Research Projects at Department I: Education, Vocation and Media

The aim of the work in the Hamburg Master Plan ESD 2030 is to structurally anchor ESD in Hamburg's educational landscape. A steering group and six forums are working on anchoring this in a total of 20 fields of action.

The aim of the scientific support is to support the implementation of the master plan in an advisory capacity, to identify suitable framework conditions and procedures for successful action by the stakeholders and to communicate these to all stakeholders on an ongoing basis. The scientific support provides its results for the ongoing design of the process . In addition, the impact of the measures will be determined. The success factors and obstacles to implementing the measures will also be identified.
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The aim of the skills4chips project is to establish and consolidate a national training academy for microelectronics/microsystems technology in order to respond to the challenges of the growing demand for skilled workers and the associated changes in the labor market with innovative concepts. Under the name Microtec Academy, it bundles offers along the entire educational chain from career orientation to dual training, lateral entry and further education and training and makes them accessible to as many potential users as possible.

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Women drive social innovation - The visibility of female role models in social innovation fields in and from Saxony-Anhalt

The overarching aim of the "INNOVATORIN" project is to increase equal opportunities for careers in innovation fields and to raise the visibility of female innovators in science and society in line with their achievements. Central to this is the identification of possible mechanisms and structures that influence the visibility of female innovators in social innovation fields and the subsequent development of an implementation model to improve the visibility of so-called drivers of social innovation. The focus of "INNOVATORIN" is on the innovation drivers, whose communication channels are either formal, for example through the involvement of institutional actors from the field of press and public relations, or informal, through personal interaction with society, e.g. through the use of social media, which contribute to their own digital visibility. Among other things, it will be investigated what promotes the visibility of social innovators, what inhibits it and what measures (to be structurally anchored) can be used to improve their visibility. At the same time, the perspective of media professionals will be addressed in order to filter out which factors may select the public impact of social innovators. The focus is on the analysis of mechanisms and structural conditions that characterize both individual conditions for success and barriers to increasing the visibility of women and the recognition of their achievements. To this end, interviews will be conducted on the basis of which an implementation model will be developed that increases the visibility of women and recognition of their achievements in social innovation fields. By developing measures to transfer the model into practice, the project aims to increase the visibility of women in the culture of innovation.

During the 36-month project period, a document and secondary analysis, a documentary image interpretation and stakeholder mapping will be carried out. The aim is to determine who is made visible in the media, how, when and with what services and who has the power of interpretation and action in the process of visualization. Building on this, a qualitative survey will be developed and carried out in the second year of the project with regard to the mechanisms and structural conditions that characterize both individual conditions for success (pull factors) and subjective barriers (push factors) for increasing the visibility of innovative women and recognition of their achievements in social innovation fields. Against this background, a total of 40 female innovators and 10 media professionals from social innovation fields in Saxony-Anhalt are to be identified and examined with regard to their pull and push factors. To answer the questions, the interviews will be analyzed using Mayring's qualitative content analysis. The result is a category system that explicates and makes visible both the conditions for success (pull factors) and the barriers (push factors) to increasing the recognition and visibility of innovative women and their achievements in social innovation fields. The second phase of the qualitative evaluation is characterized by a type analysis of the interview material. The result is a case-oriented typification of the interview participants with regard to the subjectively perceived pull and push factors. On this basis, an implementation model is developed in the third year of the project that promotes the pull factors and prevents the push factors. Both the results of the study and the model will be discussed at a consensus conference and at a final scientific conference and disseminated nationwide in the form of various publications.

The project is funded by the Federal Ministry of Education and Research under the funding code 01FP24007. Responsibility for the content lies with the project leaders.
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The higher education landscape is increasingly confronted with new players due to the training and deployment of educational specialists: Adults with intellectual disabilities. ^[1]
The first federal states are already offering three-year qualifications as education specialists at universities. Other federal states and courses are constantly being developed. At the same time, educational specialists have hardly been considered, addressed or researched in the discourse of academic continuing education.

The study pursues the research question: Which educational orientations can be reconstructed among education professionals?

Adult education at universities, academic continuing education, is used as the subject of the study and the praxeological sociology of knowledge is understood as a pioneer for the methodology of the documentary method used in the project. The basic theoretical reference of the study is established via the habitus theory, the concept of capital and the field theory in the works of Bourdieu.

As part of the circular strategies for qualitative data collection, 33 biographical, guideline-based interviews were conducted with education professionals and adults with intellectual disabilities who were participating in various higher education further education programs at the time of the survey. The survey was completed in spring 2023.
The adults interviewed were between 34 and 53 years old at the time of the survey, of different genders / origins, had different diagnoses according to ICD-10 and had been employed in a workshop for people with disabilities for at least five years.^[2]

The doctoral project is supervised by:

1. Prof. Dr. Olaf Dörner
   (Otto von Guericke University Magdeburg)
[Prof. In. Dr.In Mai-Anh Boger(University of Koblenz)

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Methodological and didactic concepts for blended learning are being developed, tested and evaluated together with 12 vocational schools in Saxony-Anhalt. At the same time, the school-specific and school-organizational framework conditions are to be continuously reviewed and adapted if necessary.
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In a longitudinal study, the development of the economic knowledge of students in lower and upper secondary schools in Saxony-Anhalt is examined, taking into account various personal characteristics (including gender and interest in economics).
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We understand inclusive adult education (research) in two ways: Firstly, in the theoretical sense, we are concerned with research into inclusion in adult education; the question is to what extent inclusion is or has been realized. Secondly, the phrase "inclusive research", similar to participatory research, implies the inclusion of those being researched in the research process itself. The study empirically examines the extent to which inclusive adult education programs are participatory. The aim is to make an empirically based contribution to the conceptual clarification of participation in the context of inclusive adult education.
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The Werkstatt-Uni is an innovative educational project that offers inclusive
educational opportunities for adults with and without disabilities in a university
university context. The aim of the project is to enable educational
inclusive setting and to promote social interactions between those involved.
between the participants.

The study aims to analyze the orientations of the various groups involved
groups involved - adults with disabilities, educational professionals and
students - to analyze the role of learning processes in this inclusive setting.
processes play in this inclusive setting. Using the documentary method
the interactions and practices in the workshop-university are to be reconstructed
to understand the meaning and form of learning processes.
The study focuses on the following questions:
1. what orientations do the participating groups bring to the inclusive
educational concept?
2. to what extent is learning important for the different groups?
The aim is to work out the extent to which learning processes take place in an inclusive
processes take place in an inclusive setting, how these are experienced and interpreted by the
participants and what role working together on the "common
object" plays in this.
The research perspective is based on a twofold understanding of
inclusive adult education research:
1. inclusion as an object: inclusion gains importance against the background of the
UN Convention on the Rights of Persons with Disabilities (UNCRPD), which has been in force in Germany
in force in Germany since 2009, is becoming increasingly important (cf. Hirschberg et al. 2019). It
is understood as the implementation of general human rights and
includes all people regardless of disability, gender, age
age, origin or social status (cf. Brokamp 2012;
Degener/Mogge-Grotjahn 2012). The aim is to investigate the extent to which
inclusion is realized in the context of adult education and
which differentiations this enables in interaction with Disability Studies
makes possible (cf. Kremsner 2016).
2. inclusion in the research process: As a social field, research itself is not
itself is not exempt from the claim of inclusion (cf. Hinz
2013). Inclusive adult education research must therefore
the question of the extent to which it can or must be participatory.
or must be. In this respect, the project is oriented towards participatory
participatory research, which is geared towards the involvement of the
research process (cf. von Unger 2014). These
approaches require methodological reflection on the pedagogical intentions of the
intentions of the researchers and their potential normativity (cf.
Kreitz 2018; Meseth 2021).
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GInnoVET is an accompanying and impact research project as part of the program initiative "InnoVET: Shaping the Future - Innovations for Excellent Vocational Education and Training" of the Federal Ministry of Education and Research (project page). The starting point for the content orientation of GInnoVET are InnoVET projects that focus on issues relating to the relationship between vocational and academic education and training, with a particular focus on the industrial-technical domain. GInnoVET systematizes the subject and structural characteristics of these innovation approaches and examines which institutional structural characteristics of different educational sectors are affected and innovated by the approaches. With a view to the overarching goal of the accompanying and impact research to identify the potential of the InnoVET innovation approaches for further implementation in the VET system, in addition to the systematization of the innovation approaches, their transferability to other vocational domains, their potential effectiveness in terms of increasing the attractiveness of VET programmes and repercussions on the professionalization requirements for VET personnel are examined. The research results on the potential effects of the innovation approaches form the basis for recommendations for action to be derived and are aimed at the systematic, empirically verified promotion of innovation and transfer processes in the breadth of vocational education and training, with particular consideration of its structural orientation in relation to academic education.
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Since 2012, the Chair of Engineering Education and Didactics of Technical Education has been implementing interdisciplinary technical projects with a career-oriented character through the "Schüler-Labor-Technik (SchüLaTech)". All secondary school grades (5 to 10) are addressed. However, the Schüler-Labor-Technik also offers pupils from grammar schools without independent technology lessons the opportunity to gain a basic insight into technical education. Independent experimentation is intended to help pupils expand their technical skills.

The Student Lab Technology should therefore not be seen as a replacement for technology lessons in schools, but rather as an additional offer. Rather, it starts where conventional technology lessons reach their limits, be it in terms of new teaching ideas or innovative technical learning materials and laboratory equipment. New teaching concepts are tested by student teachers from all semesters. In the meantime, the SchülerLabor Technik has become an established part of the technology teacher training program at Otto von Guericke University Magdeburg.

SchüLaTech is supported and financed by the state capital Magdeburg (Department of Economics, Tourism and Regional Cooperation).
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GInnoVET is an accompanying and impact research project as part of the program initiative "InnoVET: Shaping the Future - Innovations for Excellent Vocational Education and Training" of the Federal Ministry of Education and Research. The starting point for the content of GInnoVET are InnoVET projects that focus on issues relating to the relationship between vocational and academic education and training, with a particular focus on the industrial-technical domain. GInnoVET systematizes the subject and structural characteristics of these innovation approaches and examines which institutional structural characteristics of different educational sectors are affected and innovated by the approaches. With a view to the overarching goal of the accompanying and impact research to identify the potential of the InnoVET innovation approaches for further implementation in the VET system, in addition to the systematization of the innovation approaches, their transferability to other vocational domains, their potential effectiveness in terms of increasing the attractiveness of VET programmes and repercussions on the professionalization requirements for VET personnel are examined. The research results on the potential effects of innovation approaches form the basis for recommendations for action to be derived and are aimed at the systematic, empirically verified promotion of innovation and transfer processes across the breadth of vocational education and training, with particular consideration of its structural orientation in relation to academic education.
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The research project investigates school (learning) processes and action practices
in relation to global refugee migration movements and the associated opportunities for educational
participation in education of pupils with a refugee biography at secondary schools in
general education schools in Saxony-Anhalt and Rhineland-Palatinate. Against the background of refugee migration from Ukraine, the study examines (a) which approaches schools use to accompany the educational pathways of refugee children and which differential inclusions and exclusions are associated with this for pupils with refugee migration biographies and (b) which change and learning processes schools and professionals have been able to implement with regard to accompanying the educational pathways of children with refugee experiences and shaping a democratic and anti-discriminatory school culture. These questions are examined in an explorative, empirical-qualitative research design: In addition to analyzing federal and state regulations and local practices of school integration of refugee children and adolescents in Saxony-Anhalt and Rhineland-Palatinate, guided expert interviews are conducted with school administrators, teachers and school social workers at secondary general schools and evaluated using reconstructive methods.
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Short description: In the explorative research project entitled "Mood tracking as a subjectivation practice", the chair is currently investigating how human-machine relations unfold in the context of the use of mood tracking and diary apps and what experiences the study participants have in different life situations. To this end, the project pursues a subjectivization-analytical approach and addresses affects and emotions as aspects that have been little researched in this context to date.
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As a continuation of the "BWB:konkret" project, "ALL:konkret" also strives for an inductive description of the reality of in-company continuing education. In ethnographic company visits lasting several weeks, data, documents and information not pre-structured by hypotheses are collected, for example through work shadowing, participatory observations, individual and group interviews or the analysis of documents. The data collected is analyzed in joint research workshops and fed into further phases of data collection and evaluation. The results of this circular research process are case-specific organizational analyses that reveal the individual specifics of an organization's in-company continuing education reality and make them open to discussion both for research and for the personnel and organizational development of the organizations under investigation. The organizational analyses are also reflected upon in joint workshops with the organizations studied. The objectives are as follows:

• Reconstruction of structures, strategies, organizational forms, technologies of corporate learning (system perspective)
• Reconstruction of meaningful motives, effective theories, contradictory requirements for action and cooperation in the practice of continuing education in the workplace (actor perspective)
• Reconstruction of historical lines of development, of conditional cycles, decision-making processes and the interlocking of in-company continuing education with external and societal processes (process perspective)
• Extraction of criteria for quality and professionalism of non-formal continuing education in company contexts
• Organizational and professional theoretical classification of in-company continuing education
• Development of a scheme for surveying company learning cultures and educational practice
• Development of conceptual approaches and action strategies for the further development of an innovative continuing education policy
• Didactic preparation of the case studies for teaching purposes in the scientific education and training of educational staff

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Occupational sociology studies show that horizontal changes of occupation, such as from teacher to bookseller or from lawyer to chef, are not uncommon. Almost 50 percent of the working population in the birth cohorts of the 20th century changed professions. While these studies deal with career changes in the context of the thesis of the end of the profession, career changes at the age of 50+ emerge in the public debate, tying in with postmodern discourses of self-realization and individualization. As access to professions in Germany is still linked to educational certificates, career changes are (usually) associated with a new formal educational phase.
The doctoral project examines the forms and conditions of career change from a biographical-theoretical perspective. In doing so, it builds on studies from transition research, which show, for example, that knowledge from earlier transitions orientates later transitions. In line with the "iconic turn", the iconic meaning is distinguished from the linguistic meaning. Occupational images can thus be differentiated into images, such as pictorial representations of occupations, mental images, such as stereotypes of occupations, and experiential images, as inner pictorial representations of occupations. Methodologically, the doctoral project is oriented towards the documentary method and the central guiding difference between explicit, theoretical knowledge and implicit, atheoretical knowledge. The central assumption is that the images of experience guide action - they orient professional action as implicit knowledge.
The research design comprises biographical-narrative interviews with people who have changed their occupation at the age of 50+, as well as pictures and images that are sent to the researcher following the interview. These include a picture of the "current occupation", a picture of the "previous occupation" and a picture of what occupation "generally means". Interviews and images are analyzed separately using the documentary method in order to reconstruct images of experiences in and with the profession. The doctoral project thus makes a theoretical contribution to the question of forms and conditions of participation in further training at the age of 50+, as well as the understanding of occupation of career changers and methodologically to the question of the relationship between text and image.

This is a doctoral project by Stefan Rundel.
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Inclusive vocational (training)education of young people with severe disabilities in the Rhineland. Access, organization and retention.
Research network of the Humboldt-Universität zu Berlin and the Otto-von-Guericke-Universität Magdeburg. Duration: August 1, 2020 - December 31, 2024.
Funded by the Inclusion Office (InA) of the Rhineland Regional Association (LVR)
Project description:
Although the norm of inclusive education according to Art. 24 of the UN Convention on the Rights of Persons with Disabilities (UN CRPD) refers to the entire life course, there have been few systematic studies on the vocational training of young people with disabilities to date. It can be assumed that a successful transition from school to in-company training is the exception rather than the rule. This raises questions about the effectiveness and sustainability of inclusive education - both from a societal perspective and from the subjective biographical perspective of the young people. The research project explores the question of how the educational and employment trajectories of severely disabled adolescents and young adults (and their equals) are shaped in the Rhineland. The educational and employment paths of a cohort of school leavers with severe disabilities/equivalent status are to be examined in a longitudinal section that focuses on the situation of the young people at a total of three points in time with different questions:
I. Objectives and access to vocational (training) education and employment: after internship
II. organizational conditions and experiences in company-based (vocational) training and employment: approx. 1 year after leaving school
III. whereabouts: at the end of in-company (vocational) education and training and employment
A combination of quantitative and qualitative research methods (including document and file analysis, quantitative questionnaire survey, expert interviews, group discussions and individual interviews with young people) was chosen to carry out the research project. From a necessary multi-perspective view of the complex processes, both the structural scope for action and decision-making (during the transition, on the training/labor market and in the support systems) as well as the individual experiences, subjective perceptions and interpretations of the young people are examined.

Project management
Prof. Dr. Gudrun Wansing (HU Berlin)
Prof. Dr. Mario Schreiner (OVGU Magdeburg)

Research assistants and contact
M.A. Sascha Alexander Blasczyk (OVGU Magdeburg)
Dr. Margret Xyländer (HU Berlin)
M.A. Philine Zölls-Kaser (HU Berlin)

Student assistants
Sarah Sträter (HU Berlin)
Cindy Jakisch (OVGU Magdeburg)
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There is a continuing trend towards more complex media formats and the expansion of media narratives into large fictional historical worlds. Complex fictional life stories are often told across several media (e.g. book, film, comic, computer game). These fictional life stories staged in different media harbor potentials and confrontations for (personal) biographical processes. Due to their interactivity, current media such as computer games are changing the way stories are told and received because they involve people in (life) stories in a different way. However, comics as a strong visual medium today also offer points of reflection for the realization and processing of self and world references. The aim of the research work is to use these two image-based media as examples to investigate how different media are interlinked and how a complex (life) story can be told (visually) across several media. The main aim is to answer the question of how aspects of life stories are presented and staged transmedially through media articulations. Comics and computer games will be analyzed comparatively in their interaction on the basis of a neo-formalist approach in order to explore their offers of interpretation and reflection in the sense of structural media education. The aim is to find out which specific forms of representation and narration are used for biographies and biographization processes in computer games and in comics, how they refer to each other and how they interact in terms of form and content. The aim is also to identify starting points for practical media education work in the analysis
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At the beginning of the 2021/22 school year, the Otto-von-Guericke Magdeburg Vocational Schools were allowed to admit students changing to Class II of the Technical College for Mechanical Engineering and Mechanical Engineering Technology. The project explores the opportunities and limitations of this change between the higher education and vocational school systems and reflects on the overall discussion of permeability between academic and vocational education.
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The implementation of hybrid study programs follows the intention that students should simultaneously develop academic knowledge structures and professional skills through the duality of company practice and academic-university learning processes. In view of the growing attractiveness of these courses in terms of educational policy and demand in recent years, especially internationally, the question arises as to how effective these courses are in an international comparison with regard to their educational policy intentions, their institutional design and ultimately with regard to academic success. Accordingly, the project focuses on institutional and individual determinants of academic success in hybrid study programs in an international comparison. In addition to the educational policy objectives and institutional design features in the three comparison countries Germany, England and Austria, the specific academic-professional self-concept of the students as well as their concrete study behavior, in particular their time investment with regard to the academic and practical study components, are examined as possible conditioning factors for study success. In this way, the project aims to provide empirically validated findings on the conditions for academic success in hybrid study programs.
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Since the 1970s/1980s, Japan's media landscape has been characterized by a special pop-cultural phenomenon: the so-called aidoru (or idols). Idols are young media personalities who are often not very talented, but are nevertheless marketed in a variety of ways due to their cute (jap. kawaii) appearance and their youth, as well as with the help of production companies. Whether in the music business, in films, series or as advertising media, idols are omnipresent in Japan and are part of the mainstream media. Through ritualized practices, social media and fan-related events, this contact and the intimacy of both parties is intensified to such an extent that close or intimate relationships can develop. A sub-category of idols, the chika idols (underground idols), serves as a concrete field. They often pursue the idol career as a hobby and not full-time. This field is particularly interesting because the idol candidates are heterogeneous (age, gender). They often operate in a specific city and are thus characterized by a local proximity to the fans, which opens up a new sphere of action characterized by intimacy, fan support and emotional care. Chika idols have so far only been reflected on in academia on the basis of journalistic, scandal-oriented articles and the example of university idols. However, since it can be assumed that the number of chika idols is very high (cf. Aoyagi 2005), I see the examination of this type of idol as an important building block for better understanding the otaku and idol culture and investigating the potential for orientation emanating from this postmodern culture. The field is examined ethnographically.
Aoyagi, Hiroshi (2005). [Island of Eight Million smiles. Idol Performance and Symbolic Production in Contemporary Japan. Cambridge (Mass.)/London: Harvard University Asia Center.
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Horizontal career changes are not uncommon and are increasingly being addressed at the age of 50+. This can be understood as the change of a professional group, for example from lawyer to cook or from nursery school teacher to bookseller. These people (usually) re-emerge as participants in the vocational training system or academic further education, as the employment and education systems are still closely linked in Germany. This transition is accompanied by a certain degree of uncertainty, which is why it is often referred to as a "courageous career change". The research project is dedicated to this phenomenon and asks what experiences have led to a career change.

Based on Karl Mannheim's sociology of knowledge and the "iconic turn", the basic theoretical assumption is that images of experience structure practice as knowledge that guides action. Explicit, theoretical knowledge is distinguished from implicit, atheoretical knowledge within the framework of the documentary method. Based on biographical-narrative interviews and photographs taken by the interviewees, these experiential images are reconstructed as occupational images.

The study aims to show the extent to which occupational images can be reconstructed as images of experience and the extent to which they determine a career change and thus renewed participation in (further) education.
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Coordinated by Chitkara University, EDUREFORM is a three-year project co-funded by the Erasmus+ Programme of the European Union, comprising four Indian universities, four European universities as well as two Secondary schools and one SME, having expertise in the field of education. The final aim of EDUREFORM is to promote consciousness and to empower Indian future and in-service secondary school teachers to mitigate the expected societal impact of the 4IR.

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The LeBeS project investigates how individual dispositions and contextual conditions as well as institutional framework conditions affect the stress experience, learning behavior and academic success of (teacher training) students. This puts the focus on key aspects of studying that have gained renewed attention under the prevailing pandemic conditions of recent months. The project follows a quantitative research design; in the first step, it approaches the object of research with an explorative survey approach (summer semester 2020). In the second step, the experience of stress and its potential influencing variables will be examined in a hypothesis-testing manner, taking into account work psychological model approaches and the exploratively generated results (winter semester 20/21 & summer semester 2021). Model-analytical comparisons will be made across different student groups. Accordingly, the project will first examine the explanatory power of work-psychological model approaches with regard to the stress experience and academic success of (teacher training) students and thus the transferability of these model approaches to the university context. Furthermore, recommendations for action for the effective design of support services for students in dealing with their stress experience and ensuring their academic success are derived. Due to the special circumstances of the pandemic context, the third step will be to examine whether the research findings can be replicated after the pandemic situation has subsided (presumably summer semester 2022).
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The project examines the didactic design of practical study phases at schools, their prerequisites and effects from various perspectives in various sub-projects. Among other things, this involves conceptual issues at macro and meso level,
the role of different actors, the conceptual integration of research-based learning, the possibilities of digital and multimedia support and the effects achieved with regard to the ability to reflect, career choice confidence, pedagogical-didactic knowledge and attitudes.
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It is currently becoming clear that the social metaprocess of digitalization is penetrating not only the areas of technology and the economy, but also the areas of culture and education in particular. For many young people in particular, digitalization and algorithms represent an abstract and non-transparent black box whose characteristics and personal and individual consequences can hardly be assessed. At the same time, their everyday lives with the internet and smartphones are heavily influenced by digitalization and algorithms. Young people use the internet and smartphones predominantly in commercial online spaces whose business models are based on online advertising and data collection and sales.

The project "Promoting digital education for young people in the area of data protection and algorithms using the example of online advertising" aims to promote digital skills and online advertising skills and to work on and reflect on the abstract and non-transparent black box of digitalization/algorithmization with young people in an action-oriented and real-life way.

Using the example of online advertising (e.g. YouTube, Google, Instagram, WhatsApp, TikTok, Twitch) and especially the personalization of advertising and web offers, the challenges and potentials of digitalization and algorithmization will be discussed with young people in a concrete and everyday way and related to the context of data protection. In line with the project objective, workshops will be designed and interactive-collaborative working materials developed, which will be implemented and realized in a web-based working environment.
The following sub-goalsobjectives will be pursued with the implementation of the project:

• Promotion of digital skills and promotion of online advertising skills
.
• Development of innovative, interactive and cooperative work materials
.
• Conception and implementation of (modular) workshops for the extracurricular and school education sector
.
• Conception and implementation of a web-based working environment as a cooperative space for action and reflection
.
• Contribution to the social discussion of the potentials and challenges of digitalization and algorithmization based on online advertising in the target group of young people
.

• Which business models form the basis for online advertising?
  
• What role does the personalization of online advertising play in this?
  
• What role does the creation of user profiles play in this?
  
• How are user profiles created?
  
• What are the challenges in the area of online advertising with data protection?
  
• What are the challenges for dealing with online advertising on an individual, social and societal level?
  

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In the project, system transitions between academic and vocational training at DQR level 6 are examined. For this purpose, individual initiatives are empirically recorded and combined in an action plan in order to identify potential for expanding the transitions between the technical college and university system in the area of technical education and academic programs.

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In a "culture of digitality", algorithms provide orientation by transforming information and data into formats that people can perceive. They are fundamental to what is visible, audible and, in the broadest sense, perceptible on the surface, while remaining hidden beneath this surface. Their structural nature, their "digital mediality" exerts a fundamental influence on ways of perceiving, thinking and acting. In this respect, algorithms also become relevant from an educational and subjectivation theory perspective.
Concepts of aesthetic education focus on changes in perception, feeling and thinking that result from an engagement with aesthetic objects (e.g. artistic artefacts) and lead to a changed view of oneself and others, a changed attitude towards the world and oneself.

Art can therefore be understood as a place and object of aesthetic experiences, which in turn can lead to (aesthetic) educational processes. Art operates against the background of socio-cultural and socio-technical developments, it makes use of the (technical) means available to it at the time and opens up new perspectives on people and the world around them.

The attempt to make art, aesthetics and creativity predictable has a long tradition in art history (e.g. the golden ratio in ancient Greece, perspective in the Renaissance). Against this background, expression with and through algorithms is a logical consequence of artistic practice. The field of art represents a special subject area that allows the relationship between visible surface and invisible sub-surface outlined at the beginning to be experienced.

An examination of algorithmic forms of art (or code art) appears to be fruitful in several respects with regard to its transformative potential. Aesthetic practices: On the one hand, this art form is based on programmable code, which contributes to the performative experience of the code as an aesthetic thing, as a work of art. Such works of art are of particular interest when they are produced by non-human actors, i.e. when they are calculated by supposedly intelligent computer systems on the basis of data (records), e.g. with the help of deep learning algorithms or so-called Generative Adversarial Networks (GAN). Aesthetic experiences: On the other hand, such works of art can trigger aesthetic experiences that are of a special quality, as they can open up occasions for reflection with regard to the algorithmic structuredness of the digital that go beyond the field of art.

Against this background, the question of the extent to which art can be used to show the extent to which the algorithmic structures of the digital shift the basic coordinates for sensory perception (aesthetics) and, following on from this, what consequences this has for aesthetic education will be examined. In short, the aim is to use algorithmic forms of articulation (art) to work out (new) qualities/characteristics of an aesthetic education that reacts to the increasing digital mediality/algorithmicity. To this end, discussions of education and subjectivation theory are brought together with the perspectives of Critical Code Studies in order to conceptualize algorithmic forms of art structurally in terms of structural media education understood as articulation.
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Skilled workers are crucial for the performance and innovative strength of companies. Currently and in the future, it is becoming increasingly difficult for SMEs in particular not only to find experienced specialists and trainees, but also to retain them in the medium and long term. The induction phase, also known as onboarding, plays an important role here: in the first few months of employment, new hires will contribute and develop their knowledge and skills, integrate themselves into the social fabric of the organization, discover the organizational culture and complete numerous administrative tasks. Digitalization and systematization of the onboarding process, which takes individual needs into account, offers the opportunity to structure and facilitate the onboarding process. The new specialists and trainees can experience the induction and familiarization period effectively and develop their potential during the initial phase.

The aim of the project is to design, test and evaluate a digitally supported onboarding approach. Three phases - preparation, orientation and integration - are taken into account. At the personal level, the focus is on professional and social aspects. As part of the project work, a series of structured kick-off, support and feedback meetings, a comprehensive diagnostic inventory and a digital platform for integrating and documenting the entire process are being developed. Their implementation and conditions for success are being researched in parallel.
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The theoretical basis for this is the so-called "Oevermann Project" at the German Federal Criminal Police Office in the mid-1980s. Here, Ulrich Oevermann and others developed a texting model to improve criminalistic data indexing. The insights gained from this were, and still are, hardly used within the police. This project analyzes contemporary criminalistic texts such as crime scene reports, incident reports and interrogation protocols with regard to latent structures of meaning and significance using the methodology of objective hermeneutics, especially at the level of protocol practice. From the sequence-analytical analysis of the textual structure, insights and patterns of criminalistic thinking can be derived. In the case definition, the author assumes that 'good' criminalistic thinking in the sense of coping with investigative crises is mainly characterized by reconstruction logic and can only be constituted through experience. This contrasts with the subsumption logic frequently applied in everyday investigative practice, which is only capable of verifying one's own criminalistic thought patterns and 'versions' of the alleged course of a crime and is therefore not only more prone to error, but also represents a gateway for ideologies, stigmatization, labelling, levelling and dominance in the investigative process.
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Professional engagement in conditions of difference. Professional biographies and professionalization processes of school-based "diversity actors".

In the discussion about fair educational opportunities in the migration society, a comprehensive orientation of the institution of school towards the conditions of a social reality changed by migration processes has long been called for (see Gomolla 2005; Karakasoglu-Aydin/Gruhn/Wojciechowicz 2013; KMK 2013). Recent developments such as the global refugee movements of recent years, the worsening and increasing visibility of educational inequalities as a result of the coronavirus pandemic and the presence of racist and anti-Semitic discourse in everyday school life underline the topicality of these demands.
The discourse on "intercultural", "diversity-conscious" and "anti-racism and anti-discrimination" education is also associated with changing professionalism requirements for educators: In addition to being able to self-reflectively relate to their "own images of others" (KMK 2013: 2), they are expected to see themselves as co-creators of diversity-conscious, anti-discriminatory school development.
However, this is not a clearly defined field of activity, nor are there standardized qualification requirements and access paths for educators who institutionally assume a special responsibility for this "cross-cutting task" (ibid.: 6). Against the background of the less formalized structure of this field of activity and tasks, the question arises, which is relevant in terms of professional theory, as to what scope this field opens up for the professional biographies and professional self-conceptions of pedagogical actors and how they position themselves within it.
The project examines these questions from a biographical perspective. The empirical basis is formed by biographical-narrative interviews with educators who have taken on a special institutional responsibility for "intercultural" and anti-discriminatory education and school development. The biographical (construction) processes of diversity-conscious school commitment and the relevance of biographical experience knowledge, the professional self-conceptions and positioning of the actors in their respective fields of action as well as the intertwining of professionalization and institutionalization processes are reconstructed.
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As part of a research collaboration, the educational orientations of students studying to become teachers at vocational schools and on the social work course are being investigated. The focus here is particularly on those students who enter academic education with non-traditional educational biographies and backgrounds. In addition to reconstructing the educational orientations of these first-generation students, the "proving" (Thiersch 2020) of their orientations in relation to the expectations of their parents and the demands of the university experience is also examined. Findings on the family educational backgrounds of this student subpopulation and on the connection between educational background and academic success have only been available in isolated cases to date (cf. Grunau 2017). This applies in particular to the consideration of parental educational orientations in relation to the decision to study at university. This perspective represents a novelty of the research project.

The research design provides for narrative guided interviews with students and their parents in order to trace the educational paths of first-generation students and to be able to relate them to the educational orientations shaped by their families. The qualitatively collected data is analyzed and interpreted in depth on the basis of the documentary method. The aim of the study is to gain patterns of orientation and explanations for social and educational inequality. Furthermore, recommendations for the effective design of support services for first-generation students to ensure their academic success are derived
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In the context of lifelong learning, great importance is attached to issues of permeability and educational equity. In addition to the attractiveness and flexibility of vocational education and training, the focus is on goals such as educational equity and equal opportunities, as well as the qualitative and quantitative effects of permeability. On the one hand, the transition of vocationally qualified specialists into the academic system is weak, while on the other hand, the transition of university dropouts into further vocational training at DQR level 6 faces almost insurmountable hurdles. Nevertheless, individual approaches to organizing such transitions exist in various regions. These are being researched in an empirical approach. The aim is to make a contribution to ensuring the attractiveness of the vocational education and training system and to attracting new target groups for the middle management level at DQR level 6.
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Family biographical studies that deal with underage street youths and their parents are a desideratum within family research. The connection of an adolescent to a peer group, such as the street punks who have turned away from normative lifestyles and socialization instances, and the associated detachment processes from the family of origin represent a highly relevant change in the family situation or family system for those affected. Previous research has primarily looked for explanatory patterns for this "deviant" adolescent behavior and examined patterns of adolescent street careers in order to derive points of contact and recommendations for youth social work, for example. The aim of the dissertation study, on the other hand, is to look at the family system as a whole and examine how the individual family members perceive the situation that has arisen and how they deal with it. To this end, twelve problem-centered interviews were conducted with the respective (step) parents and the adolescent of four affected families and comparatively evaluated based on the grounded theory research approach. Family-specific characteristics were identified in the areas of "understanding of relationships", "understanding of upbringing" and "understanding of progression", which are interpreted in the context of Axel Honneth's recognition theory. The findings were also used to derive insights and recommendations for advising and supporting families in such situations.

Keywords: family biography research, parents, young street punks, recognition
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In the final report on the project "School and instructional determinants of school success and dropout at secondary and community schools in Saxony-Anhalt" (SEASA I for short), initial findings on the "Productive Learning in Schools and Companies" (PL) program were presented. These indicate an overall positive assessment of the program with regard to its prevention of school dropout, but do not represent a targeted and comprehensive evaluation of the program. An independent, evidence-based evaluation and scientific assessment of the PL program should be carried out, particularly in view of the currently unforeseeable long-term effects of the coronavirus pandemic on the development of dropout rates in Saxony-Anhalt. On this basis, recommendations can be made for transferring the pilot project to regular school operations.

The aim of the follow-up project (duration 15.11.2021 - 31.12.2022) was to evaluate the effectiveness of the "Productive Learning in Schools and Companies" program in Saxony-Anhalt with regard to avoiding school dropouts without a school-leaving certificate. This took into account factors already identified for school success in the first funding period as well as other conditions for success (including educational qualifications achieved and the educational biographies of pupils) and assessed the needs of the schools. The effects and changes caused by the coronavirus pandemic were of particular importance. Accordingly, the focus was on the 24 PL site schools where the program was being implemented at the time of the survey in March 2022.

The report was submitted to the Ministry on December 7, 2022. You can find the press release here: https://mb.sachsen-anhalt.de/fileadmin/tsa_rssinclude/bildungsministerium_07_12_2022_pressemitteilung_das-produktive-lernen-in-schule-und-betrieb-pl-ebnet-rund-80-der-schuelerinnen-und-schueler-den-weg-zum-ersten-anerkannten-schulabschluss.pdf

A summary of the results from the project can be found in the attached document ("Project appendix"). If you have any questions, please contact Prof. Dr. Raphaela Porsch (raphaela.porsch@ovgu.de).

Further information on the SEASA project (phases 1 and 2) can be found here: https://www.wirtschaftsdidaktik.ovgu.de/Forschung/SEASA_Projekt-p-1014.html
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A unique opportunity will be seized in Hamburg between 2016 and 2022: The listed Villa Mutzenbecher will be renovated and restored as part of an education and training project. The villa will then be used as a venue for a variety of educational and cultural events. In this way - for the first time in Germany - the aspects of heritage conservation can be combined with vocational education for sustainable development (BBNE). Young people and adults from all educational courses and from the participating trades in the main and ancillary building trades can learn across trades and educational courses in a network. In this way, they acquire skills to help shape the energy transition, taking into account the protection of historical monuments.
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The starting point of the research project is our own observations as evaluation officers, according to which teachers often perceive the assessment of their lectures and seminars by participants as control, interference in the freedom of teaching, work intensification, etc. In the course of the research project, an empirical investigation was also carried out into how the lecturers themselves describe how they deal with student criticism of their teaching. The empirical study was realized by means of expert interviews with lecturers at universities of applied sciences and served to reconstruct their interpretative knowledge and approach to teaching evaluation. Further research questions are what the handling refers to and which forms of processing are recognizable.
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Cognitive assistance systems are used in production to support activities with many variants, for example in (dis)assembly tasks with a high number of variants. Existing assistance solutions provide the worker in the work situation with information for processing the current work step, but hardly enable any adaptive learning processes. LeARn4Assembly aims to utilize the potential of virtual and augmented reality and expand it with additional technologies in order to transform assistance solutions into workplace-integrated learning and assistance systems. The target group is a heterogeneous assembly workforce that differs in age, qualification level, experience and language.
To this end, a didactic-methodological concept is being developed and integrated into a VR/AR-based learning and assistance system that takes into account the principles of both action-oriented and learning-promoting design. AR technology is used to display context- and user-sensitive content, while VR is used to prepare content that shows technical contexts that are not visible in reality. The assistance function only becomes active in the event of an error, the worker can call up various learning content for their own decisions under their own control and receives feedback on the quality of the work performed and on further possible courses of action. The aim is to promote self-reflection, improve process understanding and increase personal responsibility.
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The project aims to develop and refine a methodology from an educational theory and structural perspective that enables empirical analyses of complex media phenomena against the background of digital mediality. To this end, a mix of methods will be developed that combines approaches from work analyses with online ethnographic approaches and incorporates further qualitative or quantitative methods. The media phenomenon to be examined extends across various multimedia artifacts that refer to each other in different ways as franchises or intermedial constructs. The ultimate aim is to examine the significance of modern complex media environments for education and media biographies.
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The guiding research question is: "What role do basic biographical themes of a teacher's own social ascent play in the production of implicit, action-guiding knowledge in professional practice". [The question thus refers to the connection between structural conditions and teacher attitudes, as a totality of beliefs (Pajares 1992; Davis & Pape 2006), biographically anchored basic themes and classification and evaluation tendencies, which are socially acquired and manifest themselves in opinions and outlooks. This is based on the problematizing assumption that habitualized-implicit forms of knowledge are marginalized in the course of the development of a professional-professional identity, which points to a problematic collective canonization of values.
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The following chapters are based on a research project on the 'Significance of the methodology of objective hermeneutics for criminalistic thinking'. The research focus here was on the analysis of criminalistic protocols such as crime scene investigation reports and interrogation protocols. The five chapters presented here were taken from this work, as they were thematically more on the periphery of the research questions, but nevertheless had a significant influence on the knowledge process within the research project.

In the section on psychoanalysis (Chapter 2), the numerous connections between objective hermeneutics and FREUDian psychoanalysis are placed in a context of meaning with criminology. After a differentiated discussion of both branches of science (Section 2.1), the aim is to clarify which perspectives can be applied to the criminal investigation process and criminalistic thinking (Sections 2.2-2.8). Finally, the criminological significance of detective stories, including their references to the unconscious, will also be examined (section 2.9).

The subsequent section (Chapter 3) deals with the topic of police interviews and interrogations. Numerous distorting factors for such situations are considered, which ultimately lead to the realization that interrogations should be documented as comprehensively as possible in order to make them accessible to an objective hermeneutic sequence analysis that is relieved of the burden of action. The authentic protocols are preferred to the often erroneous subjective assessments in the here and now of an interview situation (e.g. through abbreviated behaviorist models).

In the following section (Chapter 4), OEVERMANN's criticism of 'perseverance' and the subsumption logic contained therein is taken up again and transferred to 'socialist criminology' at the time of the GDR dictatorship. In this comparison, it is noticeable that the ideological suspicion and lack of objectivity are particularly evident through category errors such as the demanded 'partiality', claimed 'objectivity' and applied 'versioning', especially when comparing the structured nature of the processes of past and present investigative practice. In conclusion, it can be stated that in both eras, thought and action was/is predominantly subsumption-logical, but that this is more evident in the period of the GDR dictatorship.

The penultimate section (Chapter 5) deals with some of Erving GOFFMAN's potentially relevant work for criminology and aims to clarify whether it would not be possible to extend the objective hermeneutic approach to situations and organizational structures, particularly with the frame analysis (Chapter 5.1), in order to gain better access to the meso-level of the police through additional observations in the here and now.

The last section (Chapter 6) deals with the question of whether there can be any room at all for reconstructive case understanding, e.g. within the framework of free criminalistic thinking, in addition to the demonstrable dominance of the application of rules in the police service. Although the police as a whole appear to be more of an occupation than a profession, certain fields of activity could possibly prepare for subsequent professionalized practice.
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Agricultural businesses are tied to places and regions due to their inevitable connection to the land as a source of work and livelihood. Restructuring challenges in legal forms and fluctuating infrastructures in peripheral rural areas of Saxony-Anhalt mean that families in the agricultural sector are affected by a lack of services of general interest. First of all, empirical material will be used to answer the question of what effects desolate supply structures have in terms of psychological stress and strain on residents in the periphery. The focus of the second sub-project is the development and implementation of a training measure to make teachers more aware of the challenges posed by remote rural areas. Teachers should be better prepared than before to prepare prospective healthcare and nursing professionals for "working on site" with lay nursing staff.
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Teaching-research project in cooperation with Prof. Dr. Katrin Kanzenbach and Prof. Dr. Uwe Sewerin (university with the University of Applied Sciences of the German Social Accident Insurance) and the Institute for Work and Health of the DGUV.
Stereotypical ideas and prejudices about gender roles, severely disabled employees, generational affiliation, different lifestyles, new and flexible working time models, the new understanding of the role of parent, etc. can have an influence on personnel selection, performance appraisal, the promotion process and other personnel development measures in companies and organizations. The joint teaching-research project aims to investigate whether an inclusive corporate and organizational culture can help to reduce disadvantages and social inequality, for example in personnel development measures, and promote the recognition of special needs of employees in special life situations. To this end, different groups of employees are to be identified and their needs analyzed. In this context, differences and similarities are to be highlighted and possibilities for promoting acceptance within the organization through an inclusive corporate culture are to be presented. The variables that contribute to an inclusive corporate culture will be identified and summarized in a model. This will be followed by an evaluation of whether the model developed can help to make important personnel decisions in companies and organizations more reflective and balanced and therefore more sustainable.
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The transition to sustainable development is an urgent necessity for the Kyrgyz Republic, Nepal and India, since at present, these countries’ socio-economic development is largely based on the consumption of natural resources. Today, these countries face challenges that pose a threat to their future sustainable development, the most important of which are: depletion of natural resources without creation of effective alternatives, loss of basic natural ecosystems and stagnation of human capital.
In 2012, at the conference on sustainable development "RIO+20" in Brazil, KG expressed its commitment to sustainable development through promoting the priorities of the "green economy", which was confirmed in the signing of the final document "The Future We Want". This document has become a call for action for governments, business leaders and the UN, to support countries interested in the transition to the "green" economy. In Nepal, there are numerous challenges in adapting and adopting Green Economy policies starting by the lack of national policies. Capacity and skill development, technology adaptation, transfer, and retrofitting to suit Nepal’s hilly and mountainous terrains, need for large investments and of course adapting to and mitigating against climate change are some of the major challenges. Notwithstanding these constraints, green economic policies and programmes can be means to achieve sustainable development in this mountainous region. There is need to document good case studies for drawing lessons so that future green growth pathway cans be charted and bigger impacts can be achieved. India has become since 1991 one of the fastest growing major economies. However today, there are many environmental problems and issues that slows down its progress. The concept of green economy has been discussed in recent years for achieving sustainability through inclusive growth and development. Thus, sustainability has become a key element of the national agenda of these 3 countries.
One of important aspects of economic development of these three Asian countries is to maintain the principles of environmental sustainability, because economic growth and population increase force expansion and intensification of land use, growth of food and industrial production and depletion of natural resources. The needs identified hitherto and the lack of specialists in green economy prompted the identification of a project goal link to the need of modernizing curriculum. However, effective and outcome oriented green economy implementation requires multi-disciplinary planning, interdisciplinary implementation, and effective and participatory monitoring and evaluation. The introduction of green economy concepts in law, business, economics, environmental studies or management programs should support economic development adopting curricula to changes in labour market and to an increasing demand for new "green” skills. The project specific objectives is thus to stress the fostering of green skills in different target groups (students, teachers, professionals, young generations) and for different subject areas.
Green economy and green skills as well as other aspects of sustainable development are of global importance, therefore the project will have a significant European added value. A green economy can generate as much growth and employment as the so called "brown” economy, and outperforms the latter in the medium and long run, while yielding significantly more environmental and social benefits. Of course, moving towards a green economy will require Asian governments, HEIs, civil society and leading businesses to engage in this transition collaboratively.

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The Chair of Vocational Education at Otto von Guericke University Magdeburg is carrying out a project to develop, test and evaluate a hybrid leadership training program for all vocational schools. The Hamburg technical colleges for wood technology and color technology and the technical college for garment masters are the three project partners of the University of Magdeburg. The project is located in design research as design-based research and takes into account the holistic DBR approach (see REINMANN 2021)
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The overarching objective of the DigiCom² project initiative lies in the didactic and methodological further development of the courses offered in the area of teacher training at vocational schools at the OvGU, in particular those within the framework of the existing university cooperation with the Merseburg and Harz universities. By developing and implementing a blended learning approach, DigiCom² focuses on a didactically differentiated, more supportive and, in particular, socially integrative course structure. It is intended to enable students from the three universities of Merseburg, Harz and the OvGU Magdeburg to have joint cooperative learning experiences during their Bachelor's degree and thus support the subsequent transition to the Master of Education at the OvGU Magdeburg. On the other hand, DigiCom² explicitly promotes the digital teaching and learning skills of Master of Education students for vocational schools and their ability to prepare teaching content in terms of media didactics. The Master's students are directly involved in the development and creative design of individual digitally supported teaching-learning sequences for the aforementioned course offerings as part of the university collaborations. This addresses an area of professional competence of teachers, the relevance of which is of central importance due to the increasing digitalization of the world of work and life and is once again clearly brought to mind, especially in the context of the current corona pandemic. The project and the corresponding intervention measures will be accompanied by a formative evaluation concept.
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The aim of this work is to describe and explain the development of economic education as a school subject by analyzing official textbook directories and textbooks.

These "physically tangible educational products" (TEMMING 2014, p. 26) are used to concretize the educational idea of economic education (cf. ibid.). From a macrodidactic perspective, this approach lends itself to the fact that textbook authors have to follow curricular guidelines and textbooks usually undergo an official approval process (cf. HOPF 2006, p. 358). In addition, textbooks can be used to gain insights on a micro-didactic level. This is because lessons are often taught by teachers from outside the subject area who are strongly oriented towards textbooks when designing their lessons (cf. KRAFFT 1990, p. 69 f.). HOPF concludes from this that the "analysis of economics textbooks […] - as in hardly any other subject - provides information about what content is actually taught in class" (HOPF 2006, p. 358). KÜSTNER comes to a similar conclusion: "However, it must be taken into account that curricula are only suitable for determining the current state of economic education in schools to a limited extent. The ministerial guidelines often have little significance for teaching. Other aspects, such as the textbook used, teacher preferences or the time budget actually available, are often decisive for teaching." (KÜSTNER 1998, P. 13)
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Digitalization requires public administrations to accelerate the implementation of technological innovations. The use of new technologies in turn leads to new management, communication and cooperation structures. At the same time, the need for agile and flexible action is growing due to far-reaching and pervasive requirements such as climate and environmental events, mobility and migration, regional structural problems and others. In order to successfully manage this transformation, technical and social innovations must be designed simultaneously and in a coordinated manner. The project outlined here proposes the establishment, methodical design, concrete testing and research-based support of experimental spaces in public administration.

In the experimental spaces, theoretically underpinned and empirically tested methods of change management from other contexts, such as design thinking, strategy and scenario methods or constructive contoverse, are adapted and tested for public, municipal administration. Agile organizational methods are given special consideration

Firstly, the project aims to take up and / or initiate innovation impulses among the participating municipal partners and / or to implement them in experimental spaces. Secondly, the aim is to transfer the knowledge acquired to practice-oriented solutions in the municipal world and to introduce it into the scientific discourse.
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In this project, the temporary and involuntary situation of distance learning was examined with regard to its organization and the experience of parents. Based on a nationwide online survey in Germany with 3,995 mothers and fathers of primary school children, research was conducted into how distance learning was initiated by teachers and organized by parents. In addition, insights were gained into the individual experience of stress, the parents' sense of anxiety and experience of enthusiasm in connection with school support, the parents' work situation and individual characteristics. Differences in emotional experience were identified in relation to professional didactic knowledge, with a particular focus on the teachers among the parents. Finally, the experiences of parents during the school closures and the statements on the organization of school and teaching after the reopening of schools were evaluated using content analysis.
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The SEASA project aims to gain insights into the causes of the high number of secondary and community school pupils in Saxony-Anhalt without a secondary general school leaving certificate and relates to school and teaching characteristics as well as the prevention and handling of school absenteeism. The aim is to derive recommendations for action for teachers, schools and school administrators as well as educational policy institutions that specifically address teachers, school administrators and schools. The study is designed as a mixed-methods study. In a first phase, a quantitative survey will be conducted using online surveys at all public secondary and community schools in Saxony-Anhalt. In a second phase, successful and less successful schools will be selected on the basis of the results of the first phase and with regard to relevant structural characteristics, and problem-centered interviews will be conducted with representatives of the school management and document analyses of school programs, school homepages, etc. will be carried out at these schools.
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The doctoral project deals with thinking styles (according to Zhang & Sternberg 2005) of teachers and trainers as part of pedagogical professionalism and examines their possible influence on the teaching approach and basic orientation.
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The overarching objective of the DigiCom² project initiative lies in the didactic and methodological further development of the teaching offer in the area of teacher training at vocational schools at the OvGU, in particular within the framework of the existing university cooperation with the Merseburg and Harz universities. By developing and implementing a blended learning approach, DigiCom² focuses on a didactically differentiated, more supportive and, in particular, socially integrative course structure. It is intended to enable students from the three universities of Merseburg, Harz and the OvGU Magdeburg to have joint cooperative learning experiences during their Bachelor's degree and thus support the subsequent transition to the Master of Education at the OvGU Magdeburg. On the other hand, DigiCom² explicitly promotes the digital teaching and learning skills of Master of Education students for vocational schools and their ability to prepare teaching content in terms of media didactics. The Master's students are directly involved in the development and creative design of individual digitally supported teaching-learning sequences for the aforementioned course offerings as part of the university collaborations. This addresses an area of professional competence of teachers, the relevance of which is of central importance due to the increasing digitalization of the world of work and life and is once again clearly brought to mind, especially in the context of the current corona pandemic. The project and the corresponding intervention measures will be accompanied by a formative evaluation concept.
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The DiMediCa research project examines the conditions for the successful implementation and use of digital applications in education and training institutions in the health and care sector. The research questions focused on here clarify the need for digital skills on the part of training staff and trainees, identify design criteria for teaching-learning environments and determine the digitization potential of the care sector. Consequently, within the joint project, consisting of Otto von Guericke University Magdeburg (OvGU) (Chair of Technical Education and its Didactics, Chair of Health and Nursing Sciences Didactics) and Magdeburg-Stendal University of Applied Sciences (HS MD-SDL) (Chair of Business Informatics), requirements for digital skills and teaching-learning environments are identified within the framework of multi-level studies in order to derive strategies and recommendations for the use of digital applications in the health and care sector.

To this end, the joint project is divided into three sub-projects (TP), each of which is being worked on by a joint partner.

[SP A (Chair of Technical Education and its Didactics, OvGU) is investigating from a structural and cultural perspective how the implementation of digital applications in education and training institutions in the health and care sector can be accelerated.

[TP B (Chair of Health and Nursing Sciences Didactics, OvGU) is dedicated to the key question of what design criteria teaching and learning environments must have from a sociological perspective.

Meanwhile, TP C (Chair of Business Informatics, HS MD-SDL) focuses on the gender-sensitive perspective, in which media skills in the teaching and practice of trainees are investigated and strategies for promoting media skills are identified.

All three sub-projects are interlinked via transfer workshops, conferences and joint publications. The project will be rounded off with a final conference and an anthology, which will not only present the course of the project, but also explain the links between all the actors involved and the empirical results. Furthermore, joint recommendations for practical action will be derived from the substantial results of all sub-projects and made available to them.
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Due to the multi-layered challenges, it is necessary to examine the conditions for the success of such system introductions in the health and care sector in a multi-level study prior to the development and introduction of new digital systems and to incorporate the resulting findings in the form of design guidelines into a theory that takes into account the sociological, cultural and structural perspectives. The aim of the "DiMediCa" project is to conduct empirical studies on the conditions for the successful implementation and use of digital applications in educational institutions in the health and care sector to promote digital skills, explicitly including a gender-oriented perspective.
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For trading nations such as the People's Republic of China, an efficient, competitive maritime economy is of great importance to the economy as a whole. This corresponds to a need for qualified skilled workers who understand, serve and fulfill the diverse requirements and service areas in the port. The general development trends in the port industry have created the need for a port-specific training occupation, taking into account the specific Chinese framework conditions. The overall objective of the project is to develop a three-year initial vocational training program for port operations and transport specialists (FHT) in the People's Republic of China, which will be implemented, tested and evaluated regionally at a college of higher vocational education following the conceptual design. The innovation of the project results from the consideration of the need for skilled workers and skills along the entire value chain of port operations as well as the concept of holistic practical and work process-oriented training. The joint partners share the goal of opening up access to the education market in the People's Republic of China, establishing partnerships and implementing education products on a sustainable basis. In cooperation with the Chinese implementation partners, a "Port Industry Competence Center" is to be established to ensure the continuous continuation of the training and further education activities of the partners in the PR China.
Sector: Transport and warehousing, (port) logistics
Target group: Trainees, school and company teachers

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Transitions between the vocational and academic education system have been possible for a long time, but have hardly been developed or sustainably promoted by the federal states and universities. In the future, state-certified technicians could form an important target group for engineering pedagogical fields of activity, given their extensive professional experience and already developed pedagogical skills. However, formalized credit transfer procedures, shortening the duration of studies and target group-appropriate support instruments are of great importance if state-certified technicians are to be recruited for a course of study.
Objective:

• Acquisition of state-certified technicians for teacher training courses,
• Development and implementation of a combined credit transfer procedure for this target group;
• Guidance and support for vocationally qualified students before and during their studies,
• Development of new curricular structures (curricula, study regulations) for the effective integration of vocational and higher education courses,
• Observation of vocationally qualified students in their development, documentation of study progress and results, evaluation of the overall program
.

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The project "GeKaVoC - Transfer of dual training programs in logistics, mechatronics and sustainable energy supply to Kazakhstan" focuses on the establishment of an inter-company training center based on the German model in Kazakhstan. The aim is to tackle the economic and vocational training challenges in the named fields of work and, by transferring German vocational training programs to Kazakhstan, to contribute to development in these areas and facilitate the establishment of German companies there.

On the one hand, the sub-project focuses on the scientific support and evaluation of the project process, and on the other hand it supports the overall project by developing curricula for the training and further education of teachers and specialists that are tailored to Kazakh conditions. This is intended to accelerate the development of the education center through the training of teachers and the development of courses. To this end, Otto von Guericke University Magdeburg also relies on cooperation with universities and companies from Kazakhstan.
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Whether Frankenstein's monster, Faust's homunculus or the Terminator: the question of how the encounter between humans and artificial life forms could take place has often been posed in fictional works and answered in different ways in the media. This question is also addressed in computer games, which can be characterized as interactive, fictional works or worlds. The possibility of interaction and the associated necessity of having to make decisions (especially in dilemma situations) gives the question of the human being a special educational quality in this media form.
The dissertation project focuses on the educational-theoretical question of how artificially created life forms are thematized in computer games and what the relevant categories, characteristics and associated phenomena of these representations are. The specific object of research is the "Mass Effect" trilogy, which is characterized by a variety of thematizations and interaction possibilities with artificial life forms. The project is also linked to the methodological question of how computer games can be analyzed from an educational theory and comparative perspective. By combining and further developing grounded theory according to Strauss and Corbin and structural computer game analysis, an analytical framework is to be developed that, on the one hand, incorporates the mediality of the Mass Effect series and, on the other hand, makes the representations of artificial life that appear in it analytically comparable in order to work out the central phenomena.
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If one follows the idea of "learning in order to educate oneself", continuing academic education is a logical consequence of opening up universities. This can be seen in debates about non-traditional students and their integration into higher education. In addition to teaching and education, academia thus has a third core task: the transfer of academic knowledge to people from professional practice. So far, organizational topics have been dealt with, for example in the context of the "open university". The participants' side has been largely ignored. One target group is repeatedly mentioned in the public debate under headings such as "courageous career change": People who change professions in midlife, for example from lawyer to cook. The relationship between optimization and education in the context of participation in academic continuing education will therefore be examined from a biographical-theoretical perspective. The central question here is the extent to which participants in a career transition place optimization demands on continuing academic education or whether other demands, such as knowledge interests, are in the foreground. The study examines this question on the basis of qualitative-empirical results.
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In the winter semester of 2004/05, the first students were enrolled on the then newly established Bachelor's degree course in Media Education at Otto von Guericke University. Three years later, the Master's program of the same name was launched. In September 2014, ten years after the introduction of the program (and seven years after the first graduates left the university), a broad-based online survey was conducted on their career entry and career situation (retention study). The basis at the time was a population of 227 graduates (as at 30.6.2014). The research report is available at DOI: http://dx.doi.org/10.25673/4211.
This new project served as an updated (and expanded) inventory of the professional situation of graduates of the BA and MA programs in Media Education a good five years later. The population had grown to 435 people (as of 30.9.2019). A standardized online questionnaire was developed for the survey, which was based on the one used for the 2014 graduate study, but contained some additional and modified questions. The survey was conducted from 5.1.2020 to 12.2.2020 (again) via SoSciSurvey.de. The questionnaire covered the following areas and aspects:
1. degree program(s) completed
2. situation before the studies
3. course of study Bachelor Media Education (if applicable)
4. course of studies Master Media Education (if applicable)
5. situation after graduation, transition into the profession (if no longer a student)
6. current professional situation (if employed)
7. review of your studies in Magdeburg
8. socio-demographic information

The data analysis has now been completed. A summary of the main results (research report) is available and was published in the OVGU Open Journal System in mid-February 2021: DOI: https://doi.org/10.24352/UB.OVGU-2021-021
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A qualitative study to investigate the effects of counseling on the client using the example of dental patient counseling. The focus of this study is on the epowerment phenomenon.
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The transition from primary to lower secondary level represents an important turning point, which is accompanied by an expansion of the subject canon at school. So far, it has been neglected to frame these changes in such a way that pupils could acquire an understanding of the educational meaning of the subjects. The aim of the project is therefore to design tasks that enable pupils to gain developmentally appropriate access to the relevance of the various school subjects in the real world.
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The level of job satisfaction depends on the job, the profession, the function and hierarchy or on organizational forms. Previous studies have been carried out in an industrial environment, for rather simple service activities or in the healthcare sector, particularly in clinics. No studies have yet been carried out for (dental) medical assistants. Their specificity lies not only in the occupational specialty, but also in the organizational form (private practices). In addition, the job profile is changing. The tasks are becoming more complex and differentiated, the healthcare professions as a whole are being upgraded and it is becoming more difficult for dental practices to secure their need for specialists. It is therefore of interest both for dental practices and for research to determine work and occupational characteristics for the group of dental assistants and their impact on the AZ. For practitioners, this provides the opportunity to derive targeted measures to enhance the value and attractiveness of the profession, to improve working conditions in practices, to provide further and advanced training for dental assistants and to secure the next generation of skilled workers. The project described here therefore serves to develop, test and use a questionnaire to survey job satisfaction and its determinants among employees of dental practices. These include trainees and dental assistants, also known as "receptionists" or "assistants". The instrument can be used repeatedly to document developments over time or the effectiveness of certain measures. It can also be used for specific questions and comparative studies. Application to other healthcare professions would be possible without much effort.
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In cooperation with Viviane Schachler (Fulda University of Applied Sciences) and Prof. Dr. Gudrun Wansing (Humboldt University of Berlin), a partial study on the financing system of workshop councils and women's representatives in WfbM and the introduction of women's representatives in WfbM nationwide is being carried out as part of a project to investigate the implementation of the reformed Workshop Participation Ordinance.
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The work assumes that the established theories of media socialization (e.g. media appropriation) cannot adequately account for the complexity of informal media use in virtual spaces. The criticism is sparked by the fact that the separation between a subject that appropriates the values and norms of a society via objectscannot (easily) be transferred to digital and participatory media, which still applies to mass media. Social network systems and interactive media (such as digital screen games) are characterized by the fact that they dissolve this subject-object relationship.
Consequently, the aim of this work is to develop a theory of media socialization that takes this synthesis into account from the outset. To this end, it draws on Karl Mannheim's radical sociology of knowledge with its inscribed assumptions about the interpretation of mental entities. The theses on which the work is based are that Mannheim's assumption of a socio-historical structure of consciousness is compatible with socialization theory and his assumption that the habitus can be worked out via the mediality (of works of art) is compatible with mediatization theory. However, because in this sociology of knowledge the subject is only understood as a member of a group (i.e. as a collective subject) and questions of social responsibility only arise for the group and not for the individual, there is a conceptual gap that will be closed by adding the subject-theoretical perspective of structural media education (according to Jörissen and Marotzki).
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Goal - safely mastering complex work situations in the steel industry
The increasing networking of work systems promotes efficiency in the steel industry, but at the same time increases the mental strain on employees. In complex work situations, maintenance employees have to evaluate a large amount of current process data from the systems. The experience and knowledge of specialists within the company and external service providers is indispensable for the quick and safe completion of tasks. To support employees, assistance systems are required that make expert knowledge directly available in the work process and thus contribute to the design of safe work and qualification.

Procedure - Technology-based assistance systems for safe and learning-promoting work in steelworks
The requirements for the assistance systems are determined on the one hand by means of an ergonomic risk assessment at selected workplaces and an analysis of the qualification requirements. Secondly, the technical knowledge and experience of the experts is brought together in individual and group discussions for integration into the assistance systems. Maintenance employees can then access this expertise during the work process via smart devices. To ensure the assistance systems are used effectively, the maintenance processes are adapted with the aim of designing work in a way that promotes health and learning.
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The increasing networking of work systems promotes efficiency in the steel industry, but at the same time increases the mental strain on employees. In complex work situations, maintenance employees have to evaluate a large amount of current process data from the systems. The experience and knowledge of specialists within the company and external service providers is indispensable for the quick and safe completion of tasks. To support employees, assistance systems are being developed that make expert knowledge directly available in the work process and thus contribute to the design of safe work and qualification.
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The definition of cultural studies as a subject group and subject area is often based on the disciplinary characteristics of subject and method (see Ostermeyer 2016). However, beyond the dispute over a categorization based on the mode of cognition that distinguishes cultural from natural sciences because culture remains reflexive (according to cultural philosophy around 1900), a concrete methodological definition for the study of culture remains open. Methodological approaches also always remain subject to a disciplinary index. At the same time, however, cultural studies is conceived as a methodologically pluralistic field of research. What this could mean for a methodology and methods of cultural analysis has not been worked out in detail, but has often been asked in recent years. This is where the study comes in.
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The definition of cultural studies as a subject group and subject area is often based on the disciplinary characteristics of subject and method (see Ostermeyer 2016). However, beyond the dispute over a categorization based on the mode of cognition that distinguishes cultural from natural sciences because culture remains reflexive (according to cultural philosophy around 1900), a concrete methodological definition for the study of culture remains open. Methodological approaches also always remain subject to a disciplinary index. At the same time, however, cultural studies is conceived as a methodologically pluralistic field of research. What this could mean for a methodology and methods of cultural analysis has not been worked out in detail, but has often been asked in recent years. This is where the study comes in.
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The traditional school subjects contribute to exploring, acting and reflecting on the world that young people experience and in which they should be able to act independently and self-determinedly as adults.

The aim of a task-related reorganization of the school curriculum, and thus of the project, is to make the subjects and the knowledge organized in them understandable and usable as 'answers' to the challenges and questions that arise in life and thus to significantly improve the effectiveness of school learning opportunities.
To this end, it is necessary to clearly identify the 'performance' of school subjects as their 'educational purpose' so that their specific nature and division of labor can also be understood by those who are not experts in the subject. For this purpose, basic 'dimensions' of the subjects are developed. This makes it possible to design life-related tasks and questions that can affect pupils so that working on them challenges them to use subject-specific solutions. Since competencies are (only) formed by doing, the use of subject-specific knowledge and skills in relation to complex tasks results in the very competencies that are aimed for at school as a result of doing tasks.
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The following projects belong to the research field task-oriented education:

• Task-oriented redesign of the school curriculum, especially the transition from primary to lower secondary level
• Future workshops at Magdeburg schools
• Continuing education campus Magdeburg: How do we transfer the curricula from direct study to continuing education or dual study programs?
  
• The value of education
• The educational value of the subjects
• Innovative learning settings in BA and MA programs
• Design of educational and continuing education programs
• Educational system design: workshop
• Dimensioning of general education subjects/ integrated learning environment designs with new formats for teaching and learning materials
• Complex learning tasks for general education schools - World spaces. Life topics. Human children!
• School development as a curricular task
• Didactics workshop
• School development through activating learning opportunities
• Elementarization of political education

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The following projects belong to the research field Professional development and continuing education:

• Conception of education and training programs
• Learning with new media
• Evaluation of the XENOS project: Job action: in the middle instead of on the outside
• Continuing education campus Magdeburg: How do we transfer the curricula from direct study to continuing education or dual study programs?
  

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The following projects belong to the research field Billdungssystemdesign:

• Task-oriented redesign of the school learning offer, especially the transition from primary to lower secondary level
• Educational system design using the example of educational system development for Mozambique
• Integrated education (system) design: strategy for a systemic conception of educational programs using the example of continuing education
• The value of education
• DAAD Summerschool 2007 on educational design
• (Re-)construction of the school development discourse Change-integrating infrastructures and strategies
• System unfolding - unfolding systems
• Educational system design: workshop
• Attrition among University Female Students in Ethiopia: The case of Addis Ababa University
• School development as a curricular task
• Didactics workshop
• Elementarization of political education
• School in the context of social transformation and diversity - possibilities and limits of distance learning for coping with globalization and region-specific challenges
• Potential and development opportunities of progressive-innovative school formats for the German education system using the example of the Futurum School in Sweden
• School development through activating learning opportunities

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The following projects belong to the Cultural Engineering research field:

• Cultural Studies: An Analysis of the Current Discourse
• Kooperation Konkret - "kultur macht stadt"; art and culture management as a motor for creative urban development and image driver in Magdeburg-Buckau
• Research project "Dingweg"
• Cultural Engineering study program projects
• GENUSSdenken - an educational and cultural aesthetic theorization
• Media - Images - Use
• Rooting and inspiring - strengthening urban spatial ties through configurative space creation
• Internet platform for cultural studies
• System unfolding - unfolding systems
• Cultural engineering as a navigable educational and qualification space in the medium of the i-work-book
• Development of polyvalent modules in higher education / model degree program "Cultural Studies, Knowledge Management, Logistics: Cultural Engineering"
• Location of and in KWL: Cultural Engineering - concept and results of the course evaluation
• Interaction Future - Culture Education Technology
• Cultural Hacking
• Dirty Work. Transformation and competence building - studies on the application potential of cultural studies
• 
  
• International city excursions as research-based teaching
• "Unfolding leadership" as a complexity-oriented continuation of current leadership theories in the environment of "organizational aesthetics

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The following projects belong to the learning and knowledge management research field:

• Innovative learning systems: Educational culture in the age of digital media and its impact on the formal education system
• Odyssey's End: Task-oriented redesign of the school curriculum, especially the upper school
• Continuing education campus Magdeburg: Curriculum transfer
• Development of a new learning culture
• Learning and development-oriented concepts of knowledge management Corporate culture conducive to learning and re-formation
• Student representatives in the understanding of the model of a learning organization

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The following projects belong to the research field Space and Setting:

• Kooperation Konkret - "kultur macht stadt"; art and culture management as a motor for creative urban development and image driver in Magdeburg-Buckau
• Research project "Dingweg"
• Innovative learning settings in BA and MA degree programs
• Rooting and inspiring - strengthening urban spatial ties through configurative space creation
• Complex learning tasks for general education schools - World spaces. Life themes. Human children!
• GENUSSdenken - an educational and cultural-aesthetic theorization

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The following projects belong to the science communication research field:

• Cultural Studies: An Analysis of the Current Discourse Internet Platform for Cultural Studies
• Dialogue of the sciences
• Cultural engineering as a navigable educational and qualification space in the medium of the i-work-book
• The visual sense of the subjects
• Development of polyvalent modules in higher education / model degree program "Cultural Studies, Knowledge Management, Logistics: Cultural Engineering"
• Continuing education campus Magdeburg: How do we transfer the curricula from direct study to continuing education or dual study programs?
  
• Understanding the specialized other: Encounters beyond disciplinary enclosures

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Ongoing changes in the world of work and labour relations, which are discussed under the headings of subjectivation, globalization and flexibilization, and the upcoming challenges of digitalization, automation and securing skilled workers are increasing the demands on employees' skills. This has consequences for the content, forms and methods of skills development, which are evolving in practice and research.
This dynamic is not adequately reflected in existing textbooks on in-company training or skills development. In practice, many new approaches are emerging, but these are not empirically or theoretically validated, while in research only individual topics are empirically pursued, such as competence modeling or learning transfer.

BWB:konkret therefore aims to determine the status quo, the role and the potential of continuing vocational training in companies as they have developed and continue to develop in practice. To this end, detailed company case studies in various sectors, company sizes and regions will be collected, documented and compared. The case studies cover the strategic rationale, the organizational embedding and structure, the processes and methods of practical implementation and evaluation and, finally, areas of tension, open questions and development directions. In the first year, four contrastive intensive case studies are to be collected; a possible continuation can then include company sizes, sectors and locations in systematic variation.

On the basis of the comparative case studies, a system is to be developed in which the company practice of competence development and learning in the work process can be generalized. In a next step, both an action-guiding model for practical quality assurance and theoretical links can be developed. These could then be used as the basis for a future teaching and handbook for continuing vocational training. With this perspective, the proposed project serves to professionalize in-company continuing education personnel. Further perspectives are the understanding of basic mechanisms and methods of learning in the work process and the interweaving of individual and organizational learning and finally the further and new development of job profiles. The project thus contributes to the understanding of the subject matter of in-company training, to the professional development of in-company training and personnel development and, through the formulation of requirements and competencies of further training activities, to their professionalization.
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Research question
Which social practices constitute vocational education in Germany and England?
Which educational traditions are reflected in the social practices?
Design and method
Social practices take place in space. For this reason, the places of learning, i.e. vocational schools, school corridors, classrooms of vocational school students and vocational school teachers are photographed and analyzed according to documentary image interpretation.
Vocational school lessons are observed with a focus on lesson organization.
Narrative interviews are conducted with students and teachers to gain access to learning and teaching attitudes and expectations and analyzed using grounded theory.
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Any re-formation processes in companies will only be successful if they are initiated and implemented IN and BY the company itself. Practice shows that such processes are most successful in companies that have a corporate culture that is open to change and conducive to learning, or that are prepared to make their own corporate culture a topic of discussion and to reform it. In other words, a corporate culture that is conducive to learning proves to be the basic prerequisite for effective re-formation in companies.

This project addresses the following questions both theoretically and empirically: What is corporate culture? Which corporate culture dimensions can be identified? How can corporate culture be analyzed/diagnosed? Which areas of an organization must be taken into account? Is it possible to speak of the "quality of a corporate culture"? How would this be defined? What is a "corporate culture conducive to learning" and its dimensions? Optimization strategies for the re-formation of corporate culture? and much more.
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• Type: Quantitative study (online survey)
• Target group: Students of the polyvalent Bachelor's degree program "Vocational Education" (as of: 2018) and "Career and Education" (as of: 2019) in the 6th semester
• Content focus:
• previous course of study
• planned course of study after successful completion of the Bachelor's degree program
• Ziel:
• Identification of factors that contribute to an extension of the study program (outside the standard period of study) and reduction of these
.
• Improve the transition between the polyvalent Bachelor's degree course and the consecutive Master's degree courses
.

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• Type: Questionnaire (analog)
• Target group: Student teachers with technology as a teaching subject in the 1st semester
• Main topics:
• Career to date
• Motives for choosing a university
• Motives for choosing a degree program
• Motives for choosing a teaching subject
• Objective: Longitudinal study (also across countries) on the development of marketing strategies

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As a result of demographic change and changes in educational choices, among other things, demand for vocational grammar schools in individual technical disciplines such as construction, electrical and metal technology has decreased. As a result of an initiative by the state of Saxony-Anhalt, the previously standard vocational grammar school has been replaced by a new educational program that qualifies students for university, which has been approved by the Conference of Ministers of Education and Cultural Affairs under the name "Vocational Grammar School for Engineering Sciences".

It is being introduced and tested as part of a multi-year school trial, which the federal states of North Rhine-Westphalia and Hamburg have joined. The Chair of Engineering Pedagogy and Industrial-Technical Didactics is providing scientific support.
The tasks undertaken as part of the scientific monitoring include

• Support in the development of curricula and educational plans for the new profile subject "Engineering"
• Support and monitoring of teacher training activities in the area of learning task development and Abitur examination development,
• Evaluation/development monitoring of the school trial and
• Documentation/transfer of the approach, the materials developed and the results
.

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The project is part of the funding measure "Validation of the technological and social innovation potential of scientific research - VIP+", with which the German government supports researchers in systematically validating research results and opening up areas of application.

Attractive technology lessons at school have been proven to promote interest in technical professions. However, many learners believe that the equipment and didactic design of technology lessons in particular could be improved. A change in the positive attitude of learners towards this subject would be desirable, particularly in view of the shortage of skilled workers in technical professions.
Building on the work of the Cognition and Technology Group at Vanderbilt (CTVG), which was able to demonstrate positive changes in attitudes using the example of the use of situated learning environments in the subject of mathematics, the prototypical multimedia teaching and learning platform Cognito was developed at Otto von Guericke University Magdeburg, which makes the concept of situated learning usable for technology lessons.
The aim of the project is to test whether the situated forms of learning offered by Cognito can bring about a change in attitude towards technology lessons on the part of the learners. To this end, Cognito will be empirically validated in general and vocational schools and the learning scenarios developed will be tested and adapted. Furthermore, the transferability of the concept to initial and continuing education and higher education will be investigated.
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Integrating ICT in education successfully requires teachers who are competent in using ICT in instruction. With the study at hand, a pre-service teacher course is developed including theoretical, empirical and practical approaches in order to analyze how the differentiated facets of pedagogical media competence can be fostered in teacher education.
Integrating ICT in education successfully requires teachers who are competent in using ICT in instruction in order to support learning processes, foster students’ ICT and media literacy and promote school development processes with regard to ICT. So far, teacher education in Germany scarcely allows for a systematical development of pedagogical media competence. Evaluations of existing concepts are even rarer.
With the study at hand, a pre-service teacher course is developed including theoretical, empirical and practical approaches in order to analyze how the differentiated facets of pedagogical media competence can be fostered in teacher education. Additionally to the pedagogical media competence framework, the internationally renowned concept of TPACK as well as the European framework DigCompEdu will be covered in the course.
Using a longitudinal design, students’ self-assessed pedagogical media competence will be measured three times during the course of the semester: at the beginning, after both theoretical and empirical input sessions and last at the end of the course by means of an adapted and extended questionnaire. Furthermore, the pre-service teachers will be asked to maintain a portfolio in which drafts for ICT-based lessons are to be gathered. These drafts will be revised based on peer-feedback by the pre-service teachers and finally evaluated by means of a set of criteria by the course teacher. Complementary interviews conducted with small groups of pre-service teachers at the end of the course will reveal important insights concerning course design, knowledge acquisition and students’ self-assessments.
The portfolios and interviews analyzed by means of content analysis will supplement the quantitative data acquired in the surveys. Therefore, the study features a triangulative research design.
The study aims at revealing important insights and evidence with regard to the development of pedagogical media competence and shall serve as a basis for the linked integration of this domain in subject didactics and the second phase of teacher education.

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The study addresses how the technical and pedagogical support in schools is currently implemented and how the overall support ideally should be organized in future. It is intended to develop a prospective support profile for schools which shall serve as a standard for ensuring and further developing ICT-related efforts in schools.
The study sample is composed of 600 secondary school teachers who already participated in the study Schule digital - der Länderindikator 2017. These teachers will be answering a survey focused on (1) the status quo of the current support situation, (2) the current and favored distribution of responsibilities for different support-related tasks, (3) the school’s ICT-concept and (4) the kind of qualification deemed necessary to successfully fulfill support-related tasks.
The survey findings will lead to an evidence-based assessment of the practical relevance as well as the challenges concerning the support and therefore allow for the development of a support profile. Additionally, qualitative interviews with experts in related fields of research and subject didactics will be conducted in order to conclude which areas need to be covered in a pedagogical support system.
Findings bear relevance to educational policies especially regarding the DigitalPakt resolved by the federal government which entails the allocation of 5 billion Euros designated for further investments in schools’ digital infrastructure.
By combining survey methods with qualitative interviews the study aims at developing a new approach regarding technical and pedagogical support in schools based on practical requirements and thus reveal implications transferable to multiple aspects of ICT-related efforts in schools.

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1. objectives
The aim is to develop and test suitable further training modules for composite occupations that are compatible with the occupational activity. Composite occupations are those occupational activities which, in contrast to the separate occupational fields in the areas of "metal", "plastics", "wood" etc., are geared towards the combination of different materials to form a composite material or material composite. The ComWeiter modules incorporate existing skills and qualifications, are geared towards daily work processes and enable permeability. The target group is non-formally qualified employees who generally have a different type of vocational training. The particular challenge is to ensure that the heterogeneous target group, despite their different levels of experience and knowledge, can successfully complete the training with its (high) technology content.

2. procedure
The focus is on three research questions:

• How must an instrument for measuring the (skills) requirements for continuing education be designed in order to be able to ascertain the requirements of (regional) employers and professionals interested in continuing education?
  
• How must continuing vocational training be designed in order to develop an individual career, taking into account the following factors? Company requirements, participant requirements, permeability and work-life balance?
  
• Which factors increase the interest and motivation of both employees and employers to participate in professional development events?
  

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The project aims to develop education and training concepts for young professionals with a focus on entrepreneurship. Creative labs (CreaLabs) are planned and set up, and training programs are developed and piloted.
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The project aims to develop and evaluate procedures for skills assessment and certification, particularly for older employees in the public administration and care sector.

Specifically, IntraKomp aims to achieve the following scientific objectives:

• Development of a strategy workshop format suitable for SMEs as a development module for strategically oriented competence management in organizations, especially in the public sector
• Further development of the triad interview into an instrument of strategic personnel development and an instrument of competence assessment that can be used independently by organizations
• Adaptation of Heyse and Erpenbeck's competency model to organizations in the public sector and vocational training
• Development of a coding paradigm for triad interviews to link with the competency model of Heyse and Erpenbeck
• Development of a process model for the integration of competence assessment instruments
and competence models into existing SME systems for personnel development
• Exemplary integration of the process models into the vocational training of the participating
companies

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The dissertation deals with the question of individual identities in consideration of the phenomenon of online surveillance by political and economic actors placing a focus on the way in which users construct their identity within the dialectic of structure and agency. Empirical research is conducted in order to analyse wider issues of online surveillance and its implications for educational and self-identificatory processes. The dissertation is set within the theoretical context of the educational sciences, more precisely within the academic field of media pedagogy.

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The aim of the project is to develop a handbook for the development of European and cooperative dual education and training programs in Europe. To this end, partners from Italy, Spain, the UK, Belgium and Germany are developing various studies and training programs and implementing them in pilot phases.
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Cultural systems are the result of human activity, which manifests itself in the form of reconstructable patterns of action and materializations. The way in which this action is experienced and the quality with which actors relate to themselves and the produced world in order to unfold their existence can be understood as a consciousness of accomplishment, as a sense of liveliness. In the research work, enjoyment is regarded as the key to this consciousness of accomplishment in order to work out the experiential dimensions of cultural actions and the forms of the sensual-bodily effectiveness of people and things. By linking phenomenological, action-theoretical as well as effect-aesthetic, educational and cultural studies approaches, enjoyment is to be theorized in its function as an indicator of cultural liveliness and it is to be made clear that and in what way a more conscious approach to enjoyment provides us with development options for becoming a subject and for the transformation of social system states.

In short, enjoyment as a format for experiencing cultural practices and energetic communication, as well as its social manifestations, allows us to draw conclusions about the constitution of a society and its cultural and educational programs. As an expression of the perceived quality of being, it thus marks a central aesthetic dimension between activity and passivity, impression and expression, subject and reference object, experience of the self and the world, perception and reflection. This research project aims to highlight these relationships and the associated cultural power of enjoyment as a contribution to educational and cultural aesthetics.
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The project Schule digital - der Länderindikator examines the significance of learning with and about digital media in the German school system. This specific educational monitoring of digital media use in the classroom is the first of its kind in Germany. The project is made possible funded by the Deutsche Telekom Stiftung.
The three-year project collects continual information about the integration and use of digital media in lower secondary schools along with information about varying thematic areas of focus within media education. Annual teacher surveys allowing for a nation-wide state comparison are conducted for each area of focus, providing deeper insights into the use of digital media in teaching and learning situations. To illustrate key developments in the field of digital education, exemplary "Good Practice” state reports portraying digital initiatives and developments in the educational context and comprising interviews with key players within the field are produced.
Sustainability and quality assurance are achieved by incorporating the expertise of researchers in the field of digital media in the design of questionnaires and in the production of the state reports.

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[The Magdeburg Continuing Education Campus project is a joint project of Magdeburg-Stendal University of Applied Sciences and Otto von Guericke University Magdeburg as part of the federal-state competition "Advancement through Education: Open Universities". The project is researching and implementing the development and design of demand-oriented, needs-based academic continuing education courses based on five key research questions. The development and expansion of offers is based on the regional innovation strategy of the state of Saxony-Anhalt and corresponds to the profile priorities of the two universities. These focus on the areas of STEM, health and the creative industries.
(www.weiterbildungscampus.de)
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The exploration, thinking and conceptual offers that are linked to the curricular offer of a degree program to its addressees usually follow the theoretical-systematic contexts of the disciplines studied and thus often follow an internal scientific logic and stringency. They expect students to engage with this logic and the 'world' it presents and to learn to move within it. When students study in continuing education or dual study programs, they spend a large part of their time in the 'world' of practical contexts and job requirements that are not structured according to the logic of knowledge worlds. It is therefore necessary to build bridges between the existing higher education curricula and their knowledge offerings on the one hand and the logics of the practical fields in which students operate on the other. The aim is that the horizon-expanding and structurally empowering power of academic knowledge can be perceived and used by students in the context of their practical worlds, and that the structuring of the knowledge worlds also becomes accessible in the course of their studies. For this to succeed, it is necessary to shape the higher education and learning setting in such a way that it becomes tangible that and how academic knowledge is of relevance to life and practice. This connection can also be supported by the state of development of the informatic possibilities of representing the world and knowledge through media. To this end, the research project will develop an 'articulated' learning and educational world as a computer-based knowledge world that allows students to move independently in study-related knowledge worlds in relation to professional/practical tasks and to independently take up and use knowledge in a competence-oriented manner.
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It is one of five sub-projects in the joint project "Continuing Education Campus Magdeburg", which was funded as part of the BMBF's Advancement through Education - Open Universities call and was carried out jointly by OVGU and HS MD-Stendal. The aim of the sub-project was to investigate the problems and challenges of access to part-time degree courses and, in particular, to clarify how skills acquired outside the university are recognized and credited. This also involves questions relating to the acquisition of prerequisites for admission and the reduction of study times and costs. In a two-part empirical study, the importance of credit transfer options in continuing academic education was surveyed nationwide and the practices of those responsible for credit transfer were reconstructed. The result is a model of action patterns that enables the differentiated design of appropriate credit transfer procedures for degree programs. On the other hand, a (media-supported) cross-course offer should be developed and tested, which enables or facilitates the admission to a part-time degree course for working people interested in studying. The sub-project was led by Prof. Dr. Olaf Dörner (University of the Federal Armed Forces Munich, formerly Otto von Guericke University Magdeburg) and Prof. Dr. Johannes Fromme (Otto von Guericke University Magdeburg).
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Leadership is 'unfolding' when it increases the patterns of liveliness by balancing the forces. Unfolding leadership is 'aesthetic' - in the sense that it uses its subtle perception, its ethical orientation towards liveliness and its balanced sense of tact to co-creatively orchestrate a future worth living. Leadership understood in this way is a basic human activity whose core is balance management and whose concrete form depends on the context. This is why Mary Follet's principle of "Leadership by Everyman" applies. The philosophical aesthetics of the Enlightenment anticipates modern complexity science and illustrates and anchors it in humanity's self-reflection. On the basis of these theses, the doctoral thesis develops a 'theory of unfolding leadership' in the sense of a complexity-oriented and theory-integrating continuation of current leadership theories in the environment of 'organizational aesthetics'.
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As part of the restructuring of Otto von Guericke University Magdeburg, a study program-related innovation strategy was developed. This proposes the contextualizing, university-wide offer of an 8-semester comprehensive Bachelor's programme, the so-called "Bachelor plus". The new offer will enable the OvGU to offer a faculty-wide 8-semester Bachelor's degree in the future, with which students can opt for individualized and comprehensive study, something that many students (nationwide) miss in existing 6-semester BA offers and would like to take up and demand. Magdeburg can and should establish a 'brand' for individualized and educational studies.
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Students create and provide methodological tips for projects related to specific subjects or across subjects (including extracurricular projects). This is intended both as a pool of ideas and as support for the implementation of school projects. New teaching methods are presented and examined against the background of task-oriented didactics with regard to teachers' areas of competence. At interested schools, sections of the school development processes are theoretically substantiated, accompanied and evaluated.
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The planned project "Online Advertising Competence in Transition" addresses the use of networked online media from the perspective of media education and media competence.

The project focuses on current transformations in the field of online advertising, as they have emerged in recent years in the digitally networked area of the social web, as well as the resulting consequences for the promotion and development of advertising literacy as a specific form of general media literacy.

This is based on the fundamental thesis that advertising in digitally networked spaces and the associated technological and structural changes in the context of the social web represent a further central culmination point for the media education debate on advertising and advertising literacy.

The project thus sees itself as a further development and updating of media education research in the field of advertising: the starting point is the process of differentiation as well as the quantitative and qualitative increase in different advertising formats (e.g. in apps, networked computer games or on video platforms such as YouTube or social networks such as Facebook or Twitter). In particular, the fundamental ambivalence of knowledge and action in relation to the use of social web offerings is addressed.
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Based on qualitative interviews with trainees and vocational school students, the doctoral project examines the learning effects and the underlying learning processes of internships abroad in vocational training. The empirical work is based on a subject-scientific understanding of learning.
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The importance of cross-border mobility for learning purposes has grown steadily in vocational education and training in recent years. In contrast to mobility in higher education, however, this phenomenon has received little attention in VET research. Due to a lack of scientifically sound indicators and processed data, it is therefore also very inadequately represented in national education reporting.The aim of the doctoral project is to develop scientifically sound indicators based on qualitative and quantitative empirical research to record the mobility behavior of learners in VET and to generate new hypotheses on their mobility capability.i]To this end, the mobility requirements are first identified on the basis of an analysis of the interdisciplinary discourse and the discourse of stakeholders in VET. This is followed by a secondary analysis of existing data on cross-border mobility behavior and on socio-economic and demographic predictors of mobility, which is supplemented by a limited survey as part of a case study. On this basis, indicators will be developed and compared with existing indicators and monitoring systems in other European countries.
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Students support pupils in the committee work of student representatives in developing, exercising and shaping their rights and tasks at schools. In doing so, they take on the reflective role of knowledge managers. Strengthening the position of student representatives, e.g. by independently and successfully designing projects, can have a beneficial effect on school development processes.

Students stimulate learning processes on the basis of a constructivist understanding of didactics with the aim of developing competencies and make pupils aware of this through reflection and internal evaluation.
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Based on the theoretical discourse surrounding the concept of the knowledge or information society, the doctoral project deals with digital media formats for the purpose of knowledge construction and knowledge work.
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Parallel to university online teaching-learning environments, students are increasingly using groups of online social networks as a supplement or extension, which are self- and peer-organized spaces outside the organization and control of teachers. Based on current research on the use of social web applications in formal and informal contexts and research in the field of Personal Learning Environments (PLE), this teaching research project "Social online networks in a university context" analyzes students' ways of using them.
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In terms of scientific research, it is now necessary to reconsider how methodological research approaches such as those of systems theory, cybernetics, new phenomenology, actor-network theory or neuroscience, with their comprehensive potential for opening up, shaping and reflexively penetrating problem situations, can be mediated with each other. It seems increasingly inappropriate to see these as competing and to position them against each other. It is no coincidence that terms such as 'comprehensive thinking' (Buckminster Fuller), 'socio-technical collectives' (Bruno Latour), 'post-heroic action' (Dirk Baecker but also Francois Jullien), 'networked thinking' (Frederic Vester), but also 'cultural engineering', mark a growing interest and an increasing willingness to leave the disciplinary enclosures behind, among other things with a view to the effectiveness of solution efforts. If social 'value creation' is currently in danger of being reduced to securing capital, it is important to pay targeted attention to central quality requirements such as social security and justice, human mindfulness and ecological sustainability. It therefore seems necessary and promising to create opportunities for people to combine specialist disciplinary knowledge in a cross-fertilization process to create new and effective social solutions. The discourse on knowledge management has clarified that knowledge is a resource that increases when it is shared. And so sharing knowledge between disciplines can bring about an increase in knowledge. True to Heinz von Foerster's ethical imperative, we want to take this finding as an opportunity to create a space between the disciplinary worlds that offers all its users opportunities for movement - beyond the usual constraints, constraints and disciplinary constrictions, beyond the disciplinary 'enclosures'.
Information on the annual conference at: lernwelt.ovgu.de/zwischenwelt/

Publications:

• Girmes. R. (2013): General didactics and teaching subjects - concept for both networking in training and practice. In: Didactics in focus. - Baltmannsweiler : Schneider Hohengehren, pp. 21-35
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• Girmes, R. (2012): The value of education. Human development beyond scarcity and competition. Verlag F. Schöningh. (http://lernwelt.ovgu.de/zwischenwelt/files/7513/3930/7022/Girmes_77637-2.pdf)
• Girmes, R. (2012) School and society in the 21st century. In: M. Barricelli/ M. Lücke (eds.): Handbuch Praxis des Geschichtsunterrichts. Vol. 1. Schwalbach/Ts.: Wochenschau-Verl. pp. 42-58
• Girmes, R., Geschke, S. M., Ostermeyer, S. P., Shkonda, A. (eds.): Den spezialisierten Anderen verstehen. The value of transdisciplinary encounters. Waxmann, Münster-New York, 2014.
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• Ostermeyer, S.P., Krüger, S.: (eds.): Task-oriented science : forms of transdisciplinary assembly.Waxmann, Münster-New York, 2015.
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In principle, the project researches, tests and evaluates strategies that help education systems, especially schools in developing countries that are undergoing a process of new development or innovation, to specifically design or change their school reality. In addition to the theoretical development and reflection of intervention points and possibilities, theoretical and practical questions from schools are also dealt with. The following theoretical and practical questions will be addressed: How can the curriculum and learning media be changed to create a well thought-out and coherent structure? How can the organizational and management structure as well as the learning environment be optimally planned and used? Which structures enable successful work processes, satisfactory communication and a healthy working atmosphere? What support potential does the environment offer and how can it be used? What professional attitudes and skills can be developed to qualify the staff of innovative schools? How can a school become a vehicle for development and communication in communities?

Mombe, Delfim de Deus (2012): Teaching and learning in classes with high pupil numbers: New approaches to a key development challenge in the Mozambican education system. Logos, Berlin.

Flores, José Manuel (2014): The problem of simultaneously ensuring educational participation and quality in Mozambique. Published by Dr. Kovač, Hamburg.

Geraldo Teodoro Ernesto Mate (2013): Reconstructing the development of elementary school and primary teacher education in Mozambique: coordination and integration as strategic options for a sustainable optimization of primary teacher education. Published by Dr. Kovač, Hamburg.
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Excursions are used as a didactic form of teaching in many disciplines. However, they are often trivialized into a guided tour. However, intercultural experience and reflection are better achieved in free forms of encounter. The project brings together experiences from travel and excursion didactics as well as cultural geography in order to make these fruitful for cultural studies urban research and to concretize this using the didactic form of international excursions. This is based on excursions to and student research work in Liverpool, Istanbul, Budapest, Vienna, Tallinn, Copenhagen and Sofia.
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There are new requirements for education and training providers that existing training and further education formats can only meet to a limited extent. The research and development carried out in this project should be seen in this context: It is about the concept and realization of diagnostic tools for the reconstruction and determination of further training needs in organizations and among employees in the context of SMEs on the one hand and in educational institutions for adolescents and young adults on the other. While in the first case the diagnosis is the starting point for the conception of academic further training offers directly for employees of SMEs, the second case is about identifying professionalization options for educational specialists and actors at institutions and education providers.

A certificate course in "Entrepreneurship" was designed and implemented in 2015 in collaboration with the Chamber of Industry and Commerce in Magdeburg.
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As part of the Cultural Engineering course, students develop, communicate, present and acquire application-oriented projects with the support of lecturers. The aim of the projects is external presentation and communication in the sense of knowledge transfer as well as opening up to non-university partners in the form of real-life experiments. These projects are based on the structure of the self-founded "Kultur auf neuem Terrain erleben e.V.". They conduct action research on urban articulation and transformation processes. For example, the "IKuGa - Intercultural Garden" project in Magdeburg's Neue Neustadt district aims to combine social integration with the creation and management of natural spaces in the city and, in particular, to bring people with a migration background into conversation with each other and thus into social communities through gardening and joint picnics and festivals. (http://ikuga.kante-kultur.de)
The "Upgrade 11 - Kulturimport an deinem Ort" music festival gives up-and-coming bands and musicians from the region and Magdeburg's twin cities the opportunity to present themselves and make music together. (http://www.upgrade-festival.de)
As part of the project seminar "Filmic Project Documentation", students on the Cultural Engineering course have staged their own projects or central concepts and theories on film. The chosen content and topics were brought into a meaningful form on the basis of basic film and media theory texts.
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Scientists working together in the unfolding project intend to make readable the systems of the society by research and redescription. To present what they found to people they show it as maps of the research is about. Therefore the strategy odyssee s end® is used, supported by the tool WiSS 9 (WIsdomStructuringSystem). The tool supports the mapping in that way, that the maps of knowledge and wisdom are all refering to the same representation of the world and human challenges on earth.

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The program served to test, implement and evaluate international double degree programs or joint degrees. In the case of OVGU, the testing and implementation of the double degree program "Educational System Design" (educational science) together with the Universidade Pedagogica. The aim was to implement and legally anchor a study programme that qualifies students for a doctorate at German universities, as well as a wide range of research activities and the internationalization of educational research with a focus on sub-Saharan Africa.
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The project is embedded in the development cooperation with the South Caucasus. The overall aim of the Master Trainer in TVET program is to contribute to meeting the great demand for qualified specialist and management personnel in Armenia, Azerbaijan and Georgia. In order to improve the situation of the shortage of skilled workers, well-qualified multipliers are required, who are placed in training and further education centers of strategic importance in vocational education and training. The participants study for one semester at Otto von Guericke University and also take part in a six-week internship to expand their theoretical and practical knowledge and skills in the field of vocational training. During this time, they also plan their own transfer project, which they will implement in their home institutions after their stay in Germany.

The project will be worked on together with Prof. Dr. Astrid Seltrecht.
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The growing need of qualified health personnel is more and more developing into an urgent necessity calling for changes in the German medical sector in order to maintain its quality and standards. The project’s main goal is to fill that gap by providing qualified nurses from Tunisia. In order to ensure the German quality in the health sector, international vocational education research was conducted. Curricular comparisons were made on the one hand as well as empirical testing methods on the other, which were all adapted to the standard of the German state examination for nurses. Based on curricular comparisons, medical trainings were then held in Tunisia. The aim of the project is to provide fully qualified nurses from Tunisia for the German health care sector.

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Über Kulturwissenschaft herrscht viel Uneinigkeit; immer mehr kristallisiert sich heraus, dass sie sich nicht als singuläre Disziplin um ein Thema anordnet. Vielmehr wird aktuell um Diskurshoheit und darum gekämpft, was unter einer oder mehrerer Wissenschaften der Kultur zu verstehen sei. Ausgehend von theoretischen Positionen untersucht die Arbeit verschiedene Bereiche, in denen Kulturwissenschaften universitär hergestellt werden: Einführungsbände, Studiengänge, Akkreditierungen, Graduiertenkollegs, Handbücher, etc. Die Arbeit geht dabei vor allem den Konzepten hinter den Labels auf den Grund, also der Frage, was jeweils unter Kulturwissenschaft verhandelt wird und wie damit versucht wird, verschiedene andere Disziplinen mit diesem neuen Namen zu bezeichnen.

Die Arbeit wird 2016 veröffentlicht.

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The higher education system in Russia is currently being converted to a two-tier degree system (Bachelor-Master), which aims to increase student mobility in the choice of educational pathways. The transition to the two-tier degree system has given Russian universities the opportunity to offer students a wide range of courses and subjects that are characterized by a stronger practical orientation and thus also prepare them for the requirements of the business society, including by enabling students to acquire general cultural and professional skills that are in demand both in Russia and abroad. Tomsk Polytechnic University is striving to expand its range of new Master's degree programs and is particularly interested in exchanging experiences and ideas with foreign universities in this field.
The aim of this project is to work with Otto von Guericke University Magdeburg to develop a concept for a Master's degree course in Cultural Engineering and to introduce it at Tomsk Polytechnic University.
The project will focus on the following areas:

• Exploration and preparation of cooperation in the field of applied research and development as well as the networking of research projects with the aim of developing a sustainable research partnership between Otto von Guericke University Magdeburg and Tomsk National Polytechnic University;
• Adaptation of the study program and the structure of Bachelor's and Master's degree programs to the concept of Cultural Engineering for the purpose of introducing it at one's own university;
• Development of internationally attractive publications; development of human science institutes in the context of a university with a technical profile
.

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The dynamic development in the People's Republic of China is accompanied by an expanding logistics market and an increasing demand for qualified logistics specialists and high-quality vocational education and training.
German dual vocational training is regarded as exemplary in China due to its high practical relevance. This opens up opportunities for German providers to contribute the skills and strengths of German vocational training in China through long-term cooperation. The LoBiEx project attempts to contribute to this and aims to develop, test and implement practice-oriented initial and further training concepts for skilled workers in the field of logistics, as well as to establish a "specialist academy for initial and further training in the field of logistics" in China, which will act as a demand-oriented training service provider for Chinese and German companies.
- Establishing a network of Chinese and German partners from business, science and education for sustainable vocational training exports
The project aims to contribute to strengthening the economic performance of the partners involved. In the target region, demand-oriented training will create a decisive prerequisite for a regionally and internationally competitive economy, which will also benefit German companies in the target country.
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Project abbreviation: ILT Master Trainer in TVET (Laos), ONR 9339011012

Employees:
Stefanie Petrick
Diana Nikolaus

Aims of the project
- Development of subject-specific concepts for use at vocational training institutions as part of transfer projects
- Strengthening the labor market relevance and action orientation of vocational training in Laos
- Development of participants as multipliers within the vocational training system in Laos (e.g. in training and further training centers, in key educational policy positions)

Brief description of the project:
The ILT Master Trainer in TVET with participants from Laos consists of an eight-month training phase in Germany and a two-month (preceding) advanced training in Korea. The attendance phase in Germany is divided into two months of specialized studies, a subsequent six-week internship in various vocational training institutions and a subsequent four-month specialized studies, which is supported by a one-week intermediate seminar. The subsequent transfer phase in Laos is then intended for the implementation of the transfer projects.
The study program is divided into 10 modules:
Module 1: Fundamentals of vocational education and didactics
Module 2: Structures and theories of vocational education and training
Module 3: Didactics of vocational education and training
Module 4: Didactics of a vocational subject area
Module 5: Teaching and learning methods
Module 6: Curriculum and media development
Module 7: Practical professional studies/internships
Module 8: International vocational education and training
Module 9: Transfer project/project work
Module 10: Intermediate seminar

Target country
Laos (10 participants)

Commissioned by/funded by:
GIZ Magdeburg

Partner:
WMU GmbH

Period
Präsenzphase 12.01.2015-31.08.2015
Transfer phase from 01.09.2015

Project budget
219,688 euros
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As part of the infrastructure planning for the provision of services in the areas of youth work, youth social work and child and youth protection for the city of Magdeburg for the years 2016-2020, the interests, wishes and ideas of Magdeburg's young people were to be identified with the help of future workshops in order to draw conclusions about educational needs on this basis. Bachelor's and Master's students of educational science and employees of the LKJ (Landesvereinigung kulturelle Kinder- und Jugendarbeit) planned, carried out and documented future workshops with up to 20 pupils at 13 primary and vocational schools in Magdeburg.

Further information on the results is available at the following link:
http://ratsinfo.magdeburg.de/vo0050.asp?__kvonr=221503&search=1
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In the funding priority "New paths into dual training - heterogeneity as an opportunity for securing skilled workers", 18 pilot projects are being funded by the Federal Institute for Vocational Education and Training with funds from the Federal Ministry of Education and Research. The aim is to identify innovative pathways from school into training and later into employment and to promote these as an essential part of an educational chain on a model basis. The funding focus is a response to the decline in demand for training associated with demographic change and the associated new paths that companies must take in order to secure the next generation of skilled workers through training.
As part of a consortium, the Chair of Didactics of Technical Disciplines is responsible for the scientific monitoring of the pilot projects of the funding priority. The tasks of the scientific support include the promotion and support of individual pilot projects, project and program evaluation as well as support for the continuation and transfer of newly developed measures, instruments and approaches. Other consortium partners are the SALSS research group, Berlin and Bonn, and ISOP Institut für sozialwissenschaftliche Beratung GmbH, Regensburg.
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The aim is to see Magdeburg's Buckau district as a city of work and make it tangible, e.g. through temporary cultural events in the district and also by initiating and starting to build an integrated art and commercial center. In this way, the district should offer artistic activities a reliable location and framework. Art and culture will revitalize Buckau and are intended to achieve both: Dynamization and localization. This will be partly initiated and partly accompanied by the research team and documented and evaluated in each case. Whereas the district was previously seen and described primarily as a 'redevelopment area', research-based 'cultural management' is intended to act as an additional catalyst by making cultural activities an explicit urban development factor. Questions such as these are addressed: What makes a district worth living in? At what point do people feel comfortable, safe, protected and at home? What does a residential area have to offer in order to be attractive to people moving in? Since people experience and create atmospheres without having to be aware of it every day, we can try to understand this process and, if necessary, change and optimize it. This is what the "kultur macht stadt" project is all about. Cultural management in this sense relies on new forms of coordination and cooperation between district residents, on stimulating research results and their connection with the activities of the urban planning office. In this respect, the project is and sees itself as part of the efforts that can distinguish and profile Magdeburg on its way to becoming a potential Capital of Culture in 2020.
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In the 2014/05 winter semester, Otto von Guericke University enrolled its first students on the newly developed Bachelor's degree program Media Education. Three years later, the Master's program of the same name was launched. By the end of June 2014, 227 students had successfully completed at least one of these two degree programs, 41 of whom had completed both the BA and MA programs. Almost ten years after the first enrolment on this unique study program in Germany, a retention study was designed and implemented. The sample consisted of all 227 graduates to date; the data was collected using a standardized online questionnaire and was completed at the beginning of October 2014. The response rate was over 84%, with more than 82% completing the questionnaire in full. The evaluation of the data is largely complete and the main results are available in the form of a research report (see project appendix), which has also been published in the digital university library of the state of Saxony-Anhalt (open access): http://nbn-resolving.de/urn:nbn:de:gbv:ma9:1-6027

.
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Es besteht ein Zusammenhang zwischen der sozialen und ethnischen Herkunft sowie der Bildungskarriere in Deutschland. Dies belegen nicht zuletzt internationale und nationale Leistungsvergleichsstudien der letzten Jahre (z.B. IGLU, PISA). Auch der Zusammenhang zwischen Migration, Bildungsprozessen und Bildungsungleichheit bzw. -benachteiligung wird in der Wissenschaft zunehmend thematisiert. Im Zentrum dieser Studie sollen jugendliche MigrantInnen der zweiten Generation in Deutschland und Russland mit Blick auf individuelle Bildungsbedürfnisse sowie Wünsche und Ängste hinsichtlich der eigenen Bildungsbiographie und Bildungsbeteiligung stehen. Dabei sind es individuelle Faktoren, so die Vermutung, die die Bildungsbiographie der Migrantenjugendlichen maßgeblich prägen. In dieser Studie sollen anhand einer qualitativen Befragung Bildungswege von jugendlichen MigrantInnen in Deutschland und Russland aufgezeigt sowie Faktoren herausgearbeitet werden, die den Bildungserfolg der Jugendlichen geprägt haben.

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As part of the third-party funded project "Kulturmanagement-Buckau" in cooperation with the city of Magdeburg, the research project "Dingweg" was established in two stages. In February and September 2013, the urban space was eventized as a meeting place for various things: Everyday things, art things, buildings, natural things and people, which as a staging and all together create a certain urban atmosphere. This atmosphere changes when new elements/objects/things are added to the existing 'ensemble'. The Magdeburg-Buckau district is 'enriched' by objects such as colorful elements, texts, art, photos and figures. The Dingweg connects these new objects temporarily inserted into the district. It is thus composed of installations of various kinds, with which empty windows and spaces are to be filled and 'played with', e.g. to make squares and streets appear livelier, quieter, more beautiful, more stimulating, etc. The extended urban ensembles will change and further develop the 'sound' of the Buckau urban ensemble. These cultural and artistic interventions will help to show what urban planning and cultural goals and visions can be combined with this district development idea.

Further information:

• on the homepage: www.kulturmachtstadt.de
• Ostermeyer, S.P. (2015). Dialoguing a district: An intervention of applied cultural studies . In S.P. Ostermeyer & S.-K. Krüger (Eds.), Task-oriented science: Forms of transdisciplinary assembly (Dialog der Wissenschaften 2) (pp. 49 56). Münster: Waxmann
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In der Didaktikwerkstatt liegen online Informationen, Texte, Hilfsmittel und Anregungen zum "Lehren lernen" bereit. Dabei wird auf die Metapher der Werkstatt mit verschiedenen Räumen Bezug genommen. Die Didaktikwerkstatt hat insgesamt zehn Zimmer, in denen Material für die unterschiedlichen Aufgaben der didaktischen Akteure zur Verfügung gestellt werden: - Organisationsentwicklungsdokumentation (im Institutionenbauhof) - Adressaten- & Abnehmeranalyse - Lehrveranstaltungsdokumentation - Rollenfindungs- & Interaktionslabor - Curriculumschmiede - Lehrmitteldatenbank - Methodenlabor - Lehrmaterialpool - Evaluationsagentur - Kommunikationsqualitätsmanagement. Das angebotene Material ist als konzeptionelles und aktionsbezogenes Werkzeug zu verstehen, das Lehrende unterstützen kann, sich für eine Lehre als lernbegünstigende Kommunikation zu qualifizieren.

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ego.-MINT - Technical Education as an Integrative Element of Entrepreneurship Education", a project of the ego.-Existenzgründungsoffensive Sachsen-Anhalt, conducts individual project days for technology-oriented start-up sensitization at general and vocational schools. During the project days, pupils at secondary levels I+II are motivated and sensitized to technology-oriented business start-ups, engineering degree courses and technical vocational training.
The project days consist of an entrepreneurial workshop and an entrepreneurial business game, which can be held as a block event, as a working group or alongside school lessons.
can be carried out. Particularly interested pupils are given the opportunity to take part in
technology-oriented start-up internships to deepen their knowledge directly in the company. The objectives of the ego.-MINT project are
- Technical education as a component of entrepreneurship education
- Raising awareness of technical start-ups
- Positive motivation for self-employment and promotion of entrepreneurial spirit
- Entrepreneurial thinking and action
- Raising awareness of independent and entrepreneurial thinking and action
in private, professional, social and entrepreneurial situations
- Identification of students interested in founding a company and committed teachers
- Raising awareness of engineering courses and technical professions
- Skills development, hard and soft skills
- Acquisition of entrepreneurial (action) skills and subject-specific content
- Promotion of creativity, personal initiative, sense of responsibility, maturity
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The project includes the production of the conference publication for the event Dialog der Wissenschaften 2012, from the conference concept Die-Zwischenwelt.org.

Many sciences have become so specialized that even members of their own knowledge community often find it difficult or even impossible to follow the explanations in the respective sub-disciplines that have emerged. As a result, research, clarification efforts and conceptualizations run the risk of losing touch with a common task and the common field in the depth of the matter.
One possible goal is to make the resulting differentiations productive and to reunite the resulting diversity. The planned conferences under the umbrella of Dialog der Wissenschaften serve this goal. The contributions collected here from the transdisciplinary kick-off conference We are specializing ourselves to death: what we owe each other. Encounters beyond disciplinary enclosures aim to show that an exchange of knowledge is possible and that looking beyond one's own discipline opens up new perspectives.

Published as:
Girmes, Renate, Sandra Maria Geschke, Serjoscha P. Ostermeyer and Anna Shkonda, eds. 2014 Understanding the Specialized Other: Encounters beyond disciplinary enclosures. Dialogue of the Sciences 1. Münster: Waxmann.
This text was translated with DeepL on10/11/2025

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Das Projekt befasst sich mit dem Einsatz von Social Software in der betrieblichen Weiterbildung. Der Fokus liegt dabei auf Podcasts bzw. Videocasts. Es steht nicht nur die theoretische Einordnung des Themas in bestehende Theorien zur Debatte, sondern auch die empirische Untersuchung der Bedingungen für eine erfolgreiche Anwendung von Social Software in der betrieblichen Weiterbildung. Vor allem soll die Frage geklärt werden, warum Social Software überhaupt in der betrieblichen Weiterbildung eingesetzt werden sollte? Welche Vorteile und Herausforderungen bringt der Einsatz mit sich? Das Ziel ist die Erarbeitung eines Handlungsleitfadens für Weiterbildungsverantwortliche in Unternehmen. Die Forschungsarbeit besteht aus zwei Teilen. Der erste Teil befasst sich mit der theoretischen Einordnung des Themas. Der zweite Teil der Arbeit ist empiriebasiert und befasst sich mit der praktischen Anwendung, d.h. in diesem Teil soll geklärt werden, wie Podcasts bzw. Videocasts in der betrieblichen Weiterbildung eingesetzt werden und welche Rahmenbedingungen bei dem Einsatz beachtet werden müssen.

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Im Zuge der tief greifenden Reformen im deutschen Hochschulwesen in den letzten Jahren stehen auch Probleme während der Promotionsphase verstärkt im Fokus der hochschulpolitischen Debatte. Lange Promotionszeiten, fehlende Betreuung, unsystematische Ausbildung, unzureichende Vernetzung, hohe Abbruchquoten und Anschlussschwierigkeiten auf dem Arbeitsmarkt werden in der öffentlichen Diskussion immer wieder beklagt. Grobe Schätzungen besagen, dass im Durchschnitt etwa die Hälfte bis zwei Drittel aller Promotionsvorhaben in Deutschland nicht abgeschlossen wird.
Die Forschung zu Promovierenden in Deutschland beschränkt sich jedoch bisher auf die erfolgreich verlaufenden Promotionen, obwohl gerade Promotionsabbrüche verschiedene individuell und gesellschaftlich relevante Folgen haben können. Die Ursachen für den Abbruch einer Promotion, so die These, sind dabei nicht auf das Verhalten Einzelner reduzierbar. Individuelle Faktoren, die die Arbeit an der Promotion be- oder verhindern, müssen Berücksichtigung finden.
In dieser Studie sollen anhand von qualitativen Einzelfallanalysen folgende Fragen beantwortet werden: Wie ist eine Promotion verlaufen, die nicht abgeschlossen wurde? Was sind die Bedingungen für einen Promotionsabbruch? Dafür werden problemzentrierte Interviews mit narrativen Anteilen mit Betroffenen aus verschiedenen Fachrichtungen geführt. Die Auswertung erfolgt qualitativ mit dem Ziel der induktiven Herausarbeitung von "Abbruchmustern" und damit der gegenstandsbezogenen Theorieentwicklung.

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Untersucht wird, wie sich berufliche Identität von Kfz-Mechatronikern in England und Deutschland entwickelt, welche Identitätstypen sich herauskristallisieren und inwieweit sich diese voneinander unterscheiden. Die Wahl der zwei Ländern hängt mit der Frage zusammen, ob bzw. inwieweit eine berufsorientierte (Deutschland) und eine fragmentierte (England) formelle Ausbildung für die Entwicklung beruflicher Identität von Bedeutung ist. Dabei wird das autobiografisch-narrative Interview (Schütze 1983) als Erhebungsmethode eingesetzt. Ausgewertet wird zu einem nach den Prozessstrukturen des Lebenslaufs (Schütze 1981) sowie nach Grounded Theory (Strauss/Corbin 1997).

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Never before in the history of mankind has access to information and knowledge been as diverse and easy as it is today. Never before have people had an almost unlimited opportunity, which is now open to everyone thanks to the internet, to learn and teach anytime and anywhere. Countless educational offerings created with the help of digital media, which are constantly emerging in parallel to institutional educational offerings (YouTube learning videos, learning video courses, knowledge broadcasts, Wikipedia articles and much more), influence today's learners and in a certain sense make them experts who no longer simply absorb and accept the learning content in institutional contexts, but critically question, reject and reconstruct it. The communicative network world of the Internet has thus become fertile ground for new types of teaching and learning models, learning cooperation networks and services in which people of their own accord contribute to their development and thus create completely new innovative learning systems. The network and the applications based on it allow significantly improved alternative forms of information and knowledge exchange. Users regard information and knowledge as a public and free good and increase it through interest and exchange. This approach is in direct conflict with the way institutionalized information and knowledge are handled, which is seen and traded as a commodity and a scarce private good by specialists and experts. The numerous alternative learning opportunities that contribute to the construction of individual realities, learning worlds and truths inevitably lead to a conflict between the learning individual and the educational institution. Outdated, entrenched educationalstructures and the teaching cultures practised within them often become an obstacle to fear-free learning.
The aim of this project is: (1) to research the learning and teaching culture that has been transformed by the changed informal educational structure and (2) to identify the potentials, opportunities, risks and consequences of the researched change in the learning and teaching culture for the development and renewal of the formal educational structure and culture.
The project focuses on the following areas:

• Researching and designing innovative learning systems that meet the requirements of the modern knowledge society
• Research into the effectiveness of such learning systems on the existing institutional education system
• The "new" learner: Changing the culture of learning through the transformation of the informal educational structure
• The new teacher: Changing the teaching culture through changing the learning culture Changing the formal educational structure through changing the informal educational structure and culture

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Entwicklung, Erprobung und Evaluation eines integrativen phasenübergreifenden Gesamtcurriculums für die kompetenzorientierte Berufsschullehrerausbildung Kompetenzbilanzierung und evaluation mithilfe eines die gesamte Ausbildung begleitenden Arbeitsportfolios

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Schulverweigerung, Schulabbruch und daraus resultierende problematische Übergänge in Ausbildung und Arbeit verkörpern nicht nur höchst aktuelle, sondern biografisch und gesellschaftlich relevante Problematiken. Diesen wird sich in dem Projekt mit Blick auf das Bildungssystem in Deutschland und Kamerun stärker gewidmet. Das erste Ziel besteht darin, den Einfluss von sozialen Bindungen (sozialen Netzwerken, sozialem Kapital) auf Schulverweigerung und -abbruch sowie die daraus resultierenden schwierigen Übergänge in Ausbildung und Arbeit zu analysieren. Zweitens sollen Möglichkeiten aufgezeigt werden, diese sozialen Beziehungen mit dem Ziel zu verbessern, die Anzahl an Schulabbrechern zu verringern und den Übergang der Jugendlichen ins Erwerbsleben zu erleichtern. Forschungsleitend ist die These, dass insbesondere die Art der sozialen Beziehungen der Jugendlichen und ihrer Familien einen entscheidenden Einfluss auf die Bildungs- und Arbeitseinstellung der Jugendlichen hat. Der wissenschaftliche Fokus liegt dabei auf der Passung (oder Nicht-Passung) zwischen dem Bildungsverständnis der Institutionen Schulen und dem lebensweltlichen Bildungs- und Arbeitsverständnis von jungen Erwachsener und deren Eltern. Die Variabilität dieser Relation, die Vermittlung bzw. Abschottung zwischen beiden, wird in Abhängigkeit vom sozialen Kapital der Jugendlichen in Kamerun und Deutschland empirisch untersucht und evaluiert.

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Die Vorschulzeitschrift BUMMI wurde 1957 in der DDR gegründet und existiert bis heute als eines der wenigen Kinderpresseprodukte aus der DDR auf dem gegenwärtigen gesamtdeutschen Kinderzeitschriftenmarkt. Im Zuge der Eingliederung der DDR in das politisch-institutionelle, wirtschaftliche, soziale und kulturelle System der Alt-Bundesrepublik, begann auch eine neue Zeitrechnung für das Bilderheft. Eingegliedert in das westdeutsche Mediensystem und umgeben von zahlreichen Konkurrenzblättern für Vorschulkinder musste es sich auf dem neuen Wirtschaftsmarkt behaupten. Dabei konnten die schon zu DDR-Zeiten verantwortlichen Redakteure nach dem Gesellschaftsumbruch in leitender Position bleiben.
Zeitschriften fungieren als Sozialisationsagenten und spiegeln Gesellschaftsbilder wider, die sie in Inhalt und Layout an die jungen Rezipienten herantragen. Damit geht die Frage einher, inwiefern das soziale Konstrukt Kindheit dem gesellschaftlichen Transformationsprozess unterworfen ist und wie Kindheit in BUMMI aufgrund des Systemwechsels den Lesekindern vermittelt wird. Mit Hilfe der Inhaltsanalyse soll herausgefunden werden, wie Kindheit vor dem Zusammenbruch in der DDR dargestellt wurde und welche Veränderungen sich diesbezüglich nach der Wende ergeben haben, wobei das westdeutsche Modell von Kindheit in der Moderne als Bezugsgröße dient. Dies ist insofern relevant, als dass die Gestaltung des Heftes in den Händen ostdeutscher Akteure liegt und dabei die Tatsache zu berücksichtigen ist, dass Transformationsverläufe auf der Meso- und Mikroebene entscheidend und nachhaltig beeinflusst werden.
Das Dissertationsvorhaben ist in der erziehungs- wie kommunikationswissenschaftlichen Transformationsforschung anzusiedeln, leistet aber auch einen Beitrag zur Kinderzeitschriftenforschung.

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Die Formen der außerakademischen beruflichen Bildung sind im internationalen
Vergleich sehr unterschiedlich ausgeprägt. Stark gegensätzliche Modelle sind
in Deutschland und England zu finden. Die Autorin beschreibt wie individuelle
Qualifizierungs- und Berufsbildungsverläufe von Kfz-Mechatronikern in Deutschland
und England unter unterschiedlichen strukturellen Rahmenbedingungen
verlaufen und subjektiv verstanden werden. Die Studie beruht auf einem qualitativen
Forschungsdesign. Empirische Ergebnisse sind auf drei Ebenen gefunden
worden. Es konnten für die englischen und deutschen Kfz-Mechatroniker a) drei
Muster biografischer Berufsorientierungen, b) die subjektive Wahrnehmungen
der nationalen Strukturen, z.B. des Berufsbildungssystems, aber auch der nationalen
Technikkultur und c) die Zusammenhänge zwischen der Entwicklung und
Ausprägung der biografischen Berufsorientierungen und den nationalen Strukturen
rekonstruiert werden.

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Die ungarische Roma-Minderheit bildet die größte ethnische Minderheitengruppe in Ungarn: Ihre Zahl wird derzeit auf 700.000 geschätzt, beträgt also ungefähr 7% der Gesamtbevölkerung. Ihre gesellschaftliche Situation ist gekennzeichnet durch Segregation und Marginalisierung: Sie bilden politisch, sozial wie kulturell die benachteiligste Bevölkerungsgruppe des Landes. Ihre Bildungsbeteiligung ist bis heute ? trotz zahlreicher politischer Maßnahmen ? unzufriedenstellend. Erfolgreiche Bildungskarrieren von Roma sind immer noch selten: Z. B. beginnt nur ca. 1% der Roma im entsprechenden Alter ein Hochschulstudium. Die Frage nach den Ursachen ihrer mangelhaften Partizipation an Bildungsangeboten sowie danach, wie diese Situation verbessert werden könnte, werden oft beantwortet, ohne die Beteiligten selbst zu fragen. Das Forschungsprojekt versucht, mit Hilfe narrativer Interviews herauszufinden, Welche Faktoren haben bei denjenigen begünstigend gewirkt, die einen Hochschulabschluss erreicht haben.

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As part of the project "Support for the establishment of a training and further education center", the Chair of Technical Didactics of Technical Disciplines is taking on a development and consulting assignment for the rebuilding of the "Escola Superior Técnica da Universidade Pedagógica" (ESTEC, Technical College of the Pedagogical University) in Maputo, Mozambique. Together with the University of Education, organizational structures, curricular concepts and study programmes are being developed with which Mozambique intends to establish a national system of vocational teacher training. The project is funded as part of the DAAD advisor program.
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20 specialists and managers with several years of professional experience and qualifications in the fields of water supply and disposal, renewable energies and energy efficiency in the construction industry, who work in the field of vocational training in Laos, Indonesia and Vietnam, complete six modules in English in the field of Green Growth and Green Jobs. The modules take place in Asia and Germany. In addition to learning the theoretical basics, the participants complete an internship lasting several weeks in Germany. A subject-related transfer project is prepared in Germany so that it can be implemented in the home country.

Aims of the project:
20 specialists and managers with several years of professional experience and qualifications in the fields of water supply and disposal, renewable energies and energy efficiency in construction, who are active in the field of vocational training in Laos, Indonesia and Vietnam, undergo six modules in English in the field of Green Growth and Green Jobs. The modules take place in Asia and Germany. In addition to learning the theoretical basics, the participants complete an internship lasting several weeks in Germany. A subject-related transfer project is prepared in Germany so that it can be implemented in the home country
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In der Kooperation mit der Stadt Magdeburg und den Netzwerkstädten bearbeiten Lehrende und Studierende im Studiengang Cultural Engineering Probleme und Aufgabenstellungen der städtischen Entwicklung. Einerseits geht es um Anregungen von Partizipations- und Kommunikationsmöglichkeiten für die BürgerInnen zu den geplanten Maßnahmen und Veränderungen. Andererseits werden Klärungen und Konzepte vor allem zu (bildungs-) infrastrukturellen Fragestellungen erarbeitet und mit den betroffenen Kommunen ausgetauscht und weiterentwickelt.

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In den BA-Programmen Bildungswissenschaft und KWL sowie dem Masterprogramm Bildungswissenschaft stehen neben der integrierten Einführung in die Handlungsfelder von verschiedenen wissenschaftlichen Bezugsdisziplinen der Auftrag an die Studierenden, diese Handlungsfelder aktiv zu erschließen und sich darin als potenzieller Akteur sehen zu lernen. Das Projekt sucht dafür geeignete und neue hochschuldidaktische Formen und zielt darauf ab, den Studierenden eine neue Lernunterstützung anzubieten, die eine medial gestützte Lernwelt bereithält und damit den überkommen Textreader weiterentwickelt.

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In ViERforES I, an experimental research design was developed and tested with regard to the guideline criteria, which allows different questions regarding perception, orientation and interaction in virtual environments (VR) to be investigated, thus closing the gap in the validation of human perception and orientation in large VR systems.
In the second phase, the research tools developed will be used to answer safety-related questions about embedded systems in various practical fields of technology.
To this end, the use of VR in qualification and training processes will be examined in close cooperation with the Technik Center Prima¨rtechnik of RWE Rhein-Ruhr GmbH, taking into account the criteria of performance (learning success), acceptance and usability. In the training center of the Technik Center Prima¨rtechnik of RWE Rhein-Ruhr GmbH, maintenance specialists are trained on high-voltage equipment with voltage levels up to 380 kV. The use of VR applications allows the functions and modes of operation of the equipment, which are not transparent in reality, to be visualized, which clarifies the aspects of safety and reliability during maintenance work in hazardous areas. In the risk areas presented, the use of VR is essential not only for occupational safety but also with regard to process safety, as it makes an important contribution to a reliable and low-risk energy supply. For the experimental investigations, the prototypical VR technologies available at RWE Rhein-Ruhr GmbH are to be didactically prepared and optionally equipped with various interaction technologies.
In addition, the cooperation with the application area of medical technology and the cross-sectional topic of interaction will be continued. The knowledge resulting from the collaboration is intended to successively optimize the safety and reliability of human-machine interfaces, which has a decisive impact on the market entry potential of virtual environments. The concrete benefit of the demonstrators will be measured by parameters such as usability, acceptance and performance as well as aspects of safety and reliability. These must be verified in specific user studies, with the resulting knowledge about strengths and weaknesses of the demonstrators flowing back to the developers for optimization. At this point, it becomes clear that the performance capability of the demonstrators is not determined per se. This - as well as the market entry potential - depends not least on the evaluation of the application by the user, which requires both summative and formative evaluation, i.e. formative monitoring of the implementation processes.
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With funding from the Innovation Fund of Otto von Guericke University Magdeburg and in cooperation with the Otto von Guericke Magdeburg Vocational School and the Ministry of Education and Cultural Affairs of the state of Saxony-Anhalt, a curricular concept for a technical high school in "Engineering Sciences" is being developed.
The concept serves to establish the course of education and the application for the establishment of a pilot project at the Standing Conference of Ministers of Education and Cultural Affairs (KMK), within the framework of which the course of education is to be tested and evaluated. The intention is to start teaching the course in the 2013/14 school year.
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Preparation, implementation and documentation of a network conference "medien - bildung - schule" on 19 and 20.9.2011 in Halle (Saale). As co-organizer, the Chair of Media and Adult Education (Prof. Fromme) took on the following tasks, among others:
- Participation in the development and elaboration of the conference and workshop concept
- Support in maintaining the conference website (especially FAQ list, Twitter, Facebook)
- Preparation and moderation of 2 panels and a workshop
- Planning and realization of a video documentation of the conference
- Planning and realization of a photo documentation of the conference
- Conception and realization of a social media offer (stand) at the network conference
- Conception and realization of an online print documentation.
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On behalf of the Gesellschaft für internationale Zusammenartbeit, Berlin, a feasibility study on the development of company-oriented vocational training partnerships with a focus on the dimensions of sustainable development is being carried out with funding from the Federal Ministry for Economic Cooperation and Development.
The aim is to develop a strategic plan for tapping economic, educational and research potential in the state of Saxony-Anhalt for future international projects and development plans in the context of training skilled workers and multipliers. The target regions are the countries of the ASEAN and SADC regions. The study is being prepared in cooperation with international experts from companies, educational administration and educational research in Indonesia, Mozambique and Vietnam.
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As part of the "Initiative Medienpass NRW", the State Chancellery of NRW commissioned the development of a teaching unit on the subject of computer games and the evaluation of its testing. This project was carried out under the leadership of the "Computerprojekt Köln e.V.", the Chair of Media and Adult Education at the OvGU was particularly involved in the formulation of technical principles and the preparation of the evaluation.
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Adolescents show a particular affinity for media in general and video games in particular. However, action-oriented media education has so far only addressed the topic of digital games to a very modest extent. There are hardly any model concepts and practical examples that can be regarded as groundbreaking for an active, responsible, creative and reflective approach to video games by young people. The "MyVideoGame" project aims to test how an action-oriented approach to digital games can be implemented in an educational setting (in this case school). It takes a particularly far-reaching approach, as it does not focus on "finished" games in terms of media education. Instead, pupils in the compulsory elective subject "Modern Media Worlds" are given the opportunity to produce their own game with appropriate support. The project partner is the Willy Bandt integrated comprehensive school in Magdeburg. The practical project is being scientifically monitored and evaluated, with Marten Fütterer and Kristina Jonas, who successfully completed their Master's degree in Media Education in October 2011 and have experience in digital game design, in charge of the operational project management. On the one hand, the project ties in with considerations that are discussed internationally under the heading of "design-based research" and, on the other hand, takes up constructionist approaches in the tradition of Seymour Papert (MIT).
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Das Phänomen Schrumpfender Städte ist gegenwärtig weit mehr als nur eine singuläre Erscheinung.  Urbane Abwanderungsmotive haben dabei vielerlei Gesichter, sind im Wesentlichen jedoch allesamt das Ergebnis von nachlassenden Raumbindungen. Mithilfe der Arbeit soll gezeigt werden, warum klassische Raumbindungen  so wichtig sind und ihr Nachlassen dementsprechend  als problematisch angesehen werden kann. Es wird ausgehend von den Bedingungen, denen der tätige Mensch nach Hannah Arendt unterworfen ist, dargelegt, inwieweit der Mensch ein raumschaffendes Wesen ist und welche Räume er herzustellen in der Lage ist. Die dabei herausgearbeitete dreifache Raumschaffungspotenz eines jeden Individuums stellt neben einer handlungs- und aufgabenorientierten Raumtheorie zugleich eine Artikulation der Voraussetzungen für das menschliche Wohnen im Heideggerschen und Bollnowschen Sinne dar. Es kann nun expliziert werden, was konkret raumbindungsförderlich wirkt und was dementsprechend zur Stärkung urbaner Bindungen fokussiert werden müsste. In einem zweiten Schritt wird der Frage nachgegangen, wie dies konkret umsetzbar ist. An dieser Stelle geraten narrative Medienprodukte, die in unserer spätmodernen Gesellschaft in besonderer Weise eine Identitätsbildungsfunktion besitzen, in den Blick. Es wird expliziert, inwiefern hier typologisierbare Raumerschließungsmuster artikuliert werden, die dabei helfen können,  Stadtraumbindungen nachhaltig zu stärken. Der Zusammenhang von Narration und (subversiven) Bewegungsformen wird vor dem Hintergrund seiner bildungsrelevanten, raumkonstruierenden Wirkungen deutlich gemacht. Anhand von verschiedenen Case Studies, die die medialen Analyseergebnisse und figurenbezogenen Erkenntnisse mit ihrer Applizierung auf die gesellschaftliche Realität zeigen, kann deutlich nachgewiesen werden, wo das raumentfaltende Potenzial im jeweiligen Beispiel liegt. Damit wird exemplarisch veranschaulicht, wie konkrete Rezepte für erfolgreiche Stadtprojekte aussehen können.

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Diese interkulturell-vergleichende Studie stellt die  Kinder aus deutsch-chinesischen Familien in Deutschland und in der Volksrepublik China in den Mittelpunkt ihrer Berachtung. Der wissenschaftliche Fokus liegt dabei auf den Strategien des Aushandelns familiärer Erziehungs- und Sozialisationspraxen im Kontext der teils differierten, teils ähnlichen kulturellen Hintergründe und Erwartungshaltungen der Eltern.  Die Ziele der Arbeit sind folgende: die aktuelle Situation, die Besonderheiten und Schwierigkeiten bei der Kindesentwicklung in chinesisch-deutschen Familien darzustellen, insbesondere unter dem Gesichtspunkt des Gestaltens und Aushandelns kultureller Orientierungen und Praxen im familialen Alltag. Darüber hinaus ist es Ziel, kulturelle Unterschiede sowie Einflüsse im Prozess der Identitätsbildung des Kindes aufzuzeigen, die Bedeutung und die Wichtigkeit der Interaktion von gemischten Ehen in einer multikulturellen Gesellschaft darzulegen und Wege zu diskutieren, die zu einer gegenseitigen Akzeptanzerhöhung führen könnten. Ein Spiegel zu sein, wodurch man die erfolgreichen Erfahrungen in der Kindererziehung von interkulturellen Familien lernen bzw. die entsprechenden Probleme vermeiden kann.

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The book publication, which is being prepared for 2012, is concerned with reconstructing the current social constitution of the meaning of the educational phenomenon. It shows an unconscious entanglement in mythical ideas, according to which self-determined cognition (eating from the tree of knowledge) is (was) supposed to be a guilt and a sin. The book's discussion shows that this foundation of existing understandings of education, the effectiveness of which is not understood, has so far prevented education and the education system from coming to its own terms. In this respect, an alternative constitution of meaning is necessary. This means learning to think of cognition as an expression of human creative power and thus of human 'God-likeness' and equally human responsibility. In its second part, the book also shows that and how upbringing and education can be organized so that human children can learn to fulfil their duty towards people, the earth, the world and themselves. The concept of a world of thought for thinking about the world emerges. This is a component of "unfolding educational spaces". Such spaces need to be designed and managed with the help of an essentially new "pedagogical articulation science". The establishment of such an application-oriented science is the book's proposal for an effective future of pedagogy as a discipline.

Publications:

Girmes, R. (2012): The value of education. Human development beyond scarcity and competition. Verlag F. Schöningh.(http://lernwelt.ovgu.de/zwischenwelt/files/7513/3930/7022/Girmes_77637-2.pdf)

Girmes, R. (2012) "School and society in the 21st century". In: M. Barricelli/ M. Lücke (eds.): Handbuch Praxis des Geschichtsunterrichts. Vol. 1 Schwalbach/Ts.: Wochenschau-Verl. S. 42-58.
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Das Projekt dient der Integration ausländischer Studierender in den Universitätsbetrieb der Otto-von-Guericke Universität über Beteiligung in der Lehre und Forschung. Im Mittelpunkt stehen ein wechselseitiger Austausch über Problembereiche der internationalen und interkuturellen Bildungforschung unter den Studierenden sowie ein Erwerb von Forschungskompetenzen.

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Das Forschungsprojekt "Erlebniswelt Erneuerbare Energien: powerado plus" wurde als Verbundforschungsvorhaben vom Institut für Zukunftsstudien und Technologiebewertung (IZT) in Berlin koordiniert. Es verfolgte das Ziel, die wirksame Kommunikation zur Förderung von EE u.a. bei Kindern und Jugendlichen mittels neuer Ansätze und Medien zu erforschen. Eines der Module umfasste die Entwicklung und Erstellung eines Online-Spiels, welches Kinder zwischen 8 und 12 Jahren zur Auseinandersetzung mit dem Thema EE anregen sollte. Die Spielentwicklung wurde im Teilprojekt der Otto-von-Guericke-Universität Magdeburg wissenschaftlich begleitet. Hierzu zählte die Evaluation des Spielkonzepts sowie der ersten lauffähigen Version des Onlinespiels. Ein weiteres Spielkonzept wurde von der Otto-von-Guericke-Universität Magdeburg selbst entwickelt (bis zu einem lauffähigen Prototyping).

Am Gesamtprojekt waren beteiligt folgende Einrichtungen und Organisationen:
Institut für Zukunftsstudien und Technologiebewertung (IZT) gGmbH
Unabhängiges Institut für Umweltfragen (UfU) e.V.
iserundschmidt GmbH, Kreativagentur für PublicRelations
Universität Magdeburg, Lehrstuhl für Erziehungswissenschaftliche Medienforschung
Solare Zukunft e.V.
Deutsche Gesellschaft für Sonnenenergie, Landesverband Berlin Brandenburg e. V.
Ecologic - Institute for International and European Environmental Policy
TU Dresden, Lehrstuhl für Psychologie des Lehrens und Lernens
ARS laborandi
Der Projektbericht ist Online verfügbar: https://www.izt.de/fileadmin/publikationen/IZT_WB119.pdf

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Der Arbeitsbereich Internationale Kooperationen hat die Evaluierung des Projektprozesses im Rahmen des Grundtvig-Projektes "Bazaar" übernommen. Hierbei ist die Prozessbegleitung des Projektes und die Erarbeitung von zwei Evaluierungsberichten festgelegt.

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In dem Projekt International Leadership Training "Arbeitsmarktorientierte Berufsausbildung und betriebliche Personalentwicklung" Indonesien übernimmt das Institut für Berufs- und Betriebspädagogik, Arbeitsbereich internationale Kooperationen, die fachtheoretische Begleitung.

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Die geplante, ergebnissichernde Publikation zu diesem Projekt verfolgt die Absicht, anhand beispielhafter Medienanalysen zu verschiedenen audiovisuellen Genres deren unterschiedliche Nutzungsmöglichkeiten aufzuzeigen und sie somit Nachnutzern zugänglich zu machen. Dem Forschungsteam ist - als den Herausgebern und Autoren des geplanten Bandes - daran gelegen, sowohl die ästhetische und diskursspezifische Gemachtheit und Kontextualisierung der untersuchten Medienbeispiele herauszuarbeiten als auch verschiedene vielversprechende Nutzungsmöglichkeiten durchzuspielen und anderen Nutzern vorzuschlagen. Dabei geht es nicht nur um die Erweiterung einer produktanalytischen Medienkompetenz (im Sinne einer Wahrnehmungsschulung der Nutzers), sondern auch um eine Medienbildpragmatik (im Sinne einer Gebrauchsschulung). Dazu werden ausgewählte Medienbeispiele nicht um ihrer selbst willen untersucht, vielmehr haben die Herausgeber und Bearbeiter vielfältige Nutzungsorte im Visier: Nutzungsangebote sind zwar Schule oder Hochschule aber genauso Weiterbildung, Trainings, Werbung, Consulting, Stadtplanung, -entwicklung, -marketing und mehr. In all diesen Bereichen werden audiovisuelle Medienbilder nicht selten mit lediglich illustrativer Absicht eingesetzt und auf diesen Gebrauch reduziert. Genau das gegenteilige Ziel verfolgt die hier betriebene Medienforschung und deren Publikation: Sie will die Bilder in ihrer inhaltlichen Repräsentationsfunktion und ihrer ästhetischen Gemachtheit ernst nehmen und kompetent zu analysieren lehren, aber auch und zugleich erkennbar machen, wie Medien-Bilder Kategorien, Haltungen und Diskurse aufzuschließen helfen. Der Ansatz der Aufgabendidaktik (Renate Girmes) wird in den Einzeluntersuchungen appliziert und erprobt.

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Ziel des Projektes "effekt" ist die Entwicklung und Erprobung eines mediengestützten Ausbildungskonzeptes mit digitalen Lern- und Arbeitsaufgaben sowie Aufgaben zur Leistungskontrolle und -bewertung am Beispiel der betrieblichen Ausbildung der neugeordneten Berufe Elektroniker für Betriebstechnik, Elektroniker für Gebäudetechnik (MVB GmbH, D-I-E Elektro AG, SWM GmbH) und Fachkräfte für Fahrbetrieb (MVB GmbH) zur verknüpfenden Vermittlung von Fach- und Medienkompetenz. Dabei werden in Zusammenarbeit mit den Projektpartnern vor allem Lehr-Lern-Arrangements erprobt, die durch eine stärkere Einbindung digitaler Medien in der betrieblichen Ausbildung die gleichzeitige Vermittlung von fachlichen und medialen Kompetenzen ermöglichen. Ziel ist es weiterhin, ein offenes System zu gestalten, das jederzeit an die neuen technologischen Anforderungen angepasst und erweitert werden kann. Um den Wirkungsgrad der digitalen Medien nachhaltig zu erhöhen, orientiert sich das Projekt an der Idee des ?Blended Learning?, bei dem eine sinnvolle methodisch-didaktische Verknüpfung einer Ausbildung mit traditionellen und digitalen Medien stattfindet. Hauptanliegen des ?effekt? Projekts ist es, ein innovatives, modulares und medienbasiertes Ausbildungskonzept zu entwickeln und etablieren, das sowohl ein selbstgesteuertes und -motiviertes als auch ein betreutes Lernen sowie die Entwicklung und Erprobung individueller beruflicher Fähigkeiten, praktischen und theoretischen Wissens inklusive der entsprechenden Handlungskompetenzen zulässt. Darüber hinaus wird das betriebliche Ausbildungspersonal innerhalb eines Fort- und Weiterbildungsangebots befähigt, das Ausbildungskonzept in der betrieblichen Ausbildung anzuwenden und mit neuen Inhalten und Methoden (im Sinne der Anwendung digitaler Medien) zu erweitern.

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During the ?effekt? project a media-assisted vocational education concept with digital learn and work tasks as well as tasks for efficiency control and performance appraisal is developed and proved. This concept is tested by using the vocational education in the newly arranged professions ?electronic technician for industrial engineering? (MVB GmbH, E.ON Avacon AG, SWM GmbH) and ?specialised personnel for traction operations? (MVB GmbH) as an example. Especially learning and teaching arrangements are tested in cooperation with the project partners. With the intensive integration of digital media in the vocational education professional and media competences shall be procured simultaneously. One purpose is to create an open system, which can be adapted and expanded to new technological standards anytime. For instance, a learning platform will be developed during the project, which can be used by following partners after its completion. To enhance the sustainable effectiveness of the digital media the project is geared to the idea of ?blended learning?, which means that traditional and digital media are combined reasonably during an education. The main objective of the ?effect? project is to develop and establish an innovative, modular and media-assisted vocational education concept which allows self-directed and self-motivated learning plus assisted learning as well as the development and testing of individual vocational skills, know-how and theoretical knowledge including appropriate decision-making and responsibility. Moreover, all working instructors will pass a further vocational training which enables them to deploy the approved concept in the vocational education and to enhance their tuition with new contents and methods.

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Im Projekt werden grundsätzlich Strategien erforscht, erprobt und evaluiert, die Bildungssysteme insbesondere Schulen, vor allem solche in sich entwickelnden Ländern - , die in einem Neuentwicklungs- oder Innovationsprozess begriffenen sind, helfen, ihre schulische Realität gezielt zu konzipieren bzw. zu verändern. Neben der theoretischen Erschließung und Reflexion von Eingreifpunkten und -möglichkeiten, werden ebenso theoretische und praktische Anfragen entsprechender Schulen bearbeitet. Folgende theorie- und handlungsleitenden Fragestellungen stehen im Mittelpunkt: Wie können Curriculum und Lernmedien zu einem durchdachten und stimmigen Gefüge verändert werden? Wie können die Organisations- und Führungsstruktur sowie die Lernumgebung optimal geplant und genutzt werden? Welche Strukturen ermöglichen erfolgreiche Arbeitsabläufe, zufrieden stellende Kommunikation und eine gesunde Arbeitsatmosphäre? Welches Unterstützungspotenzial bietet die Umgebung und wie kann es genutzt werden? Welche professionellen Haltungen und Kompetenzen können entwickelt werden, um die Mitarbeiterschaft sich innovierender Schulen zu qualifizieren? Wie kann eine Schule Träger von Entwicklung und Kommunikation in Gemeinden werden?

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Das Projekt verfolgt zunächst das Ziel der Entwicklung und Erprobung eines forschungsmethodischen Ansatzes, der exemplarisch an einem vorhandenen VR-System in der im VDTC vorhandenen Validierungsumgebungen und -technologien erarbeitet wird. In einem zweiten Schritt wird dieser Ansatz für eine Entwicklungsoptimierung hinsichtlich der Aspekte Wahrnehmung, Orientierung und Interaktion und für eine Validierungsforschung für die in den Anwendungsbereichen Energietechnik, Materialflusstechnik/Logistik, Medizin-, Produktions- und Fahrzeugtechnik entwickelten eingebetteten VR-Modelle zur Verfügung gestellt.
Die vorliegende Projektskizze bezieht sich auf zwei aufeinander aufbauende Arbeitsphasen. Einen besonderen Schwerpunkt bildet hierbei die Entwicklung eines abgestimmten Settings unterschiedlicher empirischer Zugänge im Sinne der im qualitativen Forschungszugriff sinnvollen Methodentriangulation. Später wird das entwickelte Methodensetting für die Weiterentwicklung und Validierung der in den Anwendungsbereichen erarbeiteten VRSystementwicklungen eingesetzt. Hierzu werden die im VDTC zur Verfügung stehenden unterschiedlichen Technologieplattformen genutzt, die durch das im Parallelprojekt von Prof. Dachselt entwickelte Interaktionsszenario (Tablet-PC, magische Linsen ) ergänzt werden. Derzeit ist beabsichtigt, für die Methodenentwicklung in der ersten Projektphase auf das durch IFF gemeinsam mit RWE entwickelte VR-System Hochspannungstransformator zurück zu greifen und hieran als Grundlage für die empirische Erfassung von Wahrnehmung, Orientierung und Interaktion exemplarische Montage- und Demontageaufgaben bearbeitet (vgl. das Konzept der empirischen Erfassung von Kompetenz über berufliche Entwicklungsaufgaben, Haasler & Beelmann 2006, Havighurst 1972, Dreyfus & Dreyfus 1986). Hierbei soll deklaratives Fachwissen etwa hinsichtlich Systemstruktur, Montage-/Demontagetechniken, Arbeitssicherheit hier insbesondere das Handling von Systembestandteilen mit großer Masse einschließlich des sicherheitsgerechten Werkzeuggebrauchs, des Umgangs mit kontaminierten Gefahrstoffen und das sicherheitsgerechte Arbeiten in Systemen des Hoch- und Höchstspannungsnetzes ebenso angewendet werden wie prozedurales Fachwissen für umfangreiche Montage-/Demontageabläufe aus dem Bereich der Systeminstandhaltung.

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Es wird nach theoretischen und anwendungsorientierten Möglichkeiten gesucht, das bestehende Bildungssystem eines Landes bzw. eines seiner Teilsysteme systematisch und systemisch zu analysieren bzw. zu "diagnostizieren", um auf dieser Grundlage Möglichkeiten dafür sichtbar zu machen, diese Systeme bzw. Teilsysteme zu optimieren, zu redesignen (Restrukturierung) oder sie ggf. neu zu designen (Neustrukturierung).  
Im Rahmen des Projekts wird die Entwicklung eines integrativen berufsbegleitenden Weiterbildungsstudiums auf dem Hochschulniveau konzeptionell erstellt und begleitet. Das entstandene empirische Material soll als Grundlage für die Entwicklung eines nachhaltigen theoretischen Konstrukts dienen. Die im Rahmen dieses Konstrukts ausgearbeiteten übergreifenden Bildungssystem-Kategorien sollen helfen die bestehenden Bildungs(teil)systeme zu erschließen.

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Der Lehrstuhl "Fachdidaktik technischer Fachrichtungen" schloss mit dem Fraunhofer-Institut für Fabrikbetrieb und -automatisierung IFF in Magdeburg einen Forschungs- und Entwicklungsvertrag für die Aus- und Weiterbildung an Universitäten in Brasilien.

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Das Ziel der Forschung ist die Erhöhung der Standzeit und Prozesssicherheit von Mikrobohrern durch die Entwicklung neuer Werkzeuggeometrien für Bohrerdurchmesser bis 3 mm. Die Untersuchungen werden durch das IFQ der Otto-von-Guericke-Universität Magdeburg und den Lehrstuhl für Maschinenbautechnologie der Technischen Universität Georgien in Tiflis durchgeführt.

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Computerspiele und virtuelle Welten werden in der Schule bisher kaum als Phänomen der Kinder- und Jugendkultur thematisiert. Ein wichtiger Grund kann darin gesehen werden, dass die Lehrerinnen und Lehrer nicht auf geeignete Unterrichtsmaterialien oder andere Ressourcen zurückgreifen können, die ihnen Wege aufzeigen, wie Computerspiele als Thema im (Fach-) Unterricht behandelt werden können. Die Untersuchung setzt hier an und verfolgt das Ziel, konkrete Wege aufzuzeigen, wie fachliches Lernen und eine reflexive Auseinandersetzung mit Computerspielen im schulischen Unterricht gefördert werden können. Außerdem werden bereits verfügbare Ressourcen zusammengestellt und bewertet sowie Entwicklungsbedarfe für weitere (didaktische) Materialien aufgezeigt.

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Analyse und Vergleich der Prinzipien und Verfahren der Curriculumentwicklung und Curriculumiimplementierung in der beruflichen Bildung in 9 Mitgliedstaaten der Europäischen Union; Untersuchung der Umsetzung der curricularen Vorgaben in Unterricht und Ausbildung in ausgewählten Ausbildungsbereichen (Logistik).

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Im Rahmen eines durch ein Bundeskanzler-Stipendium finanzierten 12-monatigen Aufenthaltes in Deutschland entwickelte und realisierte ein Absolvent des Master-Programms "Comparative Media Studies" des MIT (Boston, USA) am Lehrstuhl für Erziehungswissenschaftliche Medienforschung in Magdeburg ein Lernspiel für Kinder auf der Basis ausgewählter Open Source Anwendungen (Google-Maps, Google-Earth, Google-Streetview u.ä.). Ziel war es, eine attraktive (reichhaltige) Spiel- und Lernumgebung zu entwickeln, die US-amerikanischen Schülern die deutsche Sprache näher bringen kann.

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In Kooperation mit fachdidaktischen AutorInnen soll eine Publikation mit dem Arbeitstitel Der Bildende Sinn der Fächer und der Schule entstehen. Diese setzt sich einerseits mit den Strategien zur Entwicklung von Bildungsstandards kritisch auseinander und wird andererseits aufzeigen, welche Bildungsrelevanz die schulischen Fächer haben, die mit den Standards i.d.R. nicht in den Blick kommen, die aber den Bildungswert eines Faches und seine Rolle im Gefüge der Fächer ausmachen könnten und auch sollten, wenn man sich über den Gesamtbildungsauftrag der Schule Rechenschaft ablegt, was die Publikation ebenfalls zu tun beabsichtigt.

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Gemeinsam mit der Pädagogischen Universität Maputo wurden verschiedene Ansätze zur Reform beruflicher Bildung und Entwicklungsstrategien für die Ausbildung beruflicher Kräfte in Mosambik diskutiert und erarbeitet. Eine UNESCO-UNEVOC-Konferenz unter dem gleichen Titel bildete hierbei einen wichtigen Meilenstein für die weitere Kooperation.

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Die Umsetzung der EU-Maschinenrichtlinie (MaschRL) bzw. des CE-Kennzeichnungsverfahrens bereitet vielen Herstellern große Schwierigkeiten. Vor dem Hintergrund der Notwendigkeit eines präventiven Arbeits- und Gesundheitsschutzes ist es jedoch notwendig, die von der Maschine ausgehenden Gefahren und Risiken so früh wie möglich zu erkennen und gegenzusteuern. Hierbei ist der gesamte Maschinen-Lebenszyklus vonder Produktentwicklung, der Inbetriebnahme, dem Funktionstest, der Bedienung, der Instandhaltung und Wartung sowie der Außerbetriebnahme und Entsorgung zu betrachten.

Im Rahmen des Projektes sollen Methoden und Werkzeuge entwickelt und erprobt werden, die diesen Prozess bei Hersteller und Anwender unterstützen. Zu diesem Zweck werden virtuell interaktive Maschinenmodelle auf Basis neuester VR-Technologien entwickelt. Darauf aufbauend erfolgen die didaktische Gestaltung von Lernsituationen und die exemplarische Realisierung interaktiver Module der Maschinen, die später auch auf andere Maschinen und Anlagen übertragen werden können.

Es ist das Ziel, spezifische Wissens- und Lernmodule zu entwickeln und zu erproben, die die gesamte Präventions-Prozess-Kette mit dem Ziel der Gefahrenvermeidung und -verminderung unterstützen. Die hierfür didaktisch aufbereiteten Lernumgebungen sollen einen möglichst sprachen- und kulturunabhängigen Einsatz der Wissens- und Lernmodule ermöglichen.

Die VR-gestützten Lernmodule sollen die Entwicklung von Handlungskompetenz im Arbeits- und Gesundheitsschutz, insbesondere in den Bereichen Bedienung, Wartung und Reparatur ermöglichen und fördern. Die Ableitung der hierfür relevanten fachlichen Inhalte sollte bereits in der Entwicklungsphase der Maschinen und Anlagen mittels Anwendung der virtuell-interaktiven Maschinenmodelle stattfinden.

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Die Publikation soll die strategischen Optionen und Notwendigkeiten des Bologna-Prozesses für die Entwicklung von Studiengängen darstellen und vorhandene Konzepte und Möglichkeiten der Studiengangsentwicklung untersuchen. Am Beispiel eines Innovationsprojekts im Hochschulbereich sollen Praxiserfahrungen mit neuartigen Programmen umrissen werden, welche auch zeigen, welche organisationalen Konsequenzen aus dem Bologna-Prozess resultieren würden.

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Die modularisierten Curricula verschiedenster Bildungseinrichtungen können als navigierbare Bildungs- und Qualifizierungsräume gestaltet werden, wenn es gelingt, die Wissensbestände der Wissenschaften mit relevanten Aufgaben, Anwendungswelten und Zielvorstellungen von Lösungen zu verbinden. Die Möglichkeit dazu ergibt sich aus einer Verbindung der Technik der Dimensionierung (Girmes 2004) und der wirtschaftinformatischen Strategie des LandscapeDesigns (Rautenstrauch) zur Konzeption eines i-work-books als einer individualisierten, intelligenten, mitlernenden Lernumgebung. Ein Prototyp des i-work-books soll für das Curriculum des Studiengangs KWL: Cultural Engineering entstehen. Dabei wird auf das im Rahmen eines BLK-Modellversuchs entwickelte Curriculum des Studiengangs zurückgegriffen und die Erfahrungen mit der Gestaltung von e-learn-Lösungen in der Logistik (Prof. Ziems) werden genutzt und produktiv weiterentwickelt.

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Das Forschungsprojekt "Erlebniswelt Erneuerbare Energien: powerado" wurde als Verbundforschungsvorhaben vom Institut für Zukunftsstudien und Technologiebewertung (izt) in Berlin koordiniert. Es verfolgte das Ziel, die wirksame Kommunikation zur Förderung von EE bei Kindern und Jugendlichen zu erforschen. Hierzu wurden in neun Modulen für verschiedene Altersstufen und für Multiplikatoren Materialien entwickelt, anhand derer die fördernden und hemmenden Bedingungen erfolgreicher Kommunikationsstrategien von EE bestimmt werden konnten. Eines der Module umfasste die Erstellung eines Internet-Spiels, welches bei Heranwachsenden zwischen 8 und 12 Jahren eine positive emotionale Besetzung des Themas EE anregen sollte. Das Online-Spiel wurde durch die Agentur iserundschmidt programmiert. Das Teilprojekt der Otto-von-Guericke-Universität Magdeburg hatte im Verbundvorhaben die Aufgabe, die Konzipierung des Spiels durch eine mediendidaktische Beratung zu unterstützen, die Entwicklung mit einer Zwischenevaluation zu begleiten und nach Fertigstellung des Online-Spiels eine Evaluationsstudie durchzuführen um zu prüfen, inwieweit die Projektziele durch das Online-Spiel erreichbar sind. Die Datenerhebungen im Rahmen der Evaluation sind abgeschlossen, der vollständige Evaluationsbericht liegt vor: https://www.izt.de/fileadmin/publikationen/IZT_WB100b.pdf

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Optimierung der bestehenden Ausbildungsstrukturen in der Region und Unterstützung der betrieblichen Partner beim Ausbau der betrieblichen Ausbildung durch Entwicklung und Erprobung adaptiver Lernmodule.

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Die gegenwärtige russische Pädagogik befindet sich in einem Spannungsfeld zwischen (einerseits) prononciert slawischen und speziell russisch-nationalen, universalistischen Traditionen und (andererseits) eher weltoffenen, gemäßigt kultur-relativistischen Tendenzen. Das Projekt soll die Berechtigung der Berufung national-betonter ( patriotischer ) Argumentationen auf den Klassiker der russischen Pädagogik, K.D. U inskij, kritisch hinterfragen. Zugleich wird das in der westlichen Welt eher unbekannte Werk U inskijs, insbesondere auf dem Gebiet der Vergleichenden Bildungswissenschaft, auch für die deutsche und englisch-sprachige pädagogische Rezeption verfügbar gemacht.

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In  Zusammenarbeit mit der Bildungsvereinigung ARBEIT UND LEBEN Sachsen-Anhalt e.V. findet die wissenschaftliche Begleitung des Projekts Job action: Mittendrin statt außen vor statt. Es verknüpft arbeitsmarktpolitische Maßnahmen für 40 Jugendliche an den Standorten Schkopau/Merseburg und Halle/Saale mit Aktivitäten gegen Rassismus und Fremdenfeindlichkeit.
Job action verbindet künstlerische Methoden mit Sozialkompetenztrainings, einschließlich kreativen Verfahren der Berufsorientierung und Coaching sowie Betriebspraktika.
Der Handlungsansatz besteht darin, benachteiligte Jugendliche über künstlerische Projektarbeit in ihrem Selbstvertrauen und ihren Teamfähigkeiten zu stärken, neue Sichtweisen auf die eigene Biographie und auf Andersdenkende anzubieten und über öffentlich wirksame Inszenierungen Türen für ihre Ausbildung und Beschäftigung zu öffnen. Die künstlerischen Projekte beinhalten die gestalterisch-praktische Auseinandersetzung und öffentliche Präsentation von Themen, die sich mit Alltagserfahrungen, Ängsten und Zukunftsvorstellungen, insbesondere mit der Überwindung von Fremdenfeindlichkeit und Ausgrenzung, befassen.
Das Programm setzt an der Schnittstelle von Schule, Ausbildung und Arbeitswelt an und fördert das friedliche Zusammenleben innerhalb der Gesellschaft und stärkt so zivilgesellschaftliche Strukturen. Zur Sicherung des Erfolgs werden die Evaluationsergebnisse prozessbegleitend in das Projekt integriert.

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In this dissertation, the major causes for the educational problems of university female students in Ethiopia particularly of those in Addis Ababa University, their learning approaches, as well as the views of AAU students and instructors towards single-sex group teaching and their suggestions as a solution for these educational problems will be investigated. The objective of this study is that if the causal information from the students and instructors are investigated, then it will be easier to direct efforts towards solving these problems so that the participation and graduation of university female students in Ethiopia will be maximized.

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Die Untersuchung fragt nach dem hochschuldidaktisch relevanten Anwendungspotenzial einer transdisziplinären, handlungs- und gestaltungsorientierten kulturwissenschaftlichen Hochschulausbildung. Das theoretisch und empirisch nachzuweisende gesellschaftlich und wirtschaftlich relevante Qualifizierungspotenzial soll in Hinsicht auf das "Wie" seiner Vermittlung (im Sinne einer Fachdidaktik der Angewandten Kulturwissenschaft) erforscht werden. Die Untersuchungen dazu beruhen auf langjährigen Erfahrungen in zwei kulturwissenschaftlich geprägten Studiengängen (Münster und Magdeburg) sowie auf ebenfalls langjähriger Erfahrung in der kulturwissenschaftlichen Projektarbeit.Methodisch Vorgehensweise: Das Qualifizierungspotenzial kulturwissenschaftlicher Ausbildung gründet sich theoretisch auf ein aufgabenorientiertes und lebensweltethnographisches Bildungskonzept, auf den Ansatz der Cultural Studies und den der interpretativen Kulturanthropologie; methodische Eckpfeiler sind Lebensweltethnographie, dichte Beschreibungen (Geertz), qualitative Kulturanalysen und Marktbeobachtungen.

Publikation:
Düllo, T. (2011): Kultur als Transformation: Eine Kulturwissenschaft des Performativen und des Crossover. transcript Verlag.

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Dieses Projekt untersucht aus systematischer, theoretischer und empirischer Perspektive die Unterschiede in der Bildungsbeteiligung, den Schulleistungen und den Bildungsabschlüssen von ausgewählten  Zuwanderergruppen und ethnischen Minderheiten in Deutschland, Spanien, Singapur und Australien.

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Trotz vergleichsweise niedriger Zuwanderung nach Sachsen-Anhalt weist das Land eine steigende Zahl von Personen und Communities mit Migrationshintergrund auf. Prozesse der Transformation, Migration, Europäisierung und Globalisierung bilden ein komplexes Problemfeld und stellen besonders in einer ostdeutschen Großstadt wie Magdeburg - die Vergleichende und Interkulturelle Bildung und Kommunikation vor völlig neue Herausforderungen. In qualitativ-empirischen Studien werden Aspekte der Migration und Integration ausgewählter Gruppen in Sachsen-Anhalt untersucht und vor dem Hintergrund übergreifender Fragen (wie der Bildungssituationen von Zuwandererkindern in Ostdeutschland, Interkulturalisierung des Alltags, Fremdenfeindlichkeit u.a.) analysiert.

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Das Projekt befasst sich mit theoretisch-konzeptionellen und praktischen Fragen der Einrichtung eines städtischen Schulmuseums. Am Beispiel der notwendigen Neugestaltung des Schulmuseums der Stadt Magdeburg werden Möglichkeiten einer didaktisch sinnvollen Nutzung durch Schulklassen theoretisch begründet und praktisch umgesetzt. Außerdem geht es um eine wissenschaftlich begründete Einordnung schulhistorischer Sachverhalte in allgemeingeschichtliche Zusammenhänge.

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Es geht um wissenschaftstheoretische und museumspraktische Fragen der Umgestaltung einer Schausammlung von technischen Objekten zu einem Museum für Industriekultur und zu einem Ort der pädagogisch sinnvollen Nutzung einer solchen Einrichtung durch Schulklassen sowie um Möglichkeiten der besseren Präsentation dieses Museums in der Öffentlichkeit.

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Die Dissertation basiert auf der Arbeitshypothese, dass intelligente Schulformate als Voraussetzung zur Wirksamkeit von Curricula und professioneller Lehrtätigkeit von der Forschung bislang vernachlässigt bzw. unterschätzt wurden.  Ziel der Dissertation besteht darin, ein gelungenes Beispiel - das intelligente Organisationsformat der Futurum Schule in Schweden - analytisch zu erschließen und theoriebildend zu erfassen, um Struktur und Wissen dieses erfolgreichen und wirksamen Organisationsformates für den deutschen Kontext nutzbar zu machen. Dabei erforscht die Arbeit, aus soziologischer, psychologischer und erziehungswissens-chaftlicher und organisationstheoretischer Perspektive qualitative Veränderungen auf struktureller Ebene sowie den daraus resultierenden ganzheitlichen Wirkungszusammenhang.  Das generierte Modell eines möglichen innovativen Formates mit der beschriebenen Unterstützungsleistung wird außerdem in Bezug auf nachhaltige Implementationsstrategien in Richtung der angestrebten Veränderungen hin untersucht, denn der derzeitigen Schulentwicklung mangelt es vor allem an erfolgreichen ganzheitlich wirksamen Implementations-strategien, die teilweise nicht einmal als notwendiger Bestandteil des Veränderungsprozesses erkannt werden. 

Publikation:
Grosch, A. (2007): Die Implementierungslücke überwinden.

Erfolgsfaktoren für nachhaltige Schulentwicklung und organisationstheoretische
Lösungskonzeptionen, inspiriert durch die Futurum-Schule in Schweden. OVGU-Digitalbibliothek: http://diglib.uni-magdeburg.de/Dissertationen/2007/anjgrosch.pdf

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Die Dissertation beschäftigt sich mit pädagogischen Möglichkeiten des Fernunterrichts für den allgemeinbildenden Schulbereich, sowie den gesellschaftlichen, organisatorischen und bildungspolitischen Implikationen. Die theoretisch-wissenschaftlich orientierte Arbeit zieht dazu im ersten Teil das empirische Beispiel des Alberta Distance Learning Centre in der kanadischen Provinz Alberta heran und nähert sich ihm auf ethnographische Weise. Im zweiten Teil der Arbeit geht es um die Erarbeitung des Potentials von Fernunterricht für den Primar- und Sekundarbereich in Deutschland am Beispiel des Bildungskontextes in Sachsen-Anhalt.

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Examining the impacts of conflicting discourses of ethnocultural diversity in Ethiopia on the educational situations of minorities in Addis Ababa by way of analysing how majority-minority relationships are produced, reproduced and sustained in schools leading to institutional discriminations and affecting childrens self images, and looking for opportunities for integration of children of ethnic or cultural minority backgrounds in schools.

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Für den DAAD wird ehemaligen Studierenden von deutschen Hochschulen, die aus Entwicklungsländern stammen und die jetzt in Bildungsorganisationen oder in deren Administration arbeiten, in einem einwöchigen Workshop ein Überblick über die bestehenden Designebenen des Bildungswesens gegeben mit dem Ziel, deutlich zu machen, welche Spielräume und Entwicklungsmöglichkeiten pro Ebene für verantwortliche Akteure existieren, wenn man ein Bildungssystem entwickelt, verändert, optimiert.   Außerdem dient die Summerschool zur interdisziplinären und internationalen Netzwerkbildung im Bereich Pädagogik und Bildungswesen.

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Die Bundeszentrale für politische Bildung will ihre Anstrengungen erhöhen und optimieren, die darauf abzielen, sog. Bildungsferne schichten zu erreichen. Dazu liegt ihr an einer Klärung dessen, was das "Elementare" der politischen Bildung inhaltlich ausmachen kann und soll. Die Klärung dieser Frage ist Anliegen des Projekts, dessen Ergebnis als Grundlage für die Entwicklung der verschiedensten Formen und Formate für Bildungsangebote gezielt an bisher kaum erreichte Gruppen sein soll.

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Bewältigungsstrategien im Umgang mit kulturell und sprachlich heterogenen Kassen; Integrationsbedingungen von russischsprachigen SchülerInnen (Ist-Zustand der Schule als Institution der Aufnahmegesellschaft); Leistungen bzw. Konsequenzen für Aus- und Fortbildung von Lehrern in Bezug auf heterogene Lernkultur in den Schulen.

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Kritisch-konstruktive Analyse und Nutzung der Möglichkeiten des kanadischen Distance Learning für die Allgemeinschulbildung in Sachsen-Anhalt; Grundlagensicherung bei der Entwicklung der wissenschaftliche Auseinandersetzung und einer strukturellen, realistischen, finanzierbaren und mit Bestehendem vereinbare Neuerungsmöglichkeit in der Bildungslandschaft; zu erwartende Erkenntnisse des Forschungsprojekts könnten nicht nur für regionale Bildungslandschaften in Deutschland von Nutzen sein. Auch das Alberta Distance Learning Centre in Kanada ist interessiert an Möglichkeiten der Evaluation und Qualitätssicherung der eigenen Arbeit.

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Im Bereich der Neuen Medien gehören Computerspiele zu den kommerziell besonders erfolgreichen, aber zugleich in der Öffentlichkeit besonders skeptisch bewerteten Phänomenen. Aggressive Elemente, realistische Darstellung und Interaktivität, so die verbreitete Annahme, können einen negativen Einfluss auf das Denken und Handeln von jungen Menschen haben. Eine Wirkungstheorie, die der Komplexität der Spiele und den unterschiedlichen Nutzungsmotiven der Spieler gerecht wird, fehlt bis heute. Ziel der Arbeit ist es, ein Forschungsparadigma zu entwickeln und zu erproben, in dem nicht nur die Aktivitäten des Rezipienten, sondern auch die vom Spiel angebotenen Schemata berücksichtigt werden. Anhand von 80 leitfadengestützten Interviews mit Computervielspielern ab 16 Jahren sollen die Annahmen über das Transfermodell überprüft werden. Die Auswertung der Transkripte wird mit Hilfe des Computerprogramms "MAXQDA" durchgeführt (Inhaltsanalyse).

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Das Forschungsprojekt beleuchtet das junge Medium Mobiltelefon. Insbesondere unter Jugendlichen haben sich Mobiltelefone beispiellos schnell und flächendeckend verbreitet. Es wird davon ausgegangen, dass sich die Lebenswelt Jugendlicher durch den alltäglichen Handykonsum transformiert. Für das Forschungsprojekt werden vor diesem Hintergrund folgende Problem- und Fragestellungen fokussiert: Inwieweit verändern sich für die Jugendlichen soziale Beziehungen, wenn die Bedingungen ihrer Aufrechterhaltung und Reproduktion zunehmend durch mobile Kommunikation bestimmt werden? Wie wirkt der Besitz oder Nicht-Besitz eines Handys mit sozialen Inklusions- und Exklusionsmechanismen zusammen? In welchen Situationen, wie und wofür verwenden die jugendlichen Nutzer ihre Mobiltelefone? Das Projekt ist als qualitative (ethnographische) Mikro-Studie angelegt. Die Annäherung erfolgt mit Hilfe von teilnehmender Beobachtung und fokussierten Interviews mit den Schülern/innen einer Schulklasse. Zusätzlich werden SMS gesammelt und analysiert.

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An dem transatlantischen Forschungs- und Austauschprojekt sind beteiligt: 3 Universitäten aus Europa (University of Leeds, England; University of Jaén, Spanien; Universität Magdeburg) und 3 Universitäten aus Kanada (University of Lethbridge; Simon Frazer University of Vancouver; University of Regina). An jeder der beteiligten Universitäten sind 2 Erziehungswissenschaftler und 16 Studenten an dem Forschungsprojekt beteiligt. Es geht um die Erforschung von Möglichkeiten für die Entwicklung eines Curriculums für die pädagogische Ausbildung, dass den Herausforderungen der Internationalisierung, der Kulturbegegnung und des Kulturkonflikts sowie der globalen Migrationsprozesse gerecht wird.

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Cultural Hacking, Kunst des Strategischen Handelns, illustriert die Möglichkeiten kultureller Innovation. Projekt und Publikation versammeln Experten, die Cultural Hacking in unterschiedlichsten Anwendungskontexten praktizieren, und zwar als Designer, Künstler, Manager, Aktivisten, Wissenschaftler. Das Arsenal ihrer strategischen Ansätze umfasst: Placebo-Produkte, Uniformierende Markenkommunikation, Terroristische Appropriation, Coolness-Kompetenz, Dekonzeptionelles Coding, Hysteriebasierte Marktsegmentierungen, Brand Hackung u.a. Die aktuellen Formen subversiver Strategien folgen der Logik von Hackern: in fremde Systeme eindringen, sich darin orientieren und dann neue und überraschende Orientierungen einführen. Damit verkörpert Cultural Hacking die zeitgenössische Fortsetzung der "Kunst des Handelns" von Michel de Certeau.

Publikationen:
Düllo, T., Liebl, F. (2005): Cultural Hacking: Die Kunst des Strategischen Handelns. Springer, Wien.
Düllo, T. (2011): Kultur als Transformation: Eine Kulturwissenschaft des Performativen und des Crossover. transcript Verlag.

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In der Didaktikwerkstatt liegen online Informationen, Texte, Hilfsmittel und Anregungen zum "Lehren lernen" bereit. Dabei wird auf die Metapher der Werkstatt mit verschiedenen Räumen Bezug genommen. Die Didaktikwerkstatt hat insgesamt zehn Zimmer, in denen Material für die unterschiedlichen Aufgaben der didaktischen Akteure zur Verfügung gestellt werden: - Organisationsentwicklungsdokumentation (im Institutionenbauhof) - Adressaten- & Abnehmeranalyse - Lehrveranstaltungsdokumentation - Rollenfindungs- & Interaktionslabor - Curriculumschmiede - Lehrmitteldatenbank - Methodenlabor - Lehrmaterialpool - Evaluationsagentur - Kommunikationsqualitätsmanagement Das angebotene Material ist als konzeptionelles und aktionsbezogenes Werkzeug zu verstehen, das Lehrende unterstützen kann, sich für eine Lehre als lernbegünstigende Kommunikation zu qualifizieren.

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Die wissenschaftlichen Beiträge zu den Workshops des Kongresses setzten sich mit verschiedenen Formen der gesellschaftlichen Transformation und den dabei zu beobachtenden Tendenzen auseinander. Kulturelle Prozesse und Bildungsprozesse wurden als Medien der Transformation erschlossen und es zeigte sich, wie unter ihrer Mitwirkung als Werkzeuge, neue Welten und Realitäten geschaffen werden können. Die Arbeitsweise und die Arbeitsmöglichkeiten dieser "Werkzeuge" forschend zu erschließen und in ihrer handelnden Nutzung zu dokumentieren, ist u.a. der Gegenstand der das Projekt abschließenden dokumentierenden und reflektierenden Publikation.

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Das Konzept von Wissensmanagement, das in Lehre und Forschung im Arbeitsbereich vertreten wird, ist organisationstheoretisch geprägt. Insofern geht es - in Kooperation mit wissensintensiven Organisationen verschiedenster Art - um Fragen nach den Möglichkeiten der Herstellung von Bedingungen, die die Wissensgenerierung und kluge Wissensnutzung durch die Mitarbeiter in der jeweiligen Organisationen unterstützen können. Im Zentrum von in studentischen Projekten angefertigten Organisationsanalysen steht deshalb die Auseinandersetzung mit den verschiedenen Ebenen und Strukturen von Organisationen sowie - aus einer Binnenperspektive - die Analyse der Wissensverwendungen und Wissensgenerierungsmöglichkeiten in den jeweiligen Gefügen. Deren Erforschung und Optimierung ist Ziel der im Studiengang KWL und im Magisterstudiengang laufenden studentischen Projekte im Wissensmanagement, in denen es um Klärung von Forschungs- und Entwicklungsbedarf und um dessen Bearbeitung geht.

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Untersucht werden unter dem Stichwort neue Lernorte in der Erwachsenen- und Weiterbildung Aktivitäten zur Steigerung der Nachhaltigkeit informeller Lernprozesse. Gemeinsam mit ausgewählten Partnereinrichtungen (Museen, Zoos, Freizeitparks, Science Center u.ä.m.) werden Szenarien entwickelt, umgesetzt und evaluiert, durch die Potentiale für ein nachhaltiges Lernen aktiviert und Ansätze für eine Förderung der informellen Bildung in Freizeitzusammenhängen qualifiziert werden sollen. Im Teilprojekt Magdeburg geht es primär um die Analyse des (didaktischen) Medieneinsatzes und der Internetpräsenz ausgewählter Freizeit-Erlebniswelten.

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Die Studie untersucht, inwieweit eine Internationalisierung der stark nationalstaatlich geprägten Schule tatsächlich stattfindet. Das Hauptinteresse gilt der Arbeit von Lehrkräften aus der Tschechischen Republik, Deutschland/Sachsen und Polen, die in Interviews selbst zu Wort kommen. Untersucht werden jedoch nicht nur ihre subjektiven Aussagen zur europäischen Bewusstseinsbildung, sondern der internationale Vergleich gibt Aufschluss über das Wechselspiel zwischen Lehrerhandeln (Mikroebene), den nationalen Besonderheiten der Institution Schule (Mesoebene) und der makrogesellschaftlichen Europäisierung. Den theoretischen Hintergrund dieser komplexen Analyse bildet das Habitus-Konzept Pierre Bourdieus, in dessen Licht andere professionstheoretische Ansätzen gespiegelt werden. Die Befunde zeigen u.a., dass der Nationalstaat nach wie vor wesentlichen Einfluss auf das Handeln im schulischen Feld besitzt, dass universelle Tendenzen von Schule, einem sozial und kulturell integrativ wirkenden europäischen Gesellschaftsmodell entgegenstehen und dass grundlegende bildungspolitische Reformen erforderlich sind.

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Erstmals werden in der Arbeit Idee, Entwicklung und Strukturen des Bürgerrundfunks bundesweit abgehandelt und ausführlich kommentiert. Wesentliche Gemeinsamkeiten und Unterschiede der beiden Grundformen des Bürgerrundfunks - Offene Hörfunk- und Fernsehkanäle und Nichtkommerzieller lokaler Hörfunk - werden herausgearbeitet. Eingegangen wird auch auf die länderspezifischen Regelungen und Ausprägungen, in denen sich der föderale Charakter des dualen Rundfunkssystems der Bundesrepublik niederschlägt. Empirisch repräsentiert die Arbeit den Entwicklungsstand um die Jahre 2000/2001 herum, wesentliche spätere Entwicklungen (wie das sog. Konvergenzmodell) werden ergänzend aufgenommen. Die wichtigsten Argumentationslinien - die Verwirklichung des Grundrechts auf freie Meinungsäußerung (d.h. in der Mediengesellschaft die Zugangsmöglichkeiten zu den Medien) und der Erwerb von Medienkompetenz - werden verfolgt und in ihrer aktuellen Relevanz begründet. Die detaillierte Darstellung vier sehr unterschiedlicher Sender verdeutlicht exemplarisch die Vielfalt der Strukturen und die Arbeitsweisen im Bürgerrundfunk. Eine abschließende Befragung von aktiven Nutzern Offener (Fernseh-) Kanäle in Sachsen-Anhalt untersucht, inwieweit die Nutzer Medienkompetenz erwerben können und welche Formen und Methoden aus Sicht der Nutzer dabei besonders wirksam erscheinen.

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With the integration of cultural studies, knowledge management, logistics, economics an economical informatic combined with soft skills in a new, modular constructed course of studies, it is the intention to prepare the students for future work challenges.

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Das Ziel der Dissertation ist ein Doppeltes. Zum einen geht es darum herauszufinden, wie U.S.-amerikanische Gäste Dienstleistungen im Tourismus wahrnehmen und inwiefern diese mit ihrer allgemeinen Wahrnehmung von Deutschland und den Deutschen übereinstimmen. Zum anderen werden Prozesse und Ergebnisse des informellen bzw. non-formalen Lernens auf Reisen - am Beispiel US-amerikanischer Pauschalreisender in Deutschland -empirisch untersucht. Die Studie basiert auf einer Methodentriangulation von qualitativen Interviews, teilnehmender Beobachtung und schriftlichem Fragebogen.

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Die Arbeit geht aus von der Beobachtung, dass das Museum als staatlich geförderte öffentliche Institution durch den tief greifenden Sparkurs im Kultur- und Bildungssektor, aber auch durch offenbar veränderte Erwartungshaltungen von Museumsbesuchern in eine Identitätskrise geraten ist. Vor diesem Hintergrund wird das Verhältnis von Bildung und Unterhaltung in Museen in den Blick genommen und auf der Basis theoretischer Überlegungen sowie einer qualitativen Auswertung von Experteninterviews beschrieben und analysiert. Das leitende Forschungsinteresse des qualitativen Teils bezieht sich auf Konzeptionsprozesse, interdisziplinäre Zusammenarbeit (Museumsexperten und Ausstellungsdesigner) und den Medieneinsatz. Die methodische Vorgehensweise kann als diskursanalytisch und empirisch (Experteninterviews) bezeichnet werden.

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Im Rahmen des "Forums Bildung", initiiert von der derzeitigen Bundesregierung wurden in der Expertengruppe "Neue Lern- und Lehrkultur" Empfehlungen ausgearbeitet. Frau Prof. Girmes war Mitglied dieser Expertengruppe.

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Anlässlich der Bundesgartenschau in Magdeburg ist ein 60seitiges vierfarbiges Lernaufgabenheft entstanden, das mit anspruchsvollen und komplexen Themen geeignet ist, fächerübergreifendes Lernen anzuregen: Es geht u.a. um Konzepte für den öffentlichen Raum, den letzten Platz der Menschen (Friedhof), um einen Generationenvertrag zum Müll und um solche Regionalentwicklungskonzepte, die Belange des Naturschutzes und der Entwicklung nachwachsender Rohstoffe berücksichtigen. Themen sind außerdem das Aushandeln von Stadtentwicklungskonzepten und das Nachdenken über gesellschaftliche und individuelle Zukunftsvisionen. Die Art der gestellten Aufgaben ergibt, dass es viele mögliche Lösungen gibt, die vom Alter und Niveau der BearbeiterInnen in der Schule abhängen, aber auch von den regionalen Bedingungen, auf die die Arbeit an der Aufgabe sich vor Ort bezieht. Die Fülle der mögliche Lösungen macht ihren Austausch zu einem zusätzlichen Lernerlebnis.

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