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Mobile Endgeräte und die dazugehörigen Applikationen sind zu einem unverzichtbaren Bestandteil des täglichen Lebens geworden und ermöglichen den ortsund zeitunabhängigen Zugriff auf wichtige Informationen. Hochschulspezifische An- gebote sind im mobilen Bereich hingegen noch immer nicht flächendeckend anzutreffen und lassen sich i. d. R. nur auf Einzelaktivitäten Studierender und Lehrender zurückführen. Dabei können mobile Applikationen einen essentiellen Beitrag zur Verbesserung der studentischen Selbstorganisation sowie für die Ausgestaltung und Ergänzung von konkreten Lehr-/Lernszenarien leisten. Dieser Artikel stellt ein modulares Hochschul-App-Framework vor, das sowohl zentrale campusbezogene Dienste als auch dezentrale Lernapplikationen unter einer Oberfläche vereint anbietet. Anhand einer Analyse von Stärken und Schwächen werden verschiedene Ansätze in Hinblick auf Anforderungen, Entwicklung, Wartung und Betrieb der Hochschul-App zusammengefasst und bewertet. Es wird auf die zugrundeliegende serviceorientierte Architektur eingegangen, die eine Portierung der Applikation auf andere Hochschulen mit einem vertretbaren Aufwand ermöglicht. Der Beitrag schließt mit einer Darstellung der ersten Ergebnisse und weiterführender Überlegungen und Arbeiten.
The term Personal Learning Environment (PLE) is associated with the desire to put the learner in control of his own learning process, so that he is able to set and accomplish the desired learning goals at the right time with the learning environment chosen by him. Gradually, such a learning environment includes several digital content, services and tools. It is thus summarized as the Virtual Learning Environment (VLE). Even though the construction of an individual PLE is a complex task, several approaches to support this process already exist. They mostly occur under the umbrella term PLE or with little accentuations like iPLE, which especially live within the context of institutions. This paper sums up the variety of attempts and technical approaches to establish a PLE and suggests a categorization for them.
Audience Response Systeme (ARS) stellen eine Ergänzung der Hochschullehre dar, um die Teilnehmeraktivierung zu stärken und die Studierenden unmittelbar in das Vorlesungsgeschehen einzubinden. Es existiert eine Fülle an Lösungen, die entweder ohne dedizierte Hardware auskommen (sogenannte Software-Clicker) oder die Anschaffung meist kommerzieller Hardware- Lösungen voraussetzen. An dieser Stelle versucht Hands. UP eine integrative Brücke zu schlagen. Auf Grundlage einer Kosten- und Aufwandsschätzung ausgewählter ARS-Lösungen soll die Notwendigkeit hochschulübergreifender Kooperationen hinsichtlich einer adäquate Weiterentwicklung und des Einsatzes von ARS in der Lehre motiviert werden.
Multivariate analyses of fixation durations in reading with linear mixed and additive mixed models
(2012)
Developmental Gains in Physical Fitness Components of Keyage and Older-than-Keyage Third-Graders
(2022)
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 (Fühner 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 (Fühner et al., 2022). However, because Fühner 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).
Developing a new product generation requires the transfer of knowledge among various knowledge carriers. Several factors influence knowledge transfer, e.g., the complexity of engineering tasks or the competence of employees, which can decrease the efficiency and effectiveness of knowledge transfers in product engineering. Hence, improving those knowledge transfers obtains great potential, especially against the backdrop of experienced employees leaving the company due to retirement, so far, research results show, that the knowledge transfer velocity can be raised by following the Knowledge Transfer Velocity Model and implementing so-called interventions in a product engineering context. In most cases, the implemented interventions have a positive effect on knowledge transfer speed improvement. In addition to that, initial theoretical findings describe factors influencing the quality of knowledge transfers and outline a setting to empirically investigate how the quality can be improved by introducing a general description of knowledge transfer reference situations and principles to measure the quality of knowledge artifacts. To assess the quality of knowledge transfers in a product engineering context, the Knowledge Transfer Quality Model (KTQM) is created, which serves as a basis to develop and implement quality-dependent interventions for different knowledge transfer situations. As a result, this paper introduces the specifications of eight situation-adequate interventions to improve the quality of knowledge transfers in product engineering following an intervention template. Those interventions are intended to be implemented in an industrial setting to measure the quality of knowledge transfers and validate their effect.