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Hannover, 2023","bibtex":"@inproceedings{Brinker_Buschsieweke_Hirschmann_Böhler_Ising-Volmer_Büker_Latteck_Seidl_2023, place={Hannover}, title={Verbundvorhaben Prävention und Rehabilitation für pflegende Angehörige (PuRpA) – Konzeptentwicklung und -erprobung}, booktitle={32. Rehabilitationswissenschaftliches Kolloquium}, author={Brinker, Martina and Buschsieweke, Nele Marie and Hirschmann, Alexandra and Böhler, Martina and Ising-Volmer, Verena and Büker, Christa and Latteck, Änne-Dörte and Seidl, Norbert}, year={2023} }","short":"M. Brinker, N.M. Buschsieweke, A. Hirschmann, M. Böhler, V. Ising-Volmer, C. Büker, Ä.-D. Latteck, N. Seidl, in: 32. Rehabilitationswissenschaftliches Kolloquium, Hannover, 2023.","mla":"Brinker, Martina, et al. “Verbundvorhaben Prävention und Rehabilitation für pflegende Angehörige (PuRpA) – Konzeptentwicklung und -erprobung.” <i>32. Rehabilitationswissenschaftliches Kolloquium</i>, 2023.","apa":"Brinker, M., Buschsieweke, N. 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Beide Veranstaltungen sind durch moderne Lehrkonzepte und eine enge Verschmelzung digitaler und analoger Elemente geprägt und werden im Flipped Classroom durchgeführt; die Veranstaltung KI wird zudem in internationaler Kooperation organisiert. In beiden Projekten sollte die Selbstlernphase gestärkt und das Peer-Learning gefördert werden, in KI war zusätzlich die Aktivierung der Studierenden im Internationalisierungskontext ein wichtiges Ziel.\r\nWir möchten in unserem Beitrag unsere Erfahrungen beim Peer-Feedback zu Übungsaufgaben im ILIAS, bei digitalen Selbsttests zur Lernfortschrittskontrolle, bei der Durchführung von Poster-Sessions und der Einrichtung einer Poster-Gallerie sowie bei der Bildung von internationalen Studierenden-Tandems teilen. Darüber hinaus werden wir einen Einblick in die Gestaltung der ILIAS-Kursräume geben, die jeweils aus einem offenen Kursraum für das OER-Lehr-/Lernmaterial sowie einem geschlossenen Kursraum für die Semesterorganisation und Abgaben bestanden. Hierzu wurde eine interessante Lösung entwickelt, um den Studierenden zeitgesteuert die in einer bestimmten Woche relevanten ILIAS-Objekte zu präsentieren.\r\nDieser Beitrag wurde gemeinsam mit dem Studierenden Finn Amini Kaveh in seiner Rolle als Digital Learning Scout erstellt.","url":"https://conference.hsbi.de/goto.php?target=grp_606&client_id=conferencefhbielefeld","relation":"table_of_contents"},{"url":"https://github.com/cagix/dlk23","relation":"original"}]},"citation":{"ama":"Amini Kaveh F, Gips C. Peer‐Feedback, Poster‐Sessions und OER in ILIAS‐Kursräumen. 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Schulz <i>et al.</i>, “Patient Preferences for Long-Term Implant Care in Cochlear, Glaucoma and Cardiovascular Diseases,” <i>International Journal of Environmental Research and Public Health</i>, vol. 20, no. 14, 2023.","apa":"Schulz, S., Harzheim, L., Hübner, C., Lorke, M., Jünger, S., Buchholz, A., … Woopen, C. (2023). 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Kobert, Zenodo (2023).","mla":"Süße, Thomas, and Maria Kobert. “Generative AI at School - Insights from a Study about German Students’ Self-Reported Usage, the Role of Students’ Action-Guiding Characteristics, Perceived Learning Success and the Consideration of Contextual Factors.” <i>Zenodo</i>, 2023, doi:<a href=\"https://doi.org/10.5281/zenodo.10210254\">10.5281/zenodo.10210254</a>.","alphadin":"<span style=\"font-variant:small-caps;\">Süße, Thomas</span> ; <span style=\"font-variant:small-caps;\">Kobert, Maria</span>: Generative AI at School - Insights from a study about German students’ self-reported usage, the role of students’ action-guiding characteristics, perceived learning success and the consideration of contextual factors. In: <i>Zenodo</i> (2023)","ama":"Süße T, Kobert M. Generative AI at School - Insights from a study about German students’ self-reported usage, the role of students’ action-guiding characteristics, perceived learning success and the consideration of contextual factors. <i>Zenodo</i>. 2023. doi:<a href=\"https://doi.org/10.5281/zenodo.10210254\">10.5281/zenodo.10210254</a>","chicago":"Süße, Thomas, and Maria Kobert. “Generative AI at School - Insights from a Study about German Students’ Self-Reported Usage, the Role of Students’ Action-Guiding Characteristics, Perceived Learning Success and the Consideration of Contextual Factors.” <i>Zenodo</i>, 2023. <a href=\"https://doi.org/10.5281/zenodo.10210254\">https://doi.org/10.5281/zenodo.10210254</a>."},"publication_status":"published","tmp":{"image":"/images/cc_by_nc_sa.png","legal_code_url":"https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode","name":"Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)","short":"CC BY-NC-SA (4.0)"},"_id":"3768","title":"Generative AI at School - Insights from a study about German students' self-reported usage, the role of students' action-guiding characteristics, perceived learning success and the consideration of contextual factors","year":"2023","article_type":"original","language":[{"iso":"eng"}],"urn":"urn:nbn:de:hbz:bi10-37685","file":[{"success":1,"date_updated":"2023-11-28T07:35:35Z","date_created":"2023-11-28T07:35:35Z","file_size":601997,"content_type":"application/pdf","file_name":"Studie_Generative_KI_an_Schulen_EN.pdf","relation":"main_file","file_id":"3769","access_level":"open_access","creator":"tsuesse"}],"status":"public"}]