Towards a Classification of Learning Support Systems at the Digitized Workplace

Abstract: In light of the transformation to cyber-physical production systems in Industry 4.0, the increasing trend of digitalization and product customization together with the demographic changes in Germany reveal a clear need for supporting the employees' sustainable competences development at the workplace. In this context, technology-enhanced learning environments provide new approaches for developing the vocational training system at the workplace. This paper discusses the pedagogical, didactic and technical aspects that characterize learning systems at the manufacturing and digitized workplace. Furthermore, a set of current learning solutions for supporting the employees' informal learning under industrial settings will be classified based on the introduced scheme as a foundation for a more comprehensive overview in future. Keywords: Workplace Learning; Assistance System; Learning Platform; Industry 4.0. Motivation The increasing digitization of manufacturing enabled by cyber-physical systems (CPS) and of other processes in the supply chain will enforce changes in terms of qualification requirements, the quality of work, the organization forms of work and cooperation between humans and technology [Bo15]. The assembly industry will need innovative learning solutions to provide the workers with the required competences for assembling, picking and setting-up the products through short and fast learning activities. Furthermore, the move towards digitalization in the context of industry 4.0 will cause steady increase in the complexity of production process control as well as the operation and maintenance of the equipments [HK14]. Accordingly, the employees' tasks will primary involve activities of monitoring highly automated processes and regular intervention to keep the process under normal operating conditions. Recently, many research projects have addressed the major challenges for updating the vocational training system in order to meet the growing need for sustainable competences development. However, to the best of our knowledge, there is no comprehensive scheme to classify the various workplace learning solutions, which can be essential to identify areas that are currently disregarded or deemed challenging for research. In this work, we propose a first classification scheme which explains and relates the different concepts and terms that characterize learning solutions for the digitized workplace

Service-basierte Infrastruktur für pervasive Lehr- und Lernarrangements

Diese Dissertationsschrift analysiert die infrastrukturellen Herausforderungen für pervasive Hochschulen. Sie bewertet die Eignung heutiger Kommunikationsmodelle als infrastrukturelle Basis und motiviert den Einsatz Service-orientierter Architekturen (SOA). Sie stellt ferner bekannte Interoperabilitätsansätze vor und bewertet diese hinsichtlich ihrer Eignung zur Interoperabilität in pervasiven Umgebungen. Es wird anschließend ein systematischer Interoperabilitätsansatz vorgestellt. Für die klassifizierten SOA-Implementierungen werden Strategien zu deren Integration in diesen Ansatz erarbeitet

The role of mobile health technologies in promoting COVID-19 prevention

Background: Researchers have found innovative ways of using mobile health (mHealth) technologies to prevent the spread of coronavirus disease 2019 (COVID-19). However, fewer studies have been done to determine their adoption and effectiveness. Objective: This review summarises the published evidence on the effect of mHealth technologies on the adoption of COVID-19 preventive measures, prevention knowledge acquisition and risk perception as well as technology adoption features for COVID-19 prevention. Methods: PubMed, IEEE and Google Scholar databases were searched for peer-reviewed literature from 1 January 2020 to 31 March 2022 for studies that evaluated the effect of mHealth technologies on COVID-19 preventive measures adoption, prevention knowledge acquisition and risk perception. Thirteen studies met the inclusion criteria and were included in this review. All the included studies were checked for quality using the mHealth evidence reporting and assessment (mERA) checklist. Results: The review found out that the utilisation of mHealth interventions such as alert text messages, tracing apps and social media platforms was associated with adherence behaviour such as wearing masks, washing hands and using sanitisers, maintaining social distance and avoiding crowded places. The use of contact tracing was linked to low-risk perception as users considered themselves well informed about their status and less likely to pose transmission risks compared to non-users. Privacy and security issues, message personalisation and frequency, technical issues and trust concerns were identified as technology adoption features that influence the use of mHealth technologies for promoting COVID-19 prevention. Conclusion: Utilisation of mHealth may be a feasible and effective way to prevent the spread of COVID-19. However, the small study samples and short study periods prevent generalisation of the findings and calls for larger, longitudinal studies that encompass diverse study settings.Peer Reviewe

Students and Virtual Reality: An ‘instructional leaflet’ for the Implementation of Immersive Learning Scenarios in School Settings

Immersiven Technologien wie Virtual Reality (VR) wird aktuell in allen Bildungsbereichen ein grosses Potenzial als Bildungstechnologien und Lernmedien zugeschrieben, obwohl derzeit noch viele Fragen bzgl. Lernwirksamkeit, pädagogischer und didaktischer Gestaltung sowie medizinischer und ethischer Einsatzrisiken nicht ausreichend beantwortet werden können. Diese haben jedoch insbesondere für den Schulunterricht eine besondere Relevanz, da Kinder immer auch Schutzbefohlene darstellen. Dieser Artikel gibt im metaphorischen Sinne eines «Beipackzettels» einen Überblick über die Bedenken und Risiken des schulischen VR-Einsatzes aus medizinischer, pädagogischer, didaktischer, technischer und ethischer Perspektive mit dem Ziel, eine sensibilisierte und reflektierte Nutzung dieser vielversprechenden Technologie zu ermöglichen. Daher werden weiterhin konkrete Gestaltungsempfehlungen für Lehrende, Lernende, Eltern, Bildungsinstitutionen, Personen in der Entwicklung sowie politische Akteur:innen formuliert. Dieser Artikel möchte des Weiteren mit diesen Empfehlungen einen Grundstein für den interdisziplinären Diskurs im Bereich der schulischen Nutzung von VR als Lernmedium legen. Er ist daher mit einem Beteiligungsaufruf zur Mitwirkung aller am Schulunterricht beteiligten Akteur:innen verbunden.Immersive technologies such as virtual reality (VR) are currently considered to have a great potential as educational technologies and learning media over all areas of education, although many questions regarding learning effectiveness, pedagogical and didactic design, and medical as well as ethical risks of use cannot yet be answered sufficiently. However, they are of particular relevance for school teaching, since children are always also considered to be subjects of protection. In the metaphorical sense of an «instructional leaflet», this article provides an overview of the concerns and risks of VR use in schools from medical, pedagogical, didactical, technical, and ethical perspectives with the aim of enabling a sensitized and reflected use of this promising technology. Therefore, specific design recommendations for teachers, learners, parents, educational institutions, developers as well as political actors are further formulated. Furthermore, this article wants to provide a foundation for an interdisciplinary discourse in the area of the VR-usage as a learning medium in schools. It is therefore connected with a call for participation of all stakeholders involved in school education

Handwerkliches Lackieren mit Virtual Reality (HandLeVR)

Kompetenzentwicklung in der beruflichen Aus- und Weiterbildung beinhaltet den Erwerb von Wissen, Fertigkeiten und Einstellungen, häufig mit einem Schwerpunkt auf psychomotorischer Koordination. Der Kompetenzerwerb in der Ausbildung zum Fahrzeuglackierer bzw. zur Fahrzeuglackiererin wird durch soziale, wirtschaftliche und ökologische Faktoren behindert. Um diese Hürden zu überwinden, entwickelt das Forschungsprojekt HandLeVR (Handlungsorientiertes Lernen in der VR-Lackierwerkstatt) ein Virtual-Reality-Training auf der Grundlage des empirisch validierten 4C/ID-Modells. Der Artikel stellt das Vorgehen und die Resultate des Projekts vor und präsentiert Ergebnisse einer ersten Evaluierungsstudie (z. B. zu Akzeptanz und Präsenzerleben)

Hyperoxemia and excess oxygen use in early acute respiratory distress syndrome : Insights from the LUNG SAFE study

Publisher Copyright: © 2020 The Author(s). Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Background: Concerns exist regarding the prevalence and impact of unnecessary oxygen use in patients with acute respiratory distress syndrome (ARDS). We examined this issue in patients with ARDS enrolled in the Large observational study to UNderstand the Global impact of Severe Acute respiratory FailurE (LUNG SAFE) study. Methods: In this secondary analysis of the LUNG SAFE study, we wished to determine the prevalence and the outcomes associated with hyperoxemia on day 1, sustained hyperoxemia, and excessive oxygen use in patients with early ARDS. Patients who fulfilled criteria of ARDS on day 1 and day 2 of acute hypoxemic respiratory failure were categorized based on the presence of hyperoxemia (PaO2 > 100 mmHg) on day 1, sustained (i.e., present on day 1 and day 2) hyperoxemia, or excessive oxygen use (FIO2 ≥ 0.60 during hyperoxemia). Results: Of 2005 patients that met the inclusion criteria, 131 (6.5%) were hypoxemic (PaO2 < 55 mmHg), 607 (30%) had hyperoxemia on day 1, and 250 (12%) had sustained hyperoxemia. Excess FIO2 use occurred in 400 (66%) out of 607 patients with hyperoxemia. Excess FIO2 use decreased from day 1 to day 2 of ARDS, with most hyperoxemic patients on day 2 receiving relatively low FIO2. Multivariate analyses found no independent relationship between day 1 hyperoxemia, sustained hyperoxemia, or excess FIO2 use and adverse clinical outcomes. Mortality was 42% in patients with excess FIO2 use, compared to 39% in a propensity-matched sample of normoxemic (PaO2 55-100 mmHg) patients (P = 0.47). Conclusions: Hyperoxemia and excess oxygen use are both prevalent in early ARDS but are most often non-sustained. No relationship was found between hyperoxemia or excessive oxygen use and patient outcome in this cohort. Trial registration: LUNG-SAFE is registered with ClinicalTrials.gov, NCT02010073publishersversionPeer reviewe

Eine Fallstudie

Im November/Dezember 2020 wurde eine der ersten wissenschaftlichen Tagungen per Social Virtual Reality (SocialVR) durchgeführt. Die mehrwöchige Fachtagung thematisierte die Verankerung von Technologien der Virtual und Augmented Reality (VR/AR) in der beruflichen Bildung. Im Fokus stand auch die Untersuchung der Eignung des immersiven Mediums als Bildungstechnologie für den Tagungskontext. Dieser Beitrag beschreibt die Konzeption und Durchführung der Tagung im Hinblick auf die besonderen Eigenschaften von SocialVR. Weiterhin werden die Ergebnisse der Evaluierung vorgestellt, die der Frage nachgeht, welche Stärken und Schwächen SocialVR für wissenschaftliche Online-Tagungen bereithält.In November/December 2020, one of the first scientific conferences per Social Virtual Reality (SocialVR) was held. The conference, which lasted several weeks, addressed the anchoring of virtual and augmented reality (VR/AR) technologies in vocational education. The focus was also on examining the suitability of the immersive medium as an educational technology for the conference setting. This paper describes the conception and implementation of the conference with regard to the special characteristics of SocialVR. Furthermore, the results of the evaluation are presented, which explores the question of what strengths and weaknesses SocialVR has in store for online academic conference

3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world

Erfahrbares Programmieren durch den zielgerichten Einsatz von Flugdrohnen im Informatikunterricht

Informatik- und insbesondere Programmierunterricht sind heute ein wichtiger Bestandteil der schulischen Ausbildung. Vereinfachte Entwicklungsumgebungen, die auf die Abstraktion typischer Programmierkonzepte in Form von grafischen Bausteinen setzen, unterstützen diesen Trend. Zusätzliche Attraktivität wird durch die Verwendung exotischer Laufzeitumgebungen (z. B. Roboter) geschaffen. Die in diesem Paper vorgestellte Plattform “ScratchDrone” führt ergänzend zu diesen Angeboten eine moderne Flugdrohne als innovative Laufzeitumgebung für Scratch-Programme ein. Die Programmierung kann dabei dank modularer Systemarchitektur auf verschiedenen Abstraktionsebenen erfolgen, abhängig vom Lernfortschritt der Schüler. Kombiniert mit einem mehrstufigen didaktischen Modell, der Herausforderung der Bewegung im 3D-Raum sowie der natürlichen menschlichen Faszination für das Fliegen wird so eine hohe Lernmotivation bei jungen Programmieranfängern erreicht.Today, teaching on fundamental programming skills is one of the essential IT-related topics in schools. This trend is brought forward by simple development environments like Scratch. Those abstract from detailed programming concepts in terms of graphical building blocks. Exotic runtime platforms like robots further increase the attractiveness. The solution “ScratchDrone” provides quadrocopters as an innovative new platform to run Scratch programs. The modular system architecture of ScratchDrone allows children to program on multiple layers of abstraction depending on their individual learning progress. The combination of a multi-layer didactical model, the movement in 3D space, as well as the natural human fascination for flying results in a high learning motivation for young programmers