@inproceedings{FuhrmannNiemetz, author = {Fuhrmann, Thomas and Niemetz, Michael}, title = {Ideas on Digitally Supported Individualization of Teaching and Learning for Evolving Competency Requirements}, series = {Ninth International Conference on Higher Education Advances (HEAd 23), Val{\`e}ncia, June 19, 2023 - June 22, 2023}, booktitle = {Ninth International Conference on Higher Education Advances (HEAd 23), Val{\`e}ncia, June 19, 2023 - June 22, 2023}, publisher = {Universitat Polit`ecnica de Val`encia}, issn = {2603-5871}, doi = {10.4995/HEAd23.2023.16232}, pages = {1399 -- 1406}, abstract = {The world is changing rapidly, mainly due to the digitalization of all areas of living. A huge amount of information is accessible via the Internet, and since it is no longer possible for individual humans to keep track of it, artificial intelligence (AI) is analyzing this data. In this rapidly changing world, students have to be educated for a successful career during their whole working life. These boundary conditions lead to completely new challenges for the education of students that are unprecedented in this form. Digitalization in education can help to cope with these challenges but can only be a means, not a goal. Personal interaction with students remains the most important task in education to address individual weaknesses and further develop strengths and talents. With the increasing amount of openly available information and the consequently increasing diversity of experiences within the group of students, differentiation is advancing to become the key to successful education. Digitization can help with this challenging task and support communication between students and their experienced instructors. But computers cannot replace human interaction and attempts to improve teaching efficiency by replacing this communication with electronic means endangers the learning success for complex concepts. This article analyzes education demands and possibilities for digitally supported teaching and learning.}, language = {en} } @inproceedings{Fuhrmann, author = {Fuhrmann, Thomas}, title = {Semi-Structured Lab Projects in Communication Engineering Education}, series = {2023 IEEE Global Engineering Education Conference (EDUCON), 01-04 May 2023, Kuwait}, booktitle = {2023 IEEE Global Engineering Education Conference (EDUCON), 01-04 May 2023, Kuwait}, publisher = {IEEE}, doi = {10.1109/EDUCON54358.2023.10125244}, pages = {1 -- 5}, abstract = {It is generally known that project-based learning is a very important part of engineering education to connect theoretical knowledge with practical work. Students learn to apply their knowledge to real-world challenges as it is the case in their later professional life. If students are not used to project work or the scientific topic is new and relatively complex, they may be overwhelmed. The consequence is that students achieve poor results, are frustrated, and therefore learning success is low. Semi-structured projects are introduced that combine the advantages of structured experiments with projects. The project work is structured into several parts with detailed descriptions of the tasks. In the end, students get similar results to doing a free project, but the success rate is higher due to higher guidance. Therefore, these semi-structured projects are seen to be an appropriate method to guide students to learn how to do project work. The feedback from most students is very positive. Some students with no previous lab experience complained about the project work and wished for more guidance to become familiar with lab work. In sum, the student feedback is encouraging to develop semi-structured projects further.}, language = {en} }