vladova, Gergana}, title = {Open Innovation : Methodologische Pr{\"a}zisierung und praktische Umsetzung im Projekt Open Innovation in Life Sciences}, isbn = {978-3-8396-0141-9}, year = {2010}, language = {de} } @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{HaaseVladovaBender2022, author = {Haase, Jennifer and Vladova, Gergana and Bender, Benedict}, title = {Dating on a different stage, but with the same habits}, series = {PsyArXiv}, journal = {PsyArXiv}, number = {245}, doi = {10.31234/osf.io/kj68b}, pages = {14}, year = {2022}, abstract = {This study aims to compare online vs. offline flirting and dating behavior using the example of the location-based real-time dating (LBRTD) app Tinder, a popular dating platform. We focus on persons' self-descriptions like self-esteem, social desirability, state social anxiety, and adjustment behavior on Tinder and the perceived data privacy of the app. Data was gathered using a survey approach with Tinder users reporting their behavior in offline and online settings. The comparison between offline and online behavior was made using Response Surface Analysis. The results suggest that the different conditions of the natural and digital worlds do not influence the individual's behavior and emotional perception. The results are analyzed and discuss gender, age, motivation to use the app, and the user's relationship status.}, language = {en} } @incollection{GronauVladovaThim2008, author = {Gronau, Norbert and Vladova, Gergana and Thim, Christof}, title = {Umgang mit Wissen im interkulturellen Vergleich}, series = {Umgang mit Wissen im interkulturellen Vergleich : Beitr{\"a}ge aus Forschung und Unternehmenspraxis ; Acatech-Workshop, Potsdam, 20. Mai 2008}, volume = {2008}, booktitle = {Umgang mit Wissen im interkulturellen Vergleich : Beitr{\"a}ge aus Forschung und Unternehmenspraxis ; Acatech-Workshop, Potsdam, 20. Mai 2008}, publisher = {Fraunhofer-IRB-Verl.}, address = {Stuttgart}, isbn = {978-3-8167-7822-6}, pages = {11 -- 25}, year = {2008}, abstract = {Die Bedeutung der Ressource Wissen f{\"u}r die Unternehmensentwicklung ist heutzutage unumstritten. Um wettbewerbsf{\"a}hig bleiben zu k{\"o}nnen, m{\"u}ssen Unternehmen die Erzeugung, Teilung und systematische Nutzung von Wissen f{\"o}rdern. Dabei stehen sowohl die individuelle Wissensbasis (und damit jeder Mitarbeiter) als auch die kollektive Wissensbasis (und damit das ganze Unternehmen) im Vordergrund. Der Faktor Kultur gewinnt in diesem Zusammenhang zunehmend an Bedeutung: Er beeinflusst alle drei Ebenen des Wissensmanagements - Mensch, Organisation und Technologie. Neben den Besonderheiten der Organisationskultur und der Kultur unterschiedlicher Mitarbeitergruppen sind in international agierenden Unternehmen auch die spezifischen Merkmale der jeweiligen Landeskultur zu ber{\"u}cksichtigen. Gemeinsam mit dem Lehrstuhl f{\"u}r Wirtschaftsinformatik und Electronic Government der Universit{\"a}t Potsdam hat acatech im Mai 2008 einen Workshop mit Vertretern aus Wirtschaft, Politik und Wissenschaft zum Umgang mit Wissen im interkulturellen Vergleich veranstaltet. Vor diesem Hintergrund entstand der acatech diskutiert-Band "Umgang mit Wissen im interkulturellen Vergleich - Beitr{\"a}ge aus Forschung und Unternehmenspraxis". Darin enthalten sind Beitr{\"a}ge, die u. a. danach fragen, welche wechselseitigen Beziehungen zwischen Technik und Kultur bestehen, inwieweit Experten- und Wissensnetzwerke als interkulturelles Instrument zum Umgang mit Wissen geeignet sind, wie Unternehmen ihre Mitarbeiter auf Auslandseins{\"a}tze und die Begegnung mit fremden Kulturen vorbereiten k{\"o}nnen und welche Rolle Kommunikation als Methode des Wissenstransfers spielt.}, language = {de} } @article{VladovaWotschackLareiroetal.2020, author = {Vladova, Gergana and Wotschack, Philip and Lareiro, Patricia de Paiva and Gronau, Norbert and Thim, Christof}, title = {Lernen mit Assistenzsystemen}, series = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, volume = {36}, journal = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, number = {3}, publisher = {GITO mbH Verlag}, address = {Berlin}, issn = {2364-9208}, doi = {10.30844/I40M_20-3_S16-20}, pages = {16 -- 20}, year = {2020}, abstract = {Der Beitrag beschreibt die Konzeption und Durchf{\"u}hrung und bietet einen Einblick in die ersten Ergebnisse einer Untersuchung mit experimentellem Design in einer simulierten Prozessumgebung im Forschungs- und Anwendungszentrum Industrie 4.0 in Potsdam. Im Mittelpunkt stehen Anlernprozesse im Bereich der Einfacharbeit (Helfert{\"a}tigkeiten) und ihre Gestaltung durch den Einsatz digitaler Assistenzsysteme. In der Arbeitsforschung finden sich Hinweise darauf, dass mit dem Einsatz dieser Systeme Prozesswissen verloren geht, im Sinne einer guten Kenntnis des gesamten Arbeitsprozesses, in den die einzelnen T{\"a}tigkeiten eingebettet sind. Das kann sich als Problem erweisen, vor allem wenn unvorhersehbare Situationen oder Fehler eintreten. Um die Rolle von Prozesswissen beim Einsatz von digitalen Assistenzsystemen zu untersuchen, wird im Experiment eine echte Fabriksituation simuliert. Die Probanden werden {\"u}ber ein Assistenzsystem Schritt f{\"u}r Schritt in ihre Aufgabent{\"a}tigkeit angelernt, einem Teil der Probanden wird allerdings am Anfang zus{\"a}tzlich Prozesswissen im Rahmen einer kurzen Schulung vermittelt.}, language = {de} } @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} } @article{VladovaUllrichSloaneetal.2023, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Sloane, Mona and Renz, Andr{\´e} and Tsui, Eric}, title = {Editorial: new teaching and learning worlds}, series = {Frontiers in education}, volume = {8}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1175498}, pages = {1 -- 3}, year = {2023}, language = {en} } @article{VladovaGronau2022, author = {Vladova, Gergana and Gronau, Norbert}, title = {KI-basierte Assistenzsysteme in betrieblichen Lernprozessen}, series = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, volume = {38}, journal = {Industrie 4.0 Management : Gegenwart und Zukunft industrieller Gesch{\"a}ftsprozesse}, number = {2}, publisher = {GITO mbH Verlag f{\"u}r Industrielle Informationstechnik und Organisation}, address = {Berlin}, issn = {2364-9216}, doi = {10.30844/I40M_22-2_11-14}, pages = {11 -- 14}, year = {2022}, abstract = {Assistenzsysteme finden im Kontext der digitalen Transformation immer mehr Einsatz. Sie k{\"o}nnen Besch{\"a}ftigte in industriellen Produktionsprozessen sowohl in der Anlern- als auch in der aktiven Arbeitsphase unterst{\"u}tzen. Kompetenzen k{\"o}nnen so arbeitsplatz- und prozessnah sowie bedarfsorientiert aufgebaut werden. In diesem Beitrag wird der aktuelle Forschungsstand zu den Einsatzm{\"o}glichkeiten dieser Assistenzsysteme diskutiert und mit Beispielen illustriert. Es werden unter anderem auch Herausforderungen f{\"u}r den Einsatz aufgezeigt. Am Ende des Beitrags werden Potenziale f{\"u}r die zuk{\"u}nftige Nutzung von AS in industriellen Lernprozessen und f{\"u}r die Forschung identifiziert.}, language = {de} } @inproceedings{VladovaUllrichSultanowetal.2023, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Sultanow, Eldar and Tobolla, Marinho and Sebrak, Sebastian and Czarnecki, Christian and Brockmann, Carsten}, title = {Visual analytics for knowledge management}, series = {Informatik 2023}, booktitle = {Informatik 2023}, editor = {Klein, Maike and Krupka, Daniel and Winter, Cornelia and Wohlgemuth, Volker}, publisher = {Gesellschaft f{\"u}r Informatik e.V. (GI)}, address = {Bonn}, isbn = {978-3-88579-731-9}, issn = {1617-5468}, doi = {10.18420/inf2023_187}, pages = {1851 -- 1870}, year = {2023}, abstract = {The management of knowledge in organizations considers both established long-term processes and cooperation in agile project teams. Since knowledge can be both tacit and explicit, its transfer from the individual to the organizational knowledge base poses a challenge in organizations. This challenge increases when the fluctuation of knowledge carriers is exceptionally high. Especially in large projects in which external consultants are involved, there is a risk that critical, company-relevant knowledge generated in the project will leave the company with the external knowledge carrier and thus be lost. In this paper, we show the advantages of an early warning system for knowledge management to avoid this loss. In particular, the potential of visual analytics in the context of knowledge management systems is presented and discussed. We present a project for the development of a business-critical software system and discuss the first implementations and results.}, language = {en} } @techreport{HerloUllrichVladova2023, type = {Working Paper}, author = {Herlo, Bianca and Ullrich, Andr{\´e} and Vladova, Gergana}, title = {Sustainable digital sovereignty}, series = {Weizenbaum series}, volume = {32}, journal = {Weizenbaum series}, publisher = {Weizenbaum Institute for the Networked Society - the German Internet Institute}, address = {Berlin}, issn = {2748-5587}, doi = {10.34669/WI.WS/32}, pages = {39}, year = {2023}, abstract = {This study is dedicated to the interdependencies between digital sovereignty and sustainable digitalization, which need to be explicitly linked to an increasing degree in political discourse, academia, and societal debates. Digital skills are the prerequisites for shaping digitalization in the interest of society and sustainable development.}, language = {en} } @article{RenzVladova2021, author = {Renz, Andr{\´e} and Vladova, Gergana}, title = {Reinvigorating the discourse on Human-Centered artificial intelligence in educational technologies}, series = {Technology Innovation Management Review}, journal = {Technology Innovation Management Review}, number = {11}, publisher = {Talent First Network}, address = {Ottawa}, issn = {1927-0321}, doi = {doi: 10.22215/timreview/1438}, pages = {5 -- 16}, year = {2021}, abstract = {The increasing relevance of artificial intelligence (AI) applications in various domains has led to high expectations of benefits, ranging from precision, efficiency, and optimization to the completion of routine or time-consuming tasks. Particularly in the field of education, AI applications promise immense innovation potential. A central focus in this field is on analyzing and evaluating learner characteristics to derive learning profiles and create individualized learning environments. The development and implementation of such AI-driven approaches are related to learners' data, and thus involves several privacies, ethics, and morality challenges. In this paper, we introduce the concept of human-centered AI, and consider how an AI system can be developed in line with human values without posing risks to humanity. Because the education market is in the early stages of incorporating AI into educational tools, we believe that this is the right time to raise awareness about the use of principles that foster human-centered values and help in building responsible, ethical, and value-oriented AI.}, language = {en} } @article{CromwellHaaseVladova2023, author = {Cromwell, Johnathan R. and Haase, Jennifer and Vladova, Gergana}, title = {The creative thinking profile}, series = {Personality and individual differences}, volume = {208}, journal = {Personality and individual differences}, publisher = {Elsevier Science}, address = {Amsterdam}, issn = {0191-8869}, doi = {10.1016/j.paid.2023.112205}, year = {2023}, abstract = {Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.}, language = {en} } @incollection{VladovaBertheau2023, author = {Vladova, Gergana and Bertheau, Clementine}, title = {Unter dem Zeichen K{\"u}nstlicher Intelligenz}, series = {K{\"u}nstliche Intelligenz in der Bildung}, booktitle = {K{\"u}nstliche Intelligenz in der Bildung}, editor = {de Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-40078-1}, doi = {10.1007/978-3-658-40079-8_19}, pages = {393 -- 410}, year = {2023}, abstract = {Der Einsatz K{\"u}nstlicher Intelligenz (KI) wird zunehmend relevant - sowohl in Berufen mit formalisierbaren Aufgaben als auch in Berufsfeldern, f{\"u}r deren Aufgaben Erfahrungswissen notwendig ist und situationsabh{\"a}ngig Entscheidungen getroffen werden, die mit folgenschweren Konsequenzen verbunden sein k{\"o}nnen. Um das Potenzial der Zusammenarbeit zwischen Mensch und KI auszusch{\"o}pfen, muss sich der Mensch entsprechend wappnen. Somit ver{\"a}ndern sich die Kompetenzanforderungen an Mitarbeiter:innen auf allen Ebenen und an ihre F{\"u}hrungskr{\"a}fte. Relevante Konzepte des lebenslangen Lernens und der betrieblichen Weiterbildung gewinnen durch den Einfluss der Technologie auch unter teilweise ver{\"a}nderten Lernbedingungen vermehrt an Bedeutung. Neben neuen technischen und Fachkompetenzen, sind f{\"u}r die Nutzung von und die Zusammenarbeit mit der neuen Technologie weitere Kompetenzen notwendig, um z. B. einsch{\"a}tzen zu k{\"o}nnen, wann die Arbeit der Maschine ethisch vertretbar, effektiv, verantwortungsvoll, fair, transparent und nachvollziehbar ist. Auch neue T{\"a}tigkeitsprofile entstehen und die beruflichen Rollen ver{\"a}ndern sich entsprechend. Neben den Anforderungen, die die KI an Bildung und Kompetenzentwicklung stellt, wird sie weiterhin zunehmend zur Gestaltung von Lernumgebungen und f{\"u}r den Kompetenzaufbau im Beruf eingesetzt. Sie ist somit nicht nur der Ausl{\"o}ser von Ver{\"a}nderungen, sondern auch das Instrument, welches genutzt wird, um die Lehre zu unterst{\"u}tzen und individueller, abwechslungsreicher sowie zeit- und ortunabh{\"a}ngiger zu gestalten. Im Beitrag werden Chancen und Herausforderungen durch den Einsatz von KI f{\"u}r zwei Dimensionen diskutiert: die Transformationsprozesse in der Berufswelt und die Gestaltung von Lernprozessen.}, language = {de} } @article{WotschackVladovadePaivaLareiroetal.2022, author = {Wotschack, Philip and Vladova, Gergana and de Paiva Lareiro, Patricia and Thim, Christof}, title = {Learning via assistance systems in industrial manufacturing}, series = {Journal of workplace learning}, volume = {35}, journal = {Journal of workplace learning}, number = {9}, publisher = {Emerald}, address = {Bradford}, issn = {1366-5626}, doi = {10.1108/JWL-09-2022-0119}, pages = {235 -- 258}, year = {2022}, abstract = {Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals' work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers' ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Originality/value This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.}, language = {en} } @techreport{GagrčinSchaetzRakowskietal.2021, author = {Gagrčin, Emilija and Schaetz, Nadja and Rakowski, Niklas and Toth, Roland and Renz, Andr{\´e} and Vladova, Gergana and Emmer, Martin}, title = {We and AI}, publisher = {Weizenbaum Institute for the Networked Society - the German Internet}, address = {Berlin}, doi = {10.34669/wi/1}, pages = {70}, year = {2021}, language = {en} } @incollection{MishraVladova2021, author = {Mishra, Vidisha and Vladova, Gergana}, title = {It's personal}, series = {The fourth industrial revolution and its impact on ethics}, booktitle = {The fourth industrial revolution and its impact on ethics}, editor = {Miller, Katharina and Wendt, Karen}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-57019-4}, doi = {10.1007/978-3-030-57020-0_12}, pages = {151 -- 158}, year = {2021}, abstract = {The new technologies of the Fourth Industrial Revolution (4IR) are disrupting traditional models of work and learning. While the impact of digitalization on education was already a point of serious deliberation, the COVID-19 pandemic has expedited ongoing transitions. With 90\% of the world's student population having been impacted by national lockdowns—online learning has gone from being a luxury to a necessity, in a context where around 3.6 billion people are offline. As the impacts of the 4IR unfold alongside the current crisis, it is not enough for future policy pathways to prioritize educational attainment in the traditional sense; it is essential to reimagine education itself as well as its delivery entirely. Future policy narratives will need to evaluate the very process of learning and identify the ways in which technology can help reduce existing disparities and enhance digital access, literacy and fluency in a scalable manner. In this context, this chapter analyses the status quo of online learning in India and Germany. Drawing on the experiences of these two economies with distinct trajectories of digitalization, the chapter explores how new technologies intersect with traditional education and local sociocultural conditions. Further, the limitations and opportunities presented by dominant ed-tech models is critically analyzed against the ongoing COVID-19 pandemic.}, language = {en} } @incollection{LamprechtVladova2020, author = {Lamprecht, Selma and Vladova, Gergana}, title = {Cyber-Viktimisierung von Unternehmen}, series = {Cyberkriminologie}, booktitle = {Cyberkriminologie}, editor = {R{\"u}diger, Thomas-Gabriel and Bayerl, Petra Saskia}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-28506-7}, doi = {10.1007/978-3-658-28507-4_14}, pages = {345 -- 371}, year = {2020}, abstract = {Viktimologie als die Erforschung von Kriminalit{\"a}tsopfern war lange Zeit auf „street crimes" fokussiert. Inzwischen gibt es Opfertypologien und -betrachtungen f{\"u}r eine Vielzahl weiterer Delikte - jedoch bleibt der Fokus nach wie vor auf menschlichen Opfern. Gerade mit Blick auf neue digitale Angriffsformen werden Unternehmen allerdings als Opfer immer interessanter und - unter dem Stichwort Cybersecurity - stellen als Forschungsobjekt verst{\"a}rkt neue Anforderungen. Diese Entwicklung l{\"a}uft weitgehend unabh{\"a}ngig von der Viktimologie; Bez{\"u}ge zur klassischen Opferforschung werden kaum hergestellt. Dieses Kapitel widmet sich dieser L{\"u}cke, indem es existierende Forschungsans{\"a}tze zu Unternehmen als Opfer von Cybercrime anhand viktimologischer Schemata und Fragestellungen einordnet. Weiterhin wird mit dem Verst{\"a}ndnis von Unternehmen und Individuen als Systeme eine Vorgehensweise skizziert, um bestehende Ans{\"a}tze aus der Viktimologie auf die Betrachtung von Unternehmen als Opfer anzupassen und zu {\"u}bertragen.}, language = {de} } @article{RuedianVladova2021, author = {R{\"u}dian, Sylvio Leo and Vladova, Gergana}, title = {Kostenfreie Onlinekurse nachhaltig mit personalisiertem Marketing finanzieren}, series = {HMD Praxis der Wirtschaftsinformatik}, volume = {58}, journal = {HMD Praxis der Wirtschaftsinformatik}, number = {3}, publisher = {Springer Vieweg}, address = {Wiesbaden}, issn = {1436-3011}, doi = {10.1365/s40702-021-00720-4}, pages = {507 -- 520}, year = {2021}, abstract = {Selbstbestimmtes Lernen mit Onlinekursen findet zunehmend mehr Akzeptanz in unserer Gesellschaft. Lernende k{\"o}nnen mithilfe von Onlinekursen selbst festlegen, was sie wann lernen und Kurse k{\"o}nnen durch vielf{\"a}ltige Adaptionen an den Lernfortschritt der Nutzer angepasst und individualisiert werden. Auf der einen Seite ist eine große Zielgruppe f{\"u}r diese Lernangebote vorhanden. Auf der anderen Seite sind die Erstellung von Onlinekursen, ihre Bereitstellung, Wartung und Betreuung kostenintensiv, wodurch hochwertige Angebote h{\"a}ufig kostenpflichtig angeboten werden m{\"u}ssen, um als Anbieter zumindest kostenneutral agieren zu k{\"o}nnen. In diesem Beitrag er{\"o}rtern und diskutieren wir ein offenes, nachhaltiges datengetriebenes zweiseitiges Gesch{\"a}ftsmodell zur Verwertung gepr{\"u}fter Onlinekurse und deren kostenfreie Bereitstellung f{\"u}r jeden Lernenden. Kern des Gesch{\"a}ftsmodells ist die Nutzung der dabei entstehenden Verhaltensdaten, die daraus m{\"o}gliche Ableitung von Pers{\"o}nlichkeitsmerkmalen und Interessen und deren Nutzung im kommerziellen Kontext. Dies ist eine bei der Websuche bereits weitl{\"a}ufig akzeptierte Methode, welche nun auf den Lernkontext {\"u}bertragen wird. Welche M{\"o}glichkeiten, Herausforderungen, aber auch Barrieren {\"u}berwunden werden m{\"u}ssen, damit das Gesch{\"a}ftsmodell nachhaltig und ethisch vertretbar funktioniert, werden zwei unabh{\"a}ngige, jedoch synergetisch verbundene Gesch{\"a}ftsmodelle vorgestellt und diskutiert. Zus{\"a}tzlich wurde die Akzeptanz und Erwartung der Zielgruppe f{\"u}r das vorgestellte Gesch{\"a}ftsmodell untersucht, um notwendige Kernressourcen f{\"u}r die Praxis abzuleiten. Die Ergebnisse der Untersuchung zeigen, dass das Gesch{\"a}ftsmodell von den Nutzer*innen grundlegend akzeptiert wird. 10 \% der Befragten w{\"u}rden es bevorzugen, mit virtuellen Assistenten - anstelle mit Tutor*innen zu lernen. Zudem ist der Großteil der Nutzer*innen sich nicht dar{\"u}ber bewusst, dass Pers{\"o}nlichkeitsmerkmale anhand des Nutzerverhaltens abgeleitet werden k{\"o}nnen.}, language = {de} } @inproceedings{VladovaRuedian2020, author = {Vladova, Gergana and R{\"u}dian, Sylvio Leo}, title = {From learners to educators}, series = {The future of education}, volume = {10}, booktitle = {The future of education}, publisher = {Pixel}, address = {Florenz}, isbn = {978-88-85813-87-8}, issn = {2420-9732}, doi = {10.26352/E618_2384-9509}, pages = {5}, year = {2020}, abstract = {The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.}, language = {en} } @incollection{VladovaGronauRuedian2019, author = {Vladova, Gergana and Gronau, Norbert and R{\"u}dian, Sylvio Leo}, title = {Wissenstransfer in Bildung und Weiterbildung}, series = {Digitale Transformation - gutes Arbeiten und Qualifizierung aktiv gestalten}, booktitle = {Digitale Transformation - gutes Arbeiten und Qualifizierung aktiv gestalten}, publisher = {Gito}, address = {Berlin}, isbn = {978-3-95545-309-1}, pages = {89 -- 106}, year = {2019}, language = {de} }