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Terracotta vessels are about understanding how we can store food by using a new product solution and how we could use less energy and waste less food in doing so. This project is an attempt to minimise the energy usage in our homes but also to gain greater understanding about the food we choose to bring into our homes and what we can do to avoid throwing it away.

新創科技公司源源不斷的產生，是經濟發展的主要動力。美國1995年後崛起的公司，其中大部份為科技公司，所創造的股東價值是《財星》500大企業的二倍。台灣新竹科學園區，20年以來成立了300多家公司，創造出台灣GDP約10%的產值，新創科技公司之重要性可見一斑。 新創科技公司具有新創公司及科技公司兩者的特性，其營運不確定性高，創業者的創業精神及意志力是公司成敗關鍵，建立團隊、資金募集、及產品研發是創業者最主要的工作。 由於資本市場與產業市場快速的變化，新創科技公司在資金募集及研發管理上，面臨從所未有的變局。過去一年，在矽谷有上千家新創科技公司因資金募集不順或研發管理失利，而關門大吉。這是矽谷從所未有的現象。 究竟新創科技公司的資金募集及研發管理，有何關鍵要素以及資金募集及研發管理二者績效之關聯性如何，本研究以矽谷及台灣19家新創科技公司為研究對象，所包含產業有IC設計業，光電業，光通訊業，IC設備業，醫療設備業，及電子材料業等，獲得『影響新創科技公司資金募集及研發管理績效之關鍵要素』，以及二者之關聯性之結論如下： 一、資金募集 根據文獻研讀，影響新創科技公司資金募集績效的關鍵要素有：創業團隊能力因素，環境因素，及報酬與風險因素；而根據個案研究結果，創業者必須在不同發展階段，掌握不同的關鍵要素，分述如下： １　種子期 (1) 完善的營運計劃 (2) 募資時機的掌握 (3) 創業者所具備達成超高報酬率之條件 (4) 具號召力股東的參與 (5) 明確了解募資對象的決策特質，投資偏好、及投資策略 ２　創建期 除了種子期之關鍵要素之外，另產品要獲得關鍵客戶之認可，研發進度要等合原設定目標，關鍵股東或董事對募資的持續支持，亦均為關鍵要素。 ３　擴張期 公司商品化及量產能力，行銷、財務管理能力之優劣為此時期資金募集成敗之關鍵要素。 二、研發管理 根據文獻探討，影響新創科技公司研發管理績效的關鍵要素有：產品定位，外部資源運用及整合能力，內部資源管理及整合能力。另經個案研究發現，新創科技公司因研發資源有限，所以要研發什麼產品，不但要有方向感（即產品定位），同時尚要能因應技術及市場的變化，降低研發風險，所以要有產品組合之規劃。且創業者不但要具備良好技術背景，同時要藉創業精神及領導力，來吸引優秀人才加入『前途未卜』的新創科技公司。另外，新創公司之研發進度往往落後於設定目標，所以利害關係人（董事、股東、顧客、供應商、及員工）的耐心支持，亦是非常重要的。歸納個案研究發現下列五項影響研發管理績效關鍵要素： 1　明確的產品定位及產品組合 2　良好的研發專案管理能力 3　CEO或CTO應具良好的技術背景及領導力，以吸引優良技術人才加入 4　公司內外部研發資源良好之整合能力 5　利害關係人的支持 三、資金募集及研發管理二者績效之關聯性 依個案研究分析結果，對於二者之關聯性可獲得下述之結論： 1. 研發管理績效不佳者，資金募集通常難以成功，而研發管理具良好績效者，其資金募集較易成功。 2. 資金募集績效良好者，必須具備良好之研發管理，而資金募集績效不佳者，未必研發管理績效不佳。 / High-tech start-ups are the powerhouses of economic development. The total market value of high-tech start-ups that launched after 1995 is twice of that of Fortune 500 companies combined. The Hsinchu Science Park of Taiwan has incubated some 300 companies since her inception 20 years ago. To date these 300 companies generate in total a revenue of about 10% value of Taiwan’s GDP. High-tech start-ups have the attributes of start-ups and high-techs. As start-ups, they face so many uncertainties along the way. And as high-techs, they face dynamic market environments and short life cycle of products. Only through the founders’ entrepreneurship and strong motivation, can the high-tech start-ups survive and prosper. Team building, fund raising and R&D are the main jobs of every founder. Recently, because of the unpredictable change of capital markets and industry markets, the high-tech start-ups have experienced a great challenge in fund raising and R&D management. For the past year alone in Silicon Valley, there have been more than 1000 high-tech start-ups filed Chapter 11 or Chapter 7, out of the failure of funding or R&D. A cruel scene has never been seen for the past two decades. OBJECTIVE The objectives of this thesis intend to explore the key success factors (KSFs) of fund raising and R&D management for high-tech start-ups, and the relationship between the success of fund raising and R&D management. This study was conducted by using case study methodology covering 19 samples of high-tech start-ups. The accidental sampling was collected from 9 samples located in the Silicon Valley and 10 in Taiwan, with industries ranging from IC design, opto-electronics, opto-communications, IC equipment, health care equipment to electronics components. The data was obtained by interviewing the top management of these companies and venture capitalist to validate the information. CONCLUSION The result of this study found that the KSFs of fund raising are as follows, 1. According to the research papers and readings, three key factors determine the success of fund raising--- the core competence of the management team, the economic, industrial and social environment, and the investment return vs. risk. 2. This study shows that the KSFs are related to the maturity of high-tech start-ups’ development levels. They are not all the same. In embryo stage, the KSFs are the solid business plan, the right timing of fund raising, the team’s track record, and the knowledge to know the prospective investor’s decision criteria, investment preferences and investment strategy. In early stage, the KSFs should add two more points; one is that the products shall have design-wins from strategic customers with the achievement of milestone complying with schedule, the other is the continuing support from strategic investors. In expansionary stage, the KSFs are the products’ marketability and manufacturability. Also the marketing ability and financial ability are no less important. Moreover, the key factors affect the success of R&D management as follows, 1. In the research papers and readings, three determinants to the success of R&D management are the products’ positioning, the application and integration ability of external resources, as well as the management and integration ability of internal resources. 2. In the analysis of this study, the KSFs, emphasize more on the sides of strategic thinking and founders’ entrepreneurship as follows: a. The right product positioning and products portfolio; b. The good R&D project management skills; 　c. The founders’ good technical background and leadership to attract top-notched technical staff to join; d. The good integration ability of internal and external resources; e. The full support of shareholders. Above all, regarding the relationship between the success of fund raising and R&D management, the poor performance of R&D will, in general, leads to the failure of fund raising, whilst the good performance of R&D will help the success of fund raising. However, one with the success of fund raising, must couple with the good performance of R&D, and one with the failure of fund raising, not necessarily goes with poor performance of R&D.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

創新及創業被認為是現代社會緩解經濟遲緩、促進經濟增長、引領自主創新的一帖良藥。在中國，以培育科技型中小型企業、促進區域經濟發展的「科技企業孵化器」被視為中國落實「大眾創業，萬眾創新」政策的載體，更被用以促進中國經濟穩定增長的重要舉措之一。本研究試圖透過相關重要文獻及次級數據，輔以極具代表性的深圳及武漢地區之孵化器為案例，再透過財務政策及法律改革等相關數據，系統性地分析科技企業孵化器在中國經濟成長下所扮演的角色，以及中國政府在引領並推進此一創新載體所發揮之作用。研究發現，中國科技企業孵化器可做為促進科技創新與經濟增長之媒介－催化劑，為新創企業匹配早期所需之資源(包含知識移轉、社區實體及關係網絡對接)，直接與間接地促進區域經濟轉型升級，證明了科技企業孵化器有能力促進國家創新能力與經濟可持續增長，並成為推進中國經濟轉型的助力之一。同時，中國政府扮演主導推進孵化體系發展的政策指導者，通過一系列資源及政策支持，指導科技企業孵化器的發展路徑及進程，同時促進了政府職能的轉變。總結本研究結果，科技企業孵化器是中國創新體系的一部分，其與政府之間存在著不可分割的關係。政府對科技企業孵化器的支持參與度越大，科技企業孵化器與政府的相互依賴度就越大。作為中國創新和科技發展政策框架的重要組成部分，科技企業孵化器正推動經濟可持續增長並建立一個技術創業的生態系統，同時重塑政府、市場、社會之間的關係。本研究結果可提供未來相關研究探討科技企業孵化器的可持續發展之創新能力。在中國經濟新常態下，探就可持續性的科技企業孵化器有助於全面了解中國科技與經濟成長之關係，相關研究值得後續進一步分析實證。 / Innovation and entrepreneurship are regarded as an economic tool to promote independent innovation and economic growth in the sluggish economy. In China, the Technology-based Business Incubators (BIs) focusing on promoting technology-based small and medium-sized enterprises (SMEs) and regional development are viewed as the innovative carriers under the initiative of “Mass Entrepreneurship and Innovation”. This study attempts to systematically analyze the role of BIs in Chinese economic growth and the role of government play in advancing BIs development through the important literatures and secondary resources, complemented in part with incubation case studies in Wuhan and Shenzhen, and the implementing results of the financial policies and legal reforms. Findings demonstrate that Chinese BIs serves as the catalyst to accelerate S&T development and to provide matching service at technopreneurial functions on the resources of knowledge (high-tech research to patents), communities (high-tech SMEs, universities, and relevant entities), and networks (accessing government, investors, and entrepreneurs), which have promoted regional economic transformation. Meanwhile, the role of Chinese government plays a policy guidance in incubation system, while promoting the transformation of government functions. To conclude this research, BIs are part of the Chinese innovation systems. There is an inseparable relationship between Chinese BIs and the government. The greater the government involvement in BIs support, the greater the interdependence of the BIs and the government. BIs are one of the important factors to facilitate the self-reform of the government, remodeling relations among the government, market and society. In the background of China's “new normal”, the findings of this study provides a future direction to investigate the innovation capability of BIs sustainability. To understand the overall picture of China's rapid growth economic development, the innovation capability of BIs sustainability is worthy of further investigation and discussion.

The subject of this master’s thesis is elaboration of selected parts of the building tech-nology project of residential building Stepnice in Uherske Hradiste. Part of the project is technical report, estate road layout, studies of major technological stages, project of site equipment, design of major machines and mechanisms, technological regulations and control and test plans for prefabricated ceiling and masonry system. Attachment of this master´s thesis is drawings of site equipment, selected construction details, working safety, instructions for using the building, budget by items and a time plan. The aim of the project is to design appropriate and economically effective procedure for realization of the building.

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes. / Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones Acknowledgements / Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones Acknowledgements

In recent years, generative AI has made significant strides, likely leaving an irreversible mark on contemporary society. The launch of OpenAI's ChatGPT 3.5 in 2022 manifested the greatness of the innovative technology, highlighting its performance and accessibility. This has led to a demand for implementation solutions across various industries and companies eager to leverage these new opportunities generative AI brings. This thesis explores the common operational challenges faced by a small-scale Tech Enterprise and, with these challenges identified, examines the opportunities that contemporary generative AI solutions may offer. Furthermore, the thesis investigates what type of generative technology is suitable for adoption and how it can be implemented responsibly and sustainably. The authors approach this topic through 14 interviews involving several AI researchers and the employees and executives of a small-scale Tech Enterprise, which served as a case company, combined with a literature review.  The information was processed using multiple inductive thematic analyses to establish a solid foundation for the investigation, which led to the development of a Proof of Concept. The findings and conclusions of the authors emphasize the high relevance of having a clear purpose for the implementation of generative technology. Moreover, the authors predict that a sustainable and responsible implementation can create the conditions necessary for the specified small-scale company to grow.  When the authors investigated potential operational challenges at the case company it was made clear that the most significant issue arose from unstructured and partially absent documentation. The conclusion reached by the authors is that a data management system powered by a Retrieval model in a LLM presents a potential path forward for significant value creation, as this solution enables data retrieval functionality from unstructured project data and also mitigates a major inherent issue with the technology, namely, hallucinations. Furthermore, in terms of implementation circumstances, both empirical and theoretical findings suggest that responsible use of generative technology requires training; hence, the authors have developed an educational framework named "KLART".  Moving forward, the authors describe that sustainable implementation necessitates transparent systems, as this increases understanding, which in turn affects trust and secure use. The findings also indicate that sustainability is strongly linked to the user-friendliness of the AI service, leading the authors to emphasize the importance of HCD while developing and maintaining AI services. Finally, the authors argue for the value of automation, as it allows for continuous data and system updates that potentially can reduce maintenance.  In summary, this thesis aims to contribute to an understanding of how small-scale Tech Enterprises can implement generative AI technology sustainably to enhance their competitive edge through innovation and data-driven decision-making.

The thesis will discuss the Systems Engineering phase of an original Conceptual Design Engineering Methodology for Aerospace Engineering-Vehicle Synthesis. This iterative phase is shown to benefit from digitization of Integrated Product&Process Design (IPPD) activities, through the application of Product Lifecycle Management (PLM) technologies. Requirements analysis through the use of Quality Function Deployment (QFD) and 7 MaP tools is explored as an illustration. A "Requirements Data Manager" (RDM) is used to show the ability to reduce the time and cost to design for both new and legacy/derivative designs. Here the COTS tool Teamcenter Systems Engineering (TCSE) is used as the RDM. The utility of the new methodology is explored through consideration of a legacy RFP based vehicle design proposal and associated aerospace engineering. The 2001 American Helicopter Society (AHS) 18th Student Design Competition RFP is considered as a starting point for the Systems Engineering phase. A Conceptual Design Engineering activity was conducted in 2000/2001 by Graduate students (including the author) in Rotorcraft Engineering at the Daniel Guggenheim School of Aerospace Engineering at the Georgia Institute of Technology, Atlanta GA. This resulted in the "Kingfisher" vehicle design, an advanced search and rescue rotorcraft capable of performing the "Perfect Storm" mission, from the movie of the same name. The associated requirements, architectures, and work breakdown structure data sets for the Kingfisher are used to relate the capabilities of the proposed Integrated Digital Environment (IDE). The IDE is discussed as a repository for legacy knowledge capture, management, and design template creation. A primary thesis theme is to promote the automation of the up-front conceptual definition of complex systems, specifically aerospace vehicles, while anticipating downstream preliminary and full spectrum lifecycle design activities. The thesis forms a basis for additional discussions of PLM tool integration across the engineering, manufacturing, MRO and EOL lifecycle phases to support business management processes.