University of Applied Sciences Emden Leer
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Agile in Higher Education: How Can Value-based Learning Be Implemented in Higher Education?
No full textAbstract: The corona pandemic has shown how important it is to be able to react quickly to changing conditions. In many organizations, agile process models and agile practices are used for this purpose. This paper examines how agility can be implemented in higher education. Using two case studies, we analyze how agile practices and agile values are implemented for knowledge and skills development. Our results present a student-centered approach where lecturers supported self-organized learning. In the student-centered approach, prior knowledge and experience of learners are taken into account, and the learning process is adjusted through continuous feedback. With the introduction of agility, a value shift towards value-based learning is taking place. Value-based learning supports competency-based teaching since the focus is less on imparting technical knowledge and more on imparting competencies
Fostering Graduates’ Critical Thinking with University-Business Collaboration: The Think4Jobs Project
No full textLiterature highlights a lack of Higher Education curricula that promotes graduates' soft skills. Critical Thinking (CT) is considered one of the soft skills associated with higher employment levels. The European-funded project “Critical Thinking for Successful Jobs” (Think4Jobs), currently in progress, aims at strengthening the collaboration between Higher Education Institutions (HEIs) and Labor Market Organizations (LMOs) to design, develop, implement and evaluate CT blended apprenticeships curricula in five disciplines (i.e., Veterinary Medicine, Teacher Education, Business and Economics, Business Informatics, English as a Foreign Language). The curricula are implemented for apprenticeships. We aim to summarize the findings and milestones achieved so far in the project. First, a focus group approach, document analysis, and observation of CT instruction in HEI and LMOs were conducted to assess the state of the art of CT teaching in HEI and the needs of the stakeholders (i.e., HE and LMO) regarding the instruction of CT in HEI apprenticeships and LMO internships. Our results revealed that there is not necessarily a “gap” between HEIs and LMOs concerning CT instruction but rather a difference in understanding and a need to develop a common language between stakeholders. Therefore, as the next step, intensive training for HE instructors and LMO tutors was conducted to establish a common understanding of CT. The results showed no statistical differences in participants’ conceptual understanding of CT, but still drew attention to several misconceptions. Finally, the CT blended apprenticeships curricula were designed as a byproduct of the University-Business Collaboration. Currently, the implementation and evaluation of the effectiveness of the CT blended apprenticeships curricula are carried out
Decomposing Linear Layers
No full textThere are many recent results on reverse-engineering (potentially hidden) structure in cryptographic S-boxes. The problem of recovering structure in the other main building block of symmetric cryptographic primitives, namely, the linear layer, has not been paid that much attention so far. To fill this gap, in this work, we develop a systematic approach to decomposing structure in the linear layer of a substitutionpermutation network (SPN), covering the case in which the specification of the linear layer is obfuscated by applying secret linear transformations to the S-boxes. We first present algorithms to decide whether an ms x ms matrix with entries in a prime field Fp can be represented as an m x m matrix over the extension field Fps . We then study the case of recovering structure in MDS matrices by investigating whether a given MDS matrix follows a Cauchy construction. As an application, for the first time, we show that the 8 x 8 MDS matrix over F28 used in the hash function Streebog is a Cauchy matrix
A near-infrared Fabry-Pérot for Fourier-transform spectrograph calibration
No full textThe Solar observatory at the Institute for Astrophysics and Geophysics Göttingen makes use of the ultra-high resolving power (R < 900, 000 at 600 nm) of a Fourier transform spectrograph (FTS) to obtain spectra of the resolved and integrated Sun. To improve the radial velocity (RV) stability of the FTS measurements we develop a new calibration unit based on a passively stabilized Fabry-Pérot Etalon (FP) (FSR= 3.6 GHz and F ≈ 7) for simultaneous calibration in the near-infrared. The FP is illuminated by two LEDs, covering the wavelength range from 800 to 1000 nm. To mitigate environmental effects, the FP is placed in a temperature and pressure controlled vessel. We explore the impact of the choice of input fiber as well as fiber coupler focal length on the calibration spectrum. In 150 laser frequency comb calibrated measurements over 8 hours we achieve an an RMS of the FP-RV of 0.58 m s−1
Die Bedeutung und Entwicklung einer europäischen Großforschungseinrichtung für Hyperlooptechnologien
No full textDer Logistiksektor und die Geschwindigkeit des heutigen Transportwesens sowie der Personentransport gehören zu den Treibern des gegenwärtigen Lebensstandards und Wohlstandes. Die schnelle Verfügbarkeit von Waren, Dienstleistungen und anderen Gütern spielt eine zentrale sozioökonomische Rolle in der modernen Gesellschaft. Gleichzeitig ist das Transportwesen für etwa 25 % der weltweiten CO2 Emissionen verantwortlich und somit sind Innovationen in diesem Sektor unerlässlich, um die Pariser Klimaziele einzuhalten
Die Heb@AR App - Eine Android & iOS App mit Augmented Reality Trainings für selbstbestimmtes und curriculares Lernen in der hochschulischen Hebammenausbildung
No full textDie Akademisierung der Hebammenausbildung bringt neue Herausforderungen mit sich. Die Heb@AR App ist eine innovative Augmented Reality (AR) Trainingsanwendung, um diesen Prozess nachhaltig zu unterstützen und die Umsetzung von erworbenem theoretischem Wissen in die Praxis zu fördern. Heb@AR wird derzeit für selbstgesteuertes und curriculares Lernen vor Ort in mehreren Hebammenstudiengängen in Deutschland eingesetzt. Ziel ist es, die praktischen Kompetenzen der Studierenden zu stärken, insbesondere in Notfallsituationen. Dabei ist die Heb@AR App kostenlos über Android & iOS App-Stores verfügbar und bietet derzeit fünf Hebammen-spezifische Trainingsszenarien inklusive supplementärem Material
Die inhaltliche Basis des neuen Suchtpräventionskonzeptes des Landes Niedersachsen im Fokus der Verhältnisprävention
No full textANDES, the high resolution spectrograph for the ELT: science case, baseline design and path to construction
No full textThe first generation of ELT instruments includes an optical-infrared high resolution spectrograph, indicated as ELT-HIRES and recently christened ANDES (ArmazoNes high Dispersion Echelle Spectrograph). ANDES consists of three fibre-fed spectrographs (UBV, RIZ, YJH) providing a spectral resolution of ∼100,000 with a minimum simultaneous wavelength coverage of 0.4-1.8 µm with the goal of extending it to 0.35-2.4 µm with the addition of a K band spectrograph. It operates both in seeing- and diffraction-limited conditions and the fibre-feeding allows several, interchangeable observing modes including a single conjugated adaptive optics module and a small diffraction-limited integral field unit in the NIR. Its modularity will ensure that ANDES can be placed entirely on the ELT Nasmyth platform, if enough mass and volume is available, or partly in the Coudé room. ANDES has a wide range of groundbreaking science cases spanning nearly all areas of research in astrophysics and even fundamental physics. Among the top science cases there are the detection of biosignatures from exoplanet atmospheres, finding the fingerprints of the first generation of stars, tests on the stability of Nature’s fundamental couplings, and the direct detection of the cosmic acceleration. The ANDES project is carried forward by a large international consortium, composed of 35 Institutes from 13 countries, forming a team of more than 200 scientists and engineers which represent the majority of the scientific and technical expertise in the field among ESO member states
Herausforderungen für und kritische Perspektiven auf die digitalisierte Bildung für nachhaltige Entwicklung Schlussfolgerungen einer vergleichenden Analyse eines analog versus digitalisiert durchgeführten „Fair-Trade-Projektes“
No full textDieser Beitrag analysiert mit kritischem Blick Erfahrungen mit digitalisierter Bildung für nachhaltige Entwicklung. Die theoretische Analyse wird durch den Vergleich zweier praxisorientierter Forschungsprojekte illustriert, welche an einer Fachhochschule in Zusammenarbeit mit jeweils einem unternehmerischen Kooperationspartner unterschiedliche Fair-Trade-Fragestellungen mit vergleichbarem Projektverlauf untersuchten. Die studentischen Projekte repräsentieren beispielhaft Initiativen im Bereich Nachhaltigkeit und Digitalisierung, da mangels flächendeckender Initiativen (Filho, Digitalisierung und Nachhaltigkeit, Springer Spektrum, Wiesbaden, 2021, S.V) aktuell noch keine umfassende Analyse möglich ist. Der analytische Vergleich des analog versus fast ausschließlich digitalisiert durchgeführten Projektes gibt wertvolle Hinweise auf Herausforderungen für digitale und hybride Bildungsformate und erste Impulse für Lösungsansätze
Mobile Augmented Reality Laboratory for Learning Acid–Base Titration
No full textTraditionally, laboratory practice aims to establish schemas learned by students in theoretical courses through concrete experiences. However, access to laboratories might not always be available to students. Therefore, it is advantageous to diversify the tools that students could use to train practical skills. This technology report describes the design, development, and first testing of a mobile augmented reality application that enables a hands-on learning experience of a titration experiment. Additionally, it presents the extension of the TrainAR framework for chemical education through the implementation of specific domain features, i.e., logbook, graph, and practical oriented hints. To test the application, 15 participants were recruited from five different high schools and two universities in Belgium. The findings reflect that the MAR Lab app was well-received by the users. In addition, they valued the design elements (e.g., logbook and multiple-choice questions), and the system has “good” usability (SUS score 72.8, SD = 14.0). Nevertheless, the usability and learners’ experience can be improved by tackling technical problems, providing more explicit instructions for subtasks, and modifying certain features. Therefore, future development will concentrate on improving upon these shortcomings, adding additional levels to target a larger audience, and evaluating the improvements’ effects with more participants