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Ostrazismus als Erklärmechanismus für den Einfluss gendergerechter Sprache auf die selektive Auswahl von Nachrichten?
No full textPersonalized learning in vocational education
Get PDFPersonalized learning (PL) has become increasingly relevant in Vocational Education and Training (VET) due to changing workplace demands, the increasing heterogeneity of learner characteristics, and new opportunities presented by digital learning systems. Digital personalized learning (DPL) environments adapt to individual needs and provide targeted support through digital tools, promoting knowledge acquisition. Against this background, VET has undergone significant digital transformation, leading to the development of various personalized learning approaches. This dissertation examines the effectiveness of DPL approaches in VET through three interconnected studies. The first study presents a meta-analysis of 68 experimental studies on personalized digital learning prompts. It reveals that while prompts have a moderate positive effect on learning achievement (d = .394), publication bias analysis suggests a more conservative estimate (d = .22). Action-based prompts (d = .447) and group-targeted prompts (d = .513) significantly enhance learning achievement compared to standardized interventions. The second study's design-based research investigates the development and implementation of a personalized prompt design in the Luca Office Simulation. It demonstrates how cognitive, metacognitive, and non-cognitive prompts can be tailored to support individual learning processes based on log data in vocational business education. The third study evaluates personalization through immersive virtual reality (IVR) in VET using a randomized controlled trial with 72 students. Although IVR improved motivation, mood, and immersion, traditional methods were found to be more effective for immediate declarative knowledge acquisition. This highlights a significant discrepancy between perceived and actual learning gains. While revealing certain limitations in digital approaches, these findings suggest that successful personalization requires careful consideration of learning objectives, student characteristics, and design principles, while emphasizing the importance of balanced implementation approaches that combine traditional and digital learning methods. This research contributes to understanding how digital technologies can effectively support personalized learning in vocational education while acknowledging both their potential and limitations
Metadatenschema für Schulungsmaterialien zum Thema Forschungsdatenmanagement
Get PDFDas vorliegende Dokument beschreibt die zweite Version des Metadatenschemas für Schulungsmaterialien zum Thema Forschungsdatenmanagement (FDM). Diese Version wurde von der UAG Schulungen/Fortbildungen der DINI/nestor AG Forschungsdaten weiterentwickelt und berücksichtigt das Feedback aus der Praxis sowie neue Anforderungen, die sich aus der Nutzung der ersten Version ergeben haben. Das überarbeitete Schema optimiert die Struktur und Interoperabilität der Metadaten und fördert die Auffindbarkeit, Nachnutzbarkeit und Standardisierung von FDM-Schulungsmaterialien. Wie die erste Version wird auch das neue Schema bei der Materialsammlung von FDM-Schulungsmaterialien unter https://hu.berlin/fdm-materialsammlung Anwendung finden
N-version assessment and enhancement of generative AI : differential GAI
No full textWe propose a way of mitigating generative AI’s (GAI) inherent untrustworthiness by exploiting its ability to generate multiple versions of code and tests, facilitating comparative analysis across versions. Instead of relying on the quality of a single test or code module, this “Differential GAI” approach promotes more reliable quality evaluation through version diversity
Der Versicherungsbegriff im VVG und VAG : zugleich ein Beitrag zur Dogmatik der Versicherung
No full textAn accounting architecture for CO2-statements
Get PDFIt remains a continuing challenge for companies worldwide to reliably assess the green house gas emissions incurred in connection with their operations. Here we argue that financial accounting offers an architectural template for corporate carbon accounting systems consistent with current reporting frameworks for carbon emissions. The resulting CO2-statements yield a measure of a company’s current corporate carbon footprint, while stock variables on the CO2-balance sheet convey summary information about an entity’s past emissions performance and any recent changes therein. All accounting metrics emerge from a single ledger based on a transactional system of double-entry bookkeeping. Taken together, CO2-statements enable a unified, comprehensive, and temporally consistent assessment of the direct and indirect emissions of a business entity and its sales products. The similarities to existing financial accounting systems are bound to facilitate the adoption of such statements from both an enterprise software and an assurance perspective
Methodische Herausforderungen und Zukunftsperspektiven der qualitativen Langzeitforschung
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