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Im vorliegenden Bericht werden die Arbeiten und Ergebnisse der Hochschule Offenburg (HSOG) des Teilvorhabens 6 (TV6) dargestellt. Im Rahmen des TV6 des Gesamtvorhabens war die HSOG direkt in das Teilprojekt 3 – berufsbegleitender Bachelorstudiengang Informatik/IT-Sicherheit – involviert. Für dieses Teilprojekt wurden Studieninhalte entwickelt und ein empirischer Modellversuch mit Hilfe des Pilotjahrgangs durchgeführt.
In this work we provide an overview of gamification, i.e. the application of methods from game design to enrich non-gaming processes. The contribution is divided into five subsections: an introduction focusing on the progression of gamification through the hype cycle in the recent years (1), a brief introduction to gamification mechanics (1) and an overview of the state of the art in established areas (3). The focus is a discussion of more recent attempts of gamification in service and production (4). We also discuss the ethical implications (5) and the future perspectives (6) of gamified business processes. Gamification has been successfully applied in the domains education (serious games) and health (exergames) and is spreading to other areas. In recent years there have been various attempts to “gamify” business processes. While the first efforts date back as far as the collection of miles in frequent flyer programs, we will portray some of the more recent and comprehensive software-based approaches in the service industry, e.g. the gamification of processes in sales and marketing. We discuss their accomplishments as well as their social and ethical implicatio. Finally a very recent approach is presented: the application of gamification in the domain of industrial production. We discuss the special requirements in this domain and the effects on the business level and on the users. We conclude with a prognosis on the future development of gamification.
Monitors are in the center of media productions and hold an important function as the main visual interface. Tablets and smartphones are becoming more and more important work tools in the media industry. As an extension to our lecture contents an intensive discussion of different display technologies and its applications is taking place now. The established LCD (Liquid Crystal Display) technology and the promising OLED (Organic Light Emitting Diode) technology are in the focus.
The classic LCD is currently the most important display technology. The paper will present how the students should develop sense for display technologies besides the theoretical scientific basics. The workshop focuses increasingly on the technical aspects of the display technology and has the goal of deepening the students understanding of the functionality by building simple Liquid Crystal Displays by themselves.
The authors will present their experience in the field of display technologies. A mixture of theoretical and practical lectures has the goal of a deeper understanding in the field of digital color representation and display technologies. The design and development of a suitable learning environment with the required infrastructure is crucial. The main focus of this paper is on the hands-on optics workshop “Liquid Crystal Display in the do-it-yourself”.
In many scientific studies lens experiments are part of the curriculum. The conducted experiments are meant to give the students a basic understanding for the laws of optics and its applications. Most of the experiments need special hardware like e.g. an optical bench, light sources, apertures and different lens types. Therefore it is not possible for the students to conduct any of the experiments outside of the university’s laboratory. Simple optical software simulators enabling the students to virtually perform lens experiments already exist, but are mostly desktop or web browser based.
Augmented Reality (AR) is a special case of mediated and mixed reality concepts, where computers are used to add, subtract or modify one’s perception of reality. As a result of the success and widespread availability of handheld mobile devices, like e.g. tablet computers and smartphones, mobile augmented reality applications are easy to use. Augmented reality can be easily used to visualize a simulated optical bench. The students can interactively modify properties like e.g. lens type, lens curvature, lens diameter, lens refractive index and the positions of the instruments in space. Light rays can be visualized and promote an additional understanding of the laws of optics. An AR application like this is ideally suited to prepare the actual laboratory sessions and/or recap the teaching content.
The authors will present their experience with handheld augmented reality applications and their possibilities for light and optic experiments without the needs for specialized optical hardware.
In addition to traditional methods in product development, the increasing availability of two new 3D digital technologies, namely digital manufacturing (3D-printing) and digitizing of surfaces (3D-scanning), offer new opportunities in product development processes today. With regard to the systematic implementation of these technologies in the education of students in the field of product development, however, only a small number of approaches exist so far. This paper explores several ways in which 3D digital technologies can productively be used in design education. The innovative aspects here include that the students assemble and install the 3D-printers themselves, and that they are introduced to an approach that combines 3D-scanning followed by 3D-printing.
"Machen Sie doch mal mehr PR und Werbung für Ihre Schule": Kommunikationscontrolling in Schulen
(2015)
Henry Fords Bonmot zur Werbeerfolgskontrolle ist sicherlich der bekannteste Satz im Sektor des Kommunikationscontrollings: „Die Hälfte unserer Werbegelder werfen wir zum Fenster raus. Ich weiß nur nicht, welche Hälfte das ist.“ Diese kritische Würdigung von Kommunikationsleistungen ist auch heute noch immer wieder Thema und gerade im Umfeld von Schule, wo diese Prozesse noch keine sehr lange Tradition haben, Teil der internen und externen Diskussion. Die Steuerung von Kommunikationsprozessen erfordert jedoch nicht nur die Quantifizierung von Kommunikationsleistungen, sondern eine Einbettung in die gesamte Marketingstrategie und in die Bewertung einzelner Marketingbereiche und der dort entwickelten Marketingziele.