IRF: Institutional Repository FHNW (Hochschule für Wirtschaft FHNW)
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Virtual Reality in der naturwissenschaftlichen Ausbildung
No full textWie können wir sicherstellen, dass die Lehre von morgen noch zeitgemäß und nachhaltig bleibt? Kann immersive virtuelle Realität uns dabei unterstützen und den Ausbildungsstandard halten? Während der Präsentation können dies Besucher am eigen Leib ausprobieren und bekommen aktuelle Daten präsentiert.https://www.fhnw.ch/plattformen/learninglab/2025/04/30/fhnw-tag-der-lehre-2025
Spot® Instructions for Use – A Sabotage Manual. Community Self-Defense for Building a World Without Police (Dogs)
No full textSpot, the yellow four-legged robot dog manufactured by Boston Dynamics, and its canine lookalikes, have become increasingly ubiquitous in daily life. It patrols and surveils university campuses, parks, and neighborhoods under the auspices of safety and innovation. Many are not fooled by this narrative and, in response to its presence, have taken Spot’s removal into their own hands. The following text is a set of speculative abolitionist scenarios constructed by reappropriating the Boston Dynamics User Guide for Spot and shifting it into a manual of sabotage to be used instead against this carceral technology.https://brand-new-life.org/b-n-l/spot-instructions-for-use-a-sabotage-manual
Swiss education and international policies and social justice
No full textIn considering the interconnections among social justice, international policy, and Swiss education, a global policyscape of social justice can be examined through the proxy of cultural diversity. A political landscape composed of public policies at international, regional, and national levels can help us understand to what extent cultural diversity is enshrined as a value in education. Against a backdrop of increasing attention to cultural diversity through social movements and critical theory, Switzerland is positioned as a country context that is experiencing demographic diversification and evolving education policy. Social justice, as a theoretical construct and practical ideal, results from policy designed to eliminate discrimination and inequity—policy that ultimately guides the activities of ordinary citizens, including actors in the education sphere. Education systems can play an important role in addressing social injustice, especially in view of historical colonialist structures that call for liberatory, decolonial, pluriversal pedagogy to combat the persistent policies and practices that systematically oppress those who are culturally disadvantaged in Northern, Western, high-income country contexts.
Educators at all levels hold implicit beliefs, values, and ideologies that guide them toward or away from social change. Schools can be sites of resistance, possibility, and advocacy for recognizing students from diverse backgrounds who have differential access to power and opportunity. Placing cultural diversity as an object of debate and concern in policy documents at the international, regional, and local levels reveals the myriad of ways the term is understood and utilized in the realm of education, such as the Sustainable Development Goals, reports by the Organization of Economic Co-operation and Development and the European Commission, and the Swiss Lehrplan 21. An exploratory review of these documents reveals similarities among them, such as rhetorical mention of diversity, equity, and inclusion to greater or lesser extents in each document, as well as differences, such as how precise the policy guidance is regarding action that can be taken in pursuit of increased social justice. While the social justice policyscape is visible across all three levels, there is much work to do to move from policy rhetoric and discourse of tolerance to practical action and an approach of engagement with cultural diversity in the education sector internationally, regionally, and in Switzerland
Kontakt - Joining - Resonanz. Überlegungen zur Gestaltung der Beratungsbeziehung in analogen und digitalen Settings
No full textEine gelingende Beratungsbeziehung ist eine wesentliche Basis für erfolgreiche Beratung. Lange hielt sich bei vielen Beratenden die Überzeugung, dass dies nur im persönlichen Gespräch vor Ort möglich ist, eine Einschätzung, die viele zwischenzeitlich revidiert haben. Wie aber kommen wir im digitalen Setting in einen guten und tragfähigen Kontakt? Wie kann eine bereits aufgebaute Beziehung im digitalen Setting aufrechterhalten werden? Wie können Beratende Resonanz- und Möglichkeitsräume analog, digital und blended eröffnen und was sind mögliche Herausforderungen?https://sw.hm.edu/aktuelles/newsdetail/news_detailseite_472256.de.htm
Who is in the Classroom?
No full textThis chapter’s purpose is creating understanding for people who don’t necessarily fit into the normalized world of a classroom. It aims to generate literacy on the issues faced by transgender and gender non-conforming students and staff in educational settings. The authors observe a lack of such knowledge in the European higher education institutions of which they are (or were) part. They also identify a lack of staff that are gender diverse (or feel confident being identified as gender diverse), which would enable students to recognize themselves and be inspired. This text is for people who are curious about inclusive classrooms. It is written for those who are already allies and for those who wish to become allies, who seek to educate themselves and need resources in order to educate others. In short, it is addressed to students, teachers, administrators, cleaners, technicians and managers alike, at all those who together build institutions. The illustrated chapter shares contexts, experiments, discussions, as well as hands-on guidance material. This includes how to introduce and instigate pronoun and access go-rounds in classrooms, which ensure everybody present is seen and supported in their needs. The focus of this research is particularly on the needs of people that are atypical, those of trans*persons and people with mental health problems or visible and invisible impairments. The text is collectively written and edited by the “Who is in the classroom?” working group, in the framework of the EU-funded collective research and study programme Teaching to Transgress Toolbox (2019–22).http://ttttoolbox.net/Who_is_in_the_Classroom::index.xhtm
Was sagt uns der Pfeil? Orientierungslos im Interpretationsspielraum
No full textOmnipräsent und vielfältig eingesetzt, umgeben uns Pfeile. Sie kommunizieren mit uns und sollten richtungsweisend Klarheit schaffen. Löst man sie aus ihrem Kontext, werden sie ungenau und vermitteln nur noch vage eine Botschaft. Diese Bachelor-Arbeit lädt zum Erkunden und Erforschen des Pfeils und seiner Bedeutungen ein. Welcher Pfeil bedeutet für mich was? Und versteht mein Gegenüber etwas anderes darunter?https://hdl.handle.net/20.500.11806/data/NextGen25-hjreuco
Designing robots with values in mind: the role of colors in value-sensitive HRI
No full textColors play a crucial role in shaping perceptions and psychological responses, making them an essential consideration in robot design, particularly in the design of value-sensitive Human-Robot Interactions (HRI). Since human values guide our actions, understanding the association between robot colors and values is key to creating effective robot designs. This study employed an online survey (N = 142) to investigate the relationship between human values relevant in a hospital context and their associated colors, as well as to identify suitable robot color schemes. Our findings show that Green and Turquoise are strongly linked to values such as competence, physical well-being, and security, which are of high priority in hospital settings. Consequently, participants preferred these color schemes for hospital robots. This work expands the theoretical understanding of color-value associations in HRI and offers practical design implications, emphasizing the need for context-aligned, value-sensitive robot designs in healthcare.https://humanrobotinteraction.org/2025
Safety, Security und Informationssicherheit. Wege zu einer integrativen Sicherheit
No full texthttps://www.fhnw.ch/de/weiterbildung/psychologie/psychologie-kompakt-onlin