Against the Tide

In his most recent publication, Against the Tide: Critics of Digitalisation, Otto Peters brings together some of the most formidable and critical voices and compelling perspectives on the potential hazards of digitalization. The viewpoints presented range from personal, anthropological, and pedagogical to more scientific and technical, and arise from multiple disciplines. Peters has long been a respected scholar in the field of distance education, and while Peters’ earlier work has advocated the affordances of digitalization, this latest book is an abrupt shift to the darker side of digitalization. The assembly of critics Peters has gathered come from around the world and different walks of life: journalists, educators, scientists, philosophers, lawyers, mathematicians, and computer scientists, to name a few. Their one shared bond is a deep-seated belief that digitalization will have a profound and lasting impact on humankind – and not only in positive ways. ...

Building an Academic Cloud for 500,000 Users

Under the brand name “sciebo – the Campuscloud” (derived from “science box”) a consortium of more than 20 research and applied science universities started a large scale cloud service for about 500,000 students and researchers in North Rhine-Westphalia, Germany’s most populous state. Starting with the much anticipated data privacy compliant sync & share functionality, sciebo offers the potential to become a more general cloud platform for collaboration and research data management which will be actively pursued in upcoming scientific and infrastructural projects. This project report describes the formation of the venture, its targets and the technical and the legal solution as well as the current status and the next steps.

Blended Learning in der Musiklehrerbildung. Erfahrungen und Perspektiven am Beispiel eines Praxisprojekts

In der Lehrerbildung zu Beginn des 21. Jahrhunderts wird einem hohen Bezug zum Berufsfeld Schule, phasenübergreifender Zusammenarbeit und lebenslangem Lernen zunehmend Bedeutung geschenkt. Mehr und mehr kommt in Veröffentlichungen und auf den Internetseiten von Lehrerbildungszentren deutscher Universitäten ein umfassendes Verständnis von Lehrerbildung zum Ausdruck, das alle Phasen der Aus- und Fortbildung von Lehrkräften einschließt: Studium, Vorbereitungsdienst („Referendariat“) und Fortbildungen für Lehrkräfte im Schuldienst. Wenn Lehrerbildung in diesem Sinne gestaltet und nicht reduziert wird auf eine Phase der Ausbildung, die der Tätigkeit im Schuldienst vorangeht, wenn neben den Qualifizierungsmaßnahmen in Studium und Vorbereitungsdienst auch Fortbildungsangebote für bereits im Beruf stehende Lehrkräfte als Selbstverständlichkeit im Rahmen eines lebenslangen Lernprozesses aufgefasst werden, eröffnet die Implementierung digitaler Medien besondere Chancen – etwa im Hinblick auf kooperatives Lernen sowie auf die Arbeit mit und den Zugriff auf Unterrichtsmaterialien. Am Beispiel eines interdisziplinär angelegten Projekts, dessen Ausgangspunkt und Zentrum das Fach Musik bildet und in dem phasenverbindendes und lebenslanges Lernen einen hohen Stellenwert einnehmen, thematisiert dieser Beitrag Möglichkeiten, Perspektiven und Herausforderungen von Blended Learning in der Lehrerbildung. Es handelt sich um einen Einblick in die Verknüpfung von Präsenz- und Online-Anteilen des Projekts und in erste Ergebnisse aus der Projektevaluation. Vorgestellt werden Teilergebnisse aus einer explorativen Studie zur Bedeutung von Kooperationen und phasenübergreifender Vernetzung, im Rahmen derer unter anderem die Akzeptanz und die Relevanz des E-Learning-Angebots thematisiert wird.

J-Quizmaker

Lehrvideos erfreuen sich dank aktueller Entwicklungen im Bereich der Online-Lehre (Videoplattformen, MOOCs) auf der einen Seite und einer riesigen Auswahl sowie einer einfachen Produktion und Distribution auf der anderen Seite großer Beliebtheit bei der Wissensvermittlung. Trotzdem bringen Videos einen entscheidenden Nachteil mit sich, welcher in der Natur des Datenformats liegt. So sind die Suche nach konkreten Sachverhalten in einem Video sowie die semantische Aufbereitung zur automatisierten Verknüpfung mit weiteren spezifischen Inhalten mit hohem Aufwand verbunden. Daher werden die lernerfolg-orientierte Selektion von Lehrsegmenten und ihr Arrangement zur auf Lernprozesse abgestimmten Steuerung gehemmt. Beim Betrachten des Videos werden unter Umständen bereits bekannte Sachverhalte wiederholt bzw. können nur durch aufwendiges manuelles Spulen übersprungen werden. Selbiges Problem besteht auch bei der gezielten Wiederholung von Videoabschnitten. Als Lösung dieses Problems wird eine Webapplikation vorgestellt, welche die semantische Aufbereitung von Videos hin zu adaptiven Lehrinhalten ermöglicht: mittels Integration von Selbsttestaufgaben mit definierten Folgeaktionen können auf Basis des aktuellen Nutzerwissens Videoabschnitte automatisiert übersprungen oder wiederholt und externe Inhalte verlinkt werden. Der präsentierte Ansatz basiert somit auf einer Erweiterung der behavioristischen Lerntheorie der Verzweigten Lehrprogramme nach Crowder, die auf den Lernverlauf angepasste Sequenzen von Lerneinheiten beinhaltet. Gleichzeitig werden mittels regelmäßig eingeschobener Selbsttestaufgaben Motivation sowie Aufmerksamkeit des Lernenden nach Regeln der Programmierten Unterweisung nach Skinner und Verstärkungstheorie gefördert. Durch explizite Auszeichnung zusammengehöriger Abschnitte in Videos können zusätzlich die enthaltenden Informationen maschinenlesbar gestaltet werden, sodass weitere Möglichkeiten zum Auffinden und Verknüpfen von Lerninhalten geschaffen werden.

The Future of Ubiquitous Learning

This book explores emerging pedagogical perspectives based on the design of new learning spaces supported by digital technologies and brings together some of the best research in this field. The book is divided into three themes: foundations of emerging pedagogies, learning designs for emerging pedagogies and, adaptive and personalized learning. The chapters provide up-to-date information about new pedagogical proposals, and examples for acquiring the requisite skills to both design and support learning opportunities that improve the potential of available technologies.

Rahmenwerk für zielgruppenorientiertes Blended E-Learning im MINT-Bereich im Kontext des Lebenslangen Lernens

Das heutige Leben der Menschen ist vom Internet durchdrungen, kaum etwas ist nicht „vernetzt“ oder „elektronisch verfügbar“. Die Welt befindet sich im Wandel, die „Informationsgesellschaft“ konsumiert in Echtzeit Informationen auf mobilen Endgeräten, unabhängig von Zeit und Ort. Dies gilt teilweise auch für den Aus- und Weiterbildungssektor: Unter „E-Learning“ versteht man die elektronische Unterstützung des Lernens. Gelernt wird „online“; Inhalte sind digital verfügbar. Zudem hat sich die Lebenssituation der sogenannten „Digital Natives“, der jungen Individuen in der Informationsgesellschaft, verändert. Sie fordern zeitlich und räumlich flexible Ausbildungssysteme, erwarten von Bildungsinstitutionen umfassende digitale Verfügbarkeit von Informationen und möchten ihr Leben nicht mehr Lehr- und Zeitplänen unterordnen – das Lernen soll zum eigenen Leben passen, lebensbegleitend stattfinden. Neue „Lernszenarien“, z.B. für alleinerziehende Teilzeitstudierende oder Berufstätige, sollen problemlos möglich werden. Dies soll ein von der europäischen Union erarbeitetes Paradigma leisten, das unter dem Terminus „Lebenslanges Lernen“ zusammengefasst ist. Sowohl E-Learning, als auch Lebenslanges Lernen gewinnen an Bedeutung, denn die (deutsche) Wirtschaft thematisiert den „Fachkräftemangel“. Die Nachfrage nach speziell ausgebildeten Ingenieuren im MINT-Bereich soll schnellstmöglich befriedigt, die „Mitarbeiterlücke“ geschlossen werden, um so weiterhin das Wachstum und den Wohlstand zu sichern. Spezielle E-Learning-Lösungen für den MINT-Bereich haben das Potential, eine schnelle sowie flexible Aus- und Weiterbildung für Ingenieure zu bieten, in der Fachwissen bezogen auf konkrete Anforderungen der Industrie vermittelt wird. Momentan gibt es solche Systeme allerdings noch nicht. Wie sehen die Anforderungen im MINT-Bereich an eine solche E-Learning-Anwendung aus? Sie muss neben neuen Technologien vor allem den funktionalen Anforderungen des MINTBereichs, den verschiedenen Zielgruppen (wie z.B. Bildungsinstitutionen, Lerner oder „Digital Natives“, Industrie) und dem Paradigma des Lebenslangen Lernens gerecht werden, d.h. technische und konzeptuelle Anforderungen zusammenführen. Vor diesem Hintergrund legt die vorliegende Arbeit ein Rahmenwerk für die Erstellung einer solchen Lösung vor. Die praktischen Ergebnisse beruhen auf dem Blended E-Learning-System des Projekts „Technische Informatik Online“ (VHN-TIO).

Learning in Virtual Worlds: Research and Applications

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field. AU Press is an open access publisher and the book is available for free in PDF format as well as for purchase on our website: http://bit.ly/1W4yTRA

A comparison of the strength of biodiversity effects across multiple functions

In order to predict which ecosystem functions are most at risk from biodiversity loss, meta-analyses have generalised results from biodiversity experiments over different sites and ecosystem types. In contrast, comparing the strength of biodiversity effects across a large number of ecosystem processes measured in a single experiment permits more direct comparisons. Here, we present an analysis of 418 separate measures of 38 ecosystem processes. Overall, 45 % of processes were significantly affected by plant species richness, suggesting that, while diversity affects a large number of processes not all respond to biodiversity. We therefore compared the strength of plant diversity effects between different categories of ecosystem processes, grouping processes according to the year of measurement, their biogeochemical cycle, trophic level and compartment (above- or belowground) and according to whether they were measures of biodiversity or other ecosystem processes, biotic or abiotic and static or dynamic. Overall, and for several individual processes, we found that biodiversity effects became stronger over time. Measures of the carbon cycle were also affected more strongly by plant species richness than were the measures associated with the nitrogen cycle. Further, we found greater plant species richness effects on measures of biodiversity than on other processes. The differential effects of plant diversity on the various types of ecosystem processes indicate that future research and political effort should shift from a general debate about whether biodiversity loss impairs ecosystem functions to focussing on the specific functions of interest and ways to preserve them individually or in combination.

The impact of plant diversity and fertilization on fitness of a generalist grasshopper

In many environments land use intensification is likely to result in a decrease in species richness and in an increase in eutrophication. Although the importance of both factors for higher trophic levels such as insect herbivores is well documented, their impact has rarely been studied in combination. Herbivorous insects have a strong impact on the functioning of ecosystems and it is therefore important to understand how they are affected by eutrophication in high or low diversity environments. We used a grassland biodiversity experiment to investigate the combined effect of fertilization and plant diversity loss on the fitness of the generalist grasshopper Chorthippus parallelus by rearing grasshopper nymphs for four weeks in cages on unfertilized or fertilized (NPK) subplots across a species richness gradient from 1 to 60 plant species. Survival, the number of oothecae, body mass and the number of hatchlings were measured separately for each cage. Plant diversity had no effect on any of the grasshopper fitness measures, neither in unfertilized nor in fertilized plots. NPK-fertilization reduced grasshopper survival but increased body mass of males and reproductive success of the surviving females. Fertilization effects were not mediated by plant community structure, productivity or composition, suggesting that higher food plant quality was one of the main drivers. There was no interaction between plant diversity and fertilization on any of the measures. In conclusion, an increase in eutrophication, in both species-rich and species-poor grasslands, could lead to higher reproductive success and therefore higher abundances of herbivorous insects including insect pests, with fertilization effects dominating plant diversity effects.

Color and Scent: How Single Genes Influence Pollinator Attraction

A major function of angiosperm flowers is the recruitment of animal pollinators that serve to transfer pollen among conspecific plants. Distinct sets of floral characteristics, called pollination syndromes, are correlated with visitation by specific groups of pollinators. Switches among pollination syndromes have occurred in many plant families. Such switches must have involved coordinated changes in multiple traits and multiple genes. Two well-studied floral traits affecting pollinator attraction are petal color and scent production. We review current knowledge about the biosynthetic pathways for floral color and scent production and their interaction at the genetic and biochemical levels. A key question in the field concerns the genes that underlie natural variation in color and scent and how such genes affect pollinator preference, reproductive isolation, and ultimately speciation.

Plant-microbe-herbivore interactions in invasive and non-invasive alien plant species

1. Plants interact with many organisms, such as microbes and herbivores, and these interactions are likely to affect the establishment and spread of plants. In the context of plant invasions, mycorrhizal fungi and constitutive and induced resistance of plants against herbivores have received attention independently of each other. However, plants are frequently involved in complex multi-trophic interactions, which might differ between invasive and non-invasive alien plants. 2. In a multi-species comparative experiment, we aimed to improve our understanding of plant traits associated with invasiveness. We tested whether eight invasive alien plant species use the mycorrhizal symbiosis in a more beneficial way, and have higher levels of constitutive or induced resistance against two generalist bioassay herbivores, than nine non-invasive alien species. We further assessed whether the presence of mycorrhizal fungi altered the resistance of the plant species, and whether this differed between invasive and non-invasive alien species. 3. While invasive species produced more biomass, they did not differ in their biomass response to mycorrhizal fungi from non-invasive alien species. Invasive species also did not have higher levels of constitutive or induced resistance against the two generalist herbivores. Mycorrhizal fungi greatly affected the resistance of our plant species, however, this was also unrelated to whether the alien species were invasive or not. 4. Our study confirms the previous findings that invasive species generally grow faster and produce more biomass than non-invasive alien species. We further show that alien plant species used a variety of defence strategies, and also varied in their interactions with mycorrhizal fungi. These multi-trophic interactions were not consistently related to invasiveness of the alien plant species. 5. We suggest that awareness of the fact that alien plant species are involved in multi-trophic interactions might lead to a more complete understanding of the factors contributing to a plant's success.

Effects of native pollinator specialization, selfcompatibility and flowering duration of European plant species on their invasiveness elsewhere

1. When entomophilous plants are introduced to a new region, they may leave behind their usual pollinators. In particular, plant species with specialized pollination may then be less likely to establish and spread (i.e. become invasive). Moreover, other reproductive characteristics such as self-compatibility and flowering duration may also affect invasion success. 2. Here, we specifically asked whether plant species' specialization towards pollinator species and families, respectively, as measured in the native range, self-compatibility, flowering duration and their interactions are related to the degree of invasion (i.e. a measure of regional abundance) in non-native regions. 3. We used plant–pollinator interaction data from 119 German grassland sites to calculate unbiased indices of plant specialization towards pollinator species and families for 118 European plant species. We related these specialization indices, flowering duration, self-compatibility and their interactions to the degree of invasion of each species in seven large countries on four non-Eurasian continents. 4. In all models, plant species with long flowering durations had the highest degree of invasion. The best model included the specialization index based on pollinator species instead of the one based on pollinator families. Specialization towards pollinator species had a marginally significant positive effect on the degree of invasion in non-native regions for self-compatible, but not for self-incompatible species. 5. Synthesis. We showed that long flowering duration is related to the degree of invasion in other parts of the world, and a trend that pollinator generalization in the native range may interact with self-compatibility in determining the degree of invasion. Therefore, we conclude that such reproductive characteristics should be considered in risk assessment and management of introduced plant species.

Gastropod Seed Dispersal: An Invasive Slug Destroys Far More Seeds in Its Gut than Native Gastropods

Seed dispersal is one of the most important mechanisms shaping biodiversity, and animals are one of the key dispersal vectors. Animal seed dispersal can directly or indirectly be altered by invasive organisms through the establishment of new or the disruption of existing seed dispersal interactions. So far it is known for a few gastropod species that they ingest and defecate viable plant seeds and consequently act as seed dispersers, referred to as gastropodochory. In a multi-species experiment, consisting of five different plant species and four different gastropod species, we tested with a fully crossed design whether gastropodochory is a general mechanism across native gastropod species, and whether it is altered by the invasive alien slug species Arion lusitanicus. Specifically, we hypothesized that a) native gastropod species consume the seeds from all tested plant species in equal numbers (have no preference), b) the voracious invasive alien slug A. lusitanicus – similarly to its herbivore behaviour – consumes a higher amount of seeds than native gastropods, and that c) seed viability is equal among different gastropod species after gut passage. As expected all tested gastropod species consumed all tested plant species. Against our expectation there was a difference in the amount of consumed seeds, with the largest and native mollusk Helix pomatia consuming most seeds, followed by the invasive slug and the other gastropods. Seed damage and germination rates did not differ after gut passage through different native species, but seed damage was significantly higher after gut passage through the invasive slug A. lusitanicus, and their germination rates were significantly reduced.

Presence of UV filters in surface water and the effects of phenylbenzimidazole sulfonic acid on rainbow trout (Oncorhynchus mykiss) following a chronic toxicity test

UV filters belong to a group of compounds that are used by humans and are present in municipal waste-waters, effluents from sewage treatment plants and surface waters. Current information regarding UV filters and their effects on fish is limited. In this study, the occurrence of three commonly used UV filters - 2-phenylbenzimidazole-5-sulfonic acid (PBSA), 2-hydroxy-4-methoxybenzophenone (benzophenone-3, BP-3) and 5-benzoyl-4-hydroxy-2-methoxy-benzenesulfonic acid (benzophenone-4, BP-4) - in South Bohemia (Czech Republic) surface waters is presented. PBSA concentrations (up to 13μgL(-1)) were significantly greater than BP-3 or BP-4 concentrations (up to 620 and 390ngL(-1), respectively). On the basis of these results, PBSA was selected for use in a toxicity test utilizing the common model organism rainbow trout (Oncorhynchus mykiss). Fish were exposed to three concentrations of PBSA (1, 10 and 1000µgL(-1)) for 21 and 42 days. The PBSA concentrations in the fish plasma, liver and kidneys were elevated after 21 and 42 days of exposure. PBSA increased activity of certain P450 cytochromes. Exposure to PBSA also changed various biochemical parameters and enzyme activities in the fish plasma. However, no pathological changes were obvious in the liver or gonads.

Highly Efficient IR to NIR Upconversion in Gd2O2S: Er3+ for Photovoltaic Applications

Upconversion (UC) is a promising option to enhance the efficiency of solar cells by conversion of sub-bandgap infrared photons to higher energy photons that can be utilized by the solar cell. The UC quantum yield is a key parameter for a successful application. Here the UC luminescence properties of Er3+-doped Gd2O2S are investigated by means of luminescence spectroscopy, quantum yield measurements, and excited state dynamics experiments. Excitation into the maximum of the 4I15/2 → 4I13/2 Er3+ absorption band around 1500 nm induces very efficient UC emission from different Er3+ excited states with energies above the silicon bandgap, in particular, the emission originating from the 4I11/2 state around 1000 nm. Concentration dependent studies reveal that the highest UC quantum yield is realized for a 10% Er3+-doping concentration. The UC luminescence is compared to the well-known Er3+-doped β-NaYF4 UC material for which the highest UC quantum yield has been reported for 25% Er3+. The UC internal quantum yields were measured in this work for Gd2O2S: 10%Er3+ and β-NaYF4: 25%Er3+ to be 12 ± 1% and 8.9 ± 0.7%, respectively, under monochromatic excitation around 1500 nm at a power of 700 W/m2. The UC quantum yield reported here for Gd2O2S: 10%Er3+ is the highest value achieved so far under monochromatic excitation into the 4I13/2 Er3+ level. Power dependence and lifetime measurements were performed to understand the mechanisms responsible for the efficient UC luminescence. We show that the main process yielding 4I11/2 UC emission is energy transfer UC.