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Appropriating Digital Fabrication Technologies — A comparative study of two 3D Printing Communities
(2015)
Digital fabrication technologies have a great potential for empowering consumers to produce their own creations. However, despite the growing availability of digital fabrication technologies in shared machine shops such as FabLabs or University Labs, they are often perceived as difficult to use, especially by users with limited technological aptitude. Hence, it is not yet clear if the potentials of the technology can be made accessible to a broader public, or if they will remain limited to some form of “maker elite”. In this paper, we study the appropriation of digital fabrication on the example of the use of 3D printers in two different communities. In doing so, we analyze how users conceptualize their use of the 3D printers, what kind of contextual understanding is necessary to work with the machines, and how users document and share their knowledge. Based on our empirical findings, we identify the potentials that the machines offer to the communities, and what kind of challenges have to be overcome in their appropriation of the technology.
Mesenchymal stem cells (MSCs) are an attractive cell source for Regenerative Dentistry in particular due to their ability to differentiate towards osteoblasts, among other lineages. Tooth and jaw bone loss are frequent sequelae of traumatic and pathological conditions in both the young and the elderly and must be met by appropriate prosthetic replacements. For successful osseointegration of the dental implant a sufficient bone level is necessary. Besides the utilization of bone autografts or synthetic biomaterials, medical research is more and more focused on the utilization of MSCs. Compared to cells obtained from
liposuction material, ectomesenchymal stem cells derived from the head area e.g. out of dental follicles or particulate, non-vascularized bone chips show a higher differentiation potential towards osteoblasts.
3D Time-of-Flight (ToF)
(2015)
Despite the opportunities and benefits of OER, research and practice has shown how the OER repositories have a hard time in reaching an active user-base. The opportunities of experience exchange and simple feedback mechanisms of social software have been realized for improving the situation and many are basing or transforming their OER offerings towards socially powered environments. Research on social software has shown how knowledge-sharing barriers in online environments are highly culture and context-specific and require proper investigation. It is crucial to study what challenges might arise in such environments and how to overcome them, ensuring a successful uptake. A large-scale (N = 855) cross-European investigation was initiated in the school context to determine which barriers teachers and learners perceive as critical. The study highlights barriers on cultural distance, showing how those are predicted by nationality and age of the respondents. The paper concludes with recommendations for overcoming those barriers.
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.
Quality Management in Education: Business Process Modelling in Interdisciplinary Environments
(2015)
The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture
(2015)
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 and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.
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.
Echinoderm skeletons are described within a hierarchical framework ranging from complete organisms to the ultrastructural level. They consist of numerous elements which can be isolated, connected by soft tissue or locked together in rigid structures. The top level considers skeletons as a whole with all associated elements and the basic symmetry of the echinoderms. The next level deals with the structural analysis and modeling of echinoids with respect to the growth parameters and stress resistance of the corona. The flexibility and movement has also been studied for the stalks and arms of recent and fossil crinoids. The next level deals with the elaborate morphology and types of symmetry found in single skeletal elements. The numerous types of stereom architectures found within the elements of all echinoderms are highly correlated to specific functions. A high number of recent studies concern the last hierarchical level on ultrastructure and biomineralization. Lightweight aspects of the skeleton are especially present at the level of conjoined plates, single elements and the stereom.
Aufschiebende Wirkung eines Widerspruchs gegen die Einstellung des Verletztengeldes - JA oder NEIN?
(2015)
The paper presents the design of a baseband pi/4-DQPSK complex wavelet packet modulation CWPM transceiver and the results of its FPGA implementation. The design uses 8-point Discrete Wavelet Packet Transform (DWPT) and its inverse as core processing modules. All modules have been designed using VHDL programming language together with the Altera software tools Quartus II 9.1 and ModelSim 6.5b. The transceiver was implemented on a Cyclone III board.
