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This book constitutes the proceedings of the 23rd International TRIZ Future Conference on Towards AI-Aided Invention and Innovation, TFC 2023, which was held in Offenburg, Germany, during September 12–14, 2023. The event was sponsored by IFIP WG 5.4.
The 43 full papers presented in this book were carefully reviewed and selected from 80 submissions. The papers are divided into the following topical sections: AI and TRIZ; sustainable development; general vision of TRIZ; TRIZ impact in society; and TRIZ case studies.
The series of conferences on Environmental Best Practices (EBP) was inaugurated at the University of Warmia and Mazury in Olsztyn, Poland in 2006 and continued at the Jagiellonian University in Kraków, Poland in 2009. This year the University of Applied Sciences Offenburg produly hosted the third event (EPB3).
This book constitutes the refereed proceedings of the 20th International TRIZ Future Conference, TFC 2020, held online at the University Cluj-Napoca, Romania, in October 2020 and sponsored by the International Federation for Information Processing.
34 chapters were carefully peer reviewed and selected from 91 conference submissions. They are organized in the following thematic sections: computing TRIZ; education and pedagogy; sustainable development; tools and techniques of TRIZ for enhancing design; TRIZ and system engineering; TRIZ and complexity; and cross-fertilization of TRIZ for innovation management.
The collection of selected papers of the TRIZ Future Conference 2017 is in open access and is included to the Innovator, the journal of the European TRIZ Assocation.
Über Chancen und Risiken von Computern an Schulen wird seit deren Einführung im Jahr 1984 kontrovers diskutiert. Neben Laptops und Tablets geht es heute um die Nutzung von Schulclouds und privaten Smartphones im Unterricht. Das Akronym dafür ist BYOD – »Bring Your Own Device«.
Dabei stellen sich grundsätzliche pädagogische und politische Fragen: Welcher Unterrichts- und Medienkonzepte bedarf es, um den Risiken der Digitalisierung vorzubeugen, die Schüler_innen aber zugleich an deren Chancen teilhaben zu lassen? Bei Netzanwendungen ist zudem der Datenschutz zu beachten, vor allem, wenn eigene Geräte genutzt werden sollen. So fördert das BMBF eine Schulcloud, in der Lehrkräfte und Schüler_innen wie bei Facebook Gruppen bilden, Dokumente austauschen und online darüber diskutieren können.
Das Buch greift die aktuelle Kontroverse auf und fragt nach den Zielen und Nebenwirkungen von »Bildung 4.0«. Was davon ist für die Unterrichtspraxis relevant? Und wessen Interessen werden bei welchen Konzepten vertreten?