Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

Training soft skills with software

Most trainings of communicative behavior focus on fostering the observable speech productive behavior (i.e. speaking). The individual cognitive processes underlying speech receptive behavior (hearing and understanding utterances) thus are often neglected. This is due to the fact that speech receptive behavior cannot be accessed in the midst of a conversation and that its training is very time-consuming. Computer-supported learning environments employed as cognitive tools can help to foster speech receptive behavior. This article discusses the fostering of speech receptive behavior and the possibilities of using software for this purpose. The computer-supported learning environment CaiMan© which is based on these ideas is presented. Finally, seven factors of success for the integration of software into the training of soft skills are derived from empirical research.Kommunikationstrainings widmen sich meist der Förderung des beobachtbaren sprachproduktiven Handelns (d.h. des Sprechens). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Computerunterstützte Lernumgebungen können als kognitive Tools die Förderung sprachrezeptiven Handelns unterstützen. Dieser Forschungsbericht erörtert Möglichkeiten und Probleme der Förderung sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Darauf aufbauend wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Abschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet

Interacting fermions in external fields, at finite temperature and non-zero density

In this thesis we investigate a certain class of low-dimensional fermionic quantum field theories with four-Fermi interactions. Such theories are commonly used as effective low-energy models for quantum chromodynamics, the theory of strong interactions, and have applications in the realm of condensed-matter physics as well. For our purposes, their most important properties are the notion of chiral symmetry as well as its spontaneous breakdown, which is why a major part of this thesis is devoted to their study. On the one hand, we investigate a certain two-dimensional four-Fermi theory, the so-called chiral Gross-Neveu model, which has a continuous chiral symmetry group. We study the possibility of the model at finite temperature and density to exhibit inhomogeneous regions, where the order parameter for chiral symmetry breaking shows oscillatory behavior with the spatial coordinate. We find that remnant inhomogeneous structures can indeed be found even beyond the mean-field limit, albeit likely only on short scales. On the other hand, we consider a related theory with a discrete chiral group, referred to as the Gross-Neveu model, in three space-time dimensions. There, we shall be concerned with the influence of an external magnetic field on chiral symmetry and its spontaneous breaking. While mean-field approaches predict a rich phase structure for non-zero magnetic field and chemical potential, our simulations suggest that this is not the case in the full quantum theory. For all parameter values within the region of spontaneously broken chiral symmetry, we find the magnetic field to enhance the symmetry breaking even further, a phenomenon referred to as magnetic catalysis. In fact, a major goal of this thesis is to contrast the findings of our lattice simulations with existing mean-field results in order to understand to which extent the latter are capable of representing the full theory

Evaluation of the interactive multimedia business simulation SPACE (Simulating Project Auditing and Controlling Excellence)

This report presents the evaluation of the computer-based simulation SPACE – Simulating Project Auditing & Controlling Excellence – which is an interactive multiedia business simulation developed in partnership by Andersen Consulting and Siemens AG. The aims of SPACE are fostering self-directed learning and the acquisition of applicable knowledge in the economic domain regarding construction and solution projects of US GAAP. The evaluation was conducted in cooperation with the Institute of Educational Psychology at the Ludwig-Maximilians-University in Munich. The aim of the evaluation was to compare the effectiveness of SPACE with a traditional classroom instruction. Therefore, a problem-based transfer task was designed which assessed learning gains with respect to applicable knowledge in the following areas: (1) strategic knowledge and problem-solving skills, that means selection of appropriate information and strategies to solve a realistic business problem, (2) basic skills to calculate POC and (3) conceptual knowledge, i.e. an understanding of principles and interconnections of concepts in the domain. 38 students of business administration participated in the evaluation. 19 students learned eight hours with SPACE, the other 19 students received a traditional classroom instruction lasting also eight hours in the same subject area of US GAAP. Results show that SPACE was significantly better with regard to strategic knowledge and applying problem solving skills. In other words, the study showed that SPACE is superior to classroom instruction in this area of knowledge acquisition and application. In the other areas of basic skills to calculate POC and conceptional knowledge, differences were not significant between the classroom instruction and SPACE. When SPACE is employed under realistic conditions, i.e. in business, it can be assumed that SPACE is even more superior to classroom instruction.Das computerbasierte Lernprogramm SPACE (Simulating Project Auditing & Controlling Excellence), eine interaktive, multimediale Simulationssoftware, wurde von Anderson Consulting und der Siemens AG entwickelt. SPACE zielt auf die Förderung selbstgesteuerten Lernens und die Vermittlung anwendbaren Wissens. Das Simulationsprogramm behandelt inhaltlich die Kalkulation von Projektdaten auf Basis von US GAAP. Die hier berichtete Evaluationsstudie hatte zum Ziel, die Effektivität von SPACE im Vergleich zu einem traditionellen Klassenzimmerunterricht festzustellen. Mit einer problemorientierten Transferaufgabe wurden folgende Dimensionen erfasst: (1) Strategisches Wissen und Problemlösefertigkeiten (hierbei ging es um die Selektion relevanter Informationen und Strategien in Bezug auf eine realistische Problemstellung), (2) Basisfertigkeiten zur Berechnung von POC und (3) konzeptionelles Wissen im Sinne eines Verständnisses von Prinzipien und Zusammenhängen innerhalb des behandelten Inhaltsgebietes. An der Studie nahmen 38 Studenten der Betriebswirtschaftslehre teil. 19 Studenten lernten in einem Zeitraum von acht Stunden mit SPACE, die anderen 19 Teilnehmer nahmen an einem achtstündigen Klassenzimmerunterricht zum selben Inhaltsbereich teil. Hinsichtlich der Dimension "Strategiewissen und Problemlösefertigkeiten" schnitten diejenigen Studenten signifikant besser ab, die mit SPACE lernten. Das Simulationsprogramm zeigte sich somit in Bezug auf diese Dimension der Wissensanwendung dem traditionellen Klassenzimmerunterricht überlegen. In den Dimensionen "Berechnung von POC" und "Konzeptionelles Wissen" ergaben sich keine signifikanten Unterschiede zwischen den beiden Untersuchungsgruppen. Es ist anzunehmen, dass SPACE dem traditionellem Unterricht deutlicher überlegen ist, wenn das Lernprogramm unter realistischeren Bedingungen, d.h. in Betrieben, eingesetzt wird

Evaluation problemorientierten Lernens im Münchner Modell der Medizinerausbildung - Bewertung durch die Studierenden (1997 bis 2001)

This research report is concerned with the evaluation of problem-oriented learning in medicine, i.e. the Munich Model of medicine education. First, key concepts of problem-oriented learning and their realisation in medical education are outlined. Then, the Munich Model of medicine education which has been established in cooperation with the Harvard Medical School, Boston, is described. Four problem-oriented courses are part of this model. Approximately 1.500 students participated in these courses. The aim of the evaluation is to provide a basis for improving the quality of the four problem-oriented courses. Evaluation dimensions are acceptance, subjective learning gains, group cooperation and tutor's support. The report shows the students' ratings of all courses conducted since 1997. The evaluation results are described for each course. Furthermore, between-course comparisons are reported. In general, students are very satisfied with the courses. Findings are discussed and future research is outlinedIn diesem Forschungsbericht wird die Evaluation des Münchner Modells problemorientierten Lernens in der Medizin beschrieben. Zunächst werden Schlüsselkonzepte problemorientierten Lernens und deren Umsetzung in der Medizinerausbildung dargestellt. Danach wird das Münchner Modell der Medizinerausbildung erläutert, in dem vier problemorientierte Kurse realisiert werden. Dieses wurde in Kooperation mit der Harvard Medical School, Boston, entwickelt. An den vier Kursen nahmen bisher insgesamt annähernd 1.500 Studierende teil. Ziel der Evaluation ist es, eine Grundlage zur weiteren Qualitätsverbesserung der vier problemorientierten Kurse bereitzustellen. Die Studierenden bewerten im Rahmen der Evaluation die Dimensionen Akzeptanz, subjektiver Lernerfolg, Gruppenkooperation und Betreuung durch den Tutor. In diesem Bericht werden die Teilnehmerbewertungen aller Kurse seit 1997 dargestellt. Die Evaluationsergebnisse werden für jeden Kurs erläutert. Darüber hinaus werden Vergleiche zwischen den Kursen berichtet. Insgesamt sind die Studierenden sehr zufrieden mit den Kursen. Die Befunde werden in Zusammenhang mit Fragestellungen zukünftiger Forschung diskutier

Magnetic catalysis in the (2+1)-dimensional Gross-Neveu model

We study the Gross-Neveu model in $2+1$ dimensions in an external magnetic field $B$. We first summarize known mean-field results, obtained in the limit of large flavor number $N_\mathrm{f}$, before presenting lattice results using the overlap discretization to study one reducible fermion flavor, $N_\mathrm{f}=1$. Our findings indicate that the magnetic catalysis phenomenon, i.e., an increase of the chiral condensate with the magnetic field, persists beyond the mean-field limit for temperatures below the chiral phase transition and that the critical temperature grows with increasing magnetic field. This is in contrast to the situation in QCD, where the broken phase shrinks with increasing $B$ while the condensate exhibits a non-monotonic $B$-dependence close to the chiral crossover, and we comment on this discrepancy. We do not find any trace of inhomogeneous phases induced by the magnetic field.Comment: 10 pages + 4 pages appendix, 10 figure

Psychological Perspectives on Motivation through Gamification

Gamification is an innovative approach to foster motivation. It refers to the use of game elements in non-game contexts. This article adopts a differentiated view on the topic of gamification and investigates, how and why different game elements can address different motivational mechanisms. At first, the concept of gamification and specific game elements characteristic of gamification are described. After that, different motivational perspectives were analyzed and motivational mechanisms in form of effect hypotheses were derived from these perspectives. To investigate the motivational pull of gamification, game elements are matched with motivational mechanisms. Our theoretical inquiry shows that gamification potentially addresses motivational mechanisms and thereby fosters motivation. These theoretical results can be used for the effective design of gamification environments and represent a basis for empirical research. Further research is required to confirm these theoretical findings

Re-engineering the mission life cycle with ABC and IDEF

The theory behind re-engineering a business process is to remove the non-value added activities thereby lowering the process cost. In order to achieve this, one must be able to identify where the non-value added elements are located which is not a trivial task. This is because the non-value added elements are often hidden in the form of overhead and/or pooled resources. In order to be able to isolate these non-value added processes from among the other processes, one must first decompose the overall top level process into lower layers of sub-processes. In addition, costing data must be assigned to each sub-process along with the value the sub-process adds towards the final product. IDEF0 is a Federal Information Processing Standard (FIPS) process-modeling tool that allows for this functional decomposition through structured analysis. In addition, it illustrates the relationship of the process and the value added to the product or service. The value added portion is further defined in IDEF1X which is an entity relationship diagramming tool. The entity relationship model is the blueprint of the product as it moves along the 'assembly line' and therefore relates all of the parts to each other and the final product. It also relates the parts to the tools that produce the product and all of the paper work that is used in their acquisition. The use of IDEF therefore facilitates the use of Activity Based Costing (ABC). ABC is an essential method in a high variety, product-customizing environment, to facilitate rapid response to externally caused change. This paper describes the work being done in the Mission Operations Division to re-engineer the development and operation life cycle of Mission Operations Centers using these tools