Refine
Departments, institutes and facilities
- Fachbereich Informatik (68)
- Fachbereich Wirtschaftswissenschaften (62)
- Fachbereich Angewandte Naturwissenschaften (33)
- Fachbereich Ingenieurwissenschaften und Kommunikation (33)
- Institute of Visual Computing (IVC) (25)
- Institut für funktionale Gen-Analytik (IFGA) (22)
- Institut für Verbraucherinformatik (IVI) (20)
- Institut für Cyber Security & Privacy (ICSP) (18)
- Präsidium (17)
- Fachbereich Sozialpolitik und Soziale Sicherung (16)
Document Type
- Conference Object (111)
- Article (102)
- Part of a Book (62)
- Book (monograph, edited volume) (19)
- Part of Periodical (17)
- Report (10)
- Contribution to a Periodical (6)
- Conference Proceedings (5)
- Patent (4)
- Working Paper (4)
Year of publication
- 2014 (351) (remove)
Keywords
- Nachhaltigkeit (8)
- Lehrbuch (7)
- Corporate Social Responsibility (3)
- FPGA (3)
- Unternehmen (3)
- education (3)
- parallel breadth-first search (3)
- BFS (2)
- Betriebswirtschaftslehre (2)
- Controlling (2)
Obwohl kulturbezogene Fragestellungen eine zentrale Rolle für die erfolgreiche Implementierung von Anwendungssystemen und IKT spielen, erfolgen kulturbezogene Untersuchungen in der Disziplin oft zu unkritisch: Kulturelle Kontexte werden in der Literatur häufig nicht klar abgegrenzt, und verwendete Begriffe werden nicht oder nur unzureichend definiert. Darüber hinaus werden kulturbezogene Untersuchungen, die eigentlich Besonderheiten abgegrenzter Gesellschaften (z. B. Kundensegmente) aufdecken sollen, oft ohne weitere Prüfung auf der Ebene von Nationalkultur untersucht. Die Problematik eines zu unkritischen und bisweilen sogar unangemessenen Umgangs mit kulturbezogenen Fragestellungen ist nicht auf die Wirtschaftsinformatik begrenzt sondern zieht sich durch nahezu alle Disziplinen, die "Kultur" als eine unter vielen Einflussgrößen betrachten. In dieser Arbeit wird ein praktischer Ansatz entwickelt, mit dessen Hilfe nicht nur der eigene kulturbezogene Forschungskontext abgegrenzt werden, sondern darüber hinaus auch noch herausgefunden werden kann, ob bereits verfügbare Forschungsansätze ggf. auf den eigenen Kontext passen könnten. Als Ergebnisse der Arbeit wurde ein Schritt-für-Schritt Leitfaden erstellt und eine Vergleichsbasis geschaffen, die auf einer in ihrem Umfang bislang einzigartigen Sammlung bereits verfügbarer Kulturbeschreibungsansätze beruht.
Open educational resources (OERs) provide opportunities as enablers of societal development, but they also create new challenges. From the perspective of content providers and educational institutions, particularly, cultural and context-related challenges emerge. Even though barriers regarding large-scale adoption of OERs are widely discussed, empirical evidence for determining challenges in relation to particular contexts is still rare. Such context-specific barriers generally can jeopardize the acceptance of OERs and, in particular, social OER environments. We conducted a large-scale (N = 855) cross-European investigation in the school context to determine how teachers and learners perceive cultural distance as a barrier against the use of social OER environments. The findings indicate how nationality and age of the respondents are strong predictors of cultural distance barrier. The study concludes with identification of context-sensitive interventions for overcoming the related bar riers. These consequences are vital for OER initiatives and educational institutions for aligning their efforts on OER.
Open Educational Resources in the Context of School Education: Barriers and possible solutions
(2014)
Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we explored barriers to adoption of Open Educational Practices in the context of school education and asked for manageable solutions. The investigation took place in an action research scenario. After an introduction of the ODS project, we will present the identified barriers and recommendations for solutions to overcome these, and the mechanisms which we are going to implement in the ODS platform in order to provide the best possible support to the community.
After an introduction, we discuss the conflicts that occurred in a highly experimental course setting, in which we implemented a student-centered course in urban higher education with a constructivist, blended-learning design. We analyse to which extent the cultural country profiles from our Learning Culture Survey suffice to prevent intercultural conflicts in education and provide support for the design of respective interventions.
The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
The Learning Culture Survey: An international research project on cultural learning attitudes
(2014)
Dieses Dokument beinhaltet die englische Version des standardisierten Fragebogens für das fortlaufende, internationale Forschungvorhaben "Learning Culture Survey". Die Bereitstellung des Fragebogens in dieser Form dient lediglich der Möglichkeit zur Prüfung und zur Kenntnisnahme. Der Entsprechend dem Forschungsdesign ist der Fragebogen in seiner Onlineversion zu verwenden.
Culture, at least to some extent, is related to particular (individual and collective) experiences. In terms of education, this means that a learner, who experienced particular services in his/her past, might perceive such services as usual for educational culture and thus, expect them to be delivered in any kind of learning scenario. In German universities, education is meant to be a full-time job and usually is designed to provide a broad basis of theoretical and methodological knowledge. Achieving methodological competences is a core goal of German academic education: Once a student leaves the university, he/she is expected to decide about appropriate methods for any kind of problem (in the field of study and beyond) and how to modify the known methods in case of need. In contrast, in professional training, the learners have to study in extra-occupational situations (time is a serious issue) and might expect training that pointedly prepares them for very specific tasks. We assumed that scenarios of professional training have their own educational cultures. When designing learning contents and learning scenarios for professional training, it might be essential for the learning success to meet the learners’ expectations and contextual peculiarities.
We found remarkable differences between the results of the investigated enterprises, but even more significant diversity between the results of the German enterprises and the priory investigated German universities. As a general conclusion we can assume that generalizing research results that were solely achieved from national university students might lead to an inappropriate design of learning scenarios for particular professional contexts. Professional training for a particular enterprise should be developed according to its specific educational culture.
Many e-Learning-basedoffers, such as international programs and MOOCs have long since overcome the concept of national education and are designed to attract learners distributed throughout the world. In order to cope with the differences between learners, related offers often include opportunities to support the particular learning styles and learning pace beyond the advantages, which the technology itself naturally provides. Examples arethe individual configuration of the learning platformand display of contents and the provision of stylistically diverse and supplementary learning material. Such measures are relatively easy to implement andonce established, do not generate further expenses. Just, is it appropriate to lay the full responsibility for designing a comfortable (and supportive) learning environment into the hands of the learners and do they get along with such a responsibility? We asked university students from three continents regarding their expectations towards instructor-support and found major differences.
Werkstattgeflüster
(2014)
Seit der Saison 2014 veröffentlichen wir alle 4 Monate unseren Newsletter "Werkstattgeflüster", der unseren Unterstützern, Förderern und Freunden gleichermaßen einen Einblick in unser Projekt geben soll. Über die Saison verteilt möchten wir so verstärkt über die Events und unsere Zusammenarbeit mit unseren Sponsoren berichten und unseren Mitgliedern die Chance geben, Ihre Arbeit im Team vorzustellen.
Schon der Titel des Jahresberichts 2013 "Den Wandel gestalten: Hochschule stellt sich drängenden Fragen der Gesellschaft" offenbart, welche Bedeutung gesellschaftlichen, wirtschaftlichen und technologischen Veränderungen an der Hochschule beigemessen wird.
Dieses Schwerpunkthema zieht sich folglich wie ein roter Faden durch die Inhalte des 90 Seiten starken Jahresberichts, ohne dabei die enorme Vielfalt von Forschung und Lehre an der Hochschule Bonn-Rhein-Sieg aus den Augen zu verlieren. Ob nun die Ergründung von Lücken in der Robotersicherheit während eines europäischen Intensivprogramms, ein Bericht aus dem Krisengebiet Philippinen von einer Absolventin, die als Organisatorin für Care International tätig ist, oder das Kapitel "Was bedeutet Wandel?" - der Jahresbericht bildet das ganze Spektrum der Möglichkeiten, Aktivitäten und Erkenntnisse der Hochschulangehörigen ab.
Vielfalt ist unser Angebot
(2014)
Der Fachbereich Sozialversicherung der Hochschule Bonn-Rhein-Sieg blickt auf zehn erfolgreiche Jahre zurück. Seit Gründung des Fachbereichs im Jahr 2003 arbeiten Wissenschaftlerinnen und Wissenschaftler verschiedener Disziplinen auf dem Campus Hennef eng vernetzt im Untersuchungsfeld der Sozialversicherung.
The title of the annual report 2013 "Shaping change: The University Addresses Society‘s Probing Challenges" reveals the great importance placed on social, economic and technological changes at the university.
This key aspect thus runs through the contents of the 90-page annual report like a common thread, without losing track of the enormous variety of research and teaching at Bonn-Rhein-Sieg University. Whether the exploration of gaps in robot safety during a European Intensive Programme, a report about the Philipines crisis region from a graduate who has worked as an organizer for Care International, or the chapter "What does change look like?" – The annual report provides the full spectrum of opportunities, activities and findings of university members.
Förderpreise 2014
(2014)
A principal step towards solving diverse perception problems is segmentation. Many algorithms benefit from initially partitioning input point clouds into objects and their parts. In accordance with cognitive sciences, segmentation goal may be formulated as to split point clouds into locally smooth convex areas, enclosed by sharp concave boundaries. This goal is based on purely geometrical considerations and does not incorporate any constraints, or semantics, of the scene and objects being segmented, which makes it very general and widely applicable. In this work we perform geometrical segmentation of point cloud data according to the stated goal. The data is mapped onto a graph and the task of graph partitioning is considered. We formulate an objective function and derive a discrete optimization problem based on it. Finding the globally optimal solution is an NP-complete problem; in order to circumvent this, spectral methods are applied. Two algorithms that implement the divisive hierarchical clustering scheme are proposed. They derive graph partition by analyzing the eigenvectors obtained through spectral relaxation. The specifics of our application domain are used to automatically introduce cannot-link constraints in the clustering problem. The algorithms function in completely unsupervised manner and make no assumptions about shapes of objects and structures that they segment. Three publicly available datasets with cluttered real-world scenes and an abundance of box-like, cylindrical, and free-form objects are used to demonstrate convincing performance. Preliminary results of this thesis have been contributed to the International Conference on Autonomous Intelligent Systems (IAS-13).
Das AD 2000-Regelwerk ist der dominierende Standard für den Druckbehälterbau in Deutschland. Die bereits in anderen europäischen Ländern verbreitete DIN EN 13445 findet kaum Berücksichtigung. Dies allerdings zu Unrecht, denn ein aktueller Vergleich, der im Rahmen einer Bachelorarbeit durchgeführte wurde, zeigt: Die EN 13445 ist zu einer echten Alternative gereift. Gerade das Hauptargument gegen eine Umstellung, die steigenden Kosten, ist längst überholt.
Corporate Design Leitfaden
(2014)
Business process infrastructures like BPMS (Business Process Management Systems) and WfMS (Workflow Management Systems) traditionally focus on the automation of processes predefined at design time. This approach is well suited for routine tasks which are processed repeatedly and which are described by a predefined control flow. In contrast, knowledge-intensive work is more goal and data-driven and less control-flow oriented. Knowledge workers need the flexibility to decide dynamically at run-time and based on current context information on the best next process step to achieve a given goal. Obviously, in most practical scenarios, these decisions are complex and cannot be anticipated and modeled completely in a predefined process model. Therefore, adaptive and dynamic process management techniques are necessary to augment the control-flow oriented part of process management (which is still a need also for knowledge workers) with flexible, context-dependent, goaloriented support.
The contribution of the most common reciprocal translocation in childhood B-cell precursor leukemia t(12;21)(p13;q22) to leukemia development is still under debate. Direct as well as secondary indirect effects of the TEL-AML1 fusion protein are commonly recorded by using cell lines and patient samples, often bearing the TEL-AML1 fusion protein for decades. To identify direct targets of the fusion protein a short-term induction of TEL-AML1 is needed. We here describe in detail the experimental procedure, quality controls and contents of the ChIP, mRNA expression and SILAC datasets associated with the study published by Linka and colleagues in the Blood Cancer Journal [1] utilizing a short term induction of TEL-AML1 in an inducible precursor B-cell line model.
We investigated graphene structures grafted with fullerenes. The size of the graphene sheets ranges from 6400 to 640,000 atoms. The fullerenes (C60 and C240) are placed on top of the graphene sheets, using different impact velocities we could distinguish three types of impact. Furthermore, we investigated the changes of the vibrational properties. The modified graphene planes show additional features in the vibronic density of states.
We are happy to present you the special issue on Best Practice in Robot Software Development of the Journal on Software Engineering for Robotics! The spark for this special issue came during the eighth workshop on Software Development and Integration in Robotics (SDIR) at the 2013 IEEE International Conference on Robotics and Automation. The workshop focused on Robot Software Architectures, and the fruitful discussions made it clear that the design, development, and deployment of robot software is always an interplay between competing aspects. These are often couched in antagonistic pairs, such as dependability versus performance, and prominently include quality attributes as well as functional, nonfunctional, and application requirements.
Der Begriff der Nachhaltigkeit ist heute weit verbreitet, und seine Nutzung erstreckt sich auf alle Gesellschaftsbereiche. Als abstraktes Leitprinzip bleibt oftmals unklar, wie der Begriff definiert und ausgelegt wird. Seine Unbestimmtheit trägt zur Verwässerung und inflationären Verwendung bei. Erschwerend wirkt zusätzlich die unzureichende Trennung des politischen vom alltagssprachlichen Begriff der Nachhaltigkeit.
The Fifth International Workshop on Domain-Specific Languages and Models for Robotic Systems (DSLRob'14) was held in conjunction with the 2014 International Conference on Simulation, Modeling, and Programming for Autonomous Robots (SIMPAR 2014), October 2014 in Bergamo, Italy. The main topics of the workshop were Domain-Specific Languages (DSLs) and Model-driven Software Development (MDSD) for robotics. A domain-specific language is a programming language dedicated to a particular problem domain that offers specific notations and abstractions that increase programmer productivity within that domain. Model-driven software development offers a high-level way for domain users to specify the functionality of their system at the right level of abstraction. DSLs and models have historically been used for programming complex systems. However recently they have garnered interest as a separate field of study. Robotic systems blend hardware and software in a holistic way that intrinsically raises many crosscutting concerns (concurrency, uncertainty, time constraints, ...), for which reason, traditional general-purpose languages often lead to a poor fit between the language features and the implementation requirements. DSLs and models offer a powerful, systematic way to overcome this problem, enabling the programmer to quickly and precisely implement novel software solutions to complex problems within the robotics domain.