Kreativer Wettbewerb – Ideen aus dem gelben Sack

Im Modul Verfahrenstechnik bauen Studierende in Kleingruppen Modelle wie Wärmetauscher, Siebanlage etc. mit Material aus dem „Gelben Sack“, also Verpackungsmüll. Ziel des Wettbewerbs ist das erfolgreiche ingenieurmäßige Anwenden der Kenntnisse aus der Vorlesung. Dabei durchlaufen die Studierenden von der Recherche nach Vorbildern über das Bauen und Optimieren von Modellen bis zur Präsentation ihres Endproduktes verschiedene Phasen. Im Prozess spielen weitere berufsrelevante Schlüsselkompetenzen wie Selbstständigkeit, Kreativität, Flexibilität, analytisches und konzeptionelles Denken, Reflexion bzw. kritische Stellungnahme, Projektmanagement, Recherche-, Problemlösungs- und Teamfähigkeit eine Rolle. Extrinsisch durch Prämien wie Fachbücher und Fachkonferenz-teilnahmen und intrinsisch durch die Möglichkeit zu kreativer Eigenständigkeit und Selbstgestaltung des Lernprozesses motiviert, zeigen die Studierenden in dem Format die Begeisterung für ihr Fach und lernen hier mit Engagement und nachhaltig. (DIPF/Orig.

Hochschuldidaktik 4.0: Präsenz- und Online-Lernen in der hochschuldidaktischen Weiterbildung

Hochschuldidaktik 4.0 überträgt das in der jüngsten Vergangenheit vielfach implementierte und beforschte Konzept des Flipped Classroom auf Veranstaltungen der Lehrendenqualifizierung. Es soll auch bei der Qualifizierung von Lehrenden eine Möglichkeit aufzeigen, von den positiven Effekten des Konzeptes zu profitieren und mithilfe von drei Phasen eine intensivere Beteiligung und einen stärkeren Austausch unter den Teilnehmenden zu befördern. Der Beitrag beschreibt den Stand der Forschung und bietet einen Einblick in die konzeptionelle Gestalt eines Flipped-Classroom-Modells für die Hochschuldidaktik.Our model for a new course design in the field of Higher Education transfers the widely discussed concept of the Flipped Classroom to the strands of staff development and especially to university teacher training. We will show how lecturers or professors can benefit from the positive effects of an up-to-date training including digital interactive learning settings. Moreover, our model will promote more intensive participation and exchange among the participants along the lines of three sequential phases. The article describes the state of research and offers an insight into the conceptual design of a flipped classroom model for teacher training in the field of higher education

Attendance-based and online learning in university teacher training

Hochschuldidaktik 4.0 überträgt das in der jüngsten Vergangenheit vielfach implementierte und beforschte Konzept des Flipped Classroom auf Veranstaltungen der Lehrendenqualifizierung. Es soll auch bei der Qualifizierung von Lehrenden eine Möglichkeit aufzeigen, von den positiven Effekten des Konzeptes zu profitieren und mithilfe von drei Phasen eine intensivere Beteiligung und einen stärkeren Austausch unter den Teilnehmenden zu befördern. Der Beitrag beschreibt den Stand der Forschung und bietet einen Einblick in die konzeptionelle Gestalt eines Flipped-Classroom- Modells für die Hochschuldidaktik. (DIPF/Orig.)Our model for a new course design in the field of Higher Education transfers the widely discussed concept of the Flipped Classroom to the strands of staff development and especially to university teacher training. We will show how lecturers or professors can benefit from the positive effects of an up-to-date training including digital interactive learning settings. Moreover, our model will pro- mote more intensive participation and exchange among the participants along the lines of three sequential phases. The article describes the state of research and offers an insight into the conceptual design of a flipped classroom model for teacher training in the field of higher education. (DIPF/Orig.

Applying Conflict Management Styles to Resolve Task Conflict and Enhance Team Innovation

Task conflicts among group members have a significant impact on team creativity, so it is critical to identify which conflict resolution styles should be used. This paper aims to examine how various conflict management styles influence team creativity via task conflict. The empirical research was conducted using the Structural Equation Model (SEM) for a sample of 257 employees working for Vietnamese organizations. The results show that dominating style increases task conflict while combining and obliging styles reduce it. To take advantage of the creativity-related benefits associated with task conflict, team leaders should develop an open atmosphere that encourages participants' integrating styles, rather than dominating styles. The negative influence of obliging style reflects Vietnamese culture's high collectivism. The study provides various approaches for task conflict management and also highlights the role of controlling task conflicts in enhancing team innovation. It implies that employees will be able to work better as a team in practice if conflict management strategies are used in a flexible manner. It helps them to build a good connection and successfully implement new ideas. Further research should extend the conclusion of this analysis in various contexts to generalize the findings. Doi: 10.28991/esj-2021-01303 Full Text: PD

Safety and efficacy of fluoxetine on functional outcome after acute stroke (AFFINITY): a randomised, double-blind, placebo-controlled trial

Background Trials of fluoxetine for recovery after stroke report conflicting results. The Assessment oF FluoxetINe In sTroke recoverY (AFFINITY) trial aimed to show if daily oral fluoxetine for 6 months after stroke improves functional outcome in an ethnically diverse population. Methods AFFINITY was a randomised, parallel-group, double-blind, placebo-controlled trial done in 43 hospital stroke units in Australia (n=29), New Zealand (four), and Vietnam (ten). Eligible patients were adults (aged ≥18 years) with a clinical diagnosis of acute stroke in the previous 2–15 days, brain imaging consistent with ischaemic or haemorrhagic stroke, and a persisting neurological deficit that produced a modified Rankin Scale (mRS) score of 1 or more. Patients were randomly assigned 1:1 via a web-based system using a minimisation algorithm to once daily, oral fluoxetine 20 mg capsules or matching placebo for 6 months. Patients, carers, investigators, and outcome assessors were masked to the treatment allocation. The primary outcome was functional status, measured by the mRS, at 6 months. The primary analysis was an ordinal logistic regression of the mRS at 6 months, adjusted for minimisation variables. Primary and safety analyses were done according to the patient's treatment allocation. The trial is registered with the Australian New Zealand Clinical Trials Registry, ACTRN12611000774921. Findings Between Jan 11, 2013, and June 30, 2019, 1280 patients were recruited in Australia (n=532), New Zealand (n=42), and Vietnam (n=706), of whom 642 were randomly assigned to fluoxetine and 638 were randomly assigned to placebo. Mean duration of trial treatment was 167 days (SD 48·1). At 6 months, mRS data were available in 624 (97%) patients in the fluoxetine group and 632 (99%) in the placebo group. The distribution of mRS categories was similar in the fluoxetine and placebo groups (adjusted common odds ratio 0·94, 95% CI 0·76–1·15; p=0·53). Compared with patients in the placebo group, patients in the fluoxetine group had more falls (20 [3%] vs seven [1%]; p=0·018), bone fractures (19 [3%] vs six [1%]; p=0·014), and epileptic seizures (ten [2%] vs two [<1%]; p=0·038) at 6 months. Interpretation Oral fluoxetine 20 mg daily for 6 months after acute stroke did not improve functional outcome and increased the risk of falls, bone fractures, and epileptic seizures. These results do not support the use of fluoxetine to improve functional outcome after stroke