TY - GEN A1 - Weber, Edzard A1 - Tiefenbacher, Anselm A1 - Gronau, Norbert T1 - Need for standardization and systematization of test data for job-shop scheduling T2 - Postprints der Universität Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe N2 - The development of new and better optimization and approximation methods for Job Shop Scheduling Problems (JSP) uses simulations to compare their performance. The test data required for this has an uncertain influence on the simulation results, because the feasable search space can be changed drastically by small variations of the initial problem model. Methods could benefit from this to varying degrees. This speaks in favor of defining standardized and reusable test data for JSP problem classes, which in turn requires a systematic describability of the test data in order to be able to compile problem adequate data sets. This article looks at the test data used for comparing methods by literature review. It also shows how and why the differences in test data have to be taken into account. From this, corresponding challenges are derived which the management of test data must face in the context of JSP research. Keywords T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 134 KW - job shop scheduling KW - JSP KW - social network analysis KW - method comparision Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-472229 SN - 1867-5808 IS - 134 ER - TY - JOUR A1 - Weber, Edzard A1 - Tiefenbacher, Anselm A1 - Gronau, Norbert T1 - Need for Standardization and Systematization of Test Data for Job-Shop Scheduling JF - Data N2 - The development of new and better optimization and approximation methods for Job Shop Scheduling Problems (JSP) uses simulations to compare their performance. The test data required for this has an uncertain influence on the simulation results, because the feasable search space can be changed drastically by small variations of the initial problem model. Methods could benefit from this to varying degrees. This speaks in favor of defining standardized and reusable test data for JSP problem classes, which in turn requires a systematic describability of the test data in order to be able to compile problem adequate data sets. This article looks at the test data used for comparing methods by literature review. It also shows how and why the differences in test data have to be taken into account. From this, corresponding challenges are derived which the management of test data must face in the context of JSP research. KW - job shop scheduling KW - JSP KW - social network analysis KW - method comparision Y1 - 2019 U6 - https://doi.org/10.3390/data4010032 SN - 2306-5729 VL - 4 IS - 1 PB - MDPI CY - Basel ER - TY - JOUR A1 - Weber, Edzard A1 - Stein, Maureen A1 - Gronau, Norbert T1 - Demokratieorientierte eGovernment-Systeme Y1 - 2009 SN - 978-3-89864- 590-4 ER - TY - JOUR A1 - Weber, Edzard A1 - Stein, Maureen A1 - Gronau, Norbert T1 - Demokratieorientierte eGovernment-Systeme Y1 - 2009 SN - 1436 - 3011 ER - TY - JOUR A1 - Vladova, Gergana A1 - Wotschack, Philip A1 - Lareiro, Patricia de Paiva A1 - Gronau, Norbert A1 - Thim, Christof T1 - Lernen mit Assistenzsystemen T1 - Learning with assistance systems BT - vor lauter Aufgaben den Prozess nicht sehen? BT - not seeing the process for the tasks? JF - Industrie 4.0 Management : Gegenwart und Zukunft industrieller Geschäftsprozesse N2 - Der Beitrag beschreibt die Konzeption und Durchführung 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 (Helfertätigkeiten) 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 Tätigkeiten 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 über ein Assistenzsystem Schritt für Schritt in ihre Aufgabentätigkeit angelernt, einem Teil der Probanden wird allerdings am Anfang zusätzlich Prozesswissen im Rahmen einer kurzen Schulung vermittelt. N2 - The paper describes the conception and implementation as well as offers an insight into the first results of a study with experimental design in a simulated process environment at the Research and Application Center Industry 4.0 in Potsdam. The focus is on learning processes in the field of simple work and their organization through the use of digital assistance systems. In labour research, there are indications that process knowledge is lost with the use of these systems, in the sense of a good knowledge of the entire work process in which the individual activities are embedded. To investigate the role of process knowledge in the use of digital assistance systems, a real factory situation is simulated in the experiment. KW - Assistenzsysteme KW - Industrie 4.0 KW - Prozesswissen KW - Lernfabrik KW - assistance systems KW - industry 4.0 KW - process knowledge KW - learning factory Y1 - 2020 U6 - https://doi.org/10.30844/I40M_20-3_S16-20 SN - 2364-9208 VL - 36 IS - 3 SP - 16 EP - 20 PB - GITO mbH Verlag CY - Berlin ER - TY - CHAP A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert ED - Reis, Arsénio ED - Barroso, João ED - Lopes, J. Bernardino ED - Mikropoulos, Tassos ED - Fan, Chih-Wen T1 - Yes, we can (?) BT - a critical review of the COVID-19 semester T2 - Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings N2 - 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. KW - COVID-19 KW - higher education KW - virtual learning KW - digital learning KW - subject differences Y1 - 2021 SN - 978-3-030-73987-4 SN - 978-3-030-73988-1 U6 - https://doi.org/10.1007/978-3-030-73988-1_17 SP - 225 EP - 235 PB - Springer CY - Cham ER - TY - GEN A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert T1 - Students’ Acceptance of Technology-Mediated Teaching – How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany T2 - Postprints der Universität Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 141 KW - COVID-19 KW - digital learning KW - discipline differences KW - e-learning KW - TAM KW - technology acceptance KW - technology-mediated teaching KW - university teaching Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-521615 SN - 1867-5808 ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert T1 - Students’ acceptance of technology-mediated teaching – How it was influenced during the COVID-19 Pandemic in 2020 BT - A study from Germany JF - Frontiers in psychology / Frontiers Research Foundation N2 - 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. KW - COVID-19 KW - digital learning KW - discipline differences KW - e-learning KW - TAM KW - technology acceptance KW - technology-mediated teaching KW - university teaching Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2021.636086 SN - 1664-1078 VL - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - CHAP A1 - Vladova, Gergana A1 - Gronau, Norbert A1 - Rüdian, Sylvio Leo T1 - Wissenstransfer in Bildung und Weiterbildung BT - der Beitrag Künstlicher Intelligenz T2 - Digitale Transformation - gutes Arbeiten und Qualifizierung aktiv gestalten Y1 - 2019 SN - 978-3-95545-309-1 SP - 89 EP - 106 PB - Gito CY - Berlin ER - TY - JOUR A1 - Vladova, Gergana A1 - Gronau, Norbert T1 - KI-basierte Assistenzsysteme in betrieblichen Lernprozessen JF - Industrie 4.0 Management : Gegenwart und Zukunft industrieller Geschäftsprozesse N2 - Assistenzsysteme finden im Kontext der digitalen Transformation immer mehr Einsatz. Sie können Beschäftigte in industriellen Produktionsprozessen sowohl in der Anlern- als auch in der aktiven Arbeitsphase unterstützen. Kompetenzen können so arbeitsplatz- und prozessnah sowie bedarfsorientiert aufgebaut werden. In diesem Beitrag wird der aktuelle Forschungsstand zu den Einsatzmöglichkeiten dieser Assistenzsysteme diskutiert und mit Beispielen illustriert. Es werden unter anderem auch Herausforderungen für den Einsatz aufgezeigt. Am Ende des Beitrags werden Potenziale für die zukünftige Nutzung von AS in industriellen Lernprozessen und für die Forschung identifiziert. KW - KI KW - kognitive Assistenzsysteme KW - betriebliche Lernprozesse KW - Weiterbildung Y1 - 2022 U6 - https://doi.org/10.30844/I40M_22-2_11-14 SN - 2364-9216 SN - 2364-9208 VL - 38 IS - 2 SP - 11 EP - 14 PB - GITO mbH Verlag für Industrielle Informationstechnik und Organisation CY - Berlin ER -