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This article discusses the counterpart of interactive machine learning, i.e., human learning while being in the loop in a human-machine collaboration. For such cases we propose the use of a Contradiction Matrix to assess the overlap and the contradictions of human and machine predictions. We show in a small-scaled user study with experts in the area of pneumology (1) that machine-learning based systems can classify X-rays with respect to diseases with a meaningful accuracy, (2) humans partly use contradictions to reconsider their initial diagnosis, and (3) that this leads to a higher overlap between human and machine diagnoses at the end of the collaboration situation. We argue that disclosure of information on diagnosis uncertainty can be beneficial to make the human expert reconsider her or his initial assessment which may ultimately result in a deliberate agreement. In the light of the observations from our project, it becomes apparent that collaborative learning in such a human-in-the-loop scenario could lead to mutual benefits for both human learning and interactive machine learning. Bearing the differences in reasoning and learning processes of humans and intelligent systems in mind, we argue that interdisciplinary research teams have the best chances at tackling this undertaking and generating valuable insights.
Ein Zell-Atlas des kranken Herzens : Einzelzelltechniken ermöglichen neue Einsichten auf Zellebene
(2019)
Herz und Gefäße bilden ein hochkomplexes Organsystem, in dem unterschiedlichste Zellen korrekt zusammenarbeiten müssen, um alle Organe mit Blut zu versorgen. In den vergangenen Jahrzehnten hat die Herzbiologie ganze Gewebe oder Zellisolate in den Blick genommen. Doch jetzt erlauben neue Technologien, die Vielfalt der Zelltypen und ihre individuelle Antwort auf Signale bis auf die Ebene von Proteinen und Genen zu verfolgen. Forscher hoffen, kranken Herzen dadurch besser bei der Regeneration helfen zu können.
Einleitung: Der Wissenschaftsrat empfahl 2008 den Universitäten innerhalb der nächsten 5 Jahre, d. h. bis spätestens 2014, ein Qualitätsmanagementsystem (QMS), das internationalen Maßstäben entspricht, zu etablieren. Ziel der vorliegenden Studie war es, zu evaluieren, ob es derzeit ein geeignetes QMS für das elektronische Lernen (eLearning) gibt, das speziell im Fach Humanmedizin deutschlandweit eingesetzt werden kann.
Methoden: Im Rahmen einer Umfrage wurden mittels eines anonymisierten Fragebogens (8 Domänen, 50 Items) alle Universitäten (n=35) des Fachbereichs Medizin in Deutschland evaluiert.
Ergebnisse: Die Ergebnisse (46,3% Rücklaufquote) zeigen einen nur zögerlichen Einsatz von QMS für eLearning und dass vor Ort ein großes Informationsdefizit herrscht.
Schlussfolgerung: Unter Berücksichtigung der Limitationen dieser Studie kann zusammenfassend festgehalten werden, dass erheblicher Bedarf zu bestehen scheint, das existierende Informationsdefizit für QMS eLearning zu mindern, sowie zukünftig genaue Richtlinien und Standards zur Umsetzung zu definieren.
In diesem Beitrag wird ein hochschuldidaktisches Konzept zur Förderung des reflektierten Umgangs mit Heterogenität im schulischen Kontext unter Verwendung digitaler Lerneinheiten vorgestellt. Im Projekt "Level – Lehrkräftebildung vernetzt entwickeln" (Qualitätsoffensive Lehrerbildung BMBF, Goethe-Universität Frankfurt) wurden in den Bildungswissenschaften digitale Lerneinheiten zu den Heterogenitätsdimensionen "Geschlecht", "kultureller Hintergrund", "sozio-ökonomischer Hintergrund", "kognitiv-motivationale Lernvor-aussetzungen" und "Behinderung" konzipiert und in der universitären Lehre erprobt. Die Auswahl der erstellten Lerneinheiten begründet sich auf Ergebnissen der PISA-Studien sowie der UN-Behindertenrechtskonvention. Die Lerneinheiten werden in Blended-Learning-Szenarien eingesetzt und zielen auf den Aufbau von Fachwissen und professionellen Überzeugungen sowie Reflexivität. Auf der Grundlage individuellen Vorwissens werden von den Lernenden (videobasierte) Aufgaben bearbeitet, die der Perspektivübernahme und Selbstreflexion im Hinblick auf Kategorisierungen dienen und die Bearbeitung fachwissenschaftlicher Texte und aktueller Studien beinhalten. Arbeitsergebnisse können digital im Peer-Feedback bearbeitet sowie mit einem digitalen Portfolio verbunden werden. Das Onlineformat ermöglicht die fächer- und phasenübergreifende Nutzung durch Dozierende sowie Ausbilder_innen an Studienseminaren. Zusätzlich zu den fünf Lerneinheiten wurden eine einführende Version für Studierende und eine erweiterte Version für Lehrende erstellt, die einen Einblick in Aufbau und Struktur des Formats gibt und als "pädagogischer Doppeldecker" konzipiert ist. Die formative Evaluation mit Lehramtsstudierenden und Ausbilder_innen ergab positive Ergebnisse hinsichtlich der Einsetzbarkeit der Lerneinheiten in der Lehramtsausbildung.
The title of this study is applying team teaching to improve student ability in understanding English narrative texts. The purposes of this study are to identify the advantages and to find out the strategies of applying team teaching to improve students ability in understanding English narrative texts. The population of this study is the first year students of SMAN 4 Banda Aceh, and the sample are an experimental class (X IA 2) and a control class (X IA 6). The total numbers of the samples are 66 students. This research was conducted on April, 2010. In collecting data, several techniques were used namely; observation, test, questionnaire and interview. According to data analysis, team teaching gave more advantages to improve students’ ability in understanding English narrative texts. Some advantages of team teaching to the first year students of SMAN 4 Banda Aceh; (1) Team teaching directed the students to focus on material, the method was not tedious and learning motivation had been increased by using it, so that their ability in understanding English narrative text had been increased. (2) The students who studied by using team teaching obtained higher score than the students who studied without using team teaching. It means the students who studied by using team teaching could improve their abilities in understanding English narrative text. (3) The students should focus on the study because the teachers observed what they do in the class comprehensively. The student also could receive knowledge not only from the main teacher, but also from the co-teacher and they could ask both teachers if they found some problems. Some advantages of team teaching to the teachers of SMAN 4 Banda Aceh are; team teaching could be effective while teaching and learning process was underway because the teachers could remind each other and they also could plan good materials. In applying team teaching to improve students’ ability in understanding English narrative texts, the teachers used many strategies. One of the general strategies to apply team teaching in SMAN 4 Banda Aceh was by excercising the so called semi team teaching. The special strategies that conducted by teachers were; (1) Presenting an interesting and understandable topic in every meeting for students. (2) Making group discussion, reading the legend and translating it, giving regularly the test and games. (3) Asking the students to comprehend the generic structure of the text before coming to the class.
The answer to the question – Which can be the best way to teach and to learn to understand foreign people and culture in ethnically, culturally and linguistically homogenous teaching contexts? – is simple: through language teaching and learning. This process is per definitionem the encounter between a culture of origin and a target culture. The process of learning and teaching foreign languages generates the encounter with languages and cultures, which implies on the one hand a comparison of different cultural contexts and on the other hand self-reflection.
Starting from data, which were collected based on a survey, the present contribution attempts to answer the following questions:
1. What is the role of foreign language teachers in ethnically, culturally and linguistically homogenous teaching contexts?
2. To what extent do foreign language teachers and students perceive the intercultural dimensions of foreign language education in such contexts?
Inklusion ist (k)eine Frage der Persönlichkeit - Inklusive Kompetenzen institutionell verankern!
(2020)
Orientiert am Themenschwerpunkt der „theoretischen und empirischen Klärung des Verständnisses pädagogischer Fachlichkeit“ beschäftigt sich unser Beitrag mit den Barrieren und Chancen, die sich in der Hochschulstruktur und –kultur und der universitären Lehre darstellen, wobei wir uns exemplarisch der Ausbildung inklusionsbezogener pädagogischer Fachlichkeit bei angehenden Lehrkräften zuwenden. Mit Bezug zu aktuellen Entwicklungen der bildungspolitischen Landschaft in Deutschland wird zunächst die Notwendigkeit eines Umdenkens in der Lehramtsausbildung, wie auch in der gesamten Hochschullandschaft, dargelegt und diskutiert. Dabei wird das dem Beitrag zugrunde liegende Verständnis von Inklusion verdeutlicht. Die sich daraus ergebenden Anforderungen an Hochschulen, besonders in Bezug auf ihr Selbstverständnis, das Verständnis von Wissenschaftlichkeit und die gelebte Hochschulkultur, werden daraufhin formuliert. Daran schließen Überlegungen zur Umsetzung inklusionsorientierter Praxen in der Lehrer*innenbildung an. Ein besonderer Fokus liegt dabei auf der partizipativen Lehre als möglichem Werkzeug für eine inklusionssensible Hochschulentwicklung. Am Beispiel partizipativer Lehre gemeinsam mit Menschen mit Lernschwierigkeiten1 werden Möglichkeiten aufgezeigt, wie Menschen, die bisher keinen Zugang zur akademischen Wissensvermittlung hatten, als Lehrende tätig sein und so sowohl von Biografien unter der Erfahrung von Diskriminierung berichten, als auch diese Erfahrungen in die Produktion von Wissen einfließen lassen können. In der Diskussion um partizipative Lehre werden verschiedene Widersprüche und Diskurse deutlich, die geeignet sind, um über Hochschulkulturen und -praxen neu nachzudenken.
Seit dem Sommersemester 2020 dominieren virtuelle Unterrichtsformen auch die Hochschulen. An der Frage nach Möglichkeiten und Grenzen digitaler Lehre scheiden sich aber schon länger die Geister des akademischen Lebens. Prof. Dr. Stefan Alkier sieht die Digitalisierung der Lehre kritisch. Er betont ihre bildungstheoretischen Grenzen und die Vorzüge „leibhaftiger Kommunikation“.
Weg mit den Talaren! Hoch die Doktorhüte! : vom Wandel der Zeremonialität an deutschen Universitäten
(2018)
"Unter den Talaren – Muff von 1000 Jahren": Dieser Slogan steht wie kaum ein anderer für die Aufbruchstimmung der 68er-Generation. Damit zielten die Hamburger Studenten auf das Verschweigen der NS-Vergangenheit ab, anschließend ging es aber auch den Talaren selbst an den Kragen. Seit einigen Jahren wird im zeremoniellen Raum der Universitäten vielfach experimentiert: Die Fächer bilden eine jeweils eigene Feierkultur aus – auf der Suche nach einem Übergang von der Universität in das berufliche Leben.
In diesem Aufsatz wird der Entwicklungsprozess des digitalen Lehr- und Lernspiels 'Berlin 3D entdecken!', das in Kooperation von Bursaer und Jenaer DaF-DozentInnen entwickelt wurde, unter technischen und didaktischen Aspekten vorgestellt. Digitalspiel-basiertes Fremdsprachen Lernen (DGBLL) und Gamifizierung sind gegenwärtige Tendenzen im computerbasierten Fremdsprachenlernen. Die Millenium-Generationen, die sog. Digital Natives, lernen durch digitale (Lern-)Spiele diverser Art (Prensky 2001). Während die Jugendlichen digitale Sprachlernspiele als neues Material willkommen heißen, bleiben die Lehrpersonen aus verschiedenen Gründen eher skeptisch, was oft kritisiert wird (Allsop et al. 2013, Blume 2017, Chandler 2013, Emin-Martinez & Ney 2013, Gerber & Price 2013, Wagner & Mitgutsch 2009). Doch die Kritik an den Lehrenden ist nicht gerechtfertigt, da fast alle Spiele dieser Art als Medium zum individuellen Lernen in außerschulischen Kontexten konzipiert worden sind und sich daher nur bedingt in den Unterricht integrieren lassen. Es bleibt offen, wie Lehrende ein Selbstlernmedium im Unterricht verwenden können. Der entscheidende Grund zurückhaltender Einstellungen von Lehrenden ist, dass derzeit kein digitales Spiel vorhanden ist, das sie in ihren DaF-Klassen zu unterrichtlichen Zwecken einsetzen können, d.h. es gibt kein digitales Lehrspiel! Um zur Lösung dieses Problems beizutragen, wurde ein digitales DaF-Lehrspiel entwickelt: 'Berlin 3D entdecken!' Durch dieses Spiel können DaF-Lehrende in eigenen Klassen spielend lehren. Auf dem Sprachniveau B1+ liefert das Spiel landeskundliche Informationen über fünf Sehenswürdigkeiten in Berlin Mitte. Als RPG (Role Play Game) konzipiertes Spiel enthält es 3D-Modelle von historischen Bauten, die von Avataren realitätsnah erkundet werden. Durch 3D-Präsentationen, interaktive Übungen und einen Abschlusstest bietet das Spiel die Möglichkeit, es in den Unterricht zu integrieren. Es wurden vier Grundversionen des Spiels entwickelt: für PC, Smartboard, Web und Mobil (Android & IOS).
Anna Ananieva und Rolf Haaser zeigen in ihrem Beitrag über den Gymnasialreformer Hermann Köchly, mit welchen Herausforderungen der Einsatz für eine liberale Reform des Gymnasialwesens, das in den 1840er Jahren als überkommen und fragwürdig diskutiert wurde, konfrontiert war. Köchly gründete den demokratisch strukturierten Dresdener Gymnasialverein und damit einen Diskursraum, in dem schulreformerische Pläne kontrovers diskutiert werden konnten und in dem sogar Pläne eines eigenen Mustergymnasiums geschmiedet wurden, die sich wegen des Widerstands der Behörden jedoch nicht umsetzen ließen. In Dresden, das macht der Beitrag deutlich, "verschob sich sichtbar das gesellschaftliche Verständnis des Erziehungswesens von der autokratischen Zuständigkeit des Staates hin zu einer kollektiven Angelegenheit der gebildeten Öffentlichkeit, die sich keineswegs nur aus dem Bildungsbürgertum rekrutierte".
O presente artigo tem como objetivo apresentar e analisar experiências envolvendo a postagem de perguntas e respostas na plataforma 'Yahoo! Clever' no ensino de alemão como língua estrangeira, focando nos aspectos da autenticidade de situações e do desenvolvimento da autonomia e motivação dos aprendizes. Para isso, foi apresentado o planejamento e a realização de uma sequência didática em um curso livre para público universitário do nível A2 (QECR). Além da descrição da sequência, foram analisados os resultados das atividades na forma de postagens no website, além de excertos de entrevistas com alguns aprendizes. A partir da análise desses dados, foi possível perceber que atividades envolvendo a plataforma podem criar situações autênticas, engajando os aprendizes a interagir com a comunidade do site de forma significativa, mas também podem ser encaradas pelos aprendizes de forma inautêntica, o que leva a postagens artificiais que podem acarretar respostas negativas por parte da comunidade. Por fim, discute-se o papel do professor em levar os aprendizes a refletirem sobre a interação em ambientes não controlados.
Efforts to come to terms with sexual violence against children and adolescents are predicated on a desire to achieve justice. Based on the work done by the Independent Inquiry into Child Sexual Abuse in Germany, this article attempts to identify the interfaces between the Inquiry’s undertakings and the field of transitional justice. Using an approach informed by the theory of childhood, it examines the issues that arise when survivors bear witness to past childhood events. This must adopt a perspective that is sensitive to childhood and adolescence as unique life phases. That, in turn, requires accounting for concomitant factors, such as the context presented by a child’s growth and development, the function of families, the role played by educational institutions, and the legal position accorded children by society. The article thus adopts a framework rooted in childhood theory that considers children both generally as human beings and specifically as children.
Während der COVID-19-Pandemie in Deutschland standen besonders Familien mit Kindern vor großen Herausforderungen. Der erste Lockdown erscheint im Zeitverlauf markant, da sich das ausdifferenzierte Familienleben fast ausschließlich auf die häusliche Umgebung konzentrierte und Bildungs- und Betreuungsstätten geschlossen waren. Das Wegbrechen der öffentlichen Infrastruktur definieren wir hier als zentrales Krisenphänomen für Familien.
Im Fokus dieses Beitrags steht eine Auswertung von 5075 Kommentaren aus dem Online-Fragebogen der Studie „KiCo – Kinder, Eltern und ihre Erfahrungen während der Corona-Pandemie“, an der im April/Mai 2020 über 25.000 Eltern mit Kindern unter 15 Jahren teilnahmen. Hauptsächlich stammen die Kommentare von Müttern zwischen 30 und 50 Jahren, die zum Zeitpunkt der Befragung größtenteils im Homeoffice arbeiteten und ein bis zwei Kinder unter 15 Jahren hatten.
Anhand der Kommentare können wir nachzeichnen, wie das Krisenerleben verhandelt wurde bzw. wie auf das Narrativ der Krise in den ersten zwei Monaten der Pandemie in Deutschland Bezug genommen wurde. Folgende Kategorien konnten identifiziert werden: Die Dauer der Krise (Zeit), Krise als Chance für gesellschaftlichen Wandel, die Krise der Demokratie, Krise als Chance für die Familie, Leidtragende der Krise.
O presente artigo visa refletir sobre práticas didáticas comunicativas e interculturais no ensino de alemão como língua estrangeira. No sentido de trabalhar língua e cultura de maneira integrada, atentando especialmente nas necessidades comunicativas e interesse dos aprendizes, desenvolveu-se o projeto Novela, na disciplina Língua Alemã II, do curso de graduação de Letras da Universidade de São Paulo. Este projeto propôs uma releitura atual das telenovelas brasileiras, onde os aprendizes foram incentivados a produzir os episódios, narrativas sequenciais, aplicando o conhecimento de alemão adquirido e fazendo uso de materiais autênticos, tais como quadrinhos, música, conversas por SMS e WhatsApp, vídeos, entre outros. Ao abarcar todos os três aspectos delimitados por Weissenberg (2012) para um ensino focado no desenvolvimento de competências e necessidades de aprendizagem, o projeto possibilitou que os estudantes se sentissem (co)responsáveis pelo processo de aquisição e transmissão do conhecimento, tendo impactos positivos em sua motivação e senso de responsabilidade. Por fim, os resultados obtidos sugerem que tarefas que incentivam o uso de habilidades e estratégias comunicativas, além do seu potencial como ferramenta para uma aprendizagem integrativa, podem promover discussões interculturais relevantes.