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Background: Various professional groups are involved in the daily work of the central operating room with the aim of providing the best possible treatment for each individual using modern medical technology (sociotechnical system) in a cost-effective manner. Ensuring perioperative patient safety is of particular importance. At the same time, the efficient use of the central operating room is essential for the economic success of a hospital. Preoperative preparation is a complex process with many substeps that are often difficult to manage. Historically, the focus has been on retrospective learning from errors and incidents. More recent approaches take a systemic view. A central idea is to consider the mostly positive course of treatment and the adjustments to daily work that are currently required by the people involved (Safety-II). By taking greater account of how the many components of the system interact, processes can be better understood and specific measures derived. This strengthens the system's ability to adapt to changes and disturbances, thus ensuring that goals are achieved. The functional resonance analysis method (FRAM) is an internationally recognized method for modelling work as done compared to work as imagined. This paper presents the application of FRAM to preoperative preparation in a major regional hospital. Objective: Is FRAM suitable for improving process understanding in preoperative preparation? Material and methods: An interdisciplinary project team identified relevant functions of preoperative preparation through document analysis and walkthroughs. Based on this, more than 30 guided interviews were conducted with functionaries. The results were presented graphically and specific information, such as safety-related statements or reasons for the variability of functions, were also presented textually. In the next phase, statements were evaluated and compared with the target model and the job descriptions. Results: The FRAM revealed the process as a complex network of relationships. During the modelling process, a varying degree of centrality and variability of certain functions became apparent. From the observations, the project team selected those with high relevance for patient safety and for the efficiency of the overall process in order to prioritize starting points for deriving measures to increase resilience. These starting points relate either to single functions, such as surgical site marking or to multiple functions that are variable in their execution, such as delays due to nonsynchronized duty times. Conclusion: The FRAM conducted provides valuable new insights into the functioning of complex sociotechnical systems that go far beyond classical linear methods. The awareness of operational processes gained and the resulting dynamic view of interactions within the system enable specific measures to be derived that promote resilient behavior and reduce critical variability, thus contributing to increased patient safety and efficiency. [ABSTRACT FROM AUTHOR]

The paper examines the taboo of failure in pedagogy and argues that this taboo is just as complex and contradictory as it is necessary for the discipline. It explores how failure is discussed in pedagogical theory and practice and which forms of speaking about pedagogical failure are tabooed. The article does not advocate for breaking the taboo, but rather for working through it. It emphasizes that pedagogical action always goes hand in hand with broken intention and that failure is a unique characteristic of educational science. Failure is considered an important pedagogical experience that opens up spaces for reflection. Approaches are discussed on how to promote a culture of mistakes and a serious engagement with failure in learning and educational processes. It is emphasized that educational science should thoroughly address the taboo of failure. [Extracted from the article]

In recent decades, technological progress has fundamentally changed the field of primary, secondary and tertiary education. Accordingly, the term „educational technology" is also becoming established in higher education research. The present paper outlines the state of research on technology-based learning in higher education and presents a descriptive model that incorporates four different contexts and components relevant to educational technologies. Scientific papers dealing with the use of technologies in higher education show a gratifying range and focus on a variety of different issues and research interests. In this context, three thematic focal points are emphasized with particular frequency: (1) instructional approaches and didactic mediation concepts that structure comprehensive learning episodes; (2) scenarios and formats that support learning processes; (3) systems and methods that record, formatively control and evaluate learning processes. Subsequently, the individual contributions of the special issue are presented and classified along the outlined focal points. As a conclusion it can be stated, that the „newly discovered" attention for educational technologies should be used to strengthen this research field in German-speaking countries. [ABSTRACT FROM AUTHOR]

This article explores how pupils’ narratives about their learning contribute to understanding how time coordinates teaching and learning in school. Starting with the assumption that age-mixed grouping has a potential to irritate schools age-graded time regime, the article analyses interviews with pupils who learn in age-mixed groups from year one to year ten in the ‘Primus-Schule’. Building on analyses guided by the Grounded Theory Method (GTM), the paper explores how pupils experience possibilities of structuring their learning according to their individual rhythm, yet at the same time experience being responsible for their learning and being members of their learning group. The findings of the paper meet the idea of an ‘irritation of the age graded regime’ with the ambivalence that the time-regime may be experienced as less powerful in age-mixed learning groups, although the pupils remain involved in manifold practices of optimizing their individualized learning time. [ABSTRACT FROM AUTHOR]

The Corona pandemic in 2020 and the resulting school closures brought new challenges for those involved in the teaching and learning processes. Without any advance warning or preparation, (not only) teachers of GFL had to respond and ensure that, under these specific conditions, the teaching and learning goals could still be pursued and achieved. At the same time, students were also placed in an entirely new, unfamiliar learning reality. This situation resulted in a research project (No. UJEP-SGS-2021-63-001-3) that aims to reflect this specific school reality from the perspective of teachers of GFL on the one hand, and students on the other. This paper presents and discusses the project's selected findings, with special focus on the students' perspective, i.e. how Czech students experienced learning GFL in the online environment during the Corona pandemic. [ABSTRACT FROM AUTHOR]

This paper is dedicated to examining the impact of artificial intelligence (AI)- based programs on the teaching of Chinese as a foreign language at schools. In particular, the software ChatGPT serves as an example of a new generation of AI applications, and it is discussed how it can influence the transfer and acquisition of knowledge in the context of learning processes at schools. Both the potential advantages and disadvantages of AI programs in the classroom are illuminated, along with considerations on how educators can ensure effective use. [ABSTRACT FROM AUTHOR]

This short paper starts with a sketch of the current status of biopsychosocial medicine and of the relation between psychoanalysis and science. It claims that these two traditions and concepts in their current state can learn from each other in their shared aim of making subjective experience of patients, a central dimension of human illness and disease, a focal point of of diagnosis and therapy. The book "Mentalizing the body" by Ulrich Schultz-Venrath serves as an important example of this common learning process. [ABSTRACT FROM AUTHOR]

Implicit theories are understood as naïve or lay theories about certain traits that form the basis for intuitive assessments and evaluations as well as subsequent behavior (Spinath, 2001). In educational psychology and empirical educational research, Implicit Theories of Intelligence (Dweck, 1999), Effort (Spinath & Schöne, 2003), Self-Regulated Learning (Hertel & Karlen, 2020), and Willpower (Job et al., 2015), in particular, are considered relevant and their effects on learning behavior and educational outcomes are investigated in different contexts. The aim of this theoretical paper is to provide an overview of existing measurement instruments on the aforementioned Implicit Theories. German-language as well as English-language measurement instruments are presented, which are used in various specifically designed studies as well as large-scale assessment studies. Furthermore, possibilities of measuring IT in different phases of life (infancy and preschool, school years, higher education, and adulthood) will be analyzed and discussed. [ABSTRACT FROM AUTHOR]

This paper provides an insight into how self-organised learning addresses students' diversities in learning on the Common Object "What is a good buy for me?". The focus is on selfdirected and peer-directed learning. Individually acquired knowledge is brought together in the community and made accessible to the general public. [ABSTRACT FROM AUTHOR]

In the 1940s to 1960s, the German Bundesnachrichtendienst (BND) had a relatively high proportion of former Nazis among its employees. Reasons were a system of uncontrolled chain recruitment and the initially high esteem of "expertise" acquired in wartime. By taking over personnel from various agencies of the Third Reich, the BND acquired various inherent dangers for the institution and its public perception. This biographical micro-study explores, how a Nazi past was assessed within the BND during the Cold War. The process of evaluating individual incriminations allows conclusions about the BND's general perception of staff continuities between the Third Reich and the Federal Republic. Herbert Kukuk was an enthusiastic Nazi who made his career in central institutions of the NSDAP. The BND accepted that the 1947 hired employee provided only scanty information about his past and also tolerated obvious contradictions. This was typical for dealing with the Nazi past and did not change when perceptions in society regarding the recent past and the integration of former Nazis changed in the 1960s. Although Kukuk's pre-1945 occupations were known, he was consistently well evaluated and promoted. The Kukuk case makes clear that in the BND, awareness of the Nazi burden set in much later than in West German society, and the learning process, which the BND authorities followed hesitantly, dragged on until the 1980s. Methodologically, this paper emphasizes that biographical micro-studies can provide information about the evaluation criteria state authorities in West Germany and Austria after 1945 applied to an occupational biography during the Third Reich, and thus about changing perceptions regarding the integration of the Nazi functional elites in post-war societies. [ABSTRACT FROM AUTHOR]

Based on the example of formative evaluation data collected from the Chinese-German double degree program in mechanical engineering at the Chinese- German Technical Faculty in Qingdao (China), this paper discusses opportunities and challenges of integrating content and language learning as well as ways of optimizing preparatory and academic German language courses. [ABSTRACT FROM AUTHOR]

This paper first introduces the 2 plus 3 program at the ZUST. Then the author probes into the question what the greatest difficulties are, despite of the apparent attractiveness of the double degree program. The results of a questionnaire show that both the intercultural differences and the lack of vocabulary significantly complicate the students' daily learning. To overcome the abovementioned difficulties, effective measures have already been taken in German lessons. The German language teaching experience in ZUST suggests that application orientation in German lessons is the key to its success. In the end, further considerations for improving the program are briefly explained. [ABSTRACT FROM AUTHOR]

The present paper focuses on teacher training of German as a foreign language in China. On the background of a long historical development and the tendency to speak multiple languages at present, teaching German language is experiencing a boom in China today. At the same time the adaptation to the great need of qualified teaching staff, the improvement of teaching content and methods of learning as well as the use of modern teaching methods are important factors for sustainable development. [ABSTRACT FROM AUTHOR]