Approach for Conceptualization and Implementation of Virtual Reality in Learning Factories

Learning factories are already in their physical design a complex and expensive tool for vocational training. However, despite the high-quality learning factory concepts available today, the complexity of the industrial production environment makes the transfer of intended competencies into the operational application situation a challenging task. With Virtual Reality (VR), this challenge can be met by adapting the learning environment and personalizing the learning scenario to the respective participants. Though, the adaption of the learning environment to the expected participants brings new challenges. In addition to the necessity of a clear definition of target groups and intended competencies, which is also present in the physical concept, there are further challenges for VR, e.g. the selection of design elements in the virtual environment or the best possible integration of virtual learning scenarios in hybrid learning modules. That can be met with a reasonable conception and implementation process: in the research project PortaL, a multi-stage procedure with nine sections in three phases was developed that assists the structured conceptualization and implementation of virtual learning scenarios and offers a better experience for the participants. The presented approach guides its users through the definition of objectives and requirements as well as the actual concept and evaluation phases. These aspects are covered among others and are presented in this publication

NISAS-2000 - die "Nationwide Insomnia Screening and Awareness Study": Insomnien und Schlafstörungen in der allgemeinärztlichen Versorgung

ZIEL: Ermittlung der Stichtagsprävalenz von Insomnie und anderen Schlafstörungen in deutschen Allgemeinarztpraxen sowie Bestimmung hausärztlicher Erkennensraten. METHODIK: Bundesweite Zufallsauswahl von 539 Arztpraxen. Charakterisierung der Arzt- und Praxismerkmale mittels initialer Vorstudie. Darauf folgend eine Stichtagsbefragung aller Hausarzt-Patienten mittels Schlaffragebogen (PSQI) und klinischen Fragen (N = 19155 Fälle) sowie klinisch-ärztliche Beurteilung durch den behandelnden Artz mittels CGI und Fragebogen. ERGEBNISSE: 1. Trotz nur moderater Kompetenzeinschätzungen hinsichtlich Diagnose und Therapie behandeln Hausärzte Insomnien und andere Schlafstörungen vorwiegend selbst, auch wenn diese einen hohen Behandlungsaufwand erfordern. 2. Die Stichprobe kann als typisch für die Hausarzt-Klientel angesehen werden. 3. Schlafstörungen sind der dritthäufigste Konsultationsanlass. Nahezu jeder zweite Patient berichtete, in den vergangenen 2 Wochen unter Schlafbeschwerden gelitten zu haben, 26,5% erfüllten aufgrund der subjektiven Angaben die Studienkriterien (DSM-IV) für Insomnie. 4. Auch die Ärzte beurteilten 46,4% aller ihrer Patienten mittels CGI zumindest als Grenzfälle einer Schlafstörung, 85,6% wurden als chronisch eingeordnet. Die ärtzlich beurteilte Insomnieprävalenz betrug 25,9%, die anderer Schlafstörungen 13,7%. 5. Nur 54,3% aller Insomniepatienten wurden auch als solche vom Hausarzt diagnostiziert. DISKUSSION: Die Studie liefert erstmals bundesrepräsentative, differenzierte epidemiologische Daten zu der Prävalenz, dem Schweregrad, den Einschränkungen und den Verlaufsmustern von Insomnien und Schlafstörungen. Die außerordentlich große Häufigkeit und die zum Teil markanten Defizite hinsichtlich Erkennen und Diagnostik in der primärärztlichen Versorgungen werden diskutiert.AIM: To estimate the point prevalence of insomnia, recognition and prescription behavior in primary care. METHODS: Nationwide sample of 539 primary care settings along with their characterization (stage 1). Standardized assessment of all attenders (N = 19.155 patients) on the NISAS target day using a sleep questionnaire (PSQI) and additional questions to cover psychosocial and additional clinical variables. All patients were evaluated by the primary care doctors using a standardized clinical appraisal questionnaire, including a CGI-rating. RESULTS: Prevalence insomnia according to DSM-IV was 26.5%. Recognition of presence of any clinically significant sleep disorder was 72%, recognition of insomnia was poor 54.3%. 85.6% of insomnia patients were rated as chronic. Close to 50% of all insomnia cases did not receive a specific insomnia therapy. Herbals, followed by hypnotics and sedatives and antidepressants were the three most frequent treatments applied, psychotherapy was only seldomly indicated. DISCUSSION: NISAS provides for the first time nationally representative estimates of interventions for insomnia in primary care. The relatively low treatment rates and the high proportion of chronic patients receiving longterm prescription of benzodiazepines seem to be critical. Priorities for future agenda to improve this situation are discussed

User-oriented Design of Virtual Reality Supported Learning Factory Trainings: Methodology for the Generation of Suitable Design Elements

The concept of the physical learning factory's concept includes numerous requirements to meet existing learning theory principles. Nevertheless, despite the versatile learning factory concepts available today, the high degree of complexity of the industrial production environment makes it challenging to transfer the competencies learned into the operational application situation. With Virtual Reality, training participants have the opportunity to learn in physical learning environments with transfer-oriented action tasks in virtual space directly after the training. The learning process can be personalized and adapted in the virtual learning environment. Each training participant can individually determine elements of the learning situation. For example, training participants choose the entire learning environment adapted to their unique real production environment. Virtual Reality enables new forms of reflection, e.g. recording the learning process and the associated actions. However, this sets new requirements in the context of design, which creates different challenges in Virtual Reality compared to the physical concept. The research project PortaL pursues a two-stage procedure to tailor the virtual learning environment to users in the best possible way. A pre-selection of potential design elements was presented to various stakeholders and evaluated by them in a Delphi study regarding their respective suitability for representing different aspects. A list of rated design elements resulted from this evaluation. This paper shows the methodology which was used for the design element identification and evaluation

Approach for Conceptualization and Implementation of Virtual Reality in Learning Factories

Learning factories are already in their physical design a complex and expensive tool for vocational training. However, despite the high-quality learning factory concepts available today, the complexity of the industrial production environment makes the transfer of intended competencies into the operational application situation a challenging task. With Virtual Reality (VR), this challenge can be met by adapting the learning environment and personalizing the learning scenario to the respective participants. Though, the adaption of the learning environment to the expected participants brings new challenges. In addition to the necessity of a clear definition of target groups and intended competencies, which is also present in the physical concept, there are further challenges for VR, e.g. the selection of design elements in the virtual environment or the best possible integration of virtual learning scenarios in hybrid learning modules. That can be met with a reasonable conception and implementation process: in the research project PortaL, a multi-stage procedure with nine sections in three phases was developed that assists the structured conceptualization and implementation of virtual learning scenarios and offers a better experience for the participants. The presented approach guides its users through the definition of objectives and requirements as well as th

A rice tubulin tyrosine ligase-like 12 protein affects the dynamic and orientation of microtubules

The detyrosination/retyrosination cycle is the most common post‐translational modification of α‐tubulin. Removal of the conserved C‐terminal tyrosine of α‐tubulin by a still elusive tubulin tyrosine carboxypeptidase, and religation of this tyrosine by a tubulin tyrosine ligase (TTL), are probably common to all eukaryotes. Interestingly, for plants, the only candidates qualifying as potential TTL homologs are the tubulin tyrosine ligase‐like 12 proteins. To get insight into the biological functions of these potential TTL homologs, we cloned the rice TTL‐like 12 protein (OsTTLL12) and generated overexpression OsTTLL12‐RFP lines in both rice and tobacco BY‐2 cells. We found, unexpectedly, that overexpression of this OsTTLL12‐RFP increased the relative abundance of detyrosinated α‐tubulin in both coleoptile and seminal root, correlated with more stable microtubules. This was independent of the respective orientation of cortical microtubule, and followed by correspondingly changing growth of coleoptiles and seminal roots. A perturbed organization of phragmoplast microtubules and disoriented cell walls were further characteristics of this phenotype. Thus, the elevated tubulin detyrosination in consequence of OsTTLL12 overexpression affects structural and dynamic features of microtubules, followed by changes in the axiality of cell plate deposition and, consequently, plant growth

Pixel-Bit

Resumen basado en el de la publicaciónSe presenta un proyecto de investigación aprobado por la Consejería de Educación de la Junta de Andalucía, cuyo objetivo principal es estudiar la influencia del género en las estrategias para implementar las Tecnologías de la Información y la Comunicación (TIC). Para ello se analiza la implantación de las TIC en varios centros desde la figura de los coordinadores de estas tecnologías. Los resultados muestran una mayoría de coordinadores, siendo el número de coordinadoras menor. Por último se destaca que no se revelan grandes diferencias entre los centros educativos en los que los proyectos están liderados por coordinadoras y los que lo están por coordinadores.AndalucíaES

Virtual Reality in der betrieblichen Bildung: Chancen und Herausforderungen

Lernfabriken ermöglichen praxisnahes Lernen in realistischen Produktionsumgebungen. Jedoch stellen der hohe Ressourcenbedarf und der Bedarf an personalisierten Lernszenarien Herausforderungen an das bestehende Konzept. Der Einsatz von VR erweitert die Möglichkeiten in Lernfabriken und begegnet diesen Herausforderungen. Dieser Beitrag stellt Chancen und Risiken beim Einsatz von VR in der Weiterbildung aus Sicht von Lernfabriken dar

Virtual Reality in der betrieblichen Bildung

Lernfabriken ermöglichen praxisnahes Lernen in realistischen Produktionsumgebungen. Jedoch stellen der hohe Ressourcenbedarf und der Bedarf an personalisierten Lernszenarien Herausforderungen an das bestehende Konzept. Der Einsatz von VR erweitert die Möglichkeiten in Lernfabriken und begegnet diesen Herausforderungen. Dieser Beitrag stellt Chancen und Risiken beim Einsatz von VR in der Weiterbildung aus Sicht von Lernfabriken dar

Agile Implementation of Virtual Reality in Learning Factories

The concept of learning factories fulfills current learning theoretical requirements in terms of the situation, process orientation, as well as authenticity. Nevertheless, due to the high complexity of the industrial production environment, it is challenging to transfer learned skills into the operational application situation. With Virtual Reality, training participants have the ability to learn with transfer-oriented action tasks in virtual space directly after the training in physical learning environments. The learning process can be personalized and adapted in the virtual learning environment. Each participant in the training can individually determine elements of the learning situation. For example, the entire learning environment can be adapted to the individual real production environment of the training participant. Through Virtual Reality, new forms of reflection are possible, e.g. recording the learning process. Technical, didactic and organizational requirements were identified by a systematic literature analysis. The research project is based on training courses in the process learning factory “Center for industrial Productivity” (CiP) located at TU Darmstadt. In order to assess and prioritize the requirements, expert surveys were conducted. The surveys are based on the Kano model in order to classify requirements. Must-be quality requirements are implemented in a minimum viable product (MVP). The MVP allows fast learning by testing and experimenting. Based on the agile manifesto, further requirements can be implemented agilely in the virtual environment