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Institute
It’s personal
(2021)
The new technologies of the Fourth Industrial Revolution (4IR) are disrupting traditional models of work and learning. While the impact of digitalization on education was already a point of serious deliberation, the COVID-19 pandemic has expedited ongoing transitions. With 90% of the world’s student population having been impacted by national lockdowns—online learning has gone from being a luxury to a necessity, in a context where around 3.6 billion people are offline. As the impacts of the 4IR unfold alongside the current crisis, it is not enough for future policy pathways to prioritize educational attainment in the traditional sense; it is essential to reimagine education itself as well as its delivery entirely. Future policy narratives will need to evaluate the very process of learning and identify the ways in which technology can help reduce existing disparities and enhance digital access, literacy and fluency in a scalable manner. In this context, this chapter analyses the status quo of online learning in India and Germany. Drawing on the experiences of these two economies with distinct trajectories of digitalization, the chapter explores how new technologies intersect with traditional education and local sociocultural conditions. Further, the limitations and opportunities presented by dominant ed-tech models is critically analyzed against the ongoing COVID-19 pandemic.
We and AI
(2021)
From learners to educators
(2020)
The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.
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 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.
Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.
Purpose
The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design.
Design/methodology/approach
This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process.
Findings
This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information.
Research limitations/implications
Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace.
Practical implications
This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Social implications
This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation.
Originality/value
This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.
New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies “Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising.” (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.
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.