Organization and Usage of Learning Objects within Personal Computers

Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 7.6To promote the integration of Desktop related Knowledge Management and Technology Enhanced Learning this deliverable aims at increasing the awareness of Desktop research within the Professional Learning community and at familiarizing the e-Learning researchers with the state-of-the-art in the relevant areas of Personal Information Management (PIM), as well as with the currently on-going activities and some of the regular PIM publication venues

On Prospective Technology Studies

This volume includes papers to technological foresight, roadmapping and TA from two sources. On the one side it is based on a workshop in Budapest at the end of 2007, that was organized in the framework of the International Forum on Sustainable Technological Development. On the other side selected presentations from the symposium on History of Prospective Technology Studies, in the framework of the XXIII International Congress of History of Science and Technology, Budapest, July 2009

Wissensgemeinschaften 2015: 18. GeNeMe-Workshop, TU Dresden, 25./26.06.2015: GeNeMe 2015, Gemeinschaften in Neuen Medien

Unter dem gemeinsamen Dach „Wissensgemeinschaften“ werden nun zwei Tagungen mit sich gegenseitig ergänzenden thematischen Schwerpunkten zusammengebracht, die Lern- und Wissensprozesse im Spannungsfeld zwischen Organisation, Technologie und (Unternehmens-)Kultur verhandeln. Während die Konferenz „Gemeinschaften in neuen Medien (GeNeMe)“ organisationale und technische Perspektiven im Kontext von Virtual Enterprises, Communities & Social Networks thematisiert, liefert die zweijährlich stattfindende Konferenz „Professionelles Wissensmanagement (ProWM)“ der Fachgruppe Wissensmanagement in der Gesellschaft für Informatik (fgwm) einen breiten integrativen Überblick über die organisatorischen, kulturellen, sozialen und technischen Aspekte des Wissensmanagements.:1 Vorwort: Wissensgemeinschaften in Wirtschaft und Wissenschaft XII 2 Preface: Knowledge Communities in Busuness and Schience XVII Keynotes – eingeladene Vorträge 1 Knowledge Management – Advancements and Future Research Needs – Results from the Global Knowledge Research Network study 1 2 Leeds University Business School, Leeds, UK, 2 Beginnt die neue Arbeitswelt mit einer Abwesenheitsnotiz? 13 Hochschuldidaktik 2.0 1 Vernetztes Lernen an der Hochschule? Ergebnisse und Erfahrungen eines cMOOS 17 2 Smart communities in virtual reality. A comparison of design approaches for academic education 25 3 Flipped Classroom in der Hochschullehre der TU Dresden – Ein Work in Progress-Bericht 39 4 Konzepte für den Einsatz von E-Tutoren in komplexen E-Learning-Szenarien – Ein Erfahrungsbericht 45 Wissensmanagement I 1 Barrieren im interorganisationalen Wissensaustausch auf individueller Ebene – Ordnungsrahmen und Analysemethoden 55 2 GIS-based sales support by company knowledge reuse in the telecommunications sector 67 3 Praktische Entwicklung einer wissensorientierten Unternehmenskultur. Entwurf einer Zertifizierungsmethode 75 4 Supporting Knowledge Management Instruments with Composable Micro-Services 81 Communities 1 MeetingMirror – Unterstützung von Wissenschaftler-Communities auf Konferenzen 91 2 The SIFA community as a virtual learning space in OSH 101 3 Reflexion, Begleitung, Austausch – Die Online-Plattform StudentBodies-AN zur Prävention von Magersucht 107 Technologien, Methoden, Systeme 1 Gamification in der Hochschullehre. Herleitung von Handlungsempfehlungen für den Einsatz von Gamedesign-Elementen in der sächsischen Lernplattform OPAL 115 2 Gebrauchstauglichkeit und Nützlichkeit. Usability und wahrgenommener Nutzen digitaler Lernangebote S. 125 3 Barrierefreiheit im MOOC 135 4 Strukturierte Wikis – Konzept und Anwendungsbeispiel 141 Feedback, Austausch, Ideenfindung 1 Idea-Space: A Use Case of Collaborative Course Development in Higher Education 149 2 Onlinegestützte Audience Response Systeme: Förderung der kognitiven Aktivierung in Vorlesungen und Eröffnung neuer Evaluationsperspektiven 157 3 Mobiles Feedback – Praxisbericht zur Integration eines Audience Response Systems in eine Lehrveranstaltung als Instrument der Lehrevaluation 67 4 Jazz in der Stadt und Rock auf der Autobahn - von der kollaborativen zur kollaborativ-kontextorientierten Musikempfehlung 173 Education 1 Wissens- und Nachhaltigkeitsmanagement durch Kooperationen in Weiterbildungsprojekten 185 2 Lernen aus Erfahrung – vom agilen zum verteilten Präsenzteam 193 3 Development of an E-Learning instructional model for vocational training in Indonesia 203 4 A Survey of Teachers’ Media Literacy in Chinese Vocational Schools 209 Prozess 1 Welche Use Cases eignen sich für die Umsetzung in einem Enterprise Social Network? Eine Fallstudie bei der N-ERGIE Aktiengesellschaft 225 2 Kontextbezogene, workflowbasierte Assessmentverfahren auf der Grundlage semantischer Wissensbasen 237 3 Collaborative Knowledge Acquisition and Explorationin Technology Search 243 Wissensmanagement II 1 Assessing Informal Social Learning at the Workplace – A Revalidation Case from Healthcare 251 2 Wie Barrieren im Wissenstransfer überwunden werden können – Ergebnisse einer Studie zur Grundhaltung des Misstrauens oder Vertrauens 267 3 Integration von Topic Models und Netzwerkanalyse bei der Bestimmung des Kundenwertes 277 4 Wissensmanagement im Kontext öffentlich-rechtlicher Rahmenbedingungen: Praktische Erfahrungen aus einem Wasserverband 285 Adress- und Autorenverzeichnis 29

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

The impact of mathematics teaching efficacy on teachers’ pedagogical practices

This study explores the pedagogical practices of 167 Year 4 and 160 Year 8 New Zealand mathematics teachers who have different levels of mathematics teaching efficacy. Using data from the National Monitoring Study of Student Achievement 2013, the teacher questionnaire items believed to be the indicators of mathematics teaching efficacy were selected, represented by six items such as “I feel confident about teaching maths”. Then, low, mid, and high efficacious teachers were identified and compared to see how they differed with respect to their teaching profile and the frequency they used effective pedagogies when teaching mathematics (italicised below) (Anthony & Walshaw, 2007). Twenty eight percent of Year 4 and 41% of Year 8 teachers had high mathematics teaching efficacy. Compared with the other teachers, teachers with high mathematics teaching efficacy were better able to provide an ethic of care in their classroom, they more frequently arranged their classrooms for learning to enable students to collaborate, and more frequently expected their students to communicate their thinking and debate ideas with others. They more frequently provided students with worthwhile mathematical tasks, they more frequently provided opportunities for their students to build on their own thinking, and to explore how new learning linked to or changed what they already knew. They more frequently expected their students to make mathematical connections by reflecting on their learning, to use multiple representations, and use ideas and skills from different curriculum areas

Professional football sponsorship in the English Premier League and the German Bundesliga

Merged with duplicate record 10026.1/704 on 10.04.2017 by CS (TIS)This research project looks at professional football sponsorship from three different perspectives: the clubs' perspective (sponsorship as an income stream for professional football clubs), the sponsors' perspective (sponsorship as a marketing tool for companies), and a joint perspective (sponsorship as an inter-organisational relationship between professional football clubs and their sponsors). The English Premier League and the German Bundesliga serve as the subject of research owing to their extraordinarily sound reputation in commercial terms. A combination of qualitative and quantitative research methods was used in order to answer the research questions which derived from an extensive literature review. First, qualitative in-depth interviews with representatives of English Premier League and German Bundesliga clubs and their sponsors as well as sponsorship experts were carried out in order to gain a broader understanding of the phenomenon under scrutiny. Consequently, seven principal research propositions and six hypotheses were formulated relating to the size of the football business, the importance of sponsorship as an income stream, motives and objectives of sponsors, and the importance and dimensions of relationship quality. Then, two content analyses were carried out (including an analysis of more than 500 clubs' and sponsors' websites and 106 televised football games) in order to identify as many football sponsors of English Premier League and German Bundesliga clubs as possible. The research propositions were then tested in a quantitative survey incorporating all English Premier League and German Bundesliga clubs as well as 460 sponsors. Parametric as well as non-parametric tests were applied at this stage. The findings of the research partially confirmed previous studies. More importantly, new insights have been uncovered. For example, new dimensions of relationship quality in the context of professional football sponsorship have been identified. This study therefore has both theoretical and practical implications for professional football clubs, sponsoring companies and prospective researchers in the field of (professional) football sponsorship. The study also contributes significantly to existing knowledge about the football business, sponsorship and relationship marketing