David Haselberger’s research while affiliated with University of Vienna and other places

Dieser Artikel beschreibt die Ergebnisse einer explorativen Studie zur aktuellen Nutzungssituation von neun an Hochschulen in Ostösterreich angesiedelten Lehr- und Lernräumen im Bereich der digitalen Produktionstechnologien. Leitfadengestützt führten Forschende, die selbst in der Laborlehre, -gestaltung und -organisation eingebunden sind, bis zu einstündige semi-strukturierte Interviews mit den jeweiligen Lab-Expert:innen. Die damit erhobenen Daten wurden danach im Rahmen einer qualitativen inhaltlichen Analyse den Komponenten didaktischer Szenarien nach Reinmann (2015) zugeordnet. Daraus ergab sich sowohl, welche (teils spielerischen) Formen von Vermittlung, Aktivierung, Betreuung und Überprüfung zur Kompetenz- bzw. Wissensaneignung angewendet werden, als auch welche Alternativen aufgrund der Coronapandemie zur Online-Laborlehre geschaffen wurden. Die Untersuchung zeigt, dass sich die Nutzungssituation zwar bedingt durch inhaltliche Schwerpunkte und Zielgruppenausrichtung unterscheidet, jedoch die angewendeten Lehr-Lernszenarien vergleichbar sind. Dabei steht der spielerische Charakter des Ausprobierens und Kennenlernens im Vordergrund. Erkannt wurde ebenfalls, dass – aufgrund hohen organisatorischen, personellen und infrastrukturellen Aufwands – aktuell nur wenige tatsächlich durchführbare Online-Settings (z. B. Distanzlaborlehre) bestehen. Zudem erkennen die Autoren der Studie ein ungenutztes Potenzial der Labore in der zielgruppenübergreifenden Nutzung. So werden etwa die Labore zumeist nur für lediglich einige wenige bzw. ähnliche Zielgruppen (z. B. kleine und mittlere Unternehmen oder Lehrpersonen) genutzt. Die Autoren stellen in diesem Artikel beispielhaft dar, wie diese Räume weiteren Zielgruppen wie Schüler:innen, Studierende, Lehrende etc. für Aktivitäten im Wissenstransfer gemeinsam nutzbar gemacht werden können. Dazu werden abschliessend Empfehlungen hinsichtlich einer Nutzung für mehrere Zielgruppen sowie zur Integration von virtuellen und spielerischen Ansätzen in Form eines Beispielszenarios mit Praxisüberlegungen beschrieben. Dieses soll ein Angebot für bestehende Labs sein, heterogenere Lerngruppen in Betracht zu ziehen, und die Ausgangsbasis für weitere empirische Untersuchungen hinsichtlich der Anwendbarkeit dieses Szenarios für diversere Gruppen darstellen.

In this paper we explore aspiring teachers’ motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students’ digital empowerment and critical perspective on digitalisation. To get insight on students’ motivation, we arranged a questionnaire. Apart from their motivation, we asked for students’ technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media’s usefulness increased in both cohorts after course participation. KeywordsDigitalisationDigital media useMedia use continuanceSelf-determination theoryDesign-based researchPre-post test

In the era of digitalization, learning to code and to think computationally has become a key competence. However, the path and the learning environments to develop competences for coding and computational thinking at various levels of school education and various degrees of specialization (engineering school vs schools of general education) have to be chosen thoroughly. While simple graphic block based languages lead to fast progress, their functionality is limited and the transition to text-based languages tends to be elaborate and effortful. Pair-programming comes from the industry and has its roots in the agile method of Extreme Programming. In the context of software development in industry pair-programming was confirmed to be effective. Following the successful appliance in industry for particular software development scenarios, pair-programming found its way to CS education in graduate courses and also to K12 education. The research question we pose is whether pair-programming is also applicable in the context of learning to program in secondary (K9) classrooms. The present case study aims to explore the setting, procedure, advantages, and limitations of pair-programming computer games among 14-15 year-old-students in a computer science class. According to the students' surveys both in questionnaire form and with a structured focus group, students prefer pair-programming to individual work. They appreciate the collaborative setting in which they can consult each other.

Context: In Information and Communication Technology (ICT) projects, leadership interactions affect project team performance and so influence the outcomes of projects. While aspects of team performance have been vastly researched, leadership skills and interactions specific to the challenges of ICT project environments remain less investigated. Objective: A taxonomy of leadership interactions is developed and descriptions of interactions are collected to form a framework of leadership interactions that support team performance in ICT projects. Method: A systematic literature review was conducted to find resources on supportive leadership interactions in ICT project teams, including categorization schemas of leadership functions and behaviors. The review was limited by the selection of sources to be searched and comprises articles from 1977 until early 2014. The developed taxonomy was compared to benchmark work on team leadership. Risks and challenges of leading ICT project teams as well as descriptions of interactions were collected. Results: Throughout the search process, 2780 articles were examined, 218 of which were included in the review. 62 articles qualified to be accepted, 156 were rejected. 20 (including 4 meta-studies) papers holding leadership interaction categories were selected as taxonomy papers. The developed taxonomy holds 18 key dimensions of leadership team interaction. 13 areas of risks and challenges were discerned. 262 leadership interaction descriptions relevant in ICT project teams were retrieved. Conclusions: In collected studies, the categories "systems sensing", "planning and scheduling", "coaching", as well as "monitoring and controlling" were highly developed. Many risks deal with project complexity and interpersonal processes. However, leadership interactions addressing these challenges are scarce, indicating a research gap. Furthermore, prominent leadership team interactions such as monitoring or consulting may need to be adapted to deal with challenges specific to ICT project teams. Few studies describe best-practice examples of leadership interaction in ICT teams.