Jürgen Handke – författare

Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volume explores how the unique physical and social-interactive capabilities of educational robots can generate bonds with students while freeing instructors to focus on their individualized approaches to teaching and learning. Authored by a uniquely interdisciplinary team of scholars, the book covers the basics of robotics and their supporting technologies; attitudes toward and ethical implications of robots in learning; research methods relevant to extending our knowledge of the field; and more.

Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volume explores how the unique physical and social-interactive capabilities of educational robots can generate bonds with students while freeing instructors to focus on their individualized approaches to teaching and learning. Authored by a uniquely interdisciplinary team of scholars, the book covers the basics of robotics and their supporting technologies; attitudes toward and ethical implications of robots in learning; research methods relevant to extending our knowledge of the field; and more.

No detailed description available for "The Structure of the Lexicon".

Only two years after its first run, the Inverted Classroom Conference has become a familiar event at Marburg University. Most conference participants not only knew about this digital teaching and learning scenario but were experienced users and developers. While during its predecessors most participants wanted to familiarize themselves with the central components of the Inverted Classroom Model, the focus of the 3rd German Inverted Classroom Conference in 2014, to which this conference volume is dedicated, was not only a discussion of variants of the model but also, for the first time, the inclusion of long-term evaluations and aspects of student behavior.This shift of emphasis is reflected in the contributions to this volume. Even though all central aspects of the ICM - content production and delivery, testing, and the in-class phase - are still addressed, we can now find recommendations concerning digital material acquisition, in-class tuition, the role of student tutors as well as first long-term studies about ICM effects.In general then, the focus was much wider than that of the first two ICM-conferences: from a new and originally non-familiar teaching and learning scenario to more general aspects of digitization of teaching and learning in the 21st century.

When the 1st German Inverted Classroom Conference was staged in 2012, the organizers thought that it may have been the first and last conference of this kind: Too few teachers seemed to be familiar with this model in the first place and only a tiny fragment of them would actually apply this model to their own teaching scenarios. However, in the 2013 conference, we were overwhelmed with a large number of teachers who not only wanted to find out about this teaching and learning concept but had already used it. Consequently, the focus of the 2nd German Inverted Classroom Conference to which this conference volume is dedicated was no longer the “installation” of the Inverted Classroom Model (ICM) but fine adjustments in the actual application of it. This is reflected in the contributions to this volume. Even though all three central aspects of the ICM are addressed, (1) content production and delivery, (2) testing, and (3) the in-class phase, there has been a shift away from mere content production towards an expansion of the model as well as a move towards fine adjustments of the three components.

Die folgenden Motivationen haben zu dem vorliegenden Buch geführt: Da ist zunächst einmal die eigene Unzufriedenheit mit derzeit verfügbaren Büchern, die sich mit der gleichen oder ähnlicher Materie befassen. Sowohl theoretische Abhandlungen über das Thema ,Künstliche Intelligenz', Einführungen in moderne Programmiertechniken oder den Umgang mit Computersystemen scheinen sich heutzutage fast ausschließlich an Mathematiker, Physiker oder Informatiker zu wenden, an potentielle Computerbenutzer also, die mit vielen Aspekten der Materie bereits vertraut sind. Dies mußte ich beim Studium von Programmiersprachen wie LISP oder PROLOG schnell erkennen. Entnervt von mathematischen Problemen wie etwa dem Errechnen der Fakultät natürlicher Zahlen oder allgemeinen Problemlösungsverfahren wie etwa dem Turm von Hanoi dachte ich so manchmal daran, das Studium der jeweiligen Programmierhandbücher aufzugeben. Dabei wollte ich mich doch als Linguist mit den Problemen der natürlichen Sprache auseinander­ setzen und nicht etwa mit dem Lösen algebraischer Probleme. Das allerdings, so wurde mir bald klar, war nicht vorgesehen. Also machte ich mich selbst ans Werk. Über das Studium der elektronischen Datenver­ arbeitung allgemein, ersten Schritten mit einem Betriebssystem, dem Verstehen des Zusammenwirkans der Komponenten eines Computersystems bis hin zum Erlernen der Programmiersprachen BASIC, LISP und PROLOG gelang es mir, mich in die Geheimnisse moderner Computertechnologie einzuarbeiten. Schon bald wurde mir die Relevanz der Informationsverarbeitung auf einem Computer für mein Hauptarbeitsgebiet, die Lin­ guistik, klar. Geht es doch heute der modernen Linguistik u. a. darum, die Regeln der natürlichen Sprache auf Computersystemen zu implementieren.