<div> <div> <div> <p>Previous work has identified the many difficulties that students experience in learning abstract concepts in STEM. Past studies have also identified the critical role that emotions play on students' motivation to learn. As new learning technologies are developed, they enable visualizing complex scientific concepts which can be non-visible thus assisting students' understanding of abstract ideas as well as improving their motivation as they learn. This study investigated two learning technologies and compared them to examine 1) their effectiveness on learning concepts of electricity in physics and 2) the interplay between learning with technology and emotions. Participants were randomly assigned to either Inquiry-Based Learning (IBL) with a computer simulation or Game-Based Learning (GBL) with a computer game which addressed concepts of electricity in physics. During the experiment, students in the IBL condition explored materials by using the computer simulation and posed hypotheses and questions on their own with a guiding worksheet for IBL. Students in the GBL condition played an educational computer game following the guiding worksheet while they were meeting challenges created by the game with a guiding worksheet for GBL. Students' learning gains were assessed by comparing their pretest and posttest scores. Emotions were self-reported after the posttest by responding to a survey that measured 6 emotional scales that students may perceive during the experiment. The study found that both IBL and GBL enhanced students' understanding of given concepts. However, there was no statistically significant difference between the two conditions in terms of learning gains. Students in the IBL achieved higher mean learning gains, whereas students in the GBL showed that they were more engaged. At the same time, students in the GBL perceived more confusion and frustration compared to students in the IBL. <br></p> </div> </div> </div>

The text deals with ways and methods of creating my diploma thesis called Steal me your €motion. The diploma thesis deals with the relationship between machine learning and emotionality. To what extent is artificial intelligence able to undergo emotional relationships and experiences defined by the physicality and experience of the human body. The topic of the work is the creation of a (fictional) inhuman entity that longs to learn from people as many bodily acts as possible that will help it infiltrate the human community. In addition to reflecting the current level of scientific knowledge, I bring an element of fiction and fiction.

Seit 2015 arbeitet das Fraunhofer IVV, Dresden intensiv mit interdisziplinären Forschergruppen aus Maschinenbauern, Mechatronikern, Psychologen und Designern an der Entwicklung eines selbstlernendes Bediener-Assistenzsystems. Von Beginn an wird das Team außerdem von einem industriellen Beraterkreis aus Verbänden, Maschinenbetreibern und -herstellern unterstützt. Dadurch wird die Forschung und Entwicklung eng an den Bedarfen der potentiellen Nutzer ausgerichtet. Gleichzeitig erhalten unsere Partner die Möglichkeit, ihre eigenen Entwicklungen und Prozesse zu hinterfragen und sich mit kompetenten Experten über bestimmte Herausforderungen auszutauschen. In dieser Kooperation hat sich das jährliche VVD-Anwenderforum zum zentralen Baustein entwickelt. Am 10. Oktober 2019 findet nun unser 3. VVD-Anwenderforum „Bediener-Assistenzsysteme“ in Dresden statt. Dazu möchten wir Sie recht herzlich einladen. Zusätzlich vom VVD-Anwenderforum bieten wir am 9. Oktober ein Workshop „Einstieg in Machine Learning“ statt. In diesem Workshop stellen wir das wichtigste Wording, die grundlegende Mathematik, die Möglichkeiten und Grenzen vor. Damit wollen wir die Teilnehmenden in die Lage versetzen, Ideen für eigene Anwendungsmöglichkeiten zu entwickeln und sich mit Fachexperten über Zielstellungen auszutauschen.:1. Andre Schult (Fraunhofer IVV Dresden): Aktueller Stand SAM und Vorstellung der Pilotprojekte 2. Dr. Romy Müller (TU Dresden, Professur für Ingenieurpsychologie und angewandte Kognitionsforschung): Psychologische Aspekte der Mensch-Maschine-Interaktion 3. Moritz Schroth (Fraunhofer IVV Dresden): Aktuelle Forschungsprojekte für die Industrie4.0 – opticSAM 4. Patrick Binzer (Multivac Sepp Haggenmüller SE & Co. KG): Automatisierte Maschinenkonfigurationen aus Kundensicht 5. Dr. Lukas Oehm (Fraunhofer IVV Dresden): Vorstellung geplanter Forschungsvorhaben Fraunhofer IVV

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Auch mit modernster Technik und Maschinen ist der Mensch aus der Produktion nicht wegzudenken. Bediener mit Erfahrung sind elementar wichtig für effiziente Produktionsprozesse und bleiben unersetzbar – so die Theorie. In der Praxis fehlt den Unternehmen allerdings zunehmend gut ausgebildetes Fachpersonal. Lange Stillstandszeiten und hohe Ausschussmengen können die Folge sein. Gemeinsam mit Ihnen und weiteren Vertretern aus Wissenschaft und Industrie wollen wir uns mit neuen Konzepten und Visionen selbstlernender Bediener-Assistenzsysteme auseinandersetzen, - psychologische Aspekte, - die Nutzung von Augmented und Virtual Reality sowie - selbstlernende Systeme (künstliche Intelligenz) vorstellen und anschließend diskutieren.:1. Dr. Peter Golz (VDMA, Frankfurt am Main): Der Mensch im Produktionsumfeld 2. Dr. Romy Müller (TU Dresden, Professur für Ingenieurpsychologie und angewandte Kognitionsforschung): Mensch-Maschine-Kooperation in hochautomatisierten Systemen 3. Andre Schult (Fraunhofer IVV Dresden): Selbstlernendes Bediener-Assistenzsystem 4. Harald Wolf (Hassia Verpackungsmaschinen GmbH, Ranstadt): Mensch-Maschine im internationalen Umfeld 5. Ulf Heinemann (Robotron Datenbank- Software GmbH, Dresden): Störungserkennung durch Motorstromanalysen in Produktionsstraßen 6. Tilman Klaeger (Fraunhofer IVV Dresden): Maschinelles Lernen am Fraunhofer IVV Dresden 7. Patrick Marchion (Dividella AG, Grabs, CH): Augmented Reality für Wartung und Bedienung

Mit der Automatisierung in der Produktion wird oft versucht, den Menschen als mögliche Fehlerquelle zunehmend vom Prozess auszuschließen. Dabei besitzt der Mensch einzigartige und nützliche motorische, sensorische und kognitive Fähigkeiten. Innovative Technologien bieten nun die Grundlage, Automatisierung und menschliche Fähigkeiten ideal zusammenzuführen und somit die Effizienz von Produktionsprozessen deutlich zu steigern. Wir möchten Sie herzlich einladen, diese neuen Möglichkeiten mit uns zu diskutieren. Vertreter aus Forschung und Industrie werden aktuelle Strategien und Entwicklungen vorstellen. In der begleitenden Demo-Session finden Sie Gelegenheit, mit Experten zu sprechen und Technologien auszuprobieren.Ziel ist es, Ihnen einen ersten Einblick zu bieten und dadurch den Grundstein für eigene Anwendungsideen und -projekte zu legen.:1. Andre Schult (Fraunhofer IVV, Dresden): Begrüßung 2. Peter Seeberg (Softing Industrial Automation GmbH): KeyNote: Industrie 4.0 - Revolution durch Maschinelles Lernen 3. Andre Schult (Fraunhofer IVV, Dresden): Selbstlernende Bediener-Assistenzsysteme - Ein Update 4. Dr. Lukas Oehm (Fraunhofer IVV, Dresden): Ideenwerkstatt zukünftiger Projekte 5. Dr. Romy Müller (TU Dresden): Übervertrauen in Assistenzsysteme: Entstehungsbedingungen und Gegenmaßnahmen 6. Diego Arribas (machineering GmbH & Co. KG): Mehr Geschwindigkeit durch Digitales Engineering, Virtuelle Realität und Simulation 7. Sebastian Carsch (Fraunhofer IVV, Dresden): Informationsaustausch im interdisziplinären Entwicklungsprozess 8. Prof. Rainer Groh (TU Dresden): Das menschliche Maß der Interaktion 9. Fanny Seifert (Elco Industrie Automation GmbH): Smart Maintenance - Industrie-Apps als Grundlage für ein durchgängig integriertes Assistenzsystem 10. Markus Windisch (Fraunhofer IVV, Dresden): Cyber Knowledge Systems - Wissensbausteine für die digitalisierte Bauteilreinigung 11. Dr. Marius Grathwohl (MULTIVAC Sepp Hagemüller SE & Co. KG): IoT und Smart Services in agiler Entwicklung – Phasen der digitalen Transformation bei MULTIVAC 12. Andre Schult (Fraunhofer IVV, Dresden): Zusammenfassung und Abschlussdiskussion

Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006). Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention. Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment & cost), access, faculty satisfaction, and student satisfaction. Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.

As the emergence of new technologies are continuously disrupting the way in which organizations function and develop, the majority of initiatives within Learning and Development (L&amp;D) are far from fully effective. The purpose of this study was to conduct an exploratory case study to investigate how automation and AI technologies could improve corporate learning within financial services companies. The study was delimited to study three case companies, all primarily operating in the Nordic financial services industry. The exploratory research was carried out through a literature review, several indepth interviews as well as a survey for a selected number of research participants. The research revealed that the current state of training within financial services is characterized by a significant amount of manual and administrative work, lack of intelligence within decision-making as well as a non-existing consideration of employee knowledge. Moreover, the empirical evidence similarly reveled a wide array of opportunities for adopting automation and AI technologies into the respective learning workflows of the L&amp;D organization within the case companies. / I takt med att företag kontinuerligt anammar nya teknologier för att förbättra sin verksamhet, befinner sig utbildningsorganisationer i ett märkbart ineffektivt stadie. Syftet med denna studie var att genomföra en explorativ fallstudie gällande hur finansbolag skulle kunna införa AI samt automatisering för att förbättra sin utbildningsorganisation. Studien var begränsat till att undersöka tre företag, alla med verksamhet i den nordiska finansbranschen. Den explorativa delen av studien genomfördes med hjälp av en litteraturstudie, flertal djupgående intervjuer samt en enkät för ett begränsat antal deltagare i forskningsprocessen. Forskning påvisade att den existerade utbildningsorganisationen inom finansbolag är starkt präglat av ett överflöd av manuellt och administrativt arbete, bristande intelligens inom beslutsprocesser samt en bristande hänsyn för existerande kunskapsnivåer bland anställda. Studien påvisade därtill en mängd möjligheter att införa automatisering samt AI för att förbättra utbildningsflödena inom samtliga deltagande bolag i fallstudien.

The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research. / Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ʼn toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ʼn direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ʼn geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ʼn riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ʼn kombinasie – in wisselende mate – ʼn doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ʼn Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing. / Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo. / Institute for Open and Distance Learning (IODL) / M. Ed. (Open and Distance Learning)