Medienbildung als Prozess nach Whitehead

Diese Arbeit hat sich zum Ziel gesetzt, die strukturale Medienbildungstheorie nach Winfried Marotzki und Benjamin Jörisson mit der prozesstheoretisch philosophischen Metaphysik nach Alfred North Whitehead zu analysieren. Im Vordergrund steht dabei die Frage, inwiefern sich der Kontingenzbegriff bei Marotzki und Jörisson mit der prozesstheoretischen Brille Whiteheads vereinbaren lässt. Hinzu kommt die differenzierte Betrachtung des Prozessbegriffs bei Whitehead im Vergleich zum Bildungs - bzw. Lernprozess bei Marotzki und Jörisson. Weiters bearbeitet diese philosophische Herangehensweise an die strukturale Medientheorie die Differenzen in Bezug auf die exakte Begriffsaufschlüsselung heraus. Das heißt, dass in dieser Arbeit ein Vergleich der Konstitutionen der Strukturalen Medientheorie, sowie der Konstitution der Metaphysik nach Whitehead stattfindet. Das Hauptaugenmerk liegt dabei auf dem Auffinden von potentiellen Ankerpunkten in der Medienpädagogik, welche mit Hilfe des prozessphilosophische Ansatzes von Whitehead diskussionswürdig weitergedacht werden.This thesis sets it’s sights on the analysis of the "‘Strukturale Medientheorie"’ of Winfried Marotzki and Benjamin Jörisson by means of the process theoretical philosophical metaphysic of Alfred North Whitehead. The question which has priority in this thesis is in what extent the term "‘contingency"’ following Marotzki/Jörisson can be declared with the eye of the process theoretical concept of Whitehead. Furthermore the term "‘process"’ subsequent to Whitehead will be compared with the term "‘Bildungs"’-process respectively learning process following Marotzki/Jörisson to on closer examination. Moreover the philosophical approach to the Strukturale Medientheorie is elaborating the differences concerning the exact interpretation of the terms. The focus is on detecting potential connecting factors for media education which could be developed with the help of the approach of the metaphysic of Whitehead according to further discussions in this field

Adaptive learning environments as serious games

In former concepts for programmed instruction (PI), intelligent tutoring systems (ITS), adaptive learning environments (ALE), and pedagogical recommender system (PRE) learning is understood as similar to algorithms - as a clearly describable, logical, and in this respect serious process. With this background it is attempted to create a complete description of teaching and learning for a precise support and control of learning processes in order to replace teachers. In contrast to this concept, learning in pedagogy is usually conceived as a process that cannot be fully described or understood. Teaching and learning require human understanding and thus human communication is necessary to foster learning. From this perspective, the possibilities for PI, ITS, ALE and PRE are restricted. It is assumed that within these restrictions reasonable concepts can be developed. As one approach it is suggested to refer to the pedagogical theory of play and the understanding of pedagogical actions as art. Based on these approaches we understand the design of automatic educational reasoning (AER) systems for learning like the creation of tools for artists. As tools we suggest a pedagogical ontology, a learner model and a reasoning engine. With these tools, teachers can create playground equipment that is played with by students. (DIPF/Orig.

Adaptive learning environments as serious games

In former concepts for programmed instruction (PI), intelligent tutoring systems (ITS), adaptive learning environments (ALE), and pedagogical recommender system (PRE) learning is understood as similar to algorithms - as a clearly describable, logical, and in this respect serious process. With this background it is attempted to create a complete description of teaching and learning for a precise support and control of learning processes in order to replace teachers. In contrast to this concept, learning in pedagogy is usually conceived as a process that cannot be fully described or understood. Teaching and learning require human understanding and thus human communication is necessary to foster learning. From this perspective, the possibilities for PI, ITS, ALE and PRE are restricted. It is assumed that within these restrictions reasonable concepts can be developed. As one approach it is suggested to refer to the pedagogical theory of play and the understanding of pedagogical actions as art. Based on these approaches we understand the design of automatic educational reasoning (AER) systems for learning like the creation of tools for artists. As tools we suggest a pedagogical ontology, a learner model and a reasoning engine. With these tools, teachers can create playground equipment that is played with by students. (DIPF/Orig.

Personalized web learning by joining OER

We argue that quality issues and didactical concerns of MOOCs may be overcome by relying on small Open Educational Resources, joining them into concise courses by gluing them together along predefined learning pathways with proper semantic annotations. This new approach to adaptive learning does not attempt to model the learner, but rather concentrates on the learning process and established models thereof. Such a new approach does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which may interpret the semantic annotations as well as measure a learner’s response to these. The EU FP7 project INTUITEL is introduced, which employs these technologies in a novel learning environment

Learning Pathway Recommendation based on a Pedagogical Ontology and its Implementation in Moodle

When learners may select among different alternatives, or are guided to do so by an adaptive learning environment (ALE), it is generally meaningful to discuss the concept of different learning pathways. Pedagogically, these learning pathways may either be defined macroscopically, e.g. in terms of desired learning outcomes or competencies, or microscopically in terms of a didactical model for individual knowledge objects. In this contribution we consider such learning pathways from a pedagogical point of view and then establish a mathematical model for their traversal by a learner and for the analysis of his behavior. This model is implemented in a novel ALE provided by the EU FP7 project INTUITEL, introduced in its Moodle version as concrete example

TeSeR – Technology for Self-Removal – Status of a Horizon 2020 project to ensure the Post-Mission-Disposal of any future spacecraft

No abstract available

Common Genetic Variation And Age at Onset Of Anorexia Nervosa

Background Genetics and biology may influence the age at onset of anorexia nervosa (AN). The aims of this study were to determine whether common genetic variation contributes to AN age at onset and to investigate the genetic associations between age at onset of AN and age at menarche. Methods A secondary analysis of the Psychiatric Genomics Consortium genome-wide association study (GWAS) of AN was performed which included 9,335 cases and 31,981 screened controls, all from European ancestries. We conducted GWASs of age at onset, early-onset AN (< 13 years), and typical-onset AN, and genetic correlation, genetic risk score, and Mendelian randomization analyses. Results Two loci were genome-wide significant in the typical-onset AN GWAS. Heritability estimates (SNP-h2) were 0.01-0.04 for age at onset, 0.16-0.25 for early-onset AN, and 0.17-0.25 for typical-onset AN. Early- and typical-onset AN showed distinct genetic correlation patterns with putative risk factors for AN. Specifically, early-onset AN was significantly genetically correlated with younger age at menarche, and typical-onset AN was significantly negatively genetically correlated with anthropometric traits. Genetic risk scores for age at onset and early-onset AN estimated from independent GWASs significantly predicted age at onset. Mendelian randomization analysis suggested a causal link between younger age at menarche and early-onset AN. Conclusions Our results provide evidence consistent with a common variant genetic basis for age at onset and implicate biological pathways regulating menarche and reproduction.Peer reviewe

Shared genetic risk between eating disorder- and substance-use-related phenotypes:Evidence from genome-wide association studies

First published: 16 February 202

Dissecting the Shared Genetic Architecture of Suicide Attempt, Psychiatric Disorders, and Known Risk Factors

Background Suicide is a leading cause of death worldwide, and nonfatal suicide attempts, which occur far more frequently, are a major source of disability and social and economic burden. Both have substantial genetic etiology, which is partially shared and partially distinct from that of related psychiatric disorders. Methods We conducted a genome-wide association study (GWAS) of 29,782 suicide attempt (SA) cases and 519,961 controls in the International Suicide Genetics Consortium (ISGC). The GWAS of SA was conditioned on psychiatric disorders using GWAS summary statistics via multitrait-based conditional and joint analysis, to remove genetic effects on SA mediated by psychiatric disorders. We investigated the shared and divergent genetic architectures of SA, psychiatric disorders, and other known risk factors. Results Two loci reached genome-wide significance for SA: the major histocompatibility complex and an intergenic locus on chromosome 7, the latter of which remained associated with SA after conditioning on psychiatric disorders and replicated in an independent cohort from the Million Veteran Program. This locus has been implicated in risk-taking behavior, smoking, and insomnia. SA showed strong genetic correlation with psychiatric disorders, particularly major depression, and also with smoking, pain, risk-taking behavior, sleep disturbances, lower educational attainment, reproductive traits, lower socioeconomic status, and poorer general health. After conditioning on psychiatric disorders, the genetic correlations between SA and psychiatric disorders decreased, whereas those with nonpsychiatric traits remained largely unchanged. Conclusions Our results identify a risk locus that contributes more strongly to SA than other phenotypes and suggest a shared underlying biology between SA and known risk factors that is not mediated by psychiatric disorders.Peer reviewe