Open Access

Funktionseinschränkungen nach erworbener Hirnschädigung können die Mobilität der Betroffenen beeinträchtigen und zu gravierenden Änderungen des Lebensstils bis hin zur Inaktivität führen. Es ist davon auszugehen, dass ein inaktiver Lebensstil den Gesundheitszustand weiter verschlechtert und sich für die Betroffenen daraus ein erhöhtes Risiko für weitere chronische Erkrankungen ergibt. Bisherige Studienergebnisse beschreiben weder das Aktivitätsverhalten von Menschen mit erworbener Hirnschädigung noch wurden geeignete Interventionen zur nachhaltigen Steigerung der körperlichen Aktivität (KA) entwickelt. Ziel der vorliegenden Arbeit war es ein umfassendes Abbild des Aktivitätsverhaltens im Alltag von Menschen mit erworbener Hirnschädigung zu erstellen sowie die Machbarkeit und die Auswirkungen einer Bewegungsintervention auf das Aktivitätsverhalten und die Lebensqualität zu untersuchen.

The aim of design science research (DSR) in information systems is the user-centred creation of IT-artifacts with regard to specific social environments. For culture research in the field, which is necessary for a proper localization of IT-artifacts, models and research approaches from social sciences usually are adopted. Descriptive dimension-based culture models most commonly are applied for this purpose, which assume culture being a national phenomenon and tend to reduce it to basic values. Such models are useful for investigations in behavioural culture research because it aims to isolate, describe and explain culture-specific attitudes and characteristics within a selected society. In contrast, with the necessity to deduce concrete decisions for artifact-design, research results from DSR need to go beyond this aim. As hypothesis, this contribution generally questions the applicability of such generic culture dimensions’ models for DSR and focuses on their theoretical foundation, which goes back to Hofstede’s conceptual Onion Model of Culture. The herein applied literature-based analysis confirms the hypothesis. Consequently, an alternative conceptual culture model is being introduced and discussed as theoretical foundation for culture research in DSR.

Basic demand from enterprises towards academic education: provide students not only methodological/theoretical knowledge, but also prepare them for the future tasks in the world of works! This contradicts academia’s focus on sustainably teaching basic principles. With the extra-curricular international online program erp4students, we successfully managed to bridge this "conflict-of-interest”.

Job-related migration has been fostered across Europe balancing unemployment in one country with demands for employees in others. However, the numbers of early school leavers and university dropouts significantly increased in the hosting countries. We propose a higher measure of cultural sensitivity in education in order to prevent frustration. The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable. After a brief introduction, we subsume the steps taken during the past seven years and found results. Subsequently, we introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to which people within a society accept deviations from the usual. We close with demonstrating the usefulness of the data and insights from our Learning Culture Survey in the context of practical scenarios.

The aim of our research is finding measures to preserve the learners’ initial motivation in educational settings. For that we need to avoid conflicting situations that possibly could jeopardize their joy of learning. In our thematically comprehensive Learning Culture Survey, we investigate the cultural biasing of students’ attitudes, behaviours, and expectations towards education. Particularly in times of massive international migration and growing numbers of refugees, the relevance to deeply understand cultural aspects in education increases. Just with this understanding, we can raise the awareness towards more cultural tolerance across all involved stakeholder groups and thus, foster the development of more culture-sensitive educational approaches. In this paper we focus on the most relevant aspect of motivation and comparatively discuss our study conducted in Germany and South Korea. Mit unserer Forschung wollen wir Maßnahmen finden, die dazu beitragen, die anfängliche Bildungsmaßnahmen zu Motivation von Lernern bewahren. Zu diesem Zweck in müssen Konfliktsituationen möglichst vermieden werden, wenn sie das Potential haben, ihnen die Freude am Lernen zu verderben. In unserem thematisch breitgefächerten Learning Culture Survey (Untersuchung von Lernkultur), untersuchen wir bei Lernern das Vorhandensein und den Einfluss kulturspezifischer Prägungen auf deren Verhaltensweisen, Gewohnheiten und Erwartungen bzgl. Bildung. Besonders in Zeiten massiver internationaler Migration und steigender Zahlen von Flüchtlingen wächst der Bedarf nach entsprechender Forschung stetig an. Nur wenn wir die Zusammenhänge zwischen Lernen und Kultur ausreichend verstehen, sind wir in der Lage, auf allen Ebenen die Entwicklung des erforderlichen Bewusstseins bzgl. kultursensibler Bildungsansätze zu fördern. In diesem Beitrag konzentrieren wir uns auf den sehr wichtigen Aspekt Motivation und diskutieren die Ergebnisse, die wir in unserer vergleichenden Studie in Deutschland und Südkorea erzielt haben.

With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.

Managing the needs of learners is crucial in order to support their motivation and keep dropout rates on a low level. With the constantly growing level of internationalization in classrooms, the variety of different context-specific requirements from learners increase; without a profound understanding of the learners’ contexts, successfully maintaining a culture-sensitive and learner-focussed education is impossible. A solution to reach this understanding is the open exchange of experiences and knowledge amongst educators of the different contexts. In this paper, we will briefly introduce the two European projects “Open Discovery Space” (ODS) and “Inspiring Science Education” (ISE), which have the aim to foster the establishment and improvement of Open Educational Practices in the context of school education. The purpose of this paper is to attract and invite potential partners to affiliate with, contribute to, and profit from the projects.

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.

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.