@inproceedings{EsveldVriesBecchettietal.2023, author = {Esveld, Selma van and Vries, Nardo de and Becchetti, Sibilla and Dopper, Sofia and Valkenburg, Willem van and Carlon, May Kristine Jonson and Yokoi, Kensuke and Gayed, John Maurice and Suyama, Hiroshi and Cross, Jeffrey Scott and Jin, Tonje and Xue, Wei and Bruillard, {\´E}ric and Steinbeck, Hendrik and Meinel, Christoph and {\"O}zdemir, Paker Doğu and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze and Haugsbakken, Halvdan and Hagelia, Marianne and Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra and Xiaoxiao, Wang and Shuangshuang, Guo and Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael and Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk and Dixon, Fred and Trabucchi, Stefania and Khaneboubi, Mehdi and Giannatelli, Ada and Tomasini, Alessandra and Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Koschutnig-Ebner, Markus and Rampelt, Florian and Stetten, Alexander von and Wittke, Andreas and Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee and Mair, Bettina and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte and Thirouard, Maria and Vill{\`e}sbrunne, Marie de la and Bernaert, Oliver and Nohr, Magnus and Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya and Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko and Neub{\"o}ck, Kristina and Linschinger, Nadine and Lorenz, Anja and Bock, Stefanie and Schulte-Ostermann, Juleka and Moura Santos, Ana and Corti, Paola and Costa, Luis Felipe Coimbra and Utunen, Heini and Attias, Melissa and Tokar, Anna and Kennedy, Eileen and Laurillard, Diana and Zeitoun, Samar and Wasilewski, Julie and Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid and Dietz, Michael and Roth, Dennis}, title = {EMOOCs 2023}, editor = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Jonson Carlon, May Kristine and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen}, doi = {10.25932/publishup-57645}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-576450}, year = {2023}, abstract = {From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Research \& Experience Track, the Business Track and the International Track.}, language = {en} } @inproceedings{DeselOpelSiegerisetal.2023, author = {Desel, J{\"o}rg and Opel, Simone and Siegeris, Juliane and Draude, Claude and Weber, Gerhard and Schell, Timon and Schwill, Andreas and Thorbr{\"u}gge, Carsten and Sch{\"a}fer, Len Ole and Netzer, Cajus Marian and Gerstenberger, Dietrich and Winkelnkemper, Felix and Schulte, Carsten and B{\"o}ttcher, Axel and Thurner, Veronika and H{\"a}fner, Tanja and Ottinger, Sarah and Große-B{\"o}lting, Gregor and Scheppach, Lukas and M{\"u}hling, Andreas and Baberowski, David and Leonhardt, Thiemo and Rentsch, Susanne and Bergner, Nadine and Bonorden, Leif and Stemme, Jonas and Hoppe, Uwe and Weicker, Karsten and Bender, Esther and Barbas, Helena and Hamann, Fabian and Soll, Marcus and Sitzmann, Daniel}, title = {Hochschuldidaktik Informatik HDI 2021}, series = {Commentarii informaticae didacticae}, booktitle = {Commentarii informaticae didacticae}, number = {13}, editor = {Desel, J{\"o}rg and Opel, Simone and Siegeris, Juliane}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-548-4}, issn = {1868-0844}, doi = {10.25932/publishup-56507}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-565070}, pages = {299}, year = {2023}, abstract = {Die Fachtagungen HDI (Hochschuldidaktik Informatik) besch{\"a}ftigen sich mit den unterschiedlichen Aspekten informatischer Bildung im Hochschulbereich. Neben den allgemeinen Themen wie verschiedenen Lehr- und Lernformen, dem Einsatz von Informatiksystemen in der Hochschullehre oder Fragen der Gewinnung von geeigneten Studierenden, deren Kompetenzerwerb oder auch der Betreuung der Studierenden widmet sich die HDI immer auch einem Schwerpunktthema. Im Jahr 2021 war dies die Ber{\"u}cksichtigung von Diversit{\"a}t in der Lehre. Diskutiert wurden beispielsweise die Einbeziehung von besonderen fachlichen und {\"u}berfachlichen Kompetenzen Studierender, der Unterst{\"u}tzung von Durchl{\"a}ssigkeit aus nichtakademischen Berufen, aber auch die Gestaltung inklusiver Lehr- und Lernszenarios, Aspekte des Lebenslangen Lernens oder sich an die Diversit{\"a}t von Studierenden adaptierte oder adaptierende Lehrsysteme. Dieser Band enth{\"a}lt ausgew{\"a}hlte Beitr{\"a}ge der 9. Fachtagung 2021, die in besonderer Weise die Konferenz und die dort diskutierten Themen repr{\"a}sentieren.}, language = {de} } @inproceedings{KlieglTeichGranacheretal.2022, author = {Kliegl, Reinhold and Teich, Paula and Granacher, Urs and F{\"u}hner, Thea}, title = {Developmental Gains in Physical Fitness Components of Keyage and Older-than-Keyage Third-Graders}, doi = {10.25932/publishup-56087}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560870}, pages = {14}, year = {2022}, abstract = {Children who were enrolled according to legal enrollment dates (i.e., keyage third-graders aged eight to nine years) exhibit a positive linear physical fitness development (F{\"u}hner et al., 2021). However, children who were enrolled with a delay of one year or who repeated a grade (i.e., older-than-keyage children [OTK] aged nine to ten years in third grade) appear to exhibit a poorer physical fitness relative to what could be expected given their chronological age (F{\"u}hner et al., 2022). However, because F{\"u}hner et al. (2022) compared the performance of OTK children to predicted test scores that were extrapolated based on the data of keyage children, the observed physical fitness of these children could either indicate a delayed physical-fitness development or some physiological or psychological changes occurring during the tenth year of life. We investigate four hypotheses about this effect. (H1) OTK children are biologically younger than keyage children. A formula transforming OTK's chronological age into a proxy for their biological age brings some of the observed cross-sectional age-related development in line with the predicted age-related development based on the data of keyage children, but large negative group differences remain. Hypotheses 2 to 4 were tested with a longitudinal assessment. (H2) Physiological changes due to biological maturation or psychological factors cause a stagnation of physical fitness development in the tenth year of life. H2 predicts a decline of performance from third to fourth grade also for keyage children. (H3) OTK children exhibit an age-related (temporary) developmental delay in the tenth year of life, but later catch up to the performance of age-matched keyage children. H3 predicts a larger developmental gain for OTK than for keyage children from third to fourth grade. (H4) OTK children exhibit a sustained physical fitness deficit and do not catch up over time. H4 predicts a positive development for keyage and OTK children, with no greater development for OTK compared to keyage children. The longitudinal study was based on a subset of children from the EMOTIKON project (www.uni-potsdam.de/emotikon). The physical fitness (cardiorespiratory endurance [6-minute-run test], coordination [star-run test], speed [20-m sprint test], lower [standing long jump test] and upper [ball push test] limbs muscle power, and balance [one-legged stance test]) of 1,274 children (1,030 keyage and 244 OTK children) from 32 different schools was tested in third grade and retested one year later in fourth grade. Results: (a) Both keyage and OTK children exhibit a positive longitudinal development from third to fourth grade in all six physical fitness components. (b) There is no evidence for a different longitudinal development of keyage and OTK children. (c) Keyage children (approximately 9.5 years in fourth grade) outperform age-matched OTK children (approximately 9.5 years in third grade) in all six physical fitness components. The results show that the physical fitness of OTK children is indeed impaired and are in support of a sustained difference in physical fitness between the groups of keyage and OTK children (H4).}, language = {en} } @inproceedings{TeichFuehnerGolleetal.2022, author = {Teich, Paula and F{\"u}hner, Thea and Golle, Kathleen and Kliegl, Reinhold}, title = {How did the Sars-CoV-2 Pandemic affect the Physical Fitness of Primary School Children?}, doi = {10.25932/publishup-56085}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560855}, pages = {20}, year = {2022}, abstract = {Throughout the years 2020 and 2021, schools were temporarily closed to slow the spread of SarsCoV-2. For some periods, children were locked out of sports in schools (physical education lessons, school sports working groups) and organized sports in sports clubs which often resulted in physical inactivity. Did these restrictions affect children's physical fitness? The EMOTIKON project (www.uni-potsdam.de/emotikon) annually assesses the physical fitness (cardiorespiratory endurance [6-minute-run test], coordination [star-run test], speed [20-m sprint test], lower [standing long jump test] and upper [ball push test] limbs muscle power, and balance [one-legged stance test]) of all third graders in the Federal State of Brandenburg, Germany. Participation is mandatory for all public primary schools. In the falls from 2016 to 2021, 83,476 keyage children (i.e., school enrollment according to the legal key date, between eight and nine years in third grade) from 512 schools were assessed with the EMOTIKON test battery. We tested the Covid pandemic effect on a composite score of the four highly correlated physical fitness tests assessing cardiorespiratory endurance, coordination, speed and powerLOW and on another composite score of the three running tests (cardiorespiratory endurance, coordination, speed), as well as separately on all six physical fitness components. Secular trends for each of the physical fitness components and differences between schools and children were taken into account in linear mixed models. We found a negative Covid pandemic effect on the two composite physical fitness scores, as well as on cardiorespiratory endurance, coordination, and speed. We found a positive Covid pandemic effect on powerLOW. Coordination was associated with the largest negative Covid pandemic effect, also passing the threshold of smallest meaningful change (SMC, i.e., 0.2 Cohen's d) when accumulated across two years. Given the educational context, Covid pandemic effects were also compared relative to the expected age-related development of the physical fitness components between eight and nine years. The Covid pandemic-related developmental costs/gains ranged from three to seven months relative to a longitudinal age effect, and from five to 17 months relative to a cross-sectional age effect. We propose that a longitudinal assessment yields a more reliable estimate of the developmental (age-related) gain than a cross-sectional one. Therefore, we consider the smaller Covid pandemic-related developmental costs/gains to be more credible. Interestingly, on the school level, „fitter" schools (relatively higher Grand Mean) exhibited larger negative Covid pandemic effects than schools with a lower physical fitness score. Negative Covid pandemic effects for the three run tasks were also found by B{\"a}hr et al. (2022), who tested the physical fitness of 16,496 Thuringian third-graders from 292 schools with the same six physical fitness tests used in EMOTIKON. Our results may be used to prioritize health-related interventions.}, language = {en} } @inproceedings{JacqminOezdemirFellKurbanetal.2021, author = {Jacqmin, Julien and {\"O}zdemir, Paker Doğu and Fell Kurban, Caroline and Tun{\c{c}} Pekkan, Zelha and Koskinen, Johanna and Suonp{\"a}{\"a}, Maija and Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S. and Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan and Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph and Ponce, Eva and Srinath, Sindhu and Allegue, Laura and Perach, Shai and Alexandron, Giora and Corti, Paola and Baudo, Valeria and Turr{\´o}, Carlos and Moura Santos, Ana and Nilsson, Charlotta and Maldonado-Mahauad, Jorge and Valdiviezo, Javier and Carvallo, Juan Pablo and Samaniego-Erazo, Nicolay and Poce, Antonella and Re, Maria Rosaria and Valente, Mara and Karp Gershon, Sa'ar and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Despujol, Ignacio and Busquets, Jaime and Kerr, John and Lorenz, Anja and Sch{\"o}n, Sandra and Ebner, Martin and Wittke, Andreas and Beirne, Elaine and Nic Giolla Mhich{\´i}l, Mair{\´e}ad and Brown, Mark and Mac Lochlainn, Conch{\´u}r and Topali, Paraskevi and Chounta, Irene-Angelica and Ortega-Arranz, Alejandro and Villagr{\´a}-Sobrino, Sara L. and Mart{\´i}nez-Mon{\´e}s, Alejandra and Blackwell, Virginia Katherine and Wiltrout, Mary Ellen and Rami Gaddem, Mohamed and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Buchem, Ilona and Okatan, Ebru and Khalil, Mohammad and Casiraghi, Daniela and Sancassani, Susanna and Brambilla, Federica and Mihaescu, Vlad and Andone, Diana and Vasiu, Radu and Şahin, Muhittin and Egloffstein, Marc and Bothe, Max and Rohloff, Tobias and Schenk, Nathanael and Schwerer, Florian and Ifenthaler, Dirk and Hense, Julia and Bernd, Mike}, title = {EMOOCs 2021}, editor = {Meinel, Christoph and Staubitz, Thomas and Schweiger, Stefanie and Friedl, Christian and Kiers, Janine and Ebner, Martin and Lorenz, Anja and Ubachs, George and Mongenet, Catherine and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Cortes Mendez, Manoel}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51030}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-510300}, pages = {vii, 295}, year = {2021}, abstract = {From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year's EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.}, language = {en} } @inproceedings{Petsche2018, author = {Petsche, Hans-Joachim}, title = {In honour of Seymour Papert}, doi = {10.25932/publishup-49730}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-497302}, pages = {17}, year = {2018}, abstract = {Forth is nice and flexible but to a philosopher and teacher educator Logo is the more impressing language. Both are relatives of Lisp, but Forth has a reverse Polish notation where as Logo has an infix notation. Logo allows top down programming, Forth only bottom up. Logo enables recursive programming, Forth does not. Logo includes turtle graphics, Forth has nothing comparable. So what to do if you can't get Logo and have no information about its inner architecture? This should be a case of "empirical modelling": How can you model observable results of the behaviour of Logo in terms of Forth? The main steps to solve this problem are shown in the first part of the paper. The second part of the paper discusses the problem of modelling and shows that the modelling of making and the modelling of recognition have the same mathematical structure. So "empirical modelling" can also serve for modelling desired behaviour of technical systems. The last part of the paper will show that the heuristic potential of a problem which should be modeled is more important than the programming language. The Picasso construal shows, in a very simple way, how children of different ages can model emotional relations in human behaviour with a simple Logo system.}, language = {en} } @inproceedings{OPUS4-43269, title = {RAA2019}, editor = {Ziemann, Martin Andreas}, organization = {University of Potsdam, Institute of Geosciences}, doi = {10.25932/publishup-43269}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-432692}, pages = {149}, year = {2019}, abstract = {These abstracts result from the 10th International Congress on the Application of Raman Spectroscopy in Art and Archaeology held 03.09. - 07.09.2019 in Potsdam (Germany). The RAA is an established biennial international conference series. Since the beginning in 2001, the RAA conferences promote Raman Spectroscopy and play an important role in increasing the field of its applications in art history, history, archaeology, palaeontology, conservation and restoration, museology, degradation of cultural heritage, archaeometry, etc. Furthermore, the development of new instrumentation, especially for non-invasive measurements, receives great attention. The Congress covers all topics of Raman spectroscopic applications in art and archaeology and focuses on the following themes: • Material characterization and degradation processes • Conservation issues affecting cultural heritage • Raman spectroscopy of biological and organic materials • Surface enhanced Raman spectroscopy • Chemometrics in Raman spectroscopy • Development of Raman techniques • New Raman instrumentation and applications in cultural heritage objects investigations • Raman spectroscopy in paleontology, paleoenvironment and archaeology}, language = {en} } @inproceedings{FitschenBruehlRathgeberetal.2019, author = {Fitschen, Thomas and Br{\"u}hl, Tanja and Rathgeber, Theodor and H{\"u}fner, Klaus and Bloch, Yanina and Volger, Helmut}, title = {Herausforderungen f{\"u}r die gegenw{\"a}rtige deutsche UN-Politik}, series = {Potsdamer UNO-Konferenzen}, booktitle = {Potsdamer UNO-Konferenzen}, number = {13}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-455-5}, issn = {1617-4704}, doi = {10.25932/publishup-42615}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-426154}, pages = {123}, year = {2019}, abstract = {Am 30. Juni 2018 fand die vierzehnte Konferenz des Forschungskreises ­Vereinte Nationen zum Thema „Herausforderungen f{\"u}r die gegenw{\"a}rtige deutsche UN-Politik" statt. Die Konferenz widmet sich ihrem Schwerpunktthema in drei Vortr{\"a}gen, in denen einerseits die offizielle Sicht des Ausw{\"a}rtigen Amtes dargestellt und andererseits die Herausforderungen aus wissenschaftlicher Perspektive analysiert werden. Tanja Br{\"u}hl nimmt hierzu eine Gesamtbetrachtung der deutschen UN-Politik aus rollentheoretischer Sicht vor, w{\"a}hrend Theodor Rathgeber die deutsche Menschenrechtspolitik angesichts der im UN-Menschenrechtsrat bestehenden Herausforderungen untersucht. Der Band enth{\"a}lt drei weitere Texte, die Forschungsergebnisse zu aktuellen Entwicklungen pr{\"a}sentieren. Klaus H{\"u}fner er{\"o}rtert das aktuelle finanzielle Engagement Deutschlands in den Vereinten Nationen. Yanina Bloch zieht eine Bilanz nach den ersten acht Jahren der T{\"a}tigkeit von UN Women. Helmut Volger analysiert neue Fortschritte bei der Reform der Arbeitsmethoden des UN-Sicherheitsrates.}, language = {de} } @inproceedings{FriessHuberSproedeetal.2019, author = {Frieß, Nina and Huber, Angela and Sproede, Alfred and Engel, Christine and Schwartz, Matthias and Brylla, Wolfgang and Kunow, R{\"u}diger and Kirjuchina, Ljuba and G{\"u}nther, Clemens and Jekutsch, Ulrike and Wehrhahn, Olena and D{\"u}ring, Michael and Smyshliaeva, Maria and Schmidt, Nora and Hansen-Kokoruš, Renate and Gladis, Lea and Soldat, Cornelia}, title = {Investigation - Rekonstruktion - Narration}, editor = {Frieß, Nina and Huber, Angela}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-446-3}, doi = {10.25932/publishup-41317}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-413176}, pages = {294}, year = {2019}, abstract = {Kriminalliteratur gilt als zuverl{\"a}ssiger Seismograph f{\"u}r den inneren Zustand einer Gesellschaft, deren Umgang mit der Abweichung von der Norm zum Indikator sozialer und politischer Verh{\"a}ltnisse wird. Die gemeinsame Vergangenheit eint und trennt die Staaten Ostmittel-, Ost- und S{\"u}dosteuropas gleichermaßen. Die schicksalhaften Verwerfungen des 20. Jahrhunderts fanden nat{\"u}rlich auch Eingang in die jeweiligen Kriminalliteraturen. So vielgestaltig wie die einzelnen L{\"a}nder und Regionen sind die im vorliegenden Band untersuchten Texte. Sie erm{\"o}glichen einerseits Einblicke in den Herausbildungs- und Etablierungsprozess der Kriminalliteratur der Slavia. Andererseits bilden sie aktuelle Entwicklungen dieses ebenso popul{\"a}ren wie zeitlosen Genres ab. Das literarische Verbrechen hat Prof. Dr. Norbert P. Franz w{\"a}hrend seines aktiven akademischen Wirkens immer begleitet. Ihm zu Ehren fand im Fr{\"u}hjahr 2017 an der Universit{\"a}t Potsdam eine wissenschaftliche Tagung statt, deren Beitr{\"a}ge in diesem Band zusammengestellt sind.}, language = {de} } @inproceedings{KeilKonertDamniketal.2018, author = {Keil, Reinhard and Konert, Johannes and Damnik, Gregor and Gierl, Mark J. and Proske, Antje and K{\"o}rndle, Hermann and Narciss, Susanne and Wahl, Marina and H{\"o}lscher, Michael and Mariani, Ennio and Jaisli, Isabel and Tscherejkina, Anna and Morgiel, Anna and Moebert, Tobias and Herbstreit, Stephanie and M{\"a}ker, Daniela and Szalai, Cynthia and Braun, Iris and Kapp, Felix and Hara, Tenshi C. and Kubica, Tommy and Stumpf, Sarah}, title = {E-Learning Symposium 2018}, editor = {Lucke, Ulrike and Strickroth, Sven}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, doi = {10.25932/publishup-42071}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-420711}, pages = {71}, year = {2018}, abstract = {In den vergangenen Jahren sind viele E-Learning-Innovationen entstanden. Einige davon wurden auf den vergangenen E-Learning Symposien der Universit{\"a}t Potsdam pr{\"a}sentiert: Das erste E-Learning Symposium im Jahr 2012 konzentrierte sich auf unterschiedliche M{\"o}glichkeiten der Studierendenaktivierung und Lehrgestaltung. Das Symposium 2014 r{\"u}ckte vor allem die Studierenden ins Zentrum der Aufmerksamkeit. Im Jahr 2016 kam es durch das Zusammengehen des Symposiums mit der DeLFI-Tagung zu einer Fokussierung auf technische Innovationen. Doch was ist aus den Leuchtt{\"u}rmen von gestern geworden, und brauchen wir {\"u}berhaupt noch neue Leuchtt{\"u}rme? Das Symposium setzt sich in diesem Jahr unter dem Motto „Innovation und Nachhaltigkeit - (k)ein Gegensatz?" mit mediengest{\"u}tzten Lehr- und Lernprozessen im universit{\"a}ren Kontext auseinander und reflektiert aktuelle technische sowie didaktische Entwicklungen mit Blick auf deren mittel- bis langfristigen Einsatz in der Praxis. Dieser Tagungsband zum E-Learning Symposium 2018 an der Universit{\"a}t Potsdam beinhaltet eine Mischung von Forschungs- und Praxisbeitr{\"a}gen aus verschiedenen Fachdisziplinen und er{\"o}ffnet vielschichtige Perspektiven auf das Thema E-Learning. Dabei werden die Vielfalt der didaktischen Einsatzszenarien als auch die Potentiale von Werk-zeugen und Methoden der Informatik in ihrem Zusammenspiel beleuchtet. In seiner Keynote widmet sich Reinhard Keil dem Motto des Symposiums und geht der Nachhaltigkeit bei E-Learning-Projekten auf den Grund. Dabei analysiert und beleuchtet er anhand seiner {\"u}ber 15-j{\"a}hrigen Forschungspraxis die wichtigsten Wirkfaktoren und formuliert Empfehlungen zur Konzeption von E-Learning-Projekten. Im Gegensatz zu rein auf Kostenersparnis ausgerichteten (hochschul-)politischen Forderungen proklamiert er den Ansatz der hypothesengeleiteten Technikgestaltung, in der Nachhaltigkeit als Leitfrage oder Forschungsstrategie verstanden werden kann. In eine {\"a}hnliche Richtung geht der Beitrag von Iris Braun et al., die {\"u}ber Erfolgsfaktoren beim Einsatz von Audience Response Systemen in der universit{\"a}ren Lehre berichten. Ein weiteres aktuelles Thema, sowohl f{\"u}r die Bildungstechnologie als auch in den Bildungswissenschaften allgemein, ist die Kompetenzorientierung und -modellierung. Hier geht es darum (Probleml{\"o}se-)F{\"a}higkeiten gezielt zu beschreiben und in den Mittelpunkt der Lehre zu stellen. Johannes Konert stellt in einem eingeladenen Vortrag zwei Projekte vor, die den Prozess beginnend bei der Definition von Kompetenzen, deren Modellierung in einem semantischen maschinenlesbaren Format bis hin zur Erarbeitung von Methoden zur Kompetenzmessung und der elektronischen Zertifizierung aufzeigen. Dabei geht er auf technische M{\"o}glichkeiten, aber auch Grenzen ein. Auf einer spezifischeren Ebene besch{\"a}ftigt sich Sarah Stumpf mit digitalen bzw. mediendidaktischen Kompetenzen im Lehramtsstudium und stellt ein Framework f{\"u}r die F{\"o}rderung ebensolcher Kompetenzen bei angehenden Lehrkr{\"a}ften vor. Der Einsatz von E-Learning birgt noch einige Herausforderungen. Dabei geht es oft um die Verbindung von Didaktik und Technik, den Erhalt von Aufmerksamkeit oder den Aufwand f{\"u}r das Erstellen von interaktiven Lehr- und Lerninhalten. Drei Beitr{\"a}ge in diesem Tagungsband besch{\"a}ftigen sich mit dieser Thematik in unterschiedlichen Kontexten und zeigen Best-Practices und L{\"o}sungsans{\"a}tze auf: Der Beitrag von Martina Wahl und Michael H{\"o}lscher behandelt den besonderen Kontext von Blended Learning-Szenarien in berufsbegleitenden Studieng{\"a}ngen. Um die Ver{\"o}ffentlichung eines global frei verf{\"u}gbaren Onlinekurses abseits der großen MOOC Plattformen und den didaktischen Herausforderungen auch hinsichtlich der Motivation geht es im Beitrag von Ennio Marani und Isabel Jaisli. Schließlich schlagen Gregor Damnik et al. die automatische Erzeugung von Aufgaben zur Erh{\"o}hung von Interaktivit{\"a}t und Adaptivit{\"a}t in digitalen Lernressourcen vor, um den teilweise erheblichen Erstellungsaufwand zu reduzieren. Zum Thema E-Learning z{\"a}hlen auch immer mobile Apps bzw. Spiele. Gleich zwei Beitr{\"a}ge besch{\"a}ftigen sich mit dem Einsatz von E-Learning-Tools im Gesundheitskontext: Anna Tscherejkina und Anna Morgiel stellen in ihrem Beitrag Minispiele zum Training von sozio-emotionalen Kompetenzen f{\"u}r Menschen mit Autismus vor, und Stephanie Herbstreit et al. berichten vom Einsatz einer mobilen Lern-App zur Verbesserung von klinisch-praktischem Unterricht.}, language = {de} }