Dannecker, Achim

Lade...
Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Dannecker
Vorname
Achim
Name
Dannecker, Achim

Suchergebnisse

Gerade angezeigt 1 - 10 von 11
  • Publikation
    Gesichtserkennung und Wegfindung auf dem humanoiden Roboter Pepper als Ausgangspunkt für soziale Interaktion
    (Springer, 2023) Dannecker, Achim; Hertig, Daniel; Dornberger, Rolf [in: Neue Trends in Wirtschaftsinformatik und eingesetzte Technologien. Digitale Innovation und digitale Transformation]
    Die Interaktion zwischen humanoiden Robotern und Menschen ist ein komplexer Prozess. Sprache, Gesten und die Erkennung von Kommunikationspartnern sind wichtige Aspekte in einer gut definierten Interaktion. Um natürlicher zu wirken, sollte ein humanoider Roboter nicht stationär sein. Er sollte in der Lage sein, Teil einer Menschenmenge zu sein und sich in einem bestimmten Bereich zu bewegen. Daher ist die Wegfindung wichtig, um einem humanoiden Roboter die Möglichkeit zu geben, mit Menschen an mehr als einem Ort in Kontakt zu treten. Darüber hinaus ist die Erkennung von Kommunikationspartnern das Rückgrat der sozialen Interaktion. In diesem Kapitel wird gezeigt, wie OpenCV, eine bekannte Bildverarbeitungsbibliothek, den Roboter Pepper bei der Erkennung von Kommunikationspartnern und -partnerinnen unterstützt und wie dies der Ausgangspunkt für verschiedene Arten von Smalltalk als Grundlage für einen prototypischen Interaktionsprozess zwischen humanoiden Robotern und Menschen ist. Zusätzlich werden die Navigationsfunktionen diskutiert, die es dem Roboter erlauben, sich autonom zu bewegen und eine bessere Mensch-Roboter-Interaktion zu ermöglichen.
    04A - Beitrag Sammelband
  • Publikation
    Business atudents invest their time in complex and challenging process digitalization tasks instead of preparing for the exam
    (IATED, 2023) Dannecker, Achim [in: EDULEARN23. Conference proceedings]
    One of the big challenges today are innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students mostly know only basics of IT mainly related to their private (mobile) environment and not real business scenarios such as business process management or workflow management. The objective of this paper is to outline how students invest relevant in for the final grade relevant parts, that means into the evaluated group work and final exam. Students invest the same amount of time into challenging group works that count only 30% of the final grade than into the final examination that counts more (70%). It is also reflected in the evaluation that working on complex group work is the most exciting part within an innovative teaching concept for business students in the area of business process and project management.
    04B - Beitrag Konferenzschrift
  • Publikation
    Students struggle in coming back to face-2-face teaching in evidence based good teaching settings
    (IATED, 2023) Dannecker, Achim; Hanke, Ulrike; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna [in: INTED2023. Conference proceedings. Sharing the passion for learning]
    Triggered by the Corona pandemic and the experience gained with online teaching as a result, questions are increasingly being asked today about the extent to which online teaching should continue to play a role in university teaching in the future. This raises the question of what actually characterizes good university teaching and which teaching formats enable good university teaching. Therefore, in this paper we would like to compile the research results from teaching-learning research regarding the quality of university teaching and from this compile overarching criteria of evidence-based good university teaching. Based on this, we would like to take a look at the research on the effectiveness of online teaching. Our thesis is that online teaching per se has no higher or lower effectiveness than face-to-face teaching, but rather that the quality of teaching formats is ensured by the implementation of the criteria of good teaching, which goes in different teaching formats. This leads to the hypothesis that university teaching can be effective and good in any teaching format if these criteria are taken into account.
    04B - Beitrag Konferenzschrift
  • Publikation
    Evidence-based good teaching succeeds face-2-face And online
    (IATED, 2022) Dannecker, Achim; Hanke, Ulrike [in: 15th International Conference of Education, Research and Innovation. Conference proceedings]
    Triggered by the Corona pandemic and the experience gained with online teaching as a result, questions are increasingly being asked today about the extent to which online teaching should continue to play a role in university teaching in the future. This raises the question of what actually characterizes good university teaching and which teaching formats enable good university teaching. Therefore, in this paper we would like to compile the research results from teaching-learning research regarding the quality of university teaching and from this compile overarching criteria of evidence-based good university teaching. Based on this, we would like to take a look at the research on the effectiveness of online teaching. Our thesis is that online teaching per se has no higher or lower effectiveness than face-to-face teaching, but rather that the quality of teaching formats is ensured by the implementation of the criteria of good teaching, which goes in different teaching formats. This leads to the hypothesis that university teaching can be effective and good in any teaching format if these criteria are taken into account. In order to test this hypothesis practically in a study of our own, a face-to-face course designed on the basis of findings about evidence-based good teaching was converted to a purely online format from one day to another. The switch from face-to-face to pure online was made without adapting the course materials or the didactic concept in the core. In this way, the evaluation results of both teaching formats could be directly compared. In addition, the evaluation results of these events were also compared with the evaluation results of all other events at the university in order to determine whether events that take evidence-based criteria of good teaching into account are really evaluated better. What is good teaching anyway? How can we measure what good teaching is? Like many studies, including Ulrich (2020), we would like to define good teaching here: (1) as teaching that is well evaluated by students and (2) as teaching that is conducive to learning. Thus, in the first case, student evaluation results are used to elaborate criteria for good teaching; in the second case, learning success using grades or scores on achievement tests are used as variables for good teaching. To elaborate evidence-based criteria for good teaching, we consulted the syntheses of Schneider and Preckel (2017), of Ulrich (2020), and of Schneider and Mustafic (2015) and use the criteria of good teaching reported there. These have been compiled by the respective authors from meta-analyses. In total the evaluation of four semesters (approx. 800 students) pre COVID19 and three semesters (approx. 600 students) during COVID19 are compared. As a first outlook it can be said that the satisfaction during COVID19 remained as good as before, the learning success was slightly lower. Compared to all other courses, the gap became larger in the first semester, but this levelled out somewhat over the three semesters. To an overall higher rating.
    04B - Beitrag Konferenzschrift
  • Publikation
    Preparing management science students for the digitalization era
    (IATED, 2019) Dannecker, Achim; Telesko, Rainer; Knechtli, Hanspeter; Gómez Chova, Luis; López Martínez, A.; Candel Torres, Ignacio [in: EDULEARN19. Conference Proceedings]
    One of the big challenges today are innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students mostly understand only the basics of IT mainly related to their private (mobile) environment and not real business scenarios such as data management, outsourcing and/or business process management.
    04B - Beitrag Konferenzschrift
  • Publikation
    Teaching each semester 12 classes with 7 lectures in a case study and flipped classroom setting
    (2019) Dannecker, Achim; Gómez Chova, Luis; López Martínez, A.; Candel Torres, Ignacio [in: ICERI 2019. 12th International Conference of Education, Research and Innovation. Conference proceedings]
    The objective of the paper is to outline how the switch from a classical ex-cathedra teaching of the topics business process management and project management in two different and separated courses to an integrated case study based and flipped classroom format changed the perception of the students as well as the outcome in learning and exam result. This paper will also show, how the course was evaluated by more than 300 students and what is important due to lecture performance and dean alignment. It has shown, that the lectures must commit to the set-up as well as the dean, otherwise parts of the students are more likely to engage less in the course. In addition, it is also shown, how the knowledge exchange between the lectures was done and what the experiences were in trying to teach “the same way” amongst the different teachers and classes with the same learning objectives and at the end the same exam, based on more than 50 peer visits of lecture.
    04B - Beitrag Konferenzschrift
  • Publikation
    E-Business in the era of digital transformation
    (Springer, 2018) Leimstoll, Uwe; Dannecker, Achim; Knechtli, Hanspeter; Quade, Michael H.; Tanner, Christian; Wölfle, Ralf; Dornberger, Rolf [in: Business information systems and technology 4.0. New trends in the age of digital change]
    In recent years, the development of information technology has reached a new level of evolution. It should be noted, however, that digitalization and digital transformation are not fundamentally new phenomena. A phase marked by strong digitalization, for example,was the result of the increased business use of the Internet in the early 1990s. The era of e-business began. The focus was on the digitalization of cross-company processes, which also brought new business models and interlinked value-added structures. Against the background of current developments, the question arises as to what role e-business now plays in digital transformation. The aim of this chapter is to show the current developments in e-business and their relationship to digital transformation. Following an introductory clarification of concepts and a consideration of the importance of mobile computing, the classic areas of e-business are addressed, in particular e-commerce, e-procurement and e-organization. The results show that e-business has
    04A - Beitrag Sammelband
  • Publikation
    04B - Beitrag Konferenzschrift
  • Publikation
    eXperience based training
    (2009) Dannecker, Achim; Wölfle, Ralf
    06 - Präsentation