1,200 research outputs found
Ganzheitliche Produktionssysteme fĂŒr Logistikdienstleister
Aufgrund hoher Marktdynamik und WettbewerbsintensitÀt steht die Logistikdienstleistungswirtschaft
vor neuartigen Herausforderungen. Kunden fordern verstÀrkt komplexe Systemleistungen
aus einer Hand und eine tiefe, reibungslose Integration der Dienstleistungserstellung
in die eigenen Leistungsprozesse. Die Probleme, die von industriellen Auftraggebern
beim Outsourcing logistischer LeistungsumfÀnge beklagt werden, deuten an, dass
die Herausforderungen nicht zufriedenstellend bewÀltigt werden und machen eine VerÀnderung
des bisher angewendeten Systems zur Leistungserstellung notwendig. Logistikunternehmen
muss es kĂŒnftig gelingen, die eigenen Prozesse konsequent an den Anforderungen
des Kunden auszurichten. Expertise in der systematischen UnterstĂŒtzung der Wertschöpfung
des Kunden und ein vertieftes VerstĂ€ndnis fĂŒr die Produktionskultur der Auftraggeber ist
dafĂŒr eine Voraussetzung.
Diese Kultur wird in zahlreichen produzierenden Unternehmen durch die auf das Toyota-
Produktionssystem zurĂŒckzufĂŒhrenden AnsĂ€tze des Schlanken Denkens geprĂ€gt. Dabei
bĂŒndeln, standardisieren und integrieren Ganzheitliche Produktionssysteme die mit diesen
AnsÀtzen verbundenen Inhalte zu einem aus den Unternehmenszielen abgeleiteten und
unternehmensspezifisch zugeschnittenen methodischen Ordnungsrahmen. Aufgrund ihrer
Schnittstellenposition kommen Logistikunternehmen zwangslĂ€ufig mit den durch die VerschlankungsbemĂŒhungen
induzierten organisatorischen VerÀnderungen in Kontakt, vor
allem auch deshalb, weil einige dieser VerÀnderungen starken Einfluss auf den Aktionsraum
der Dienstleister â die Logistik â haben.
Das Forschungsvorhaben leistet daher einen Beitrag, um die im schlanken Transformationsprozess
erreichten Erfolge zahlreicher Unternehmen in der SachgĂŒterproduktion auch der
Logistikdienstleistungswirtschaft zugÀnglich zu machen. Die Auswirkungen der Verbreitung
von schlanken Produktionssystemen in produzierenden Unternehmen auf die Logistikdienstleistungserstellung
wurden dazu systematisch analysiert und transparent gemacht.
Zudem wurden die Anwendungspotenziale des Ansatzes der Ganzheitlichen Produktionssysteme
zur Verankerung standardisierter, schlanker und stabiler Prozesse in Logistikunternehmen
untersucht. Die Ergebnisse der Untersuchungen wurden in einen spezifischen
Gestaltungsrahmen zur Schaffung derartiger Systeme in der Logistikbranche ĂŒberfĂŒhrt.
Dieser Gestaltungsrahmen ist ein methodischer Ansatz, der interessierte Dienstleister bei
der unternehmensspezifischen Konfiguration und Implementierung eines eigenen Ganzheitlichen
Produktionssystems oder aber auch lediglich Teilen davon unterstĂŒtzt. DarĂŒber hinaus
liefert er Hinweise zur Erfolgskontrolle des initiierten VerÀnderungsprozesses.
Durch eine zielgruppenorientierte Aufbereitung aller Teilergebnisse des Forschungsvorhabens
und deren Integration in einen internetbasierten Anwenderkatalog steht interessierten
Logistikunternehmen nunmehr eine Plattform zur VerfĂŒgung, die sie zur Auseinandersetzung
mit innovativen Trends in der Produktionsorganisation einlÀdt. Diese EinschÀtzung
wurde auch von beteiligten Kooperationspartnern aus der Logistikdienstleistungswirtschaft
geteilt
Visual cues improve studentsâ understanding of divergence and curl: Evidence from eye movements during reading and problem solving
The coordination of multiple external representations is important for learning, but yet a difficult task for students, requiring instructional support. The subject in this study covers a typical relation in physics between abstract mathematical equations (definitions of divergence and curl) and a visual representation (vector field plot). To support the connection across both representations, two instructions with written explanations, equations, and visual representations (differing only in the presence of visual cues) were designed and their impact on studentsâ performance was tested. We captured studentsâ eye movements while they processed the written instruction and solved subsequent coordination tasks. The results show that students instructed with visual cues (VC students) performed better, responded with higher confidence, experienced less mental effort, and rated the instructional quality better than students instructed without cues. Advanced eye-tracking data analysis methods reveal that cognitive integration processes appear in both groups at the same point in time but they are significantly more pronounced for VC students, reflecting a greater attempt to construct a coherent mental representation during the learning process. Furthermore, visual cues increase the fixation count and total fixation duration on relevant information. During problem solving, the saccadic eye movement pattern of VC students is similar to experts in this domain. The outcomes imply that visual cues can be beneficial in coordination tasks, even for students with high domain knowledge. The study strongly confirms an important multimedia design principle in instruction, that is, that highlighting conceptually relevant information shifts attention to relevant information and thus promotes learning and problem solving. Even more, visual cues can positively influence studentsâ perception of course materials
Harnessing Large Language Models to Enhance Self-Regulated Learning via Formative Feedback
Effectively supporting students in mastering all facets of self-regulated
learning is a central aim of teachers and educational researchers. Prior
research could demonstrate that formative feedback is an effective way to
support students during self-regulated learning (SRL). However, for formative
feedback to be effective, it needs to be tailored to the learners, requiring
information about their learning progress. In this work, we introduce LEAP, a
novel platform that utilizes advanced large language models (LLMs), such as
ChatGPT, to provide formative feedback to students. LEAP empowers teachers with
the ability to effectively pre-prompt and assign tasks to the LLM, thereby
stimulating students' cognitive and metacognitive processes and promoting
self-regulated learning. We demonstrate that a systematic prompt design based
on theoretical principles can provide a wide range of types of scaffolds to
students, including sense-making, elaboration, self-explanation, partial
task-solution scaffolds, as well as metacognitive and motivational scaffolds.
In this way, we emphasize the critical importance of synchronizing educational
technological advances with empirical research and theoretical frameworks.Comment: 9 pages, 3 Figures, 1 Tabl
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios.
However, instead of a universal method for measuring cognitive load that suits different
learning contexts or target groups, there is a great variety of assessment approaches.
Particularly common are subjective rating scales, which even allow for measuring the three
assumed types of cognitive load in a differentiated way. Although these scales have been
proven to be effective for various learning tasks, they might not be an optimal fit for the
learning demands of specific complex environments such as technology-enhanced STEM
laboratory courses. The aim of this research was therefore to examine and compare the
existing rating scales in terms of validity for this learning context and to identify options for
adaptation, if necessary. For the present study, the two most common subjective rating
scales that are known to differentiate between load types (the cognitive load scale by
Leppink et al. and the naĂŻve rating scale by Klepsch et al.) were slightly adapted to the
context of learning through structured hands-on experimentation where elements such as
measurement data, experimental setups, and experimental tasks affect knowledge
acquisition. N 95 engineering students performed six experiments examining basic
electric circuits where they had to explore fundamental relationships between physical
quantities based on the observed data. Immediately after the experimentation, the
students answered both adapted scales. Various indicators of validity, which
considered the scalesâ internal structure and their relation to variables such as group
allocation as participants were randomly assigned to two conditions with a contrasting
spatial arrangement of the measurement data, were analyzed. For the given dataset, the
intended three-factorial structure could not be confirmed, and most of the a priori-defined
subscales showed insufficient internal consistency. A multitraitâmultimethod analysis
suggests convergent and discriminant evidence between the scales which could not
be confirmed sufficiently. The two contrasted experimental conditions were expected to
result in different ratings for the extraneous load, which was solely detected by one
adapted scale. As a further step, two new scales were assembled based on the overall
item pool and the given dataset. They revealed a three-factorial structure in accordance
with the three types of load and seemed to be promising new tools, although their
subscales for extraneous load still suffer from low reliability scores
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory coursesâTheoretical background and empirical results
Learning with handsâon experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tabletâbased AR application has been developed to support learning from handsâon experiments in physics education. Realâtime measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretestâposttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the ARâsupported and a matching nonâAR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the ARâsupported lab work
FrĂŒheinstieg ins Physikstudium (FiPS) - Entwicklung der Konzeption eines FrĂŒhstudiums als Fernstudium
Seit 1998 hat sich das FrĂŒhstudium fĂŒr SchĂŒlerinnen und SchĂŒlern zu einem breiten und dauerhaften Angebot der UniversitĂ€ten in Deutschland entwickelt. Derzeit bieten lediglich drei der ca. 75 UniversitĂ€ten Lehrveranstaltungen des FrĂŒhstudiums im Fernstudium an.Der Artikel fĂŒhrt als Ergebnis einer umfassenden Literatur- und Internetrecherche in Entwicklung und Charakteristika des FrĂŒhstudiums in Deutschland ein. AnschlieĂend wird die seit dem WS 15/16 begonnene studienorganisatorische und mediendidaktische Neukonzeption des FrĂŒheinstiegs ins Physikstudium der Technischen UniversitĂ€t Kaiserslautern (FiPS) begrĂŒndet dargestellt und in das bundesweite FrĂŒhstudiumangebot eingeordnet. Deskriptive statistische Daten zur Anzahl der FiPS-Studierenden, zum Einzugsgebiet, zur Studiendauer, zur Kurswahl sowie zu Erfolgsquoten geben eine erste EinschĂ€tzung der Wirksamkeit von FiPS seit dem WS 15/16
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