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(13)
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Eine Katze als Titel für ein Magazin zu Künstlicher Intelligenz? Und dann ausgerechnet mit diesen unnatürlichen Glubschaugen! Die Reaktionen unserer Hochschulmitglieder auf den Titel der neuesten Ausgabe von re:search - das Forschungsmagazin waren selten so kontrovers. Lassen Sie uns also ein paar Worte dazu sagen: Die Katze - mit KI erstellt und hier als Sinnbild für KI - wirkt klein und unschuldig. Doch in ihren Augen spiegelt sich auch eine Bedrohung, die noch nicht ganz greifbar ist. Wozu wird sie heranwachsen - zu einer Technologie, die uns hilft und unterstützt, oder zu einer Übermacht, die uns Menschen obsolet macht? Wir können das beeinflussen. Der erste Schritt dazu: Verständnis. Der zweite: Kritisches Denken. Also: Forschung. Die Professoren Notholt und Thomas zeigen uns zum Beispiel, wie wir mit Hilfe von KI die Energiewende schaffen können (Seite 20), ein Team des Hermann-Hollerith-Zentrums forscht mit dem Deutschen Zentrum für Luft- und Raumfahrt an zuverlässiger Software für sichere Raumfahrtmissionen (Seite 48) und Professor Himpel nutzt Methoden der Künstlichen Intelligenz, um die allgemeingültigste Sprache der Menschen zu verstehen: Die Musik (Seite 24). In diesem Heft zeigen wir Ihnen die vielfältigen Blickwinkel auf das Thema KI an der Hochschule Reutlingen.
Grading student behavior
(2024)
Numerous countries mandate comportment grades rating students’ social and work behavior in the classroom from teachers, yet their impact on student outcomes remains unclear. We exploit the staggered introduction of comportment grading across German federal states to estimate its causal effect on students’ school-to-work transitions, non-cognitive skills, and reading skills. Analyzing two different household surveys and student assessment data, point estimates of causal effects are close to zero for all outcomes. However, while confidence intervals for school-to-work transitions and non-cognitive skills allow us to reject meaningful effect sizes, those for reading skills are wider and need to be interpreted more cautiously. We use additional data sources to investigate potential explanations.
Advances in technology have sparked a surge of interest in systematic group formation in educational contexts. The experimental study investigates group formation by extraversion distributions on group work outcomes, expected to influence group hierarchy. As an initial step in the experimental randomization process, an algorithmic group formation tool ensured an equal partitioning and aligned students into two experimental conditions with either consistent, homogeneous, or varied, heterogeneous, levels of extraversion. Over the course of one semester, a total of 114 students enrolled in several paralleled seminars, were surveyed on both subjective data (satisfaction with group work) and objective data (group performance) to evaluate the effect of the experimental intervention. The formation of extraversion at the group level contributed to the respective outcomes, emphasizing the value of collective social capital for both individuals and groups. Specifically, a homogeneous distribution of extraversion had a positive impact on group performance, as evident in improved grades on course group assignments and increased active participation in group meetings. Findings emphasize considering personality traits at group-level to enhance the success of groups.
The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings.
The members of the European TRIZ Campus (ETC) have been learning from and working together with many honorable members of MATRIZ Official for many years and feel very connected to the official International TRIZ Association.
To further spread the TRIZ methodology and TRIZ teaching in the European area in the past 12 months the ETC has put a lot of thought in how making TRIZ accessible to a broader audi-ence and getting more professionals in touch with the methodology was one of the focal points.
To this end, we have developed new formats such as the "Trainer Day" to support trainers on their way into practice. We have drawn up detailed quality guidelines for the teaching of the TRIZ methodology, which are intended to provide orientation for the design of training classes and docu-mentation. We strive for exchange with representatives of "neighbouring" methods such as Six sigma, Lean, DFMA and Design Thinking to indicate synergies and added value among methods and approaches of different kinds. We are testing formats for community building, in order to connect users of all places more strongly with the TRIZ methodology through communication and information of-fers. If TRIZ users feel alone in their organizations, the exchange outside their organi-zation helps them to keep up with the TRIZ methodology. Moreover, the ETC strives to increase the ability to communicate the benefits of TRIZ-usage inside organizations. We discuss, how to reach teachers and students of all age, to make them the unique way of inventive thinking accessible.
In our paper we want to give other MATRIZ Official members insights and share our experi-ences and best practices with our fellow MO members.
First-generation university graduates have been found to face a series of disadvantages on their pathway to higher education and the labor market. We use unique, national level data on high achieving university graduates to attempt to disentangle the importance of lower prior attainment from parental educational background on a series of higher education and labor market outcomes. We compare first-generation and non-first-generation graduates who are recipients of a prestigious national scholarship program targeted at the top percentile of the student distribution in Germany. We find the first-generation high achievers are more likely to study at less prestigious institutions and at institutions that are closer to home even though they have the prior attainment to go further afield. They are also less likely to study subjects with high labor market returns and are more likely to work in jobs with high job security. We furthermore find evidence that especially female first-generation high achievers are less likely to see the value of the networking opportunities the scholarship provides.
This article explores current debate on the use of soft power in international higher education, highlighting existing tensions between competing political and academic discourses. It draws on examples from practice and relevant insights in soft power scholarship to capture varying paradoxes and dilemmas that emerge as nations try to leverage the power of international tertiary education to enhance their brand and attract foreign audiences in the name of public diplomacy. Whilst exposing cases of hubris and hidden agendas, this study also addresses issues of inequality and responds to a growing call for knowledge diplomacy aimed at tackling common global problems.
The article pleads for Education for Sustainable Development (ESD) in the textile and fashion sector and shows possibilities how this can be implemented from elementary school to higher education and vocational training. It begins by highlighting the non-sustainable practices and deficits that can be found in the fashion and textile sector worldwide and explains the sustainability goals in the context of the UN Roadmap ESD for 2030. In order to raise the awareness for sustainability and implement these goals, education is needed. The article introduces the concept of ESD as a guiding principle with the core element design competence, implemented by the interdisciplinary method of Design Thinking (DT). In order to successfully teach the ESD-relevant design competence, various didactic principles are required. It can be shown that they are very similar to the principles and phases of DT. Within a research project DT and its potential for implementing ESD has been investigated in teaching-learning situations at elementary schools as well as in an interdisciplinary seminar for student teachers. These findings have been transferred to the EU project Fashion DIET, which pursues the goal of implementing ESD in the textile and fashion sector. By means of an online pilot workshop, the methods and principles of DT were presented and explained to lecturers, teachers and educators, who gave their feedback on the potential of DT as a method to implement ESD as a guiding principle in their curricula.
Ziel des Beitrages ist es, sinnlich-ästhetisch Weltzugänge am Beispiel des Designs für pädagogische Kontexte herauszuarbeiten. Gleichermaßen soll eine Reflexion darüber in Gang gesetzt werden, welche Potenziale transdisziplinär geprägte Gestaltungsprozesse für das Lernen und Lehren bereithalten. Zunächst wird daher die transdisziplinäre Natur des Designs geschichtlich hergeleitet und verschiedene Prozesse beleuchtet. Das sich anschließende Kapitel arbeitet unter dem Begriff der Gestaltung jene Merkmale und Qualitäten professionellen Designs heraus, die allen Prozessen zugrunde liegen. Abschließend wird das Konzept des Design Thinking vor dem Hintergrund erfahrungsbasierten Lernens in der Schulbildung diskutiert und mit Beispielen aus empirischen Studien untermauert.
Auf dem Weg zu einer neuen Normalität in Schule und Bildung?! : Empfehlungen der Beitragenden
(2023)
Die im vorliegenden Band präsentierten Studien und Erkenntnisse zeigen die tiefen Einschnitte, die die Pandemie in Schule und Bildung hinterlassen hat. Zahlreiche Forschende, Expertinnen und Experten, aber auch engagierte Eltern, Kinder und Jugendliche wünschen sich in Anbetracht der Erfahrungen eine „neue“ Normalität für Schule und Bildung – eine Normalität, in der Bildungsungerechtigkeit wirksamer begegnet wird, die digitaler ist, … Wie könnte der Weg dahin aussehen?
