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Reflexion wird als eine zentrale Voraussetzung für die Professionalität und eine damit verbundene Handlungspraxis in der Lehrer*innenbildung verstanden. Seit geraumer Zeit wird die Portfolioarbeit als Reflexionsinstrument eingesetzt. Durch die Entwicklung digitaler Medien und Tools ist es möglich, bisherige mündliche und schriftliche Formen der Reflexion um Online Reflexion zu erweitern. In diesem Beitrag wird eine empirische Studie zur Reflexionspraxis angehender Lehrpersonen mittels E Portfolio während ihrer berufspraktischen Ausbildung vorgestellt. Anhand einer qualitativen Inhaltsanalyse der E-Portfolio-Einträge werden Zugänge zu den Inhalten der Reflexion erschlossen und das Nutzungspotenzial des E-Portfolios aufgezeigt. Die Ergebnisse geben erste Hinweise zur Reflexionspraxis mit digitalen Medien. Diese können als Ausgangspunkt für weiterführende Überlegungen zur Nutzung digitaler Medien und Tools in der Lehrer*innenbildung genommen werden., +repphzhbib2021F

Der Beitrag untersucht, ausgehend von Innovation als soziale Praxis, in drei Fallschulen die Einfuhrung eines neuen Lehrmittels und die Umsetzung der darin implizierten didaktischen Innovationen. M...

Portfolios are often used in higher education for learning, promotion, assessment and appraisal. Thanks to technical developments in recent years, portfolios are increasingly digital rather than physical. E-portfolios provide a comprehensive way to document personal progress, to reflect on work activities, to support learning and to serve as a tool for feedback and evaluation. However, there has been very little research conducted on the use of e-portfolios for learning purposes in higher education. This paper focuses on the use of e-portfolios in teacher education. Six students in a master programme work with e-portfolios in the course of their practical vocational training. In a mixed-methods design, the students were interviewed about their experiences and the process of writing e-portfolios. In addition, a document analysis of the e-portfolio entries has been conducted in terms of content and structure. The findings of this study provide indications on how e-portfolios can be used effectively in teacher training and which promoting and inhibiting conditions students encounter.

Der Einsatz digitaler Medien wird auch im Schulkontext immer wichtiger. Lernen und Lehren über und mit digitalen Medien wird gefordert. Die Umsetzung beinhaltet jedoch nicht nur Chancen, sondern auch technologische und organisationale Herausforderungen. Hier setzt der Beitrag an: Am Beispiel eines hybriden Französischlehrmittels, bei dem digitale Medien integrales Element des Lehrmittels sind, werden während des ersten Jahres der Einführung die Praktiken und Erfahrungen aufgezeigt. Die Perspektive der Schulleitung, der Lehrpersonen und der Schülerinnen und Schüler wird erhoben und die damit verbundenen Möglichkeiten und Herausforderungen für das Lernen und Lehren mit digitalen Medien aufgezeigt. Between traditional textbook and hybrid educational media: Conditions, opportunities and challenges of learning and teaching in a digital world The use of digital media is becoming increasingly important in the school context. Learning as well as teaching about and with digital media is demanded. However, the realization not only involves opportunities, but also technological and organizational challenges. This is where the contribution starts: Using the example of a hybrid French textbook, in which digital media are integral element of the textbook, the practices and experiences are examined during the first year of implementation. The perspectives of the school leader, teachers and pupils are surveyed and the associated opportunities and challenges for learning and teaching with digital media are highlighted and discussed., +repphzhbib2020F

This case reports on a worldwide operating SME producing floor cleaning machines. The SME distinguishes itself from its competitors by providing highly customizable high-quality products. Employees are one of the “most-valuable resources” to the management. However, the initial situation reveals significant improvement opportunities related to the employee involvement and empowerment concerning workplace re-design. The proposed subject-oriented solution aims to involve shop floor workers in workplace (re-)design by providing them structural empowerment means such as social media for suggestion proposals, discussions and negotiations. Furthermore, the newly introduced features are designed to allow for context-sensitive reporting of suggestions and errors. Context-sensitive elicitation provides the basis for analysing impacts of changes (e.g. the affected location or worker) and visualizing potential improvement areas within the shop floor. The generic suggestion and error handling process can be tailored to different organizations. The S-BPM process handling has been integrated with a semantic wiki allowing for context-sensitive workplace improvement elicitation and change propagation analysis. The evaluation reports on findings in developer workshops, focus groups and user tests conducted in parallel to the design and implementation to ensure a user-centred approach (formative part), and on findings related to the outcome of the case implementations at the given SME (summative part).

This case reports on an SME offering the production of atypical, unique and special-purpose machinery, equipment and technological complex units useful particularly in the automotive and electronic industries. The initial situation reveals challenges like the estimation of production times for one-time prototypes, lack of communication between shop floor workers and technologists, lack of information on upcoming production tasks for workplaces, low involvement of workers in decision processes, and lack of information on current state of production. The proposed subject-oriented solution targets to increase the worker autonomy, the worker involvement and information transparency as well as integration across all organizational control layers. In this respect, subject-orientation is applied to integrate real-time information from the shop floor (e.g. location information of parts, power consumption of machines) and business processes (e.g. customer order). A novel S-BPM modelling approach has been developed in the course of organizational design that seeks to model subjects as fine-grained behaviours of actors rather than functional roles. The revealed behaviours may be assigned to actors (i.e. humans, machines) depending on their capabilities and skills. This allows for dynamic allocation of tasks to humans and machines, process execution support based on skill levels, reflecting performed behaviours of actors and (de-)constructing organizational behaviours. The evaluation is composed of formative and summative elements. The formative evaluation reports on findings based on developer workshops, focus groups and user tests that were conducted in parallel to the design and implementation to ensure a user-centred approach. The summative evaluation reports on findings related to the outcome of the case implementations at the SME.

S-BPM targets Business Process Management and has been applied in various business domains to model business processes and implement workflow support. This chapter investigates S-BPM’s capabilities to support workplace and process design as well as process execution in production companies. Thereby, industrial capabilities of S-BPM are structured along the three dimensions of socio-technical systems which need to be considered for Industry 4.0 developments. Technological capabilities address the ability to integrate processes on different automation levels (planning, monitoring, real-time execution, etc.). Organizational capabilities discuss the potential of subject orientation for organizational development, and human capability development investigates how humans in production companies could be supported when involving them in workplace (re)design.

This paper provides a descriptive overview of the empirical evidence for potential effects of reflective weblog writing for coping with stress. Seventeen studies meeting the inclusion criteria are summarized in a systematic synopsis. Sixteen studies focus on self-initiated blogging in informal contexts. Only one study examines mandated weblog writing for coping in an institutionalized context. Results indicate that the public nature of weblogs opens up a variety of possibilities for both problem-focused and emotion-focused coping, most importantly through social support. Although these studies show promising results, it remains unclear if and how the benefits of self-initiated blogging can be transferred to more formal settings. Thus, future research should examine how blogging can be mandated and scaffolded in order to foster coping strategies and decrease stress levels. For this purpose, experimentally controlled and longitudinal studies are needed to evaluate the effectiveness of this approach.

As more wearable Smart sensors are used in e-Health applications the likelihood of clinical success is as much dependent on the clinical technology as the patient's acceptance to wear the sensors. By using a human centered design approach and a structured framework to engage the views of developers and end users, sensors have been developed within the OPTIMI project that were iteratively adapted to specifically meet a large number of user needs. As a result they are likely to have a higher user acceptance and low dropout rate during the project's clinical trials. This paper describes the approach taken and the results and experience derived from the project. The method has wider application to wearable ubiquitous computing.

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness — Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment.

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment.