TY  - CHAP
A1  - Haase, Jennifer
A1  - Matthiesen, Julia
A1  - Schüffler, Arnulf
A1  - Kluge, Annette
T1  - Retentivity beats prior knowledge as predictor for the acquisition and adaptation of new production processes
T2  - Proceedings of the 53rd Hawaii International Conference on System Sciences
N2  - In the time of digitalization the demand for organizational change is rising and demands ways to cope with fundamental changes on the organizational as well as individual level. As a basis, learning and forgetting mechanisms need to be understood in order to guide a change process efficiently and successfully. Our research aims to get a better understanding of individual differences and mechanisms in the change context by performing an experiment where individuals learn and later re-learn a complex production process using a simulation setting. The individual’s performance, as well as retentivity and prior knowledge is assessed. Our results show that higher retentivity goes along with better learning and forgetting performances. Prior knowledge did not reveal such relation to the learning and forgetting performances. The influence of age and gender is discussed in detail.
KW  - Innovation in Organizations: Learning
KW  - learning
KW  - Unlearning
KW  - Intentional Forgetting
KW  - experiment
KW  - forgetting
KW  - prior knowledge
KW  - production process
KW  - retentivity
Y1  - 2020
U6  - https://doi.org/10125/64331
VL  - 53
SP  - 4797
EP  - 4805
PB  - Western Periodicals Co.
CY  - North Hollywood, Calif.
ER  - 
TY  - CHAP
A1  - Apelojg, Benjamin
T1  - Teachers do not make mistakes?
BT  - two exploratives case studies ; Relationships between biographical aspects, thinking, behavioral patterns and experiences in classes ; First results of a qualitative study on the aspect of dealing with mistakes
T2  - ATLAS.ti User Conference 2015
N2  - This article provides some insights into the complex relationships between thinking and behavioral patterns, bio­ graphical aspects and teaching style. The data was analyzed in the Grounded Theory tradition and with the help of ATLAS.ti. The results presented here offer preliminary findings only since the research is still ongoing. The focus is on the ways teachers deal with mistakes. Based on two case examples, it will be shown how the fear of making mistakes can lead to teacher-centered lessons, and thereby limiting pupils' possibilities to learn autonomously.
KW  - Umgang mit Fehlern
KW  - Didaktik
KW  - persönliche Entwicklung
KW  - Lernen
KW  - Auswirkungen auf Schüler
KW  - Dealing with mistakes
KW  - personal development
KW  - learning
KW  - teaching
KW  - effects on pupils
KW  - ATLAS.t
Y1  - 2016
SN  - 978-3-7983-2822-8
U6  - https://doi.org/10.14279/depositonce-5159
SP  - 1
EP  - 9
PB  - Universitätsverlag der TU-Berlin
CY  - Berlin
ER  -