Additive Fertigung im handlungsorientierten Unterricht umsetzen: Herausforderungen und Lösungsansätze

Themen wie additive Fertigung und 3D-Druck sind mittlerweile aus Nischen im (Fort-)Bildungsbereich hervorgetreten und auch bereits im Regelschulwesen Bestandteil von Lehrplänen geworden. Hieraus ergeben sich neue didaktische Herausforderungen, insbesondere wenn es darum geht, die Lernenden in der Entwicklung von Handlungskompetenz mit dieser neuen Technologie zu unterstützen. Im Zentrum dieses Beitrages steht die Fragestellung, welche Herausforderungen mit einer handlungsorientierten Didaktik des 3D-Drucks verknüpft sind und welche praktischen Implikationen sich für den schulischen Unterricht ableiten lassen. Hierfür erfolgt ein kompilatorischer Zugang über Literatur zur Handlungsorientierung, woraus in der Folge Herausforderungen für die Umsetzung handlungsorientierten Unterrichts mit 3D-Druckern abgeleitet werden. Insbesondere das Zurverfügungstellen der Hardware in Verbindung mit einer lebensweltlichen Anwendung des Gelernten stellt hierbei eine zentrale Herausforderung dar.Additive manufacturing and 3D-printing are no longer topics being discussed in the highly specialized educational settings of Makerspaces and Fablabs but are also part of the curricula of certain school types within the formal school system. Out of this increased prevalence originate new didactical challenges, especially when it comes to enabling learners to develop a holistic competence of action taking. At the center of this paper lies the research question, which challenges are linked to an action-oriented teaching of 3D-printing and which practical implications might be derived. A compilatory approach is used via literature on action-oriented teaching and learning. Within a next step, challenges for implementing action-oriented learning in connection with 3D-printing in a school-based environment are derived. It becomes apparent, that supplying the hardware and enabling realistic application scenarios for the learners represent main challenges in teaching 3D-printing at school

Providing feedback, orientation and opportunities for reflection as key elements for successful mentoring programs: Reviewing a program for future business education teachers

The first steps into teaching are critical for novice teachers. Near to the end of their masterΓÇÖs program, students of Business Education and Development spend a particular semester at an assigned school and are introduced to teaching, while being assisted by peer students, mentoring teachers and an companion course. Mentors receive a special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1) providing feedback, (2) opportunities for reflection and (3) career orientation.The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of these programs. Between 2012 and 2015 188 persons (student teachers and their mentors) were questioned via online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires) regarding the student teachersΓÇÖ perception of their own competences was utilized, allowing for a comparison of the situation before and after the mentoring program.The present results provide insight into the key elements of successful mentoring programs; both from a student teacherΓÇÖs and mentorΓÇÖs perspective. During the semester, students show an increase regarding their self-perception of their professional competences. Students and mentoring teachers value direct feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries) are considered helpful. The structure of the mentoring program enables students to perform orientation on the choice whether to become a teacher or not

Implementing an e-portfolio to foster students\u27 ability for (self)-reflection: Lessons learned and issues still to be addressed

The purpose of this paper is to review the role of software within an ePortfolio (ePF) initiative for students of a five-semester master’s program for Business Education and Development. The didactical aim of the ePF initiative presented is to enhance students’ ability for (self-)reflection. An accompanying study of the implementation process allows for evaluating the impact of the ePF initiative as well as for the evaluation of its implementation. At six points of time students fill in questionnaires regarding their self-perception of their own competences and their rating of the side conditions of the implementation, leading to 1,925 questionnaires up to September 2018. Results show a positive impact on students’ self-perception of their own competences and the perceived importance of self-reflective learning. Regarding the ePF implementation, students generally value the ePF work, especially with regard to the support of their reflection process by an external coach. However, they criticize the time intensity of the reflection process, resulting in the need of a clear communication of the aims of portfolio work to uphold students’ motivation. Although the software only represents a side condition in the ePF initiative discussed, students have specifically criticized the software provided – leading to the conclusion that the software might act as hygiene factor on students’ motivation to reflect. From these findings arises the need for further research, which is subject to an interview study among the participants of the ePF initiative being currently in preparation

Designing a MOOC to foster critical thinking and its application in business education

This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The “Dr. Internet” MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge

Providing entrepreneurship education to business and non-business students: A holistic view on different approaches

Entrepreneurship education has developed to a field of great significance, since a thoroughly carried out entrepreneurship education might serve as catalyst to enable economic growth and sustainable development. This paper follows a broad understanding of entrepreneurship education and concentrates on entrepreneurship education at universities. Several strategies to foster entrepreneurship and entrepreneurial spirit are introduced and didactical possibilities are presented by practical examples, such as business simulations and the project TIMEGATE. Finally, consequences and limitations of teaching entrepreneurship with a special focus on interest profiles of business teachers are discussed critically. As a practical implication, it becomes apparent that measures of entrepreneurship education require accurate reconcilement of didactical aims, teaching methods and assessment. Additional measures such as the introduction of role models can provide another contribution to foster entrepreneurship education within the classroom

Artificial intelligence and its potential in adult education. Substitution versus augmentation - between what is possible and what is worth striving for

Im Zentrum des Beitrags steht die Frage, inwiefern es durch den Einsatz von künstlicher Intelligenz möglich und sinnvoll ist, die didaktischen Möglichkeiten der Erwachsenenbildung zu erweitern (Augmentation) oder ErwachsenenbildnerInnen zu ersetzen (Substitution). Um das zu beantworten, erörtert der Beitrag das Spannungsfeld zwischen Augmentation und Substitution auf Basis einer grundlegenden Einführung in den Begriff der künstlichen Intelligenz und deren Ausprägungsformen. Spezifiziert werden die Ausführungen mithilfe der potenziell für die Erwachsenenbildung relevanten Anwendungsfelder im Forschungsfeld Artificial Intelligence in Education (AIED): Intelligent Tutoring Systems, Game based Learning sowie Learning Analytics. Dabei zeigt sich, dass eine wohldosierte Augmentation von Lehr-Lern-Settings möglich ist und sinnvoll sein kann. Eine vollständige Substitution kann bei derzeitigem Stand der Technik allerdings nicht zielführend eingelöst werden. Es bleibt außerdem zu diskutieren, ob die Substitution der Lehrperson eine erstrebenswerte Vision für die Zukunft der Erwachsenenbildung darstellt. (DIPF/Orig.)The article revolves around the question of to what extent it is possible and makes sense to expand didactic options for adult education (augmentation) or to replace adult educators (substitution) through the use of artificial intelligence. To answer this question, the article examines the tension between augmentation and substitution based on an introduction to the concept of artificial intelligence and its forms of expression. Specifically mentioned are the fields of application potentially relevant for adult education in the research area of artificial intelligence in education (AIED): intelligent tutoring systems, game-based learning and learning analytics. It appears that a good measure of augmentation of teaching-learning settings is possible and may make sense. Complete substitution cannot be effectively undertaken with the current state of technology. It must also be discussed whether substitution of the instructor represents a vision for the future of adult education that is worth striving for. (DIPF/Orig.

Practice enterprises in times of distance learning: The impact and consequences of the Covid-19 pandemic to the collaboration of practice enterprises

The aim of this paper is to outline the consequences which arise from the digital transformation of the multidimensional teaching and learning setting of practice enterprises and to discuss how digital collaboration of students can be supported during the COVID-19 pandemic. As an evolutionary moment also in the field of education, one can consider the experiences of COVID-19 as a catalyst for digital transformation and distance learning in education. How digital collaboration can be fostered in times of distance learning is shown by using the example of business simulations such as practice enterprises (PE). While previously this multidimensional teaching and learning setting was organized to a large extent onsite in a special classroom, a new learning and working environment had to be created with the transition to distance learning. By presenting two specific PE-activities (the Erasmus+ Project HEIPNET and the Online Trading Day at the University of Graz) a better insight is gained into how practice enterprises work and how the digitalization of teaching and learning settings is achieved in this context. It is concluded that COVID-19 has led to an accelerated need for teachers to rethink their didactical settings, with the role of the teacher as a designer of an adequate learning and working environment getting even more relevant than before. In addition, the article aims to identify opportunities to promote digital collaboration and contribute to learners\u27 employability

Triggering Factors for (Self-)Reflection. An Inquiry in the Context of an ePortfolio Initiative

The purpose of this paper is to give insight into an ongoing ePorfolio (ePF) implementation for students of a five semester Master’s Programme for Business Education and Development. An accompanying study of this ePF implementation aims at evaluating the students’ self-perception of their competence development. At six points of time throughout their Master’s Programme, students fill in questionnaires totalling up to 2,326 questionnaires by March 2020. The focus of this paper lies on the triggering factors for (self-)reflection. The results show, that obligation is a main triggering factor for (self-)reflection, thus indicating the importance of curricular integration of the ePF work for a successful (self-)reflection process

Evaluation von schwarmintelligenzbasierten Heuristiken für das Single Machine Total Weighted Tardiness Problem

Job Scheduling umfasst die Zuordnung von Jobs zu Maschinen unter Berücksichtigung von Zielfunktionen. Das Single Machine Total Weighted Tardiness Problem (SMTWTP) stellt ein NP-schweres Scheduling-Problem dar. Die Zielfunktion repräsentiert die Summe der (positiven) Verspätungen, welche durch die entsprechende Reihung der Jobs minimiert wird. Aufgrund der Komplexität des Problems sind Heuristiken zur Lösung prädestiniert. Ziel dieser Masterarbeit ist eine Performanceanalyse schwarmintelligenzbasierter Heuristiken für Instanzen mit variierenden „Schwierigkeitsgraden“. Schwarmintelligenzbasierte Heuristiken beruhen auf dem Zusammenwirken simpler Agenten, welche durch Befolgung einfacher Regeln komplexe emergente Strukturen hervorbringen können. Das Spektrum biologischer Vorbilder reicht vom Verhalten schwarmbildender Insekten (Ameisen, Bienen) bis hin zum Jagdverhalten von Säugetieren (Fledermäuse, Wölfe). Im Rahmen der vorliegenden Arbeit erfolgt eine Evaluation von 15 Heuristiken. Zunächst wurde die Performance dieser Heuristiken bei der Minimierung von Benchmark-Funktionen untersucht. Die Rangreihung der Heuristiken differiert je nach „Schwierigkeit“ (u.a. Modalität) der betrachteten Funktionen. Eine Ableitung von allgemeingültigen Aussagen bezüglich der Performance der Heuristiken ist jedoch nicht möglich. Im Rahmen einer problemspezifischen Evaluation erfolgte anschließend eine Performanceanalyse für das SMTWTP, welche exemplarisch anhand der Ant Colony Optimization-Heuristik durchgeführt wurde. Die zugrundeliegenden Testinstanzen weisen erneut unterschiedliche „Schwierigkeitsgrade“ auf, welche durch die „Knappheit“ des Zeitplanes (tardiness factor) sowie durch die Varianz der due dates definiert werden. Insbesondere für Instanzen mit einer hohen Varianz der due dates erzielte die vorliegende Implementierung der ACO-Heuristik Lösungen, welche in Relation zu den übrigen Lösungen überdurchschnittlich nahe am Optimu liegen.Job scheduling comprises the assignment of jobs to machines based on certain objective functions. The Single Machine Total Weighted Tardiness Problem (SMTWTP) represents a NP-hard scheduling problem. The objective is to sequence the jobs on a single machine, so that the total weighted tardiness is minimized. Due to the computational complexity of the problem, heuristics are often applied in practice for problem solving. The aim of this master thesis is the evaluation of the performance of swarm intelligence-based heuristics for optimizing test instances of varying "difficulty". Swarm intelligence-based heuristics are based on the interaction of simple individuals (agents) who act according to a simple set of rules which allows them to produce complex emergent structures. The spectrum of biological prototypes ranges from the behaviour of swarm-building insects (e.g. ants, bees) to the hunting behaviour of mammals (e.g. bats, grey wolves). Within this work 15 swarm intelligence-based heuristics are evaluated. First, the performance of the heuristics during the minimization of benchmark-functions is assessed. Within this process the results of 24 studies are aggregated, to generate a ranking of the different heuristics. However, it was not possible to derive universally valid statements regarding the performance of the heuristics. Second, within the problem specific evaluation a performance-analysis for the SMTWTP is carried out using the (swarm intelligence-based) ant colony optimization (ACO)-heuristic. The test instances exhibit varying "difficulty-levels", represented via the "tightness" of the schedule (tardiness factor) and the relative range of due dates. In particular for instances with a high relative range of due dates the implementation of the ACO-heuristic carried out within this work generated above-average solutions, compared to the solutions found in all the remaining cases.Gernot DreisiebnerAbweichender Titel laut Übersetzung der Verfasserin/des VerfassersZsfassungen in dt. und engl. SpracheGraz, Univ., Masterarb., 2015(VLID)35610

Kognitive Anforderungen für den Umgang mit künstlicher Intelligenz : eine Betrachtung im Kontext der wirtschaftlichen Ausbildung an der Handelsakademie

Künstliche Intelligenz (KI) befasst sich unter anderem mit der Übertragung des menschlichen kognitiven Leistungsspektrums auf Computersysteme. Bedingt durch einen Bedeutungszuwachs technischer Lösungen für Erfassung, Austausch und Analyse von Informationen gewinnt die Thematik an Relevanz für die wirtschaftliche Ausbildung an der Handelsakademie. Im Zentrum dieser Masterarbeit steht die Frage, welche kognitiven Anforderungen für den Umgang mit künstlicher Intelligenz notwendig sind und welche Schlussfolgerungen sich daraus für die wirtschaftliche Ausbildung an der Handelsakademie ergeben. Zunächst erfolgt eine Betrachtung ausgewählter menschlicher kognitiver Prozesse, wobei unter anderem die Bedeutung von Wissen und Wissensrepräsentation als Basis jeglicher kognitiver Prozesse betont wird. Anschließend werden die erlangten Erkenntnisse in den Kontext der KI-Forschung gesetzt und deren aktueller Stand thematisiert. Neben Wissensrepräsentation werden auch schlussfolgerndes Denken und Suchstrategien als grundlegende Aspekte für die Schaffung künstlicher Intelligenz identifiziert. Das Zusammenwirken dieser Komponenten wird exemplarisch am KI-System IBM Watson demonstriert. Basierend auf einer Darstellung konkreter Anwendungsszenarien und der Leistungsfähigkeit aktueller KI-Systeme Business Intelligence Systeme, Semantic Web und Intelligent Agents werden jene kognitiven Anforderungen abgeleitet, welche zum Umgang mit künstlicher Intelligenz benötigt werden. Angesichts der Leistungsfähigkeit aktueller KI-basierter Systeme hinsichtlich Informationssuche und -bereitstellung bleibt die Fähigkeit relevant, Informationen zu finden, ihre Qualität einzuschätzen und in die eigene Wissensbasis eingliedern zu können. Dieses Bildungsziel findet sich ebenfalls im Lehrplan der Handelsakademie wieder. Gleichzeitig ist zu betonen, dass der Einsatz von Computern im Unterricht noch kein Garant für den Lernerfolg der Schülerinnen und Schüler ist.Artificial intelligence (AI) is concerned with the transmission of the human cognitive spectrum on computer systems. Due to a growing importance of technical solutions for acquiring, sharing and analysis of information, the subject gains relevance for business education at Commercial Colleges in Austria. The focus of this master thesis lies on the question, which cognitive requirements are needed for working with artificial intelligent systems and what conclusions arise for business education within Commercial Colleges. First, in the context of cognitive science, a consideration of selected human cognitive processes takes place. The importance of knowledge and knowledge representation as a basis of all cognitive processes is emphasized. Subsequently, the obtained findings are viewed in the context of AI research and the current status of AI research is discussed. In addition to knowledge representation the concepts of reasoning and search strategies are identified as fundamental aspects for the creation of artificial intelligence. The interaction of these components is exemplarily demonstrated by describing the AI system IBM Watson. Based on a discussion of specific application scenarios and the performance of current AI systems Business Intelligence Systems, Semantic Web and Intelligent Agents the cognitive requirements are derived, which are required for dealing with intelligent computer systems. Findings from the fields of information literacy and media literacy are used to validate the results. Ultimately, even when using modern AI systems, the ability to find information, to assess its quality and to integrate the attained information into ones own knowledge base stays relevant for the individual. This educational goal can also be found in the curriculum of Commercial Colleges. At the same time it must be emphasized that the use of (intelligent) computers within the classroom is still no guarantee for the learning success of students.Gernot DreisiebnerAbweichender Titel laut Übersetzung der Verfasserin/des VerfassersZsfassungen in dt. und engl. SpracheGraz, Univ., Masterarb., 2015(VLID)40890