Systemkonzept und Modellierung beruflicher Handlungen im FeDiNAR-AR-Lernsystem

Bei Betrachtung des gegenwärtigen Stands der Ausbildung in gewerblich-technischen Berufen zeigt sich, dass es viele gute Ansätze zur Integration moderner Technologien gibt, um den Lernprozess zu unterstützen oder zu vereinfachen (z. B. Fehling, 2017; Bundesministerium für Bildung und Forschung, 2019). Die meisten technischen Ansätze eint, dass sie die Darstellung von Funktions- und Wirkzusammenhängen von technischen Systemen in Ausbildungs- und Lernsituationen unterstützen. Es reicht für die zukünftige Beruflichkeit vor dem Hintergrund verschiedener Szenarien (vgl. Frenz, Heinen & Schlick, 2015) jedoch nicht aus, lediglich Technologien abzubilden. Stattdessen müssen Fachkräfte bei der Problemlösung im realen Arbeitsprozess gefördert werden (vgl. z. B. Abele, 2014; Rauner, 2017). Im Gegensatz zu reinen Funktions- und Wirkzusammenhängen liegen hier multiple technische Systemzustände vor. Das FeDiNAR-Verbundprojekt möchte hierfür ein AR-gestütztes Lehr-Lernkonzept entwickeln, das sich auf die Ausführung von beruflichen Tätigkeiten bezieht und lernortübergreifend genutzt werden kann.[... aus der Einleitung

Description des résultats rapportés par les patients (PROs) à l’inclusion dans une étude de phase IV évaluant ocrelizumab dans la sclérose en plaques (SEP) récurrente active (PRO-MSACTIVE)

International audienc

An Educational Serious Game for investigating perceived Impacts of Digital Technologies on Employee Well-Being and Organizational Performance

The worldwide digitalization of companies changes work processes and organization of work. Digital technologies will improve productivity, efficiency, and ergonomics at the workplace. In higher education of industrial engineering, students need to reflect positive and negative consequences when designing work systems. The initial success of technological solutions depends on people's attitude towards their actual benefit (Venkatesh & Bala, 2008). Some studies suggest that people's attitude changes with cultural background (Straub, Keil & Brenner, 1997). There is little research in an educational context on how people perceive digital technologies' impact on employee well-being and organisational performance, and how this perception differs based on culture. Therefore, this study investigates these differences from an intercultural perspective by comparing German and Japanese engineering students. Referring to problem-based learning, we present a serious game that confronts players with solving fictive problems of a manufacturer of refrigerators by choosing between technological and traditional solutions. Initially, players choose individual well-being and organisational performance criteria out of a set of possible criteria. In four subsequent rounds, players pick a problem card that they have to solve using technological or traditional solutions. Players assess the impact of their choice considering their initially selected criteria of individual well-being and organisational performance. A player wins by achieving the highest score, which results from how well players solve their problems with the given solutions and how well these influence their initially selected criteria. A software supports the game by computing each players’ score and storing the game data. The purpose of the serious game is twofold. First, incorporating the serious game into teaching allows supporting multiple dimensions of learning goals (cf. Krathwohl, 2002) and stimulating students' learning processes. Second, it enables data collection about players' perceived impacts of digital technologies on employee well-being and organisational performance. We describe the game rules and processes and discuss implications in the learning processes of students crossing boundaries. We present the results of playing the game with 43 students in Germany and 60 students in Japan by analysing the two games' collected data individually and by comparing the results

Use-Case Studie eines auf der Nutzung von Handlungsfehlern basierenden AR-Lernsystems zur kritischen Reflexion der technischen Umsetzbarkeit

Empirische Untersuchungen haben gezeigt, dass das Verursachen von Fehlern und das Erleben von Fehlerkonsequenzen eine effektive Lerngelegenheit darstellen (Harteis, Bauer & Gruber, 2008, Kapur, 2015). Daher wird ein Lernsystem für die gewerblich-technische Berufsbildung entwickelt, welches auf der Simulation von bestehenden Arbeitsprozessen basiert und die Repräsentation von aus menschlichen Handlungen resultierenden Fehlerkonsequenzen ermöglicht. Während der Nutzung des Systems arbeiten Lernende an einem realen Arbeitsplatz und können schwerwiegende, negative Handlungsfolgen statt in der Realität in AR erfahren. Die Fehlerkonsequenzen werden Lernenden durch die Integration einer Augmented-Reality-Anwendung (AR) visualisiert. Dieser Beitrag behandelt die technische Umsetzbarkeit eines solchen AR-Lernsystems. Hierzu wird ein eigens entwickelter Use-Case herangezogen, welcher eine realitätsnahe Arbeitsaufgabe abbildet

Efficacy, safety and patient reported outcomes in patients with active relapsing multiple sclerosis treated with ocrelizumab: Final results from the PRO-MSACTIVE study

International audienceBackground: Ocrelizumab, a humanized anti-CD20 monoclonal antibody, has been approved in Europe for the treatment of adult patients with active relapsing multiple sclerosis (RMS) and primary progressive multiple sclerosis (PPMS), on the basis of previous phase III studies. However, limited data were available on ocrelizumab efficacy in RMS according to the Lublin definition of activity (clinical and/or imaging features) used in the current drug label. The PRO-MSACTIVE study was thus designed to provide additional data on ocrelizumab efficacy according to this definition, and also on safety and patient reported outcomes (PROs).Methods: PRO-MSACTIVE is a national, multicenter, open-label, single-arm phase IV French study, conducted in patients with active RMS (relapsing-remitting multiple sclerosis, RRMS, or secondary progressive multiple sclerosis, SPMS). The primary endpoint, which was assessed at week (W) 48, was defined as the proportion of patients free of disease activity (defined by no relapses and no T1 gadolinium-enhancing nor new and/or enlarging T2 lesions using brain MRI). Disease activity, disability and PROs using 6 questionnaires for disease severity, quality of life, impact on work productivity, and treatment satisfaction were described at W24 and W48. Adverse events were described until W72.Results: Among the 422 analyzed patients (RRMS: 376, SPMS: 46), 63.3% (95% CI [58.5%; 67.9%]) were free of disease activity at W48 (RRMS: 62.2% [57.1%; 67.2%], SPMS: 71.7% [56.5%; 84.0%]). A total of 358 patients (84.8%; RRMS: 84.6%, SPMS: 87.0%) were relapse-free up to W48, and the overall adjusted annualized relapse rate was 0.14 (RRMS: 0.15, SPMS: 0.09). Overall, 67.8% of patients (RRMS: 66.8%, SPMS: 76.1%) had no evidence of MRI activity (no T1 gadolinium-enhancing lesions [83.4%] and no new/enlarging T2 lesions [75.1%]); 58.5% of patients (RRMS: 57.7%, SPMS: 65.2%) achieved No Evidence of Disease Activity (NEDA: no relapses, no confirmed disability progression, and no MRI activity) at W48. All PRO scores were stable between the first dose of ocrelizumab and W48 and better outcomes were seen for patients having an EDSS score ≥4. Overall, 89.3% of patients reported adverse events, 62.3% adverse events assessed as related to ocrelizumab, and 8.5% serious adverse events. No serious infusion-related reactions, opportunistic infections, progressive multifocal leukoencephalopathy, nor deaths were reported. No new safety signal was identified.Conclusion: These data confirm the efficacy of ocrelizumab in a pragmatic setting and its favorable benefit-risk profile in patients with RMS. (ClinicalTrials.gov identifier: NCT03589105; EudraCT identifier: 2018-000780-91)