This thesis focuses on the development of sociability within digitality, through an examination of three primary relationships: people and music, people and the Web 2.0 and people and each other. Mobile digital devices, such as the iPod, represent the convergence of musical taste and the internet. Both are inherently social, and, while critics have accused mobile digital devices as being socially isolating, the youth in this study have demonstrated an environment in which this technology is used as a means of communication. For these digital youth, such technologies are seen as a gateway to communication and the sharing of experiences. Having grown up fully immersed in digitality, these youth are negotiating new relationships with technology and each other, through the perceived invisibility of the technology. An important aspect of this research is the formation of identity and taste in digitality. Music is an integral facet of identity, a means to relate to others and form judgments on those we meet – but how is this affected by digitality? The internet encourages a loss of genre distinction, and a culture of eclecticism, whereby people can listen to a multitude of genres, often without knowing what exactly they are listening to, and without aligning their identities with specific genres or subgenres. Based on empirical data, it is demonstrated that this fragmentation of taste matches an intensified fragmentation of identity through social networking sites.

Magister Artium - MA / There is the growing recognition that literary works are not independent, but have often been impacted on by various other media. Complex intersections arise between printed text and other media such as photography, film, music and visual arts. The central theoretical concept underpinning this thesis is a study of intermediality, which interrogates the various ways non-literary media are used as a resource or reference. This analysis will be explored in the novels of Lauren Beukes, and will focus on the intermedial meaning-making and influences of both analogue photography and digital visuality in the dystopian society of Moxyland (2008). Furthermore, it will examine visual art in Broken Monsters (2014) and delineate visuality in terms of “bodies”, as is evident in the depiction of ruin porn and contemporary art.

This qualitative case study investigates L2-teachers’ perceptions and integration of digital literacy. Two qualitative semi-structured interviews were conducted, one group interview with two participants, and one interview with a single participant. The aim of the interviews was to find out about teachers’ pedagogical choices regarding digital literacy, practicality on digital issues, and the perception of the curriculum with digitality as an aspect and consideration. To answer these formulations three themes were adopted, these were pedagogy, practicality and curriculum. There was an indication that teachers were divided between different ideologies which affected them in their classroom regarding technology use. These ideological issues consequently affected factors such as beliefs, explicitness, responsibility of work, creativity and criticality, which were factors dividing the teachers apart concerning their view of digital literacy.

Online reflective practices that are high-stakes – summatively assessed, or used as evidence for progression or membership in a professional body – are increasingly prevalent in higher education, especially in professional and vocational programmes. A combination of factors is influencing their emergence: an e-learning agenda that promises efficiency and ubiquity; a proliferation of employability, transferable skills and personal development planning policies; a culture of surveillance which prizes visibility and transparency; and teacher preference for what are seen as empowering pedagogies. This thesis analyses qualitative interview data to explore how students and teachers negotiate issues of audience, performance and authenticity in their high-stakes online reflective practices. Using mask metaphors, and taking a post-structuralist and specifically Foucauldian perspective, the work examines themes of performance, trace, disguise, protection, discipline and transformation. The central argument is that the effects of both compulsory reflection, and writing online, destabilise and ultimately challenge the humanist ideals on which reflective practices are based: those of a ‘true self’ which can be revealed, understood, recorded, improved or liberated through the process of writing about thoughts and experiences. Rather than revealing and developing the ‘true self’, reflecting online and for assessment produces fragmented, performing, cautious, strategic selves. As a result, it offers an opportunity to work critically with an awareness of audience, genres of writing and shifting subjectivity. This is rarely, if ever, explicitly the goal of such practices. Instead, online reflective practices are imported wholesale from their offline counterparts without acknowledgement of the difference that being online makes, and issues of power in high-stakes reflection are disguised or ignored. Discourses of authentic self-knowledge, personal and professional development, and transformative learning are not appropriate to the nature of high-stakes online reflection. The combination creates passivity, anxiety and calculation, it normalises surveillance, and it produces rituals of confession and compliance. More critical approaches to high-stakes online reflection, which take into account addressivity, experimentation and digitality, are proposed.

Wie Künstliche Intelligenz (KI) das Lernen begleiten kann, wird im BMBF-Verbundprojekt „Personalisierte Kompetenzentwicklung durch skalierbare Mentoringprozesse – tech4comp“ erforscht. Um sich dabei zunächst der Frage, was digital-gestütztes Mentoring leisten kann und soll, zu nähern, erfolgt eine Bedarfs- und Leistungsanalyse durch die Erhebung und Auswertung lernbezogener Daten in technologie-gestützten Bildungsräumen auf mehreren Ebenen. Es wird das Verhalten von Lernenden untersucht, um Erkenntnisse über die Leistungsfähigkeit von Mentoring innerhalb adaptiver Bildungsräume zu erhalten und Einflussfaktoren und Gelingensbedingungen zu identifizieren. Dazu wird die Expertise aus verschiedenen Disziplinen (Bildungswissenschaften, Informatik, Organisations- und Sozialwissenschaften) herangezogen.

Im Zuge der digitalen Transformation ergeben sich für Organisationen ständig neue Möglichkeiten, ihre Geschäftsprozesse mithilfe digitaler Tools zu verbessern (Thornley et al., 2019). Die COVID-19-Pandemie beschleunigte diesen Transformationsprozess und löste für viele Büroangestellte einen abrupten Wechsel zur Heimarbeit aus (Galanti et al., 2021; Nagel, 2020). Folglich mussten viele Unternehmen ihre Arbeitsorganisation reformieren, was zu verstärktem Einsatz von Informations- und Kommunikationstechnik am Arbeitsplatz und damit zu einem hohen Maß an intraorganisationaler Online-Kollaboration (IOC) führte (Sunday AGBA et al., 2020). ... ]Aus: Einleitung]

Die zunehmend komplexer werdende Welt und die mit dem Klimawandel einhergehenden Problemlagen erfordern ein komplexes Verständnis für ein aktives Handeln. Die Schule als Bildungsinstitution trägt daher eine besondere Verantwortung, an der Lernende neben dem Wissenserwerb Selbstwirksamkeit erfahren können. Zugrunde liegen bildungstheoretische Ansätze der Kulturhistorischen Schule, die auf die Sinnbildung abzielen. Das Ziel der vorliegenden Staatsexamensarbeit ist es, zu klären, durch welche Faktoren Lernende Sinn in einer Tätigkeit während des Lernprozesses erkennen. Dazu wird die folgende Forschungsfrage gestellt: Inwiefern ermöglichen digital gestützte Projektumgebungen Sinnbildungsprozesse bei Lernenden? Zur Beantwortung wurde ein mehrtägiges projekt- und gruppenbasiertes, sowie digital gestütztes Unterrichtskonzept zum Thema ‚Globales Lernen‘ entwickelt und mit 24 Schüler*innen einer zehnten Klasse an einer Oberschule in Sachsen durchgeführt. Als Methodik wurde eine Einzelfallanalyse gewählt. Einerseits dienten Fragebögen mit Freitextfragen vor und nach dem Projekt und andererseits Protokolle mit teilnehmender Beobachtung als Datengrundlage. Die Auswertung erfolgte über eine Inhaltsanalyse. Ein allgemeingültiges Ergebnis konnte nicht festgestellt werden. Die Lernenden haben nicht primär durch die nutzbaren digitalen Anwendungen Sinn in der Lerntätigkeit erfahren, vielmehr konnten vielschichtige förderliche Faktoren, wie Kooperation, eine positive Lernumgebung, Anleitung durch Lehrende und adäquates Vorwissen der Lernenden festgestellt werden. / The world is becoming increasingly complex, and climate change presents significant challenges that require a nuanced understanding to take effective action. As educational institutions, schools have a unique responsibility to not only impart knowledge but also to foster self-efficacy in learners. This is in line with the educational theory of the cultural-historical school, which seeks to create meaning. The purpose of this state examination thesis is to investigate the factors that contribute to learners' recognition of meaning during the learning process. The research question posed is: To what extent do digitally supported project environments facilitate meaning-making processes in learners? A multi-day project and group-based, digitally supported teaching concept on the topic of 'global learning' was developed and implemented with 24 pupils in tenth grade at a secondary school in Saxony. The methodology chosen was an individual case analysis, using questionnaires with free text questions before and after the project, as well as protocols with participant observation. The evaluation was conducted using content analysis. A definitive conclusion could not be reached. The learners did not primarily derive meaning from their learning activities through the use of digital applications. Instead, several contributing factors were identified, including cooperation, a positive learning environment, guidance from teachers, and a positive learning experience.

This dissertation is a theoretical study of the relationship between digitality, knowledge, and power in the age of Big Data. My argument is that human medical research on psychedelic substances supports a critique of what I call "the data episteme." I use "episteme" in the sense developed by philosopher Michel Foucault, where the term describes an apparatus for determining the properties associated with the epistemic condition of scientificity. I write that the data episteme suppresses bodies of knowledge which do not bear the epistemic virtues associated with digital data. These include but are not limited to the capacities for positivistic representation and translation into discrete digital media. Drawing from scientific reports, I demonstrate that certain forms of knowledge regarding the therapeutic mechanisms of psychedelics cannot withstand positivistic representation and digitization. Henceforth, psychedelic research demands frameworks for epistemic legitimation which differ from those predicated on the criteria associated with the data episteme. I additionally claim that psychedelic inebriation promotes a form of thinking which has been called, by various theorists, "negative," "abstract," or "idiosyncratic" thought. Whereas the data episteme denies the existence of negative thought, psychedelic research suggests that this mental function is essential to the successful deposition of psychedelic substances as adjuncts to psychotherapy. For the reasons listed above, psychedelic science provides a uniquely salient lens on the normative operations of the data episteme. In the course of suppressing non-digitizable knowledge, the data episteme implements what Foucault conceptualizes "knowledge-power," a term which affirms the fact that there is no meaningful difference between knowledge and power. Here, "power" may be defined as the power to promote but also to retract conditions on which phenomena may exist across all sites of social, intellectual, and political construction. I write that the data episteme seeks to both nullify the preconditions for negative thought and to naturalize the possibility of an infinite expansion of human mental activity, which in turn figures mentality as an inexhaustible resource for the commodity of digital data. The data episteme therefore reifies the logic of ceaseless economic proliferation, and as such, abets technologized capitalism. In the event that the data episteme fulfills its teleological goal to become total, virtually all that is thinkable would yield to economic subordination. I present psychedelic science as a site where knowledge which challenges the data episteme is empirically necessary, and which, by extension, attests to the existence of that which cannot be economically subsumed. / Doctor of Philosophy / In the age of Big Data, scientists draw upon the ever-expanding quantities of data which are produced, circulated, and analyzed by digital devices every day. As data grow in number, digital tools gain in their ability to yield precise and faithful information about the objects they represent. It would appear that all forms of knowledge may one day be perfectly replicated in the form of digital data. This dissertation claims that certain forms of knowledge cannot be digitized, and that the existence of non-digitizable knowledge has important implications for both science and politics. I begin by considering the fact that digital tools can only produce knowledge about phenomena which permit digitization. I claim that this limitation necessarily restricts the sorts of information which digital devices are capable of generating. I also observe that the digital turn has inaugurated a novel mode of capitalist economic production based on the commodity of digital information. Thus, the increasing dependence of scientific authority on digital methods is also a concern for political economy. I argue that the reliance of scientific authority on digital data restricts the scope of scientific inquiry and makes ceaseless economic expansion appear both necessary and inevitable. It is therefore critical to indicate sites of research and practice where non-digitizable knowledge plays an essential role in informing scientific processes. Such an indication is not only pertinent to scientific research, but points up the ways in which data facilitate unregulated economic growth. Psychedelic drug research serves as my lens on digitality and political economy. Specifically, I explore the ways in which quantitative and computational methodologies have been used and critiqued by scientists who study the psychiatric benefit of psychedelics on human consciousness. Taking a historical approach, I demonstrate that psychedelic scientists have always faced the paradoxical task of translating the unusual and ineffable effects of psychedelics into discrete, measurable variables. This quandary has become more pronounced in the age of digital tool use, as such tools rest on the logic of metrical and discrete analysis. I suggest that the therapeutic mechanisms of psychedelics can only be fully revealed by methodological techniques which explicitly address the epistemic limitations of digital data. Noting that the ascendance of Big Data is contemporaneous with a rise of interest in psychedelics as adjuncts to psychotherapy, I assert that psychedelic science provides abundant materials for a critique of the ostensive epistemic authority of digital data, which operates as an alibi for technologized capitalism.

This dissertation is a theoretical study of the role of virality/virulence as a predominant technological term in the reproduction of social and cultural information in the digital age. I argue that viral media are not new phenomena, only the name is new. Media have always behaved as viruses; it is only when they become hyper-intensified in digital technology that their virulent function surfaces in language and culture. The project examines processes of self-replication and evolution undergone by various new media phenomena as they relate back to the global profusion of social networks, data centers, and cybernetic practices. Drawing from several contributions in media theory, political and social theory, and critical media studies, I argue that digital media have a hyper-intensifying effect on whatever objects, subjects, or realities they mediate or represent; thus networked societies are virulently swarmed by their own signs and images in information. Through an examination of three primary categories of digital proliferation—language, visuality, and sexuality—I situate digital culture in a framework of virulence, arguing that the digital may be best understood as an effect of cultural hyper-saturation and implosion. I argue that virulent media networking processes come to constitute a powerful cybernetic system, which renders the human subject a mere function in its global operations. Lastly, I begin to develop a political critique of cybernetics, claiming that the proliferation of information, digital media, and communicative/representational technologies in the contemporary world emerges through an intensified ideological, economic, social, cultural, and metaphysical framework of productivism. This intensification engenders a system, or series of communicational circuits, whereby all techno-subjective activities are strategically stimulated, networked, recorded, and algorithmically appropriated to strengthen and reproduce 1) a global productivist system of cybernetics; 2) The material and ideological conditions for such a system to exist and thrive; 3) limitless virtual and digital production. / Ph. D.

Mit dem Abklingen der COVID-19 Pandemie tauchen – de facto zeitgleich – neue Transformationstrigger auf, beeinflussen unseren Alltag massiv und vermutlich auch nachhaltig. Wiederum kommt der Digitalisierung in Wirtschaft, Wissenschaft, Bildung, privaten Netzwerken und öffentlichen Institutionen eine besondere Bedeutung zu. Allerdings wandelt sich der Fokus der Interpretation digital basierter Ansätze. So stehen jetzt inklusionsförderliche Praxen im Vordergrund, es geht um Nachhaltigkeit und KI-basierte Supportsysteme, Hybridität und ein sich grundlegend veränderndes Bildungsverständnis. Die an sich ebenso alerte wie handlungsorientierte Community der GeNeMe sieht sich in ihrem 25. Jahr herausgefordert, mit dieser Dynamik kompetent umzugehen. Ziel ist, die hier ausgewogen vertretenen Perspektiven aus Forschung, Bildung und betrieblicher Anwendung integriert zu diskutieren und gemeinsam tragfähige Erklärungen, aber auch Interventionsansätze abzuleiten und der interessierten Öffentlichkeit vorzustellen. Auch auf der Jubiläumskonferenz 2022 geht es um Infrastrukturen (in der Bildung), Arbeitsorganisation und Unterstützungssysteme, öffentliche Raume mit Online-Präsenz und situierte Kollaboration, nicht nur in der Industrie. Mehr denn je sind wir uns des Wertes von Vielfalt („Diversität“) bewusst und erkennen allmählich die hilfreiche Funktion der Digitalität beim Umgang damit: gerade mit digitaler Transformation gelingt es, Barrieren zu überwinden.:Digitalität und Diversität – Mit digitaler Transformation Barrieren überwinden XXIX Digitality and Diversity – Overcoming Barriers with Digital Transformation XXXV Eingeladene Vorträge 1 1.1 The Future of Co-Working after COVID-19: Oscillating between Physical and Virtual Spaces? 1 1.2 Transnational educational collaboration; how can we move beyond what we already know in curriculum development? 1 A Arbeitsorganisation 2 A.1 “Home-Office ≠ Home-Office” – eine empirische Untersuchung zur Relevanz von Kontextbedingungen im Home-Office auf Arbeitsmotivation, Commitment und das Organisationale Citizenship Behavior 2 A.2 Pilotierung von Teilhabe an der praktischen Lehre durch Einsatz von Telepräsenzrobotern an der Medizinischen Fakultät Dresden 14 A.3 Lernen mit- und voneinander: Fortbildung trifft Community 18 A.4 Entwicklung eines Modells zur Messung der Agilität eines Unternehmens 24 A.5 Klimawandel-Hochwasserschutz – Urbane Resilienz für den Ballungsraum – Wie beeinflussen kritische Erfolgsfaktoren hoheitliche Planungsprozesse im Hochwasserschutz 35 A.6 Entwicklung eines Fragebogens zur Erhebung von Subjektiver Sicherheit und wahrgenommenem Wert bei der Nutzung von Screening KIs in E-Health Apps 47 B Hochschullehre 54 B.1 Die Zukunft der Hochschullehre nach der Pandemie –Ergebnisse eines systematischen Literaturreviews zurpostCOVID-19 Hochschullehre 54 B.2 Selbstreguliertes, digitales Lernen – Eine Taxonomie zu den Problemfeldern 70 B.3 Förderung von Motivation durch Gamification-Elemente in einem Studienassistenzsystem aus der Perspektive verschiedener Spielertypen 82 B.4 Förderung studentischer Methodenkompetenzen im digitalen Raum: Lessons Learned 93 B.5 Lessons Learned aus der Iterativen Weiterentwicklung von Kollaborativer Online Lehre 98 B.6 Kollaborative Erstellung von intelligenten Mentoring-Bots als skalierbare Werkzeuge zur individuellen Unterstützung in der Hochschulbildung 104 B.7 Lehr-Lern-Innovationen in Pandemiezeiten – Kritische interkulturelle Reflexion studentischer Lernprozesse im Rahmen eines irisch-deutschen Virtual Exchange 113 B.8 „Ich will doch später was mit Menschen machen, da braucht es nix Digitales!“ – Diskussionen um die Sinnhaftigkeit digitaler Lehre und die Schwierigkeit, Beziehungsarbeit im digitalen Raum zu definieren 121 B.9 Gewusst wie?! Die Entwicklung Graphic Novel-basierter eTutorials zur Verknüpfung fachwissenschaftlicher und fachdidaktischer Lerninhalte 127 C Öffentlicher Raum 137 C.1 Internetnutzung von Schüler:innen. Skalen zur Erfassung von digitalen Süchten 137 C.2 Selbstbestimmte digitale Identitäten in der Smart City: Potenziale und Grenzen 148 C.3 Stärkung von Verbundenheit und Zugehörigkeit im digitalen Engagement 159 C.4 ‚DatenlaubeJam‘ – Hackathon ist immer (dienstags) 164 D Unterstützungssysteme 170 D.1 Design pattern for conversational agents handling data-driven requests 170 D.2 Learning Companions motivierend gestalten 182 D.3 Bedarfsanalyse zur Darstellung von Daten im Bereich Learning Analytics aus Lernenden-Sicht 195 D.4 Design eines Virtuellen Supportteams. Konzeptionelle Überlegungen und empirische Befunde zur Entwicklung Fakultät übergreifender virtueller Teams in der IT-Administration einer Hochschule 208 D.5 Prototyping in VR – Gestaltung und Durchführung des Prototypings im Innovationsprozess mit Hilfe einer Virtual – Reality – Anwendung 212 E Online Presence 218 E.1 Do learners experience spatial and social presence in interactive environments based on 360-degree panoramas? A pilot study and future research agenda 218 E.2 Why they participate – motivational functions of digital platforms for bottom-up urbanism 228 E.3 Shift in Perspective: Case Study of Motivational Factors in an Online Innovation Community 239 F Situated Collaboration in Industry 251 F.1 Prototype Development of a Self-Evaluation Tool for Corporate Community Managers 251 F.2 Strukturierung von Maßnahmen zur Verbesserung intraorganisationaler Online-Kollaboration 263 F.3 Needs of Students in Further Education – A Mixed Methods Study 272 F.4 A Metacognition-Based Digital Worksheet for Automotive Fault Diagnosis: a Needs Assessment 285 G Higher and Further Education 299 G.1 Fairness in Blended Assessment in Higher Education – A Quantitative Analysis of Students’ Perception 299 G.2 Timing of formative feedback in a virtual learning environment from an E-tutors perspective 311 G.3 Designing Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education 321 G.4 Developing ISLANDS Learning Model in Improving the Guiding Ability of Students in Maluku Archipelago 326 H OER meets COL 338 H.1 OER meets COL: Learning about collaborative online learning with OER 338 Autorenverzeichnis 340