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Yes, we can (?)
(2021)
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.
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.
Time to change
(2020)
Industry 4.0 leads to a radical change that is progressing incrementally. The new information and communication technologies provide many conceivable opportunities for their application in the context of sustainable corporate management. The combination of new digital technologies with the ecological and social goals of companies offers a multitude of unimagined potentials and challenges. Although companies already see the need for action, there was in the past and currently still is a lack of concrete measures that lever the potential of Industry 4.0 for sustainability management. During the course of this position paper we develop six theses (two from each sustainability perspective) against the background of the current situation in research and practice, and policy.
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.
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.
The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.
Public blockchain
(2020)
Blockchain has the potential to change business transactions to a major extent. Thereby, underlying consensus algorithms are the core mechanism to achieve consistency in distributed infrastructures. Their application aims for transparency and accountability in societal transactions. As a result of missing reviews holistically covering consensus algorithms, we aim to (1) identify prevalent consensus algorithms for public blockchains, and (2) address the resource perspective with a sustainability consideration (whereby we address the three spheres of sustainability). Our systematic literature review identified 33 different consensus algorithms for public blockchains. Our contribution is twofold: first, we provide a systematic summary of consensus algorithms for public blockchains derived from the scientific literature as well as real-world applications and systemize them according to their research focus; second, we assess the sustainability of consensus algorithms using a representative sample and thereby highlight the gaps in literature to address the holistic sustainability of consensus algorithms.
The implementation of learning scenarios is a diversely challenging, frequently purely manual and effortful undertaking. In this contribution a process based view is used in scenario generation to overcome communication, coordination and technical gaps. A framework is provided to identify, define and integrate technological artefacts and learning content as modular, reusable building blocks along a modeled production process. The specific contribution is twofold: 1) the theoretical framework represents a unique basis for modularization of content and technology in order to enhance reusability, 2) the model based scenario definition is a starting point for automated implementation of learning scenarios in industrial learning environments that has not been created before.
CO₂-Fußabdrücke sind ein aktuell viel diskutiertes Thema mit weitreichenden Implikationen für Individuen als auch Unternehmen. Firmen können einen proaktiven Beitrag zur Transparenz leisten, indem der unternehmens- oder produktbezogene CO₂-Fußabdruck ausgewiesen wird. Ist der Entschluss gefasst einen CO₂-Fußabdruck auszuweisen und die entstehenden Treibhausgase zu erfassen, existiert eine Vielzahl unterschiedlicher Normen und Zertifikate, wie die publicly available specification 2050, das Greenhouse Gas Protokoll oder die ISO 14067. Das Ziel dieses Beitrags ist es, diese drei Normen zur Berechnung des produktbezogenen CO₂-Fußabdrucks zu vergleichen, um Gemeinsamkeiten und Unterschiede sowie Vor- und Nachteile in der Anwendung aufzuzeigen. Die Übersicht soll Unternehmen bei der Entscheidungsfindung hinsichtlich der Eignung eines CO₂-Fußabdrucks für ihr Unternehmen unterstützen.
Dieses Kapitel diskutiert die Notwendigkeit einer stärkeren Praxisorientierung für die Schaffung konkreter Lehr- und Lernräume in Unternehmen und zeigt die Vorteile einer Lernfabrik vor dem Hintergrund der stattfindenden Digitalisierung als Mittel zur Kompetenzentwicklung auf. Die technologiebedingt erweiterten Weiterbildungsziele erfordern die Nutzung geeigneter Konzepte und Lösungen. Dahingehend erfolgt die zielorientierte Konkretisierung der Kreation geeigneter Lehr- und Lernsituationen. Die Darstellung der Nutzbarmachung einer Modellfabrik als Lernfabrik der betrieblichen Weiterbildungspraxis zeigt nicht nur eine Lösung für die intendierte Bereitstellung flexibler Lehr- und Lernsituationen, sondern liefert ebenso Handlungsempfehlungen und Best-Practices für die erfolgreiche Kompetenzentwicklung. Insbesondere Praktiker profitieren von der Darstellung der Lernfabrik: aus dieser können sowohl betriebliche Weiterbildner als auch Geschäftsverantwortliche Implikationen für die didaktische Transformation betrieblicher Arbeitsorte in betriebliche Lern-Orte ableiten. Die detaillierte Darstellung einer Tagesschulung zum Thema Auswirkungen von Industrie 4.0 auf die Arbeit der Mitarbeiter sowie Illustration eines Lernszenarios geben reale Einblicke, wie betriebliche Weiterbildung abseits von Lehr-Lern-Kurzschluss-orientierter Didaktik gelingt.