Refine
Year of publication
Document Type
- Article (27)
- Part of a Book (8)
- Conference Proceeding (3)
- Postprint (3)
- Monograph/Edited Volume (2)
- Doctoral Thesis (1)
- Report (1)
- Working Paper (1)
Is part of the Bibliography
- yes (46)
Keywords
- COVID-19 (4)
- digital learning (4)
- Weiterbildung (3)
- design thinking (3)
- Industrie 4.0 (2)
- SME (2)
- TAM (2)
- automation (2)
- benefits (2)
- capabilities (2)
- digital technologies (2)
- digital transformation (2)
- digitalization (2)
- discipline differences (2)
- e-learning (2)
- educational technology (2)
- new technology (2)
- open innovation (2)
- pharmaceutical industry (2)
- risks (2)
- skills (2)
- technology acceptance (2)
- technology-mediated teaching (2)
- university teaching (2)
- 21st century skills (1)
- 4IR (1)
- Artificial intelligence (1)
- Assistenzsysteme (1)
- Beruf (1)
- Berufsbilder (1)
- Big Data (1)
- Canvas (1)
- Competence development (1)
- Data Privacy (1)
- Digital competences (1)
- Digital learning (1)
- Digital transformation (1)
- Digitale Transformation (1)
- Europe (1)
- Further education (1)
- Geschäftsmodell (1)
- Higher education (1)
- IP management (1)
- IP strategy (1)
- IPR (1)
- Independent learning (1)
- Industry 4.0 (1)
- Innovation (1)
- Innovationsprozess (1)
- KI (1)
- KMU (1)
- Kompetenzen (1)
- Kompetenzentwicklung (1)
- Künstliche Intelligenz (1)
- Lernfabrik (1)
- Marketing (1)
- Online Dating (1)
- Online behavior (1)
- Onlinekurse (1)
- Open Innovation (1)
- Open innovation (1)
- Personal service (1)
- Personalisierung (1)
- Personalization (1)
- Personennahe Dienstleistungen (1)
- Prozesswissen (1)
- SMEs (1)
- Self-esteem (1)
- Self-organization (1)
- Technology acceptance model (1)
- Tinder (1)
- Werbung (1)
- action problems (1)
- advances in teaching and learning technologies (1)
- artificial intelligence (1)
- assistance systems (1)
- attitude (1)
- betriebliche Lernprozesse (1)
- creativity (1)
- data protection (1)
- data security (1)
- decision making (1)
- decision-making (1)
- design for value approach (1)
- didactic concept (1)
- didactic framework (1)
- digital (1)
- digital education (1)
- digital sovereignty (1)
- digital teaching (1)
- entrepreneurship (1)
- experience; (1)
- experimental design (1)
- explicit knowledge (1)
- future curriculum (1)
- gender (1)
- higher education (1)
- human-centered AI (1)
- industry 4.0 (1)
- inequality (1)
- information technology (1)
- innovation process (1)
- intellectual property rights (1)
- intelligent tutoring systems (1)
- intermediaries (1)
- kleine und mittlere Unternehmen (1)
- knowledge (1)
- knowledge management (1)
- knowledge management system (1)
- knowledge transfer (1)
- kognitive Assistenzsysteme (1)
- learning factory (1)
- learning scenario for manufacturing (1)
- monitoring (1)
- online (1)
- online courses (1)
- open education (1)
- open innovation participation (1)
- patents (1)
- personalised learning (1)
- pharmazeutische Industrie (1)
- practice theory (1)
- process knowledge (1)
- research on science and technology (1)
- self-assessment tool (1)
- small and medium-sized enterprise (1)
- small and medium-sized enterprises (1)
- sociology & anthropology (1)
- sociology of science (1)
- sociology of technology (1)
- subject differences (1)
- subject-oriented learning (1)
- tacit knowledge (1)
- teaching and learning model (1)
- teamwork (1)
- technological change (1)
- technology (applied sciences) (1)
- technology assessment (1)
- training (1)
- virtual education (1)
- virtual learning (1)
- visual analytics (1)
- workplace learning (1)
- young adult (1)
The design of qualitative, excellent teaching requires collaboration between teachers and learners. For this purpose, face-to-face teaching benefits from a long-standing tradition, while digital teaching is comparatively still at the beginning of its dissemination. A major developmental step toward the digitization of teaching was achieved in the context of university teaching during the Covid 19 pandemic in spring 2020, when face-to-face teaching was interrupted for months. During this time, important insights into the opportunities and limitations of digital teaching were gained. This paper presents selected results of a study conducted at four German universities and with 875 responses in spring 2020. The study uncovers opportunities and limitations of digital teaching from the students’ perspective and against the background of their experience in the completely digital semester. The results are used as a basis for deriving design guidelines for digital teaching and learning offerings. Based on a model for analyzing the design of teaching and learning formats, these indications are structured according to the elements learners, teachers, teaching content, environment and teaching style.
Dem Mitarbeiter zu Diensten
(2021)
Die Weiterbildung und Qualifizierung der Mitarbeiter sind zentrale Erfolgsfaktoren des digitalen Wandels. Die zentrale Herausforderung besteht darin, diese maßgeschnitten anzubieten sowie notwendige Akzeptanz nicht vorauszusetzen, sondern ebenso als Zielgröße anzusehen. Dies geschieht jedoch nur, wenn die Mitarbeiter als Partner gesehen werden, deren Bedürfnisse und Verständnis nachhaltig berücksichtigt werden. Dieser Beitrag schlägt vor diesem Hintergrund einen Ansatz vor, Weiterbildung als Personennahe Dienstleistung zu realisieren. Dafür wird zuerst ein skizzenhafter Überblick über grundlegende Kompetenzanforderungen des digitalen Wandels gegeben. Danach wird die aktuelle Situation betrieblicher Weiterbildung in der digitalen Transformation beleuchtet. Hierzu wurde in einem Zeitraum von sechs Monaten im Rahmen einer quantitativen Untersuchung erhoben, wie Beschäftigte die digitale Transformation ihres Unternehmens und daraus resultierende Bedarfe betrieblicher Weiterbildung wahrnehmen. Darauf basierend werden drei aktuelle Paradoxe abgeleitet, die mit einer Durchführung von Weiterbildung als Personennahe Dienstleistung verhindert werden können. Empfehlungen und Lösungsansätze werden hierzu diskutiert und weiterer Forschungsbedarf abgeleitet.
Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements.
Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.
Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.
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.
Neben der vorherrschenden Unternehmenskultur existieren innerhalb der Organisationen unterschiedliche Subkulturen. Eine solche Subkultur - die berufliche - ist im Kontext dieser Arbeit von Bedeutung. Ihr Einfluss auf das Individuum in Form einer sekundären Sozialisation fängt in der Regel noch vor dem Eintritt im Unternehmen an und kann je nach Dauer der Einflussnahme und Stärke der Unternehmens- und der Subkulturen unterschiedlich sein. Im Mittelpunkt des Buches steht die Untersuchung der Abhängigkeiten zwischen der beruflichen kulturellen Prägung der Mitarbeiter und dem Umgang mit Wissen im Unternehmenskontext. Das Buch bietet einen theoretischen Überblick über die relevanten Themenfelder, stellt die Entwicklung eines Modells der Interdependenzen zwischen Wissensmanagement, Unternehmenskultur und beruflicher Subkultur vor und diskutiert erste Ergebnisse zur empirischen Untersuchung der Interdependenzen sowie das hierzu entwickelte Instrument.
This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics.
KMDL® v2.2
(2014)