@article{4287, abstract = {Im Hinblick auf eine zukunftsweisende Qualifizierung bieten digitale Medien vielfältige Möglichkeiten für individualisierte Lernerfahrungen. Indes liegen Defizite bei der individuellen Medien- und medien- pädagogischen Kompetenz des Bildungspersonals vor. Hinzu kommt ein Mangel an entsprechenden Weiterbildungsangeboten, sodass die systematische Integration von digital gestützten oder immersiven Lernangeboten erschwert wird. Im Rahmen des Forschungsprojekts "Virtual Reality basierte Digital Reusable Learning Objects in der Pflegeausbildung" (ViRDiPA), welches vom Bundesministerium für Bildung und Forschung (BMBF) gefördert wurde, wurde ein Fortbildungskonzept zur Förderung der Medien- und medienpädagogischen Kompetenz des schulischen und betrieblichen Bildungspersonals entwickelt, erprobt und evaluiert. Dieses neue didaktische Instrumentarium fördert die Verknüpfung der theoretischen und praktischen Ausbildung und motiviert die Auszubildenden zur selbstständigen und reflektierten Auseinandersetzung mit einem im Curriculum festgelegten Lerngegenstand, über die Grenzen der Lernorte hinweg. Damit wird ein möglicher Beitrag geleistet zu einer Attraktivitätssteige- rung der Ausbildung.}, author = {Pfeifer, Lydia Sophie and Fries, Sophia and Marienfeld, Senta and Freese, Christiane and Nauerth, Annette and Raschper, Patrizia}, issn = {1618-8543}, journal = {Fachkräftesicherung – Zukunftsweisende Qualifizierung, gesellschaftliche Teilhabe und Integration durch berufliche Bildung}, publisher = {bwp@}, title = {{Fortbildungskonzept für Pflegepädagog*innen und Praxisanleiter*innen zum Einsatz von digital gestützten Lernaufgaben mit virtueller Realität in der Pflegeausbildung}}, volume = {Spezial HT2023}, year = {2024}, } @article{4283, abstract = {Solving production scheduling problems is a difficult and indispensable task for manufacturers with a push-oriented planning approach. In this study, we tackle a novel production scheduling problem from a household appliance production at the company Miele & Cie. KG, namely a two-stage permutation flow shop scheduling problem (PFSSP) with a finite buffer and sequence-dependent setup efforts. The objective is to minimize idle times and setup efforts in lexicographic order. In extensive and realistic data, the identification of exact solutions is not possible due to the combinatorial complexity. Therefore, we developed a reinforcement learning (RL) approach based on the Proximal Policy Optimization (PPO) algorithm that integrates domain knowledge through reward shaping, action masking, and curriculum learning to solve this PFSSP. Benchmarking of our approach with a state-of-the-art genetic algorithm (GA) showed significant superiority. Our work thus provides a successful example of the applicability of RL in real-world production planning, demonstrating not only its practical utility but also showing the technical and methodological integration of the agent with a discrete event simulation (DES). We also conducted experiments to investigate the impact of individual algorithmic elements and a hyperparameter of the reward function on the overall solution.}, author = {Müller, Arthur and Grumbach, Felix and Kattenstroth, Fiona}, issn = {2169-3536}, journal = {IEEE Access}, pages = {11388--11399}, publisher = {Institute of Electrical and Electronics Engineers (IEEE)}, title = {{Reinforcement Learning for Two-Stage Permutation Flow Shop Scheduling—A Real-World Application in Household Appliance Production}}, doi = {10.1109/ACCESS.2024.3355269}, volume = {12}, year = {2024}, } @article{4272, author = {Burchert, Heiko and Küper, Claudia}, issn = {1618-9469}, journal = {Die Zahnmedizinischen Fachangestellten}, number = {1}, pages = {19--23}, publisher = {Kiehl Verlag}, title = {{Missbrauch und Fehlverhalten im Gesundheitswesen - Auswertung einer Onlineumfrage unter Praxisbeschäftigten}}, year = {2024}, } @techreport{4115, abstract = {Introduction The aim of our project D-GeKo MmgB is to strengthen digital health literacy in people with intellectual disabilities. To our knowledge the topic is not yet well researched. Therefore there is a need to examine the current state of digital health literacy as a baseline for future directions. For this, a scoping review will be conducted. This protocol describes the approach. Methods and analysis The primary objective of this scoping review is to map the current state of research on digital health literacy of people with intellectual disabilities. It will be conducted and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Scoping Review Extension guidelines (PRISMA-ScR). This article describes the protocol for a scoping review prior to its realization.}, author = {Bruland, Dirk and Geffroy, Daniel and Latteck, Änne-Dörte}, keywords = {people with intellectual disabilities, digital health literacy}, publisher = {Hochschule Bielefeld}, title = {{Digital Health Literacy of People with Intellectual Disabilities. A Scoping Review Protocol.}}, doi = {10.57720/4115}, year = {2024}, } @article{4201, abstract = {Background: Though still a young field of research, gamified digital interventions have demonstrated potential in exerting a favourable impact on health and overall well-being. With the increasing use of the internet and digital devices, the integration of game elements presents novel opportunities for preventing mental disorders and enhancing mental health. Hence, this review aims to assess the effectiveness of gamified interventions focusing on preventing mental disorders or promoting mental health among adults. Methods: Based on a scoping review across four databases (MEDLINE, Embase, PsycInfo and Web of Science), 7,953 studies were initially identified. After removing duplicates and screening titles, abstracts and full texts, 16 studies were identified as suitable for inclusion in a narrative synthesis of findings. We included interventional studies encompassing an intervention and a control group aiming to investigate the effectiveness of the use of gamified digital mental health interventions and the use of gamified digital elements. Results: Overall, positive effects of gamified interventions on mental health-related outcomes were identified. In particular, beneficial consequences for psychological well-being and depressive symptoms were observed in all studies. However, further outcomes, such as resilience, anxiety, stress or satisfaction with life, showed heterogenous findings. Most game elements used were reward, sensation and progress, whilst the quantity of elements was not consistent and, therefore, no substantiated conclusion regarding the (optimal) quantity or composition of game elements can be drawn. Further, the outcomes, measurements and analyses differed greatly between the 16 included studies making comparisons difficult. Conclusion: In summary, this review demonstrates the potential of integrating digital game elements on mental health and well-being with still a great gap of research. A taxonomy is needed to adequately address relevant game elements in the field of mental health promotion and prevention of mental disorders. Therefore, future studies should explicitly focus on the mechanisms of effect and apply rigorous study designs.}, author = {Aschentrup, Leona and Steimer, Pia Anna and Dadaczynski, Kevin and Mc Call, Timothy and Fischer, Florian and Wrona, Kamil Joseph}, issn = {1471-2458}, journal = {BMC Public Health}, number = {1}, publisher = {Springer Science and Business Media LLC}, title = {{Effectiveness of gamified digital interventions in mental health prevention and health promotion among adults: a scoping review}}, doi = {10.1186/s12889-023-17517-3}, volume = {24}, year = {2024}, } @article{4049, abstract = {Unter dem Titel „Digitale Medien in der Kita – Die Risiken werden unterschätzt“ erschien 2018 in der Frühen Bildung ein Diskussionsbeitrag von Klaus und Michel Fröhlich-Gildhoff (Fröhlich-Gildhoff und Fröhlich-Gildhoff, 2018), auf den ich mit dem Beitrag „Die Nutzung digitaler Medien in der Kita entdramatisieren“ (Knauf, 2019a) reagierte. Heute, gerade einmal vier bzw. fünf Jahre später, hat sich der Diskurs völlig verschoben: In unserem schriftlichen Austausch stritten wir über die (vermeintlichen) Risiken, die digitale Medien für Kinder haben, insbesondere in den ersten sechs Lebensjahren. Seitdem ist eine Vielzahl von Publikationen im Themenfeld Digitalisierung in Kindertageseinrichtungen erschienen – etwaige Risiken für Kinder spielen hier jedoch kaum mehr eine Rolle. Im Vordergrund steht vielmehr die Frage, in welchem Umfang und in welcher Form digitale Medien in den Einrichtungen genutzt werden (z. B. Cohen, Oppermann & Anders, 2021; Knauf, 2019b; Knauf & Lepold, 2021; Rettenbacher, 2022). Ein weiterer Teil der publizierten Beiträge befasst sich mit Haltungen und Einstellungen pädagogischer Fachkräfte zur Digitalisierung (z. B. Friedrichs-Liesenkötter, 2016; Nieding & Klaudy, 2020) oder der Akzeptanz digitaler Technologien (Schönborn & Kuhl, 2022). Diese Forschungsarbeiten untersuchen Grundlagen zum Stand der Digitalisierung in Kindertageseinrichtungen.}, author = {Knauf, Helen}, issn = {2191-9194}, journal = {Frühe Bildung}, keywords = {Digitalisierung, Kindertageseinrichtungen, Bildung}, number = {1}, pages = {48--50}, publisher = {Hogrefe Publishing Group}, title = {{Pädagogik first, Digitalisierung second}}, doi = {10.1026/2191-9186/a000655}, volume = {13}, year = {2024}, } @inproceedings{4396, author = {Behrens, Grit and Fehring, Florian and Thiel, Jannis}, booktitle = {53. Jahrestagung der Gesellschaft für Informatik, {INFORMATIK} 2023, Designing Future - Zukünfte gestalten}, editor = {Klein, Maike and Krupka, Daniel and Wohlgemuth, Volker }, location = {Berlin }, pages = {1267--1276}, publisher = {LNI}, title = {{Smartmonitoring - eine webbasierte Plattform für das Monitoring von Umweltdaten aus verschiedensten Schnittstellen und Sensoren zur Nutzung für studentische Projekte und Forschungsprototypen}}, doi = {10.18420/inf2023_135}, year = {2023}, } @misc{2290, abstract = {— Please note: This is a revised version as the dataset contained an error in the previous version. In this version, the error in the dataset has been corrected. The old version is available here for reference: http://doi.org/10.57720/1956 — The experimental data published in this data set correspond to surface electromyographic recordings of the biceps and triceps muscles, as well as the elbow joint angle of several human subjects during the performance of various arm exercises under varying load situations. The data were originally recorded for the purpose of optimizing a musculoskeletal model of the upper arm with a focus on elbow movement in 2018 and 2019 as part of a research project at Bielefeld University of Applied Sciences, Germany. In the context of this publication, the data are made available to the scientific community.}, author = {Mechtenberg, Malte and Grimmelsmann, Nils and Meyer, Hanno Gerd and Schneider, Axel}, keywords = {sEMG, surface electromyography, biceps, triceps, data set}, publisher = {FH Bielefeld}, title = {{Surface electromyographic recordings of the biceps and triceps brachii for various postures, motion velocities and load conditions}}, doi = {10.57720/2290}, year = {2023}, } @techreport{2762, abstract = {Zielgruppe dieser Checkliste sind Lehrende, die offene Bildungsmaterialien (Open Educational Resources, kurz: OER) erstellen wollen. Der Zweck dieses Leitfadens ist, Ihnen als Lehrende eine Orientierung zu geben, welche rechtlichen Maßgaben Sie einhalten müssen und nach welchen Qualitätsmerkmalen Sie OER-Materialien entwickeln und beurteilen können. Die Attraktivität von OER hängt maßgeblich von ihrer Qualität ab. Ob OER oder traditionelle Lehrmaterialien – nicht die Lizenzierungsart, sondern der didaktische Nutzen und die Beurteilung des Materials durch Lehrende und Studierende ist entscheidend für die Nachnutzung von Materialien. Diese Checkliste gliedert sich in drei Teile: Teil 1 widmet sich den verpflichtenden Vorgaben, die sich aus dem Urheber- und Persönlichkeitsrecht ergeben. Diese Vorgaben muss Ihr Material erfüllen, um unter einer offenen Lizenz stehen zu dürfen. Teil 2 und Teil 3 behandeln formale, didaktische und technische Kriterien, die optional zur Steigerung der Qualität des Bildungsmaterials insbesondere in Bezug auf seine Offenheit beitragen. }, author = {Kobusch, Alexander and Halm, Linda}, keywords = {OER, Lehr-Lernmaterialien, Lehre, Barrierefreiheit, Creative Commons, Lizenzen}, pages = {11}, publisher = {Hochschule Bielefeld - University of Applied Sciences and Arts}, title = {{Checkliste: Open Educational Resources erstellen (v2.0)}}, doi = {10.57720/2762}, year = {2023}, } @techreport{4109, abstract = {Background: Universities have a pivotal role in shaping future societal norms, including sustainable and health-promoting eating habits. However, the integration of these practices into university communal catering faces numerous challenges. This study aims to explore diverse barriers and drivers influencing the adoption of sustainable nutrition in university settings and to propose targeted recommendations for action. Methods: A qualitative research approach was adopted, centring around a participatory workshop that included six stakeholders from various backgrounds. Participants were asked to adopt perspectives different from their own in order to identify and discuss key issues in implementing sustainable nutrition. The results of the discussions were analyzed thematically to determine the primary drivers and barriers. Results: The study identified a complex interplay of factors affecting sustainable nutrition in university settings. Key barriers included financial constraints, diverse dietary needs, educational gaps, and logistical challenges. Conversely, drivers encompassed the potential role of universities as pioneers in sustainable eating, the influence of social dynamics, and the importance of multifaceted stakeholder engagement. The findings suggest that a holistic approach is needed to address these issues, including educational initiatives, policy support, economic incentives, and scientific research. Conclusion: This research underscores the need for a comprehensive strategy to implement sustainable and health-promoting nutrition in university communal catering. Recommendations for action are presented from political, economic, and scientific perspectives, emphasizing the importance of multi-stakeholder collaboration. The study contributes to the understanding of sustainable nutrition in educational institutions and provides a foundation for future initiatives aimed at fostering healthier and more sustainable eating habits in university communities.}, author = {Wrona, Kamil Joseph and Exner, Anne-Kathrin and Kobert, Maria and Süße, Thomas}, keywords = {sustainable nutrition, university catering, health promotion, multi-stakeholder approach}, pages = {13}, publisher = {Hochschule Bielefeld}, title = {{Drivers and barriers towards sustainable and health-promoting nutrition in higher education: workshop integrating heterogeneous perspectives: Results of a Changing Perspectives workshop}}, doi = {10.57720/4109}, year = {2023}, }