Publikationen der DHBW Karlsruhe
2018
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(2018) : The digital and network society needs for open online learning In: European Distance and E-Learning Network: Exploring the Micro, Meso and Macro. Unter Mitarbeit von Airina Volungevičienė und András Szűcs: Navigating between dimensions in the digital learning: Genua
Abstract: [UD Ehlers 2018:] Educational reformers, innovators and researchers suggest that the appearance of digital technologies will radically transform what people learn, how they learn, and where they learn, yet there are existing disagreements on the speed and scope of this change. However, looking for answers to these questions, it is important to identify factors in society which drive the need for a changed role of learning, and analyse the role of open and online learning. The common practice is to identify the learning needs related to already existing services, relating them to formal, non-formal or informal learning. Networks and digital technologies have become the main characteristics of our society and take an important role in the society transforming it into global economies and shaping educational systems, organizations and ways that people learn. In a learning society, learning plays an important role to mitigate risks of individuals to prosper, participate and unfold in their lives, e.g. in the labour market. At the same time, access to learning opportunities seems to diversify through digital technology. The aim of this presentation is to discuss and present theoretical findings on the needs of digital and network society for open and online learning. The presentation will present the results of theoretical research and empirical (quantitative) research implemented among Lithuanian digital and networked society to clarify their needs for open and online learning.
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(2018) : Support learning trough microcredentialling – The case of the MicroHE initiative In: European Distance and E-Learning Network: Exploring the Micro, Meso and Macro. Unter Mitarbeit von Airina Volungevičienė und András Szűcs: Navigating between dimensions in the digital learning: Genua
Abstract: [UD Ehlers 2018:] The MicroHE initiative is aiming to examine the scope for and impact of micro-credentials-a form of short-cycle tertiary qualification-in Higher Education. Currently, despite being primarily forms of formal education, micro-credentials such as micro-masters from EdX or nanodegrees from Coursera, are considered to be non-formal education. MicroHE intends to enhance the recognition of such non-formal educational opportunities by bringing them within the framework of existing recognition and transparency instruments for formal education. The project enhances skills-assessment due to the fact, that many micro-credentials are specifically designed to teach particular and narrow sets of transversal competences.
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(2018) : Higher creduation – degree or education? The rise of microcredentials and its consequences for the University of the Future In: European Distance and E-Learning Network: Exploring the Micro, Meso and Macro. Unter Mitarbeit von Airina Volungevičienė und András Szűcs: Navigating between dimensions in the digital learning: Genua
Abstract: [UD Ehlers 2018:] The predictive power of academic certifications for job success is eroding. It has never been outstanding but for a long time it was felt to be an important-at least hygienic-factor for job applications to have an academic or a good academic certificate. This starts to erode recently. More and more alternative credentials start to come into focus and develop value. Different pathways from the traditional higher education system emerge and become increasingly relevant for employers. These different pathways are often credentials earned in post-secondary education or professional training after initial academic graduation. Microcredentials are a fairly recent development that has grown in popularity in multiple discipline areas. They represent mastery of a limited set of skills or competencies rather than broader and interrelated sets of skills-like full bachelor degrees or alike-represented in current credentialing systems. Unlike these current and traditional credentialing conventions, usually summarized by a certificate or transcript with no connection to explicit evidence of the earner's competencies, micro-credentials are directly linked to digital artefacts that explain the nature and criteria of the credential as well as evidence contributed by the earner
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(2018) : Open Learning. Veränderung von Lernkultur und Qualitätskonzepten In: Simon, Anke: Akademisch ausgebildetes Pflegefachpersonal: Entwicklung und Chancen: Berlin: Springer
Abstract: [UD Ehlers 2018:] "The idea is that learning is not based on objects and contents that are stored, as though in a library. Rather, the idea is that learning is like a utility - like water or electricity - that flows in a network or a grip that we tap into when we want."(Stephen Downes 2007) Morgens eine Vorlesung als Podcast von der Seminarseite laden, im MP3-Player abspielen, am Nachmittag an einer Onlinesitzung einer internationalen Studierendengruppe zur Prüfungsvorbereitung teilnehmen und sich abends in einer virtuellen Welt in eine vertiefende Seminarübung zum Vorlesungsstoff vom Vormittag einloggen. So oder ähnlich sieht zunehmend häufiger ein Studienalltag aus. In Unternehmen sind Onlinefortbildungen bereits ebenfalls keine ferne Zukunftsvision mehr, sondern schon Realität für immer mehr Mitarbeitende. Internetgestütztes Lehren und Lernen befindet sich im Wandel. Hinter dem Begriff „E-Learning 2.0“ versteckt sich der Einsatz von Internetwerkzeugen wie Blogs, Wikis oder Podcasts für Lehr- und Lernzwecke. Lernende können dabei eigene Inhalte erstellen und sich in Netzwerken wie der Videoplattform YouTube (http://www.youtube.com) austauschen. Vielerorts sieht die Realität noch anders aus und E-Learning heißt dann lediglich, Seminartexte auf einer Lernplattform online zu stellen. Kerres spricht von solchen Lernplattformen als „Inseln im Internet“ (Kerres 2006), die sich durch offene Lehr-/ Lernformen zu „Toren“ weiterentwickeln können, über die die gesamte Welt des Internet als Lernwelt betreten werden kann, Inhalte gefunden, verändert und mit anderen geteilt werden können. In dieser Sichtweise ist das Internet dann die Lernplattform. Stephen Downes, der Schöpfer des Begriffes „E-Learning 2.0“ beschreibt diesen mit Worten wie “learner centered", "immersive learning", "connected learning", "game-based learning", "workflow (informal) learning", "mobile learning" und beschreibt eine Entwicklung von standardisierten Lernumgebungen hin zu "Personal Learning Environments" (Downes 2007). Aber was steckt wirklich dahinter? Was macht das neue, innovative Element aus, welches mit Web 2.0 (Tim O`Reilly 2004/5) und mit Open Learning beschrieben wird? Und vor allem: Hat diese Entwicklung Konsequenzen dafür wie wir Qualität im E-Learning sichern, managen und entwickeln? Und wenn ja: Brauchen wir neue Methoden und Konzepte um zukünftig die Qualität von Open Learning zu gewährleisten und zu verbessern? Diese Fragen stehen am Anfang vieler Debatten, die rund 2 um den Begriff Open Learning geführt werden. War die Qualitätsfrage bereits zur Traditionelles E-Learning Zeit heiß diskutiert, so existiert im Bereich Open Learning eine noch größere Unsicherheit. Der vorliegende Artikel geht diesen Fragen nach. In drei Schritten wird zunächst beschrieben, was E-Learning 2.0, auf welchen Grundlagen von Web 2.0 es aufbaut und was sich hinsichtlich Traditionelles E-Learning verändert. In einem zweiten Schritt wird aufgezeigt welche Konsequenzen sich für die Qualitätsentwicklung1 des E-Learning ergeben. Drittens werden exemplarisch einige Methoden beschrieben und praktische Anregungen dazu gegeben, wie Qualitätsentwicklung sich – parallel zu E-Learning – weiterentwickeln muss. In einem Ausblick wird diskutiert, ob eine neue Lernkultur auch zu einer neuen Qualitätskultur führt.
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(2018) : Towards a Stair Climbing Robot System Based on a Re-configurable Linkage Mechanism. Proceedings of the 15th International Conference IAS-15 In: Strand, Marcus; Dillmann, Rüdiger; Menegatti, Emanuele; Ghidoni, Stefano (Hg.): Intelligent Autonomous Systems 15: Proceedings of the 15th International Conference IAS-15, S. 278-288
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(2018) : Vom großen Fisch im kleinen Teich zum kleinen Fisch im großen Teich – Zur Entwicklung von Selbstwirksamkeit und des EVC-Modells in der Studieneingangsphase inWiMINT-Studiengängen In: Bender, Peter; Wassong, Thomas (Hg.): Beiträge zum Mathematikunterricht 2018, 2: 4: Münster: WTM Verlag für Wissenschaftliche Texte und Medien, S. 635-638
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(2018): Physician Assistants in der Chirurgie : Ein junges Berufsbild aus Absolventensicht. In: Der Unfallchirurg 121 (6), S. 502-509. DOI: 10.1007/s00113-018-0505-8
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29721654 Abstract: BACKGROUND In Germany, physician assistant (PA) is a comparatively young profession. The concept paper by the German Medical Association (BÄK) and the Federation of Statutory Health Insurance Physicians (KBV) from 2017 defines the new occupational profile in detail. In contrast, there is hardly any information on the day to day working life of a PA in Germany OBJECTIVE: The aim of this study was to map the employment reality of the PA graduates of the study program of the Baden-Wuerttemberg Cooperative State University Karlsruhe. MATERIAL AND METHODS Graduates of the PA study program were interviewed using the web-based evaluation system EvaSys V7.1 (Electric Paper Evaluationssysteme GmbH, Lüneburg, Deutschland) in the spring of 2018. The information was evaluated descriptively. RESULTS The response rate was 70% (48 out of 69 graduates), 44 graduates were employed as a PA and 27 worked in a surgical department. The core tasks of the surgically active PA, which were often performed to varying frequency included assisting surgery and the performance of simple wound closures. In addition, activities in the areas of documentation, communication and information sharing were emphasized. The average salary of a surgical PA was 3718 €. This amount was rated by 44.4% as appropriate or very appropriate. The current occupational situation for 81.5% of the study participants was much better or better than expected before the start of their PA studies. Overall satisfaction was very high: 85.1% of the graduates were satisfied to very satisfied. CONCLUSION The graduates' level of job satisfaction is remarkable. Many of the activities mentioned in the concept paper of the BÄK and KBV were carried out frequently or very frequently by the PA. Nonetheless, the PA profession has significant development potential, especially in the realm of surgical PAs.
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(2018) : The CSU-K Rule-Based System for the 2nd Edition Spoken CALL Shared Task: Proc. Interspeech 2018: Hyderabad, India: 2-6 September 2018, S. 2359-2363. Online verfügbar unter https://doi.org/10.21437/Interspeech.2018-1000
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(2018) : Towards a Stair Climbing Robot System Based on a Re-configurable Linkage Mechanism In: Strand, Marcus; Dillmann, Rüdiger; Menegatti, Emanuele; Ghidoni, Stefano (Hg.): Intelligent autonomous systems 15: Proceedings of the 15th International Conference IAS-15 (Advances in Intelligent Systems and Computing), S. 278-288
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(2018): Trendfolgestrategien in der Kapitalanlage.. Eine empirische Performanceanalyse gleitender Durchschnitte anhand der deutschen Blue Chips. In: Corporate Finance 9 (11-12), S. 325-330. Online verfügbar unter https://cf-fachportal.owlit.de/document.aspx?docid=CF1281574
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(2018): Das ökonomische Eigenkapital als Steuerungsgröße. In: Controlling & Management Review 62. Jahrgang (1), S. 42-47. DOI: 10.1007/s12176-017-0131-2
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(2018) : Which deep artificial neural network architecture to use for anomaly detection in Mobile Robots kinematic data? In: ML4CPS – Machine Learning for Cyber Physical Systems and Industry 4.0: Proceedings of the Conference Machine Learning for Cyber Physical Systems and Industry 4.0 ML4CPS Fraunhofer IOSB: 5th Conference on Machine Learning for Cyber Physical Systems: Karlsruhe: 2018. ML4CPS – Machine Learning for Cyber Physical Systems and Industry 4.0
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(2018): O 073 - Adjunct SHR - A new version of the "classical" Scapulohumeral Rhythm ratio. In: Gait & posture 65 Suppl 1, S. 150-151. DOI: 10.1016/j.gaitpost.2018.06.098
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(2018) : Lehren und Lernen digital. Ein umfangreiches Konzept zur Digitalisierung einer Lehr-Lernveranstaltung In: Weich, Andreas; Othmer, Julius; Zickwolf, Katharina (Hg.): Medien, Bildung und Wissen in der Hochschule: Wiesbaden: Springer VS (Medienbildung und Gesellschaft), S. 163-177
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(2018) : Prozessführung - Corporate Ligitation In: Römermann, Volker: Münchener Anwaltshandbuch GmbH-Recht. Unter Mitarbeit von Heino Büsching, Boris Dostal, Barbara Grunewald, Alexander Hamminger, Björn Hürten, Ina Jähne, Oliver Jung, Friedrich Graf von Kanitz, Christof Kautzsch, Michael W. Leistikow, Tobias Lenz, Dieter Leuering, Norbert Meister, Lutz Michalski, Felix Mühlhäuser, Malte Passarge, Gerhard Picot, Volker Römermann, Darius Oliver Schindler, Alexandra Schluck-Amend, Sebastian Schneider, Henning Schröder, Christoph H. Seibt, Harald Selzner, Emanuel P. Strehle, Matthias Terlau, Ingo Theusinger, Bich Vu Tuyet, Thomas Wachter und Götz Tobias Wiese: 4. überarbeitete und erweiterte Auflage: München: C.H.Beck. Online verfügbar unter https://beck-online.beck.de/?vpath=bibdata%2Fkomm%2FRoemermannHdbGmbHR_4%2Fcont%2FRoemermannHdbGmbHR%2Ehtm