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Copyright of Militärgeschichtliche Zeitschrift is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Angesichts der aktuellen kriegerischen Auseinandersetzungen müssen wir uns an die Option des Friedens und dessen konkrete Umsetzung im Kontext nachhaltiger Bildungsarbeit erinnern. Aber was ist Frieden, in welchem Zusammenhang steht er zum menschlichen Grundbedürfnis der Sicherheit und was hat das mit Nachhaltigkeit zu tun? Frieden ist stets in Bewegung und Neujustierung, Sicherheit ist hingegen ein zu erhaltender Rahmen als Ausgangspunkt, um Frieden entwickeln zu können. Darüber hinaus ist nachhaltiger Frieden nur jenseits militärischer Logik denk- und umsetzbar, wohingegen Sicherheit meist im Zusammenhang mit Verteidigungspolitik, also militärisch begriffen wird. Der Autor plädiert dafür, das Konzept der Sicherheit neu zu denken: weg von der militärischen hin zur zivilen Sicherheitslogik, in der es u.a. um die Förderung von Mediation und Gewaltfreier Kommunikation (GFK) geht. Sowohl-als-auch statt Entweder-oder ist nur ein Beispiel für die Methode und Haltung der GFK nach Marshall B. Rosenberg. Sie kann zum Frieden mit uns selbst, den anderen und der gemeinsam geteilten Umwelt beitragen. Fazit: Nachhaltiger Frieden ist ein Prozess und muss stets neu gelernt werden. Dafür braucht es umfassende qualitätsvolle Bildungsangebote über die Lebensspanne mit universal-globaler Perspektive, wie sie etwa das Konzept der aufgeklärt-kritischen Global Citizenship Education (GCED) einnimmt. (Red.)

The article examines the connection between Don Ihde's postphenomenology and phenomenological educational science, particularly learning in human-technology relationships. It shows how technology references can be established, changed, and lead to a "becoming different" on a personal level. Learning represents a connection between situation and world, in which habit and redesign play a role. The body plays a mediating role between the situation and history, perceiving, acting, and simultaneously having habits that can be activated in the situation. Postphenomenology deals with the relationships between humans, technologies, and the world, emphasizing the role of science and technology in shaping our relationships with the world. [Extracted from the article]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The educational escape game "A.L.I.C.E. - AI Gone Wrong" was developed by students Zoe Heß and Jasmin Leiser to teach children aged 11 to 13 responsible use of AI tools. The game was created as part of an interdisciplinary project at the Hochschule der Medien in Stuttgart and received the TIP Award for innovative team performance. The game aims to promote expertise in dealing with artificial intelligence, while also strengthening important key skills such as time management and critical thinking. The positive feedback from participants demonstrates the effectiveness of game-based learning and the relevance of new learning formats in libraries. [Extracted from the article]

Objectives: Teaching of ECG interpretation frequently relies on visual schemas. However, subsequent student ECG interpretation skills are often poor. Expertise research shows that expert looking patterns frequently deviate from the steps taught in schema learning. The present study made a cardiology expert's gaze interpreting ECGs visible – through eye-tracking videos with cued retrospective reporting (CRR) – and investigated the potential as an additional expert-driven route to improve medical students' ECG interpretation skills. Methods: N=91 Medical students participated in the RCT of an ECG e-learning session aimed at medical students' ECG interpretation skills gain, either receiving the newly developed eye-tracking video with CRR audio commentary materials (n=47) or studying via four clinical cases only (n=44). Three outcome scores relating to different aspects of ECG interpretation skills were derived from pre-post MCQ ECG tests. The effect of the EYE-ECG training and additional characteristics (e.g., prior experience, interest) on student ECG interpretation skills were evaluated using t-tests and multivariate linear regression. Results: A small, non-significant advantage of the EYE-ECG training signifying a tendency for greater knowledge gain was observed, compared to training as usual. In multivariate regression models, the predictive value of clinical case 1 was an unexpected finding warranting further exploration. Conclusion: Additional gains after an only 9-minute intervention using videos of expert's real-time gaze pattern in combination with hearing their thought processes during ECG interpretation is a promising finding. Furthermore, a number of specific performance characteristics enabling students to best benefit from ECG training were identified and possible modifications to the learning intervention suggested. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voluntaris: Journal of Volunteer Services & Civic Engagement / Zeitschrift für Freiwilligendienste und Zivilgesellschaftliches Engagement is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Metakognition ist die Auseinandersetzung mit dem eigenen Denken. Sie wird dann nötig, wenn Lernende schwierige und fordernde Aufgaben zu bearbeiten haben. Das „Laute-Denken-Protokoll“, auch TAP (Thinking Aloud Protocol), ist eine konkrete Methode der Metakognition. Ein solches Protokoll entsteht, wenn man eine*n Lernende*n bittet, alles laut zu äußern, was ihm*ihr bei der Beschäftigung mit einer konkreten Aufgabe durch den Kopf geht. Aus diesem Protokoll können Erkenntnisse zu Metakognition, kognitive Strategien und Kompetenzniveaus induktiv abgeleitet werden. Was hat das nun mit Teilnehmer*innenorientierung zu tun? Individualisierung und Autonomie der Lernenden sind zwei wesentliche Bestandteile von Teilnehmer*innenorientierung. Individualisierung bedeutet, den Lernenden ein ihrem individuellen Leistungsvermögen entsprechendes Lernangebot (eine problemhaltige Aufgabe) zu machen. Metakognitive Techniken sind Werkzeuge bei der Bearbeitung dieser Aufgaben und führen zu Lernerfolgen, wodurch wiederum Selbstwirksamkeit entsteht bzw. gesteigert wird. Autonomie zeigt sich bei diesen Techniken dadurch, dass die Lernenden selbstverantwortlich und eigenständig diejenigen Informationen heranziehen, die sie zur Bearbeitung der Aufgabe brauchen. (Red.)

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Copyright of Ethnologie Française is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethnologie Française is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Im Rahmen dieser Studie wurden die Studierenden, die zum Wintersemester 2021/22 ihr Studium an der Tierärztlichen Hochschule Hannover begannen, prospektiv zu den Erwartungen und retrospektiv zu ihren Erfahrungen mit der Studieneingangsphase befragt. Dazu erhielten sie jeweils zu Beginn und zum Ende ihres ersten Semesters einen vergleichbaren Fragebogen zu ihren individuellen Voraussetzungen, ihren Einschätzungen zu Studienzielen und -anforderungen sowie den Lehrveranstaltungen des ersten Semesters und der Studieneingangsphase allgemein. Für die Auswertung konnten 50 verbundene Stichproben generiert werden. Die Ergebnisse verdeutlichen, dass persönliche Herausforderungen die Studierenden der Veterinärmedizin vor die größten Probleme stellen. Die relevantesten Stressoren sind lernbezogene Schwierigkeiten und der Leistungsdruck der höheren Bildung. Durch das umfangreiche Curriculum verstärkt, zeigt sich dies noch mehr als in anderen Fachrichtungen. Hervorzuheben sind im ersten Studienjahr auch scheinbar nicht berufsrelevante Grundlagenfächer und zu wenige obligatorische klinisch-praktische Inhalte sowie soziale Herausforderungen während der COVID-19-Pandemie. Auffallend ist außerdem die rasche Berufswunschänderung weg von der tierärztlichen Praxis vom ersten zum zweiten Befragungszeitpunkt.Auf der anderen Seite konnte gezeigt werden, dass Tiermedizinstudierende schon zu Beginn ihres Studiums eine herausragend hohe Zielbindung und Identifikation mit dem Studienfach aufweisen, sodass die anspruchsvolle Studieneingangsphase größtenteils erfolgreich bewältigt wird. Durch Unterstützung bei den als problematisch definierten Anforderungen mit entsprechenden Wahlpflichtveranstaltungen in der vulnerablen Studieneingangsphase sollte die Wahrscheinlichkeit eines möglichst reibungslosen Einstiegs in das Leben und Lernen an der Hochschule und den tierärztlichen Berufsstand erhöht werden.

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education was apparently of central importance to Manès Sperber from an early age and remained significant throughout his life. From the experience of his Hasidic upbringing, he retained the idea of learning as a high value, whereby he understood it to be a thoughtful and examining approach to whatever should be the subject of the learning process. Structural multiperspectivity and the ideal of a demanding and supportive teacher played no small role and probably made it easier for Sperber to gain personal access to Alfred Adler and his Individual Psychology. From this he took the concept of self-education and made it useful for himself. His primary approach to psychotherapy was that of a social pedagogue, which at the same time could accommodate the possibilities of therapeutic thinking in larger contexts, because not only the pathology of the patient, but also the setting in which he acted, could be taken into account. [ABSTRACT FROM AUTHOR]

The article deals with the three principles of co-creative transactional analysis according to Summers and Tudor. The author explains that these principles are a method to enable successful collaboration based on transactional analysis in a world of increasing complexity and uncertainty. The first principle, » we-ness «, emphasises the importance of working together at eye level and involving all participants. It is about all participants being equal and respecting and supporting each other. The second principle, » present-centred development «, focuses on the importance of empathy and authenticity in interpersonal communication. It is about being in the here and now and noticing and articulating the feelings and needs of all involved. The third principle, » community responsibility «, emphasises the importance of creativity and flexibility in cooperation in order to be able to respond to unforeseen challenges. It is about all participants taking responsibility for the common goal and supporting each other. The article also gives practical tips on how to successfully apply the principles of co-creative transactional analysis in practice. This includes, for example, creating an open and trusting environment in which all participants feel comfortable and can contribute their ideas. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Berliner Journal für Soziologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Die mit dem Forschenden Lernen verbundenen Verständnisse werden in der Literatur als vielfältig bewertet und die damit einhergehenden Auswirkungen als problematisch für Erforschung, hochschuldidaktische Umsetzung sowie Wirkungsannahmen gesehen (Huber & Reinmann, 2019). Vornehmlich in der Lehrkräftebildung entwickelte sich ein eigener Diskurs. Im vorliegenden Aufsatz wird dafür plädiert, die immer wieder benannte spezifische, berufsperspektivische Zielsetzung des Forschenden Lernens in der Lehrkräftebildung stärker theoretisch auszuformulieren, um die Verständnisklärung von Forschendem Lernen vor diesem Hintergrund vorantreiben zu können. Damit einhergehend werden aktuelle Forschungsbefunde und -erkenntnisse des Forschenden Lernens im Praxissemester in Deutschland berichtet und diskutiert. Es werden mögliche Ansatzpunkte für die theoretische Weiterentwicklung und damit verbundene Implikationen für die Praxis aufgezeigt.

Since Jung's death in 1961, scholars have attempted to integrate growing biological science data into Jungian concepts such as the collective unconscious, instincts and the archetypes. This enterprise has been challenging due to persistent false dichotomies of gene and environment occasionally arising. Recent works by Roesler (2022a, 2022b) for example, have raised objections to the biological theory of archetypes, but the objections are plagued by such dichotomies. The concept of phenotypic plasticity, however, helps to both avoid this problem as well as bridge the gap between competing theories into a more integrated model with solid biological foundations. [ABSTRACT FROM AUTHOR]

Aim: 360° VR photos could be a low-threshold possibility to increase early clinical exposure. Apart from granting insights into local routines and premises, the medium should facilitate knowledge acquisition and spatial orientation depending on its design. This assumption, however, is not yet substantiated empirically. Thus, three hypotheses were tested in consideration of Mayer's modality principle: 1) Providing 360° VR photos as visual reference improves retention and comprehension of information. 2) The annotation of text boxes in 360° VR photos compromises spatial orientation and presence. 3) Annotated audio commentary is superior to annotated text boxes in terms of cognitive load and knowledge acquisition. Methods: Using head-mounted displays, students of human (N=53) and dental medicine (N=8) completed one of three virtual tours through a surgical unit, which were created with 360° VR photos. In the first two variants, information about the facilities, medical devices and clinical procedures was annotated either as text boxes or audio commentary comprising 67 words on average (SD=6.67). In the third variant, the same information was given separately on a printed handout before the virtual tour. Taking user experience and individual learner characteristics into account, differences between conditions were measured regarding retention, comprehension, spatial orientation, cognitive load, and presence. Results: Concerning retention and comprehension of information, annotated text boxes outperformed annotated audio commentary and the handout condition. Although annotated audio commentary exhibited the lowest knowledge test scores, students preferred listening over reading. Students with an interest in VR and 360° media reported higher levels of enjoyment and presence. Regarding spatial orientation and presence, no significant group differences were found. Conclusions: 360° VR photos can convey information and a sense of spatial orientation effectively in the same learning scenario. For students, their use is both enjoyable and instructive. Unexpectedly, the ideal mode of annotation is not dictated by Mayer's modality principle. For information like in this study, annotated text boxes are better for knowledge acquisition than the subjectively preferred audio commentary. This finding is probably contingent on the length and the quality of the annotated text. To identify boundary conditions and to validate the findings, more research is required on the design and educational use of 360° VR photos. [ABSTRACT FROM AUTHOR]

Innovations in the 21st century have reshaped learning among people of different age, educational qualification, race, gender and geographical location. As a lifelong behaviour, it is predicted that the future of learning will transcend the conventional learning pattern and walls of the classroom with the introduction of open practices (such as the open educational resources) and the decolonization of educational content for both formal and informal learning. This discussion and many more characterized the 5thAfLIA conference and 7th African Library Summit in Accra, Ghana, as Librarians in Africa gathered to discuss the future of learning, libraries and sustainable development in Africa. The conference provided opportunity for Librarians in Africa to re-think their place in the future of learning and help achieve sustainable development. This paper, therefore, highlights the key activities and issues discussed during the 5th AfLIA Conference and 7th African Library Summit held in Accra, Ghana, from 22nd to 26th May, 2023. [ABSTRACT FROM AUTHOR]

Das Interesse an Virtual Reality (VR) für die Hochschullehre steigt aktuell vermehrt durch die Möglichkeit, logistisch schwierige Aufgaben abzubilden sowie aufgrund positiver Ergebnisse aus Wirksamkeitsstudien. Gleichzeitig fehlt es jedoch an Studien, die immersive VR-Umgebungen, nicht-immersive Desktop-Umgebungen und konventionelle Lernmaterialien gegenüberstellen und lehr-lernmethodische Aspekte evaluieren. Aus diesem Grund beschäftigt sich dieser Beitrag mit der Konzeption und Realisierung einer Lernumgebung für die Hochschullehre, die sowohl mit einem Head Mounted Display (HMD) als auch mittels Desktops genutzt werden kann, sowie deren Evaluation anhand eines experimentellen Gruppendesigns. Die Lernumgebung wurde auf Basis einer eigens entwickelten Softwareplattform erstellt und die Wirksamkeit mithilfe von zwei Experimentalgruppen – VR vs. Desktop-Umgebung – und einer Kontrollgruppe evaluiert und verglichen. In einer Pilotstudie konnten sowohl qualitativ als auch quantitativ positive Einschätzungen der Usability der Lernumgebung in beiden Experimentalgruppen herausgestellt werden. Darüber hinaus zeigten sich positive Effekte auf die kognitive und affektive Wirkung der Lernumgebung im Vergleich zu konventionellen Lernmaterialien. Unterschiede zwischen der Nutzung als VR- oder Desktop-Umgebung zeigen sich auf kognitiver und affektiver Ebene jedoch kaum. Die Analyse von Log-Daten deutet allerdings auf Unterschiede im Lern- und Explorationsverhalten hin.

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Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Staunen, Aufrichtigkeit und Operationalismus in der Erziehung – »zur Pädagogik zurück« mit Heidegger als Referenz Mit dem im Titel verwendeten Zitat beziehen wir uns auf das im Jahr 2020 erschienene Buch, »Phenomenology and Educational Theory in Conversation: Back to Education Itself« (Howard/Saevi/Foran/Biesta 2020). Wir teilen das darin vorgebrachte Anliegen, eine internationale Leserschaft für eine Revision (›renewing‹), und Wiedergewinnung (›reclaiming‹) des Pädagogischen (›educational project‹) aufzuschließen. Zunächst konstatieren wir, dass es viele mögliche Antworten auf die Frage gibt, worum es in der pädagogischen Praxis geht. Dann skizzieren wir das Erklärungspotential von Operationen für die wissenschaftliche Forschung und die pädagogische Praxis. Die existentielle Tiefe des menschlichen Lebens, Bildung und Lernen kann allerdings nicht vollständig durch den Operationalismus erfasst werden. Eine mögliche Perspektive für das oben genannte Unterfangen sehen wir vielmehr in den späten Überlegungen Martin Heideggers und in der Identifikation der existentiellen Orientierung des Menschen und der Initiierung von Lernen mit Echtheit, Aufrichtigkeit und mit der Offenheit des Staunens. Um Staunen und Aufrichtigkeit als integrale Aspekte der pädagogischen Praxis zu erklären, folgen wir der Operationalismus-Lektüre von Dieter Mersch und Martin Heidegger. [ABSTRACT FROM AUTHOR]

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Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Coronavirus disease 2019 (COVID-19) has brought about unprecedented challenges to medical schools. Physical distancing as the most effective means of infection prevention renders traditional classroom teaching nearly impossible and new teaching methods are required to contain the infection risk whilst ensuring high-level education. Objective: In order to minimize the need for classroom teaching we have created an interactive multimedia eLearning environment using the open-source learning management system "Moodle". This article describes the development of the eLearning environment and aims to establish the acceptance of technology-enhanced learning (TEL) among medical students and the evaluation of TEL as an alternative to classroom teaching. Material and methods: We have built a multimedia eLearning environment for fourth year medical students covering the medical school curriculum "anesthesiology and emergency medicine", which is based on the recommendations of the German Society for Anesthesiology and Intensive Care Medicine (DGAI). We have chosen the open-source learning management system "Moodle" as a platform. "Moodle" is widely used by Anglo-American educational institutions to support and conduct academic and nonacademic teaching. In order to assess the students' experience, we have carried out an anonymized post-course survey consisting of multiple-choice and free-answer questions. Results: Of the 157 participants 85.4% rated the course as "very good", 12.1% as "good" and 1.9% as "OK". Lower ratings were not given, 54.8% rated the course content as "very relevant", 43.3% as "relevant" and 1.9% as "neutral", 94.3% felt that more comparable online courses should be offered. The free-text answers revealed that accessibility and multimedia self-controlled learning were highly valued; however, it was felt that hands-on training cannot be replaced by eLearning. Conclusion: Technology Enhanced Learning was highly valued by our students and helped to reduce the need for classroom teaching; however, for teaching practical skills classroom teaching remains indispensable. [ABSTRACT FROM AUTHOR]

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The article "Education as a fundamental concept of pedagogy" emphasizes the importance of education as a fundamental concept of pedagogy. Education is defined as a human practice that consists of two different but interconnected operations: showing and learning. Pedagogy as a discipline and profession can distinguish itself from other human sciences through the concept of education and make a specific contribution to understanding human beings. There are different views on education, ranging from a negative and paternalistic perspective to an emphasis on the autonomy and significance of education. Pedagogy has the task of promoting the becoming of a person and being human in the context of learning and education throughout the entire lifespan. [Extracted from the article]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

«Immersive Medien bzw. Lernumgebungen» (vgl. «virtual reality») bezeichnen technologiegestützte Anwendungen, die es Lernenden ermöglichen, einen virtuell erzeugten Raum realitätsnah zu erleben. Innerhalb der Lehr-Lern-Forschung wird immersiven Medien das Potenzial zugesprochen, Lernprozesse zu fördern. Jedoch konnten Studien bislang dieses Potenzial nicht hinreichend belegen. Im Rahmen dieses Beitrags argumentieren wir, dass die heterogene Befundlage bisheriger Untersuchungen u. a. durch die Schwierigkeit erklärbar ist, das Lernen mit immersiven Medien theoretisch zu fassen. Wir adressieren diese Schwierigkeit im Rahmen des vorliegenden Beitrags damit, die räumlich-situative Repräsentation episodischer Inhalte als Alleinstellungsmerkmal immersiver Medien herauszuarbeiten. Die Diskussion dieses Alleinstellungsmerkmals hinsichtlich potenzieller Effekte auf das Lernen macht deutlich, dass das Verhältnis zwischen exklusiven Merkmalen immersiver Medien und damit verbundenen Informationsverarbeitungsprozessen bisher nicht hinreichend durch theoretische Modelle erfasst wird. Ziel des vorliegenden Beitrags ist es, durch die Diskussion eines Alleinstellungsmerkmals immersiver Medien theoretische Beziehungen genauer abzubilden, sodass diese in künftigen Forschungsarbeiten besser zielgerichtet adressiert werden können.