@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} } @misc{DragičevićVladovaUllrich2023, author = {Dragičević, Nikolina and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {Design thinking capabilities in the digital world}, 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 = {158}, issn = {1867-5808}, doi = {10.25932/publishup-58846}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588468}, 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} } @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{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} } @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{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} } @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} }