D. Monett 1, C. Lemke1, M. Cunneen2, D. Coulter3, M. Bloomfield4, G. Faustmann1 1Berlin School of Economics and Law (GERMANY) 2University of Limerick (IRELAND) 3Independent Researcher (GERMANY) 4York Associates International Limited (UNITED KINGDOM)

Digital technologies are and will continue to be changing the way we learn and teach today and in the future. This includes not only offering every learner and teacher equal access to these technologies, but it also involves completely new forms of content delivery. Additionally, digital skills must be fundamentally strengthened as a basic human skill that is urgently needed today. It is therefore essential that learners own or have easy access to the necessary digital technologies to participate fully in the digital education era. How learners concretely use them in diverse and creative ways is of particular interest not only for educators. In this regard, we sought to study the changing landscape of technology ownership and use by students for both learning and leisure. To accomplish this, we designed and conducted three surveys. After an analysis of related work, we present a comparative, quantitative analysis of the survey results from 2013 (N-1=275), 2015 (N-2=336), and 2020 (N-3=481). It investigates the evolution of ownership and use of digital technologies over the years. Then, we explore the extent to which the use of different digital technologies has changed during this period, and the purposes for which technologies are now used in enhancing and supporting student learning. We also present a qualitative evaluation of the learners' responses. The aim is to determine how digital technologies are used and how they may depend on specific learning contexts. Finally, we give some recommendations and suggestions for further research.

ZusammenfassungDigitale Ethik beschäftigt sich mit den Wechselwirkungen von Mensch und digitaler Technologie, reflektiert die moralischen Werte und liefert anhand ethischer Grundsätze einen Erkenntnisbeitrag. Im Bildungskontext zeigen sich gesonderte digitalethische Herausforderungen, bedingt durch ihre besondere Stellung und Bedeutung für Wissensgesellschaften. Dafür wird der Begriff der digitalen Ethik der Bildung definiert und systematisiert. Auf der Grundlage des Stilmittels von Narrativen werden für eine beispielhafte Bildungstechnologie ethische Implikationen aufgezeigt und durch eine erste empirische Validierung evaluiert.

Scientific writing in higher education is not only a prerequisite for participation in scientific discourse, but also forms the basis for the development of one's own thinking. Despite the sometimes extensive writing tasks in various study programs, the results are often unsatisfactory. The reasons for this could be many, but one of the most pressing ones is the difficulties learners face when grasping the complex structure of a scientific paper. Contributing to this might be not only the many components a scientific paper is composed of, but also their often intricated relationships and dependencies. The central goal of the work presented in this paper is to develop a set of proven structural parts of scientific texts that can be assembled into a model language. Patterns are already used in different contexts to represent typical solutions. Examples can be found in software development and in the optimization of processes. A pattern language can then support the writing process in its different phases by linking the patterns (e.g. from the first creation of the main parts of a report to the detailed argumentation). We suggest mechanisms aimed at both supporting and complementing the creation of a scientific paper. In this regard, we focus on the importance of an early, concrete planning of how selected parts of the desired product, i.e. the intended scientific paper, should be considered. Three major steps are necessary to achieve that goal: First, the required language elements for the description of texts need to be identified. Typical text patterns can then be formulated with the help of these elements. In order to support the entire writing process, these patterns must finally be linked in a suitable way that allows for the planning and creation of the text in ever increasing degrees of detail. The initial data for determining the language elements as well as the text patterns are provided by the authors' previous experience in the supervision of approx. 2000 final theses, as well as by a thorough analysis of best practices from the literature on scientific writing. This work marks a starting point in the development of a model language, which is open for the integration of further experiences in the form of new patterns. It also raises the question of how text patterns can be used appropriately in an initial learning process of scientific writing and working.

Digital and networked technologies infiltrate all aspects of our lives, and thus also how we are consuming and providing knowledge. In particular, digital learning platforms connect the real with the digital place for learning and teaching. They allow for an innovative combination of different learning concepts and learning structures through the consistent use of the possibilities of digitalization. Furthermore, digital learning platforms democratize education because they ensure equal access by heterogeneous user groups through interaction, communication, and sharing of knowledge. Our paper investigates which factors affect the successful use of such platforms for both knowledge consumers and knowledge providers. In particular, we examine the motivations of learners and teachers based on a literature review and an empirical study (N=486). If all participants are taken into consideration, there are various supporting factors but also obstacles to the successful implementation of digital learning platforms. The main goal behind our approach is to understand and describe what contributes to a successful participation in such platforms. As a next step, these success factors might be translated into a set of requirements for a digital learning platform.

A graphical modeling language for scientific texts is presented, which particularly supports the learning process of academic writing. The supervision process for textual work in higher education is often characterized by misunderstandings, since the agreements are based on the abstract level of the document outline. The written text then often misses an inner structure and suitable representations and thus has little coherence. Since an academic text is a complex combination of text segments, linguistic functions, content, and means of presentation, a notation is proposed that includes these different perspectives. Based on the UML for software modeling, extracts of a text as well as different levels of abstraction can so be part of the learning process. Finally, a software tool is sketched, which can support the construction of document frameworks as well as the creation of the actual text.

The current development of information processing can be viewed from different perspectives: the interface to the end user is characterized by devices that are mobile, and that become technically and ergonomically more efficient. From the perspective of communication, complex content can be distributed with fewer obstacles to bigger target groups. Thus, more content is also available for free (examples are news, footage and product reviews). These contents are potential candidates for learning processes supported by documents. On the other hand, the development of working environments is coupled with growing demands on the knowledge and engagement of each employee. Most people also see an opportunity to improve their own job satisfaction when qualifying. Both developments will contribute to the new situation, that learning processes are no longer isolated, but are integrated into the daily work. Learning support systems will have to meet these requirements of "on the job training". One can compare this process with two areas: in information search processes, relations between information are used to improve the search results. In electronic commerce, recommendation systems and user behaviour are used to create and advertise additional offerings. In both areas, userspecific information is generated by automated processes of the information provider. Without these processes, the respective large amounts of information could not be overcome. Future e-learning systems will individually take into account the connection of work processes, associated documents and content, as well as the background of the affected user. These systems will be self-organizing, as they analyse large amounts of information, e.g. the working and learning behaviour of users, and convert them into individual recommendations of documents for learning and process support. The paper outlines approaches to self-organization of e-learning in the context of user models, competencies, and work processes.

Learning projects serve as motivational instruments to transfer knowledge and competences relating to real world problems. Yet, the learning effect varies among participants. The anticipated results of a project and their relation to real life questions are formed by complex requirements and, while the project advances, the complexity of the results emerging increases. Furthermore, project groups often consist of participants with little experience in the subject of the project. While the project progresses, the overview of requirements and results already developed is lost. The learning effect can now be raised by making the requirements on the expected project results as well as the decisions for existing results explicit. In this way, participants understand the decisions of others engaged in the ongoing project and they are able to align the existing results with the requirements imposed on them. Additionally, new ways of collaborative learning are possible when, for instance, the task is to develop constraints on or between the respective project results. Former research developed a concept to keep less experienced project members in the productive process while forcing other project members to give arguments for their results. The current work describes an approach which aims to integrate the requirements on results in the learning process. While arguments were to include digital documents or specific parts of these documents for clarification purposes, the incorporation of explicit requirements is now also manifested in digital documents. The requirements can then be related not only to single result documents, but also to whole sets of expected documents. The paper gives an example of a software development project where some design documents have to be developed. It shows how constraints on these documents are presented and how these constraints affect the collaborative learning process.

Success in project-based learning strongly depends on the experience of the project participants. Experienced learners often develop results that are not understood by less experienced participants. In this situation arguments can show the solution’s approach by connecting parts of the given task with individual results. By using digital documents of arbitrary format it is possible to build a flexible net of arguments for the whole project. This paper describes an approach to integrate arguments with project-based learning and shows how to realize the use of digital resources in a web-based learning platform.

The advantages of today's processmanagement, such as efficiency and quality aspects,are achieved by enforcing detailed models of workprocesses. However, real world processes can beplanned to a limited degree only and sometimes plannedparts of the process must be changed,creating a need for additional, unforeseen activities.This paper suggests an approach that configuresparts of a detailed process model with differentsupport strategies. The explicit modelling of thesesupport strategies allows them to be changed ifdemanded by the situation. When enacting such aprocess model it is then possible to vary the degreeto which the model determines the work ofindividuals. The concept is based on an earlierenactment concept which allowed workers to freelychoose methods for their tasks according to thesituation. Besides the incorporation of differentsupport strategies, the extended enactment strategygives workers the opportunity to negotiate aboutchanging a currently too restrictive support strategy,giving scope for deviations from the plannedprocess where additional actions are required.

Im folgenden wird der WAM-Ansatz beschrieben, bei dem das primäre Ziel in der Integration von Workflow-Management-Technologie mit allgemeinen Groupware-Ansätzen besteht. Es wurde ein Konzept entwickelt, das durch Konstruktion der Prozesse durch die beteiligten Mitarbeiter während der Prozeßdurchführung die Einbindung beliebiger Werkzeuge und weiterer Prozeßanteile ermöglicht. Neben einer allgemeinen Darstellung, wie Prozesse in WAM modelliert und unterstützt werden, wird in diesem Kapitel ein Anwendungsbeispiel für ein Rechenzentrum mit entsprechendem Nutzerservice gegeben. Als Ausgangsbasis für weitere Betrachtungen wird der WAM-Ansatz schließlich vor dem Hintergrund der Anforderungen an flexible Workflow-Systeme bewertet.

Dieses Kapitel beschreibt, wie bisherige Ansätze des Workflow-Managements Arbeitsabläufe steuern. Dazu werden zunächst grundlegende Begriffe einer Workflow-Ausführung festgehalten. Da bereits eine Entwicklung in Richtung flexiblerer Ansätze zur Ausführung von Workflows eingesetzt hat, folgt der Vorstellung grundlegender Ansätze eine Übersicht der Maßnahmen zur Ausnahmebehandlung. Diese Übersicht zeigt zunächst grundsätzlich, welche Aspekte einer flexiblen Steuerung von bisherigen Systemen und Forschungsansätzen abgedeckt werden. Da die später in dieser Arbeit entwickelte Lösung einer flexiblen Workflow-Ausführung auf unterschiedlichen Beschreibungsniveaus eines Workflows beruht, werden in einem zusätzlichen Abschnitt weitere Systemansätze vorgestellt, die hierarchische Workflow-Modelle zur Beschreibung und Steuerung von Arbeitsabläufen einsetzen. Das Kapitel schließt mit einer Bewertung der vorgestellten Konzepte bezüglich der in der Einleitung beschriebenen Problembereiche heutiger Workflow-Ansätze.

Bedingungen an eine mit dieser Arbeit angestrebte automatisiert unterstützte Workflow-Ausführung müssen zunächst von der Perspektive der Arbeitsprozesse betrachtet werden. Hier spielen neben Fragen der Beschreibbarkeit realer Arbeitssituationen ebenso sozialwissenschaftliche Untersuchungen eine Rolle. Demnach sind Handlungen durch jeweilige Situationen geprägt (situativ), zum Teil nicht planbar, durch Beschreibungsformalismen nicht vollständig erfaßbar und in ihrer Entwicklung zu dynamisch. Aus der Sicht der Interaktionen kann eine Mikroperspektive, die die Handlung des einzelnen begründet, und eine Makroperspektive, die das Gesamtverhalten des Systems Organisation beschreibt, eingenommen werden. Auf diesen Untersuchungen aufbauend subsumiert das Kapitel im zweiten Abschnitt die an eine flexible Workflow-Ausführung resultierenden Anforderungen.

If workflow models are to be used to manage information systems, it must be possible to adapt an initial plan to changing requirements. If workers are given these possibilities, it is difficult to enforce an initial plan. As a first step we therefore proposed a concept to enforce important parts of a workflow specification by introducing refinement degrees which restrict the worker's freedom to perform work steps other than those specified in the corresponding method. This way of configuring workflow models to enable adaptability applies only to specific tasks and methods. Global constraints for methods within a business process, such as a global minimization of the schedule, cannot be specified by these means.To solve this problem we are designing a language that allows the set of methods that can be chosen by a worker to be restricted. In addition to time aspects, the quality and cost of a method can also be influenced using this language.

The advantages of today'sprocess management, such as efficiency and quality aspects, are achievedby enforcing detailed models of work processes. But real world processescan be planned only to a limited degree and sometimes demand changing alreadyplanned parts of the process. So additional, unforeseen activities haveto take place in a process. This contradictory situationwill here be tackled by an approach that combines different forms of enforcementof planned parts of a process. The explicit modelling of these differentsupport strategies allows them to be changed if demanded by the situation.An extended enactment strategy gives workers the opportunity to negotiateabout changing the current support strategy. So there is some thresholdto deviate from the planned process because addtional actions are required.

Although work processes, like software processes, include a number of process aspects such as defined phases and deadlines, they are not plannable in detail. However the advantages of today's process management, such as effective document routing and timeliness, can only be achieved with detailed models of work processes. The paper suggests a concept that uses detailed process models in conjunction with the possibility of varying the degree to which a process model determines the work of individuals. Based on the WAM approach (Wide Area Multimedia Group Interaction), which allows workers to freely choose methods for their tasks according to the situation, we describe features allowing various forms of enforcement for the execution of planned parts of a process. At the same time, workers are always able to start exceptional mechanisms. This approach is based on the modelling paradigm of linked abstraction workflows (LAWs) that describe workflows at different levels of abstraction and classify refinements of tasks by the way lower tasks can be used.

The management of workflows by computational means aims at maximizing efficiency, security and transparency of work. Therefore existing approaches concentrate on specific activities of workflows such as communication or processes. The WAM workflow management system integrates the main paradigms of process-based and communication-based workflow management and intends to support all of the activities in a workflow. It features the special concept of causality trees for managing these activities within a workflow. Causality trees give a better overview of work in the workflow and allow intervention by management activities in exceptional situations.