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Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context.
Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment
(2023)
Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.
Despite the internet's dynamic and collaborative nature, scientists continue to produce grant proposals, lab notebooks, data files, conclusions etc. that stay in static formats or are not published online and therefore not always easily accessible to the interested public. Because of limited adoption of tools that seamlessly integrate all aspects of a research project (conception, data generation, data evaluation, peerreviewing and publishing of conclusions), much effort is later spent on reproducing or reformatting individual entities before they can be repurposed independently or as parts of articles.
We propose that workflows - performed both individually and collaboratively - could potentially become more efficient if all steps of the research cycle were coherently represented online and the underlying data were formatted, annotated and licensed for reuse. Such a system would accelerate the process of taking projects from conception to publication stages and allow for continuous updating of the data sets and their interpretation as well as their integration into other independent projects.
A major advantage of such work ows is the increased transparency, both with respect to the scientific process as to the contribution of each participant. The latter point is important from a perspective of motivation, as it enables the allocation of reputation, which creates incentives for scientists to contribute to projects. Such work ow platforms offering possibilities to fine-tune the accessibility of their content could gradually pave the path from the current static mode of research presentation into a more coherent practice of open science.
Non-Formal Education
(1989)
The International Symposium on Phytochemicals in Medicine and Food (ISPMF2015), organized by the Phytochemical Society of Europe (PSE) and the Phytochemical Society of Asia (PSA), was held June 26-29, 2015, in Shanghai of China. This was the first time that a PSE meeting has been held in Asia and a PSE-PSA joint symposium provided an opportunity for communication between scientists from Europe and Asia and other continents. ISPMF2015 has been jointly sponsored by Fujian Agriculture and Forestry University, Guizhou Medical University, Shanghai Normal University, Yancheng Institute of Technology, Beijing Normal University, and Fudan University. More than 270 scientists from 48 countries attended this meeting and presented their research and opinions on phytochemistry, phytomedicine and phytoneering. The international organizing committee and scientific advisory board of ISPMF 2015 comprised of outstanding scientists from around the globe. Dr. Jianbo Xiao was the chairman of the International Organizing Committee of ISPMF2015 and moderated the open address on June 26.
The organizing committee of ISPMF2015 assembled an exciting and diverse program, featuring 16 sessions including 12 plenary lectures, 20 invited talks, 55 short oral presentations, and more than 130 posters, which were dedicated to creating a podium for exchanging the latest research results in the phytochemicals for food and human health.
Immersive, sensor-enabled technologies such as augmented and virtual reality expand the way human beings interact with computers significantly. While these technologies are widely explored in entertainment games, they also offer possibilities for educational use. However,their uptake in education is so far very limited. Within the ImTech4Ed project, we aim at systematically exploring the power of interdisciplinary, international hackathons as a novel method to create immersive educational game prototypes and as a means to transfer these innovative technical prototypes into educational use. To achieve this, we bring together game design and development, where immersive and interactive solutions are designed and developed; computer science, where the technological foundations for immersive technologies and for scalable architectures for these are created; and teacher education, where future teachers are educated. This article reports on the concept and design of these hackathons.
K-Ar dating on hornblendes and micas from the Tepla Domazlice zone revealed a pattern of dates which significantly deviates from the mid-Carboniferous to early Permian one that is found in the adjacent low-pressure metamorphic Moldanubian and Saxothuringian. Especially for the Marianske Lazne metabasic complex, confirming early Czech determinations, the dates resemble the early Devonian pattern determined for the Munchberg Gneiss Massif and the Erbendorf-Vohenstrau zone of northeastern Bavaria. This supports the idea that all three units are remnants of a huge' complex which suffered a metamorphic overprint under medium-pressure conditions, probably in the early Devonian. Strong rejuvenation is found in the southern part of the Tepla-Domazlice zone by which micas and even two hornblendes were reset to mid-Carboniferous ages. According to the geological setting, part of the apparently preDevonian dates may be explained by inherited argon from earlier metamorphic and magmatic events, e.g. the high-pressure metamorphism documented in eciogitic relics. However, excess argon, caused by the mid-Carboniferous overprint cannot be excluded.
K-Ar dating on hornblendes and micas from the TepläDomazlice zone revealed a pattern of dates which significantly deviates from the mid-Carboniferous to early Permian one that is found in the adjacent low-pressure metamorphic Moldanubian and Saxothuringian. Especially for the Mariänske Läzne metabasic complex, confirming early Czech determinations, the dates resemble the early Devonian pattern determined for the Münchberg Gneiss Massif and the Erbendorf-Vohenstrauß zone of northeastern Bavaria. This supports the idea that all three units are remnants of a huge complex which suffered a metamorphic overprint under medium-pressure conditions, probably in the early Devonian. Streng rejuvenation is found in the southern part of the Teplä-Domailice zone by which micas and even two hornblendes were reset to mid-Carboniferous ages. According to the geological setting, part of the apparently preDevonian dates may be explained by inherited argon from earlier metamorphic and magmatic events, e.g. the high-pressure metamorphism documented in eclogitic relics. However, excess argon, caused by the mid-Carboniferous overprint cannot be excluded.