Auflistung DELFI 2020 Workshops nach Erscheinungsdatum
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- KonferenzbeitragTaxonomic Competence Modelling – Observations from a Hands-on Study and Implications for Modelling Strategies(Proceedings of DELFI Workshops 2020, 2020) Dahlmeyer, Matthias PatrickFollowing previous postulations for a global, integrated competence management system, this paper belatedly publishes and evaluates reflections from a 2014 study of taxonomic competence modelling. Mechanical engineering master students explore modelling their recent bachelor program as a study project. Following a systematic methodology with typical elements of a competence syntax, they encounter significant problems of inconsistency in all aspects of their data. Their reflections showcase that taxonomies are not suitable for a decentrally maintained competence model, competence levels and categories should be avoided from the core structure of a model, and both key aspects of a syntax should be kept flexible in a semantic network
- KonferenzbeitragPersonalized Intelligent Intervention and Precise Evaluation for Children with Autism Spectrum Disorder(Proceedings of DELFI Workshops 2020, 2020) Chen, Jingying; Wang, Guangshuai; Kun, ZhangAutism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder involving core deficits in interpersonal communication and social interactions. There is a pressing need for educational intervention for children with ASD in the field of special education. This study aims at the fundamental problems facing educational intervention for children with ASD based on human– computer interaction. The technical bottlenecks include individual representation, process intervention, and effectiveness evaluation. The main objectives are to improve the accuracy of individual modeling, establish an exact intervention mechanism, achieve precise evaluation, and enhance the intelligence of educational interventions for children with ASD that are based on human–computer interaction.
- TextdokumentVorwort(Proceedings of DELFI Workshops 2020, 2020) Schumacher, Clara
- TextdokumentEducational media technology and ist inclusive potential. Findings from a multidisciplinary workshop covering recent approaches in informal, formal and continuous education.(Proceedings of DELFI Workshops 2020, 2020) Köhler, Thomas; Lucke, Ulrike; Zhang, XiaohanThe workshop investigates the inclusive potential of educational media technology, based upon a review of recent approaches in informal, formal and continuous education. It is intended to present approaches at the interface between technology enhanced learning and teaching and the ongoing development of computer sciences and respective technological approaches. Indeed respective papers reflect special needs of learners in any sector of education from informal to formal learning and as well situated education in the context of the home or workplace. Most recently, the corona pandemic did lead to a strong need for including even average population without any special need into formal education. Reflecting that development, the focus of the workshop shall be on both, special needs and special conditions addressing requirements of TEL / TET. Accordingly, special attention is given to international, even global comparative approaches of how educational media technology is applied in an inclusive way covering both, an individual psycho-physiological as well as a socio-cultural dimension. Subsequently it can be concluded that authors have been able to identify diverse perspectives of inclusiveness when it comes to the adoption of educational media technology.
- KonferenzbeitragEine Neuausrichtung universitären Lehrens, Prüfens und Zertifizierens im digitalen Zeitalter(Proceedings of DELFI Workshops 2020, 2020) Tillmann, Alexander; Eichhorn, Michael; Weiß, David; Bajrami, Elvir; Rizzo, AngelaDie formale Anerkennung informell bzw. non-formal erworbener Kompetenzen stellt eine zentrale Herausforderung für den Prozess des lebenslangen Lernens unter den Bedingungen der digitalen Transformation dar. Der Beitrag beschreibt zunächst aus der Perspektive von Informatik-Studierenden die Schwächen aktueller Studiengänge hinsichtlich der Integration außeruniversitär erworbener Kompetenzen. Entlang des Constructive Alignment-Ansatzes werden anschließend Möglichkeiten einer Neuausrichtung hochschuldidaktischer Lehre diskutiert, die auch außerhalb formaler Studiengänge erworbene Kompetenzen stärker berücksichtigt. Die Umsetzung dieser Neuausrichtung wird dabei am Beispiel eines Vertiefungs-Moduls im Masterstudiengang Informatik vorgestellt und diskutiert.
- KonferenzbeitragVR-Lernumgebungen am Beispiel der Lackierwerkstatt im Projekt HandLeVR(Proceedings of DELFI Workshops 2020, 2020) Zender, Raphael; Weise, MatthiasDas Projekt HandLeVR untersucht, welchen konkreten Beitrag VR-Technologien bieten, um handlungsorientiertes Lernen in der Berufsausbildung zu ermöglichen und wie diese Technologien systematisch didaktisiert werden können, um Lernerfolge zu erreichen. Das zentrale Werkzeug in HandLeVR ist eine VR-Lernumgebung – die VR-Lackierwerkstatt. In diesem Beitrag wird das Projekt vor allem aus technologischer Sicht beleuchtet. Es werden dabei beispielhaft die VR-Entwicklung im interdisziplinären Kontext sowie das VR-Lernwerkzeug, bestehend aus Autorensystem, VR-Lernanwendung und Reflektionsanwendung vorgestellt. Dadurch wird die Diskussion in Richtung agiler Entwicklungsprozesse sowie technologischer Potentiale von VR in handlungsorientieren Lernszenarien initiiert.
- KonferenzbeitragHow to get to school, LAYA? Conducting a participatory design workshop to design and introduce an inclusive e-learning platform into secondary math classes(Proceedings of DELFI Workshops 2020, 2020) Claus, Sebastian; Pinkwart, NielsThe authors’ prior studies have revealed that it is difficult for some secondary teachers to conduct cooperative learning in math classes. This contribution suggests a workshop series to design a learning platform to support peer cooperation in diverse secondary school classes. Teachers collaboratively create the design in a joint venture with the authors. The usage of the grounded theory methodology in combination with a so-called Learning Study is an excellent fit for the conference’s motto “education realities” and the workshop’s inclusive theme. Four workshop sessions, with dedicated goals to narrow down the scope of the design and to eventually create it, are sketched out.
- KonferenzbeitragSemantic Competence Modelling – Observations from a Hands-on Study with HyperCMP Knowledge Graphs and Implications for Modelling Strategies and Semantic Editors(Proceedings of DELFI Workshops 2020, 2020) Dahlmeyer, Matthias PatrickFollowing previous postulations for a global, integrated competence management system, this paper publishes and evaluates reflections from a 2019 study of hands-on semantic competence modelling. Mechanical engineering bachelor and master students explore modelling their technical domain as a study project. They use a previously derived knowledge hypergraph structure (branded herein as HyperCMP) to model key subdomains in a two-staged process. Modelling subdomain knowledge as the first stage was prioritized. In the end, deriving actual competencies had to be suspended because of the lack of a suitable modelling tool that allows managing the complexity of such a model. Observations and reflections from tool research and the modelling process are used to narrow down the profile of a proposed semantic software solution to build, maintain, and use a decentralized competence model.
- Konferenzbeitrag„Skills-Matching“ und „Skills Intelligence“ durch kuratierte und datengetriebene Ontologien(Proceedings of DELFI Workshops 2020, 2020) Rentzsch, Robert; Staneva, MilaDieser Beitrag beschäftigt sich mit den Einsatzbereichen von Klassifikationssystemen für beruflich relevante Fähigkeiten bzw. „Skills“. Dabei werden europäische und internationale Entwicklungen von staatlicher wie privatwirtschaftlicher Seite in den Bereichen Skills-Matching (insb. der Abgleich von Arbeitsstellen mit Arbeitskräften) und Skills Intelligence (Arbeitsmarktanalysen und -vorhersagen, insb. für politische Akteure) beispielhaft beleuchtet. Zunächst erfolgt ein Überblick über die international einflussreichsten Fähigkeiten-Taxonomien und -Ontologien klassischer Art, welche von Expert/innen erstellt und kuratiert werden. Diese werden neuen, datengetriebenen Klassifikationen gegenübergestellt. Im Anschluss werden die verschiedenen Einsatzbereiche beider Klassifikations-Typen genauer betrachtet, woraufhin eine Vielzahl von Praxisbeispielen für Initiativen, Projekte und Produkte in den o. g. Bereichen beschrieben werden. Der Ausblick beschäftigt sich abschließend besonders mit der Frage, warum und wie neben Bewerbern und Stellen künftig auch Bildungsangebote mit Fähigkeiten-Taxonomien annotiert werden sollten.
- KonferenzbeitragDiversity MOOC - Inclusion in everyday teaching. A MOOC not only for teachers at universities and schools(Proceedings of DELFI Workshops 2020, 2020) Gottschalk, Hélena; Müller, JosefinThe term diversity means variety, difference or heterogeneity. This includes various dimensions, such as: gender, sexual identity, age, worldview, social and ethnic origin, health and much more. Inclusion takes up this concept and sheds light on it in a multifaceted and cross-cutting way in all social areas of life. These areas also include everyday teaching at universities and schools. In order to recognise and promote this diversity and thus achieve the best possible educational process with equal opportunities, comprehensive participation is required for all people. Therefore, it is the future task of all those working at the university to enable participation in the educational process for all. The project "Diversity MOOC - Inclusion in everyday teaching. A MOOC not only for teachers at universities and schools". Within the framework of the project, theme-specific videos were produced which are directed at all groups of people involved in the university and contribute to raising awareness to inclusion. These videos have been made accessible (with subtitles and audio description) to enable everyone to participate in digital teaching and learning.
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