Global ETD Search

21	Computerunterstützung der Kreativitätstechnik "Morphologische Matrix" Donker, Hilko, Zaczek, Ludmilla January 2006 (has links) No description available. info:eu-repo/classification/ddc/330 ddc:330
22	Kreativitätsförderung mit Neuen Medien in der universitären Lehre im Fach Informatik Carell, Angela, Schaller, Isabel January 2010 (has links) Kreativitätsförderung im Studium der Informatik ist eine zentrale Herausforderung, um Studierende auf Anforderungen in ihren zukünftigen Tätigkeitsfeldern vorzubereiten. Um einen systematischen Einsatz von digitalen Medien in der Kreativitätsförderung zu ermöglichen, wird im vorliegenden Beitrag eine Systematik entworfen und begründet, die entlang der Phasen und Aktivitäten eines kreativen Problemlösungsprozesses Möglichkeiten des systematischen Einsatzes digitaler Medien identifiziert. Dabei wird deutlich, dass zum einen eine Verknüpfung von Medien notwendig ist, um den Anforderungen an einen kreativen Problemlösungsprozess gerecht zu werden. Zum anderen müssen Mechanismen entwickelt werden, die auf den Aufbau einer längerfristigen Beziehung zwischen System und Benutzer abzielen, damit Interaktion zu neuen Funktionen und schließlich zur Herausbildung neuer Kontexte führen kann. info:eu-repo/classification/ddc/330 ddc:330
23	Ideagrams: A digital tool for observing ideation processes Jannack, Anna, Noennig, Jörg Rainer, Holmer, Torsten, Georgi, Christopher 16 May 2019 (has links) Purpose – The paper reports on an ongoing research project of TU Dresden Laboratory of Knowledge Architecture aiming the investigations of the traceability and visualization of upcoming ideas and topics within discussions. Communication and conversation analysis – to explore knowledge processes communication and interaction analyses emerged as a central scientific approach. Hereby knowledge creation and Knowledge Transfer are understood as collective and co-creative effort. Corresponding analysis tools and methods have been developed for the communication- and knowledge creation processes digital media extensively (Faraj et al 2011). However, research focusing on direct and immediate conversation, and not only based on digital media, rarely exists. Development requirements – The existing tools for the analysis of digital communication data are yet not widely applied in the domain of spoken discussions. Whereas communication processes in the digital domain create their data automatically, the data from natural settings have to be extracted laboriously (Tonfoni 2004). Since there are no effective methods on data recording of voice communication yet existing, there are no strong and evident methods on computer aided conversation tracking and analysing existing too. The Ideagram tool tries to overcome this shortcoming. Approach – A prototype of a transcription, visualization and analysis tool was designed, which is able to capture discussions by keywords and analyse them in real-time. The results are presented in several forms: histograms, semantic networks and mixtures between both. These visualizations allow identifying topic and concept dynamics, heuristic paths and creative moments. Central features of the discussion like knowledge communication, orientation for innovation and speech efficiency can be understood and designed. In the different figures - Ideagram - of spoken discussions the logged content is visualised. The program prototype counts the occurrence of the logged words. These can be marked within a chronological re-presentation graph and shows at what time which issue was discussed. By “peaks” and “valley’s” it is obviously visible where the talk was most or least active. The prototype tool allows analysing the used phrases according to their frequency and their appearance during the captured conversation. Practical implications & Value – In contrast of conventional protocol and transcription techniques this kind of knowledge mining allows a greater information bandwidth and a more efficient access on core topics, thematic conflicts, idea generation etc. Experiences in very different settings created a very rich data set and allows to state that the application in business and science seems to very useful according to recording, analysing and deepening of spoken discussions. Hence, the Ideagram is still a prototype version and need further investigation and development. info:eu-repo/classification/ddc/330 ddc:330
24	Teaching and Learning Creativity in Virtual Settings: A thematic analysis of the factors that hinder or foster creativity through the lenses of an artist Martinez Borjas, Adriana, Gebbing, Pia 11 March 2022 (has links) The role of creativity in the economy is seen as crucial to assist nations in attaining higher employment and economic achievement and to cope with increased competition (Davies, 2002,Burnard, 2006). As a consequence, education systems are being required to undergo “a major overhaul in resources, attitudes, and understanding” so that creativity can be valued to manage literacy as a non-linear information structure through different settings (Turner-Bisset, 2007). Nourishing and fostering creativity in all educational settings while using technology as a conduit unlocks the opportunity to produce a highly employable workforce with 21st-century skills. Hence, the major challenge lies in how educators can prepare students by fostering creativity and enhancing 21st-century skills through information and communication technologies (ICT) in a virtual learning environment, referred to as a “virtual setting” in this study. This paper aims to explore the factors that hinder or foster the teaching and learning of creativity in a virtual setting through smart devices by conducting fve expert indepth interviews with “Pro-C” artists from various professional backgrounds and applying a thematic analysis to derive implications for educators and students for using technology as a conduit to enhance creativity [Aus: Introduction] info:eu-repo/classification/ddc/330 ddc:330
25	MINT – Zukunft schaffen. Innovation und Arbeit in der modernen Gesellschaft Gräbe, Hans-Gert, Groepler-Roeser, Ingo 31 January 2012 (has links) Im Mittelpunkt des Sammelbandes stehen die Materialien des Workshops 'MINT - Zukunft schaffen. Innovation und Kreativität' am 23. und 24. September 2011 in Leipzig. Dieser Workshop war der Höhepunkt der Leipziger Gespräche zum digitalen Wandel, mit denen wir uns seit Anfang 2011 der komplexen Thematik der aktuellen Wandlungsprozesse zu nähern versuchen. Über diese Gespräche wird in weiteren Aufsätzen berichtet.:Vorwort der Herausgeber Grußwort aus der Bundesgeschäftsstelle 'MINT - Zukunft schaffen' Hubert Laitko: Der Wandel des wissenschaftlichen Denkens und die Entwicklung der Menschheit. Tendenzen der letzten 400 Jahre Ken Pierre Kleemann: Vier Anmerkungen zu Laitkos Text Rainer Thiel: MINT und die Entwicklung der Menschengesellschaft. Ein Plädoyer gegen das Ziegelstein-Denken. Gibt es Alternativen? Florian Krahmer: Creative Industries - Industrie im postindustriellen Zeitalter Hans-Gert Gräbe: Anmerkungen zu Rainer Thiels Autobiografie \\\'Neugier, Liebe, Revolution\\\' Rainer Thiel: Erfinderschulen der DDR - Silbernes fürs ganze Deutschland Hans-Gert Gräbe: Die Leipziger Gespräche zum digitalen Wandel. Rückblick auf die Debatten im Jahr 2011 Hans-Gert Gräbe: Wie der kleine Philosoph die Welt veränderte. Eine Variation auf die 11. Feuerbachthese Zu den Autoren dieses Sammelbandes info:eu-repo/classification/ddc/500 ddc:500 info:eu-repo/classification/ddc/507 ddc:507 info:eu-repo/classification/ddc/001 ddc:001 Wissenschaftssoziologie
26	Tonsatz: Ein Weg zu eigenen Vokal- und Instrumentalsätzen: Künstlerische und pädagogische Praxis in der Lehramtsausbildung Houben, Eva-Maria, Ebeling, Martin 27 October 2023 (has links) In diesem Artikel wird das Konzept des Tonsatzseminars an der Technischen Universität Dortmund vorgestellt, das Brücken zur Komposition bauen will. Jedes Semester endet mit einem Tonsatz-Konzert, das von Studierenden mit eigenen Kompositionen bestritten wird. Die Stücke entstehen in den Tonsatzseminaren. Seminar und zugehöriges Konzert sind jeweils einem bestimmten Thema gewidmet. Die Tonsatzseminare wurden umfassend dokumentiert: Die Stücke aller Teilnehmer*innen liegen schriftlich vor, wurden im Konzert aufgenommen. Begleitet wird der Kurs in den letzten Jahren von musikpsychologischen Tests zum Kreativitäts-Selbstkonzept, die Datenmaterial für statistische Auswertungen geliefert haben. Vor dem Hintergrund musikästhetischer Diskussion im 19. und 20. Jahrhundert hinsichtlich der Anteile von ›Inspiration‹ und ›Arbeit‹ am Kompositionsprozess werden musikpsychologische Untersuchungen zur musikalischen Wahrnehmung (Carl Stumpf) und neurowissenschaftliche Grundlagen der Kreativitätsforschung dargestellt. Diese Forschungen werden im Hinblick auf ihre pädagogische Bedeutung für das Tonsatzseminar reflektiert. / In this essay, we present the concept of the Tonsatz seminar at TU Dortmund University. This seminar aims to include the idea of composition. Each series of lessons concludes with a concert with students performing their own compositions created in the Tonsatz seminars. The seminars and the recorded concert are dedicated to a specific topic. All scores and the recordings are available. In recent years, the seminars have been accompanied by psychological tests on a self-concept of creativity providing data for statistical evaluations. Against the background of music-aesthetic discussions in the nineteenth and twentieth centuries regarding the relation between the concepts of »inspiration« and »work« in the compositional process, music psychological studies on musical perception (Carl Stumpf), and neuroscientific foundations of creativity are presented. These insights are reflected in terms of their pedagogical significance for the Tonsatz seminar in compositional techniques. info:eu-repo/classification/ddc/780 ddc:780
27	Sobre poesia visual: aprenent a llegir davant les línies Masgrau Juanola, Mariona 27 April 2011 (has links) This research examines the nature of visual poetry and its educational potential in the processes of teaching and learning reading and writing in primary education. The first part looks into the internal and external logic of visual poetry, its cultural, historical and technical characteristics, and a knowledge goal is provisionally defined, which is then analyzed as a teaching and learning goal. It reviews the historicist approaches to visual poetry; it examines the definitions that have been established especially regarding its intermedia nature, and also the most interesting definitions that have been made by visual poets themselves. Following on from this, there is a historical overview of this poetic form, focusing mainly on the Western European tradition and on Catalonia from the twentieth century onwards. The second part of the thesis is the empirical research that justifies, applies and interprets the description and analysis of a didactic sequence of a teacher in a classroom in year two of primary education within the methodological and theoretical framework of contemporary research on specific didactics. Above all, it uses the theoretical foundations of comparative didactics and clinical methodologies. Based on close and participatory observation and an all-encompassing analysis of educational action, some interpretations are compared with the overall framework of knowledge of language and literature didactic. Hence the intrinsic cultural value of visual poetry is claimed as a catalyst to encourage the improvement of the reading and writing skills itself, while this teaching goal also serves as a pretext to consider and purpose new ways of teaching and learning reading and writing, in a richer and more complex way, especially in the field of critical literacy, creativity and intermediality / Aquesta investigació es planteja la naturalesa de la poesia visual i el seu potencial didàctic en els processos d’ensenyament-aprenentatge de la lectura i l’escriptura a Educació Primària. La primera part investiga la lògica interna i externa de la poesia visual, els seus trets culturals, històrics i tècnics i es delimita provisionalment un objecte de saber, el qual a continuació s’analitza com a objecte a ensenyar i objecte ensenyat. Es revisen les aproximacions històriques a la poesia visual; s’examinen les definicions que s’han fixat sobretot en el seu caràcter intermedial i també les definicions més interessants que n’han fet els mateixos poetes visuals. A continuació es fa una síntesi històrica d’aquesta forma poètica, centrant-se sobretot en la tradició europea occidental i, a partir del segle xx, a Catalunya. La segona part o recerca empírica justifica, aplica, i interpreta la descripció i anàlisi d'una seqüència didàctica d'una mestra en una aula de cicle inicial d’Educació Primària, dins del marc metodològic i teòric de les investigacions contemporànies en didàctiques específiques, servint-se sobretot dels fonaments teòrics de les didàctiques comparades i les metodologies clíniques. A partir de l'observació atenta i l’anàlisi global de l'acció didàctica, se n’extreuen unes interpretacions que es confronten amb el marc global del saber de les didàctiques de la llengua i la literatura. Així, es reivindica el valor cultural intrínsec de la poesia visual com a revulsiu per fomentar la lectura i l’expressió escrita per se però alhora aquest objecte d’ensenyament serveix de pretext per reflexionar i proposar noves formes d’ensenyar i aprendre la lectura i l’escriptura de forma més rica i complexa, sobretot en l'àmbit de la literacitat crítica, la creativitat i la intermedialitat. / Bei dieser Untersuchung wird die Frage über die visuelle Poesie und deren didaktischem Potential bei den Bildungs- und Lernprozessen beim Lesen und Schreiben in der Grundschule aufgeworfen, die diese Fähigkeiten in ihrem gesamten Umfang zu Beginn des 21. Jahrhunderts nach sich ziehen. Poesia visual Poesía visual Visual poetry Visuelle Poesie Creativitat Creatividad Creativity Kreativität Transposició didàctica Transposición didáctica Didactic transposition Literacitat crítica Literacidad crítica Critical literacy Kritische Literalität Didaktische Umstellung Acció didàctica conjunta Acción didáctica conjunta Joint teaching action Gemeinsame didaktische Aktion Gestos dels professors Gestos del profesor Teacher's gestures Gesten der Lehrers Arts intermedials Artes intermediales Intermedia arts Intermedia Kunst 373 82
28	Towards a Flexible Bayesian and Deontic Logic of Testing Descriptive and Prescriptive Rules / Explaining Content Effects in the Wason Selection Task / Zur flexiblen bayesschen und deontischen Logik des Testens deskripitiver und präskriptiver Regeln / Eine Erklärung von Inhaltseffekten in der Wasonschen Wahlaufgabe von Sydow, Momme 04 May 2006 (has links) No description available. 150 Psychologie Mathematics and Computer Science Hypothesentesten Wasonsche Wahlaufgabe deontische Logik Bayessche Logik Bayesianische Modelle wissensbasiertes Lernen kausale Modelle Konditionale Implikation Inhaltseffekte Denken Domänenspezifität Rationalität Induktionsproblem Rabenparadox Synduktion Soziale Verträge Betrüger Erkennung Kooperations Erkennung Kooperation Hypothesis testing Wason selection task deontic logic Bayesian logic conditionals Bayesian models implication knowledge-based learning causal models content effects reasoning domain specificity rationality problem of induction ravens paradox knowledge-based induction synduction social contracts cheater detection social contracts cooperator detection pragmatic reasoning schema theory mental model theory 77.31
29	Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards Katzenbach, Michael 02 May 2012 (has links) (PDF) Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning. Individuelle Zugänge Lernumgebung Individualisierung verständnisorientiert Steckbrett Heterogenität Intelligente Übung Dynamische Geometrie Kreativität Präsentation Freiarbeit Koordinatensystem Symmetrie Funktion Bruchrechnung materialgestützt individuell Kommunikation Entdecken Vermuten Operative Serie Horizontale Vernetzung Vertikale Vernetzung Selbstkontrolle Eigenverantwortung Grundvorstellung Transfer Mentale Operation Kompetenz Experimentell Fehlende Werte Reichhaltige Lernumgebung Individual Approach Learning environment Individualization Comprehension-oriented Pinboard Heterogeneity Intelligent exercise Dynamic geometry Creativity Presentation Coordinate system Symmetry Function Fraction Material-based Individual Communication Discover Presume Structured series horizontal integration Vertical integration Self-control Self-responsibility Basic concept Transfer Mental operation Competency experimental Missing data Richlearning situation ddc:510 rvk:SD 2009
30	Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards Katzenbach, Michael 02 May 2012 (has links) Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning. info:eu-repo/classification/ddc/510 ddc:510

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