TY - CHAP A1 - Meyer, Manfred ED - Carmo, Mafalda T1 - Understanding the Impact of Intercultural Project-Based Learning on Students, Staff and Higher Education Institutions T2 - Education and New Developments Vol. 2 N2 - This paper discusses the experiences of a distributed interdisciplinary project-based learning program for students across continents. For the years 2020 until 2023, we received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (Latin-America) to collaborate over one semester on interdisciplinary projects contributing to the solution of some real-life client’s problems in the partner countries. During this period, more than 150 students embarked on these projects with 116 of them being selected for a scholarship for an international mobility. With the guidance and support by academics from all partner universities, the students success-fully completed each project expressing deep appreciation for the learning opportunities while over¬coming challenges of working across widespread time zones, different cultures, changing requirements, and various technical difficulties. While the primary aim of this distributed interdisciplinary and intercultural project-based learning program was to provide students with a truly Global Intercultural Project Experience (GIPE), in this paper we investigate on its impact in a broader sense as it was observed that this program also had a significant impact on both academic and administrative staff at all partner universities. Finally, we also reveal the impact of this four-year-program on the participating institutions themselves and conclude that the invaluable returns of such interdisciplinary project-based learning extend far beyond financial metrics. It encompasses enhanced student learning experiences, strengthened cooperation and mutual learning between academics and administrative staff, as well as institutional reputation, and societal impact. KW - Project-Based Learning KW - Collaborative Online International Learning KW - Intercultural Collaboration KW - Interdisciplinary Students Project Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-46801 SN - 978-989-35728-0-1 SP - 214 EP - 218 PB - World Institute for Advanced Research and Science (WIARS) CY - Lissabon ER - TY - CHAP A1 - Meyer, Manfred T1 - Worth Every Penny: The Invaluable Returns of Investing in Intercultural and Interdisciplinary Project-Based Learning in Higher Education T2 - ICERI 2024: Proceedings of 17th Annual International Conference of Education, Research and Innovation. Seville, Spain. 11-13 November, 2024. N2 - When organizing intercultural and interdisciplinary Project-Based Learning (PBL) activities across Higher Education Institutions (HEIs), the organizational and resource implications, along with the associated financial challenges, soon become crucial. Even promising approaches may not take off as a simple ‘return on investment’ view and funding decision may not fully address their various impacts on students, staff, institutions and society. This paper explores the experiences within a distributed interdisciplinary project-based learning program run from 2020 to 2023 and involving more than 150 students from four continents learning 21st century skills by collaborating over one semester to address real-world problems faced by clients in partner countries. While the primary goal of this distributed interdisciplinary and intercultural project-based learning program was to offer students a truly Global Intercultural Project Experience (GIPE), this paper explores its broader impact. We found that the program significantly influenced both the academic and administrative staff at all partner universities. Furthermore, we examine the program's effect on the participating institutions themselves over the four-year period. Our conclusion is that the invaluable benefits of such interdisciplinary project-based learning extend well beyond financial metrics. They include enhanced student learning experiences, strengthened cooperation and mutual learning between academics and administrative staff, improved institutional reputation, and positive societal impact. Thus, we worked hard to convince both our university management and the world's largest funding organisation for the international exchange of students and researchers to grant financial support for another 3-year period in 2025 to 2027 during which the GIPE concept will be further developed and a permanent organizational structure shall be established based on an extended network of partner institutions and sponsors around the world. KW - Interdisciplinary Students Project KW - Intercultural Collaboration KW - Collaborative Online International Learning KW - Project-based Learning Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-46827 SN - 978-84-09-63010-3 SN - 2340-1095 SP - 6723 EP - 6729 PB - IATED CY - Sevilla ER - TY - CHAP A1 - Ochoa-Luna, Jose Eduardo A1 - Meyer, Manfred ED - Carmo, Mafalda T1 - Unleashing Personalized Education Using Large Language Models in Online Collaborative Settings T2 - Education and New Developments Vol. 2 N2 - The Artificial Intelligence community has long pursued personalized education. Over the past decades, efforts have ranged from automated advisors to Intelligent Tutoring Systems, all aimed at tailoring learning experiences to students' individual needs and interests. Unfortunately, many of these endeavors remained largely theoretical or proposed solutions challenging to implement in real-world scenarios. However, we are now in the era of Large Language Models (LLMs) like ChatGPT, Mistral, or Claude, which exhibit promising capabilities with significant potential to impact personalized education. For instance, ChatGPT 4 can assist students in using the Socratic method in their learning process. Despite the immense possibilities these technologies offer, limited significant results are showcasing the impact of LLMs in educational settings. Therefore, this paper aims to present tools and strategies based on LLMs to address personalized education within online collaborative learning settings. To do so, we propose RAGs (Retrieval-Augmented Generation) agents that could be added to online collaborative learning platforms: a) the Oracle agent, capable of answering questions related to topics and materials uploaded to the platform.; b) the Summary agent, which can summarize and present content based on students' profiles.; c) the Socratic agent, guiding students in learning topics through close interaction.; d) the Forum agent, analyzing students' forum posts to identify challenging topics and suggest ways to overcome difficulties or foster peer collaboration.; e) the Assessment agent, presenting personalized challenges based on students' needs. f) the Proactive agent, analyzing student activity and suggesting learning paths as needed. Importantly, each RAG agent can leverage historical student data to personalize the learning experience effectively. To assess the effectiveness of this personalized approach, we plan to evaluate the use of RAGs in online collaborative learning platforms compared to previous online learning courses conducted in previous years. KW - Collaborative Learning KW - Generative AI KW - Large Language Model KW - Personalized Education Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-46838 SN - 2184-044X SP - 259 EP - 263 PB - inScience Press CY - Lissabon ER - TY - CHAP A1 - Meyer, Manfred A1 - Gamundani, Attlee M. A1 - Becker, Katja M. A1 - Ochoa-Luna, Jose Eduardo A1 - Malpartida, Daniel A1 - Nugroho, Agung A1 - Stanley, Colin A1 - Winschiers-Theophilus, Heike T1 - Global Intercultural Project Experience (GIPE): A Distributed Interdisciplinary Project-Based Learning Framework T2 - Education Applications & Developments VII N2 - This chapter describes a new concept and experiences of a distributed interdisciplinary learning program for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (South America). In 2020 and 2021, 28 and 44 students from four continents engaged in a one-semester distributed interdisciplinary project for a Namibian and Indonesian client, respectively. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across widespread time zones, cultures, changing requirements, and various technical difficulties. Considering the vast learning benefits, we suggest incorporating such projects in all tertiary education curricula across the globe, while streamlining organizational efforts based on lessons learned. KW - project-based learning KW - interdisciplinary students project KW - intercultural collaboration KW - distributed software development KW - collaborative online international learning (COIL) Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-41915 SN - 978-989-53614-4-1 SP - 187 EP - 205 PB - inSciencePress CY - Lisbon, Portugal ER - TY - VIDEO A1 - Meine, Julien A1 - Voigt, Niklas A1 - Kremer, Jan-Niklas A1 - Digakis, Niklas A1 - Schulte, Max A1 - Surmann, Hartmut T1 - Small spherical UAV: First test N2 - The video shows the first test of a small spherical UAV (35 cm) with 4 rotors for missions in complex environments such as buildings, caves or tunnels. The spherical design protects the vehicle's internal components and allows the UAV to roll over the ground when the environment allows. The drone can land and take off in any position and come into contact with objects without endangering the propellers and can restart even after crashes. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-43117 ER - TY - VIDEO A1 - Meine, Julien A1 - Voigt, Niklas A1 - Kremer, Jan-Niklas A1 - Digakis, Niklas A1 - Schulte, Max A1 - Surmann, Hartmut T1 - Sperical UAV: Crash Test with 1/2 liter bottle from 2 meters N2 - Sperical UAV: Crash Test with 1/2 liter bottle from 2 meters Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-43122 ER - TY - VIDEO A1 - Surmann, Hartmut T1 - UAV gestützte Inspektion bei Bränden von Industriehallen N2 - Der Vortrag (Folien) als Video ohne Ton. In den PDF Folien (www.rettungsrobotik.de) sind diese nicht enthalten. DRZ - Event: Rettungsrobotik im Dialog vom 06.09.2023. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-43204 ER - TY - CHAP A1 - Meyer, Manfred ED - Carmo, Mafalda T1 - Challenges – Towards Continuous Peer Assessment in Undergraduate Programming Classes T2 - Education and New Developments 2023, Vol. 1 N2 - This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams. KW - Continuous Assessment KW - Peer Assessment KW - Formative Assessment KW - Competency-Oriented Exams Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-45124 SN - 978-989-35106-3-6 SN - 2184-044X SN - 2184-1489 SP - 134 EP - 138 PB - inScience Press CY - Lissabon ER - TY - RPRT A1 - Urban, Tobias A1 - Große-Kampmann, Matteo T1 - Integrating 6G and Tactile Internet in Participatory Healthcare: A Pathway to Enhanced Security and Resilience N2 - This paper discusses the transformative potential of 6G technology and the tactile Internet in reshaping participatory healthcare models while architecturing these digital healthcare systems with security and resiliency by design. As healthcare continues to advance towards more inclusive and patient-centered approaches, the role of emerging technologies like mobile health, 6G, and the Internet will become increasingly significant in facilitating these interactions while ensuring the security and privacy of patient data. Furthermore, the organizations providing healthcare to patients must ensure compliance with different regulations, which are also focusing more and more on cybersecurity issues. Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-45364 ER - TY - JOUR A1 - Bergmans, Bernhard T1 - Recht für Wirtschaftswissenschaftler als didaktische Aufgabe T1 - Teaching law to economists N2 - Kritische Bestandsaufnahme von Recht im Nebenfach für angehende Ökonomen mit einem Vorschlag zur didaktischen Optimierung durch eine Ausrichtung an den spezifishen Bedürfnissen und Möglichkeiten der Zielgruppe N2 - Critical analysis of law as a minor for students in economics with a proposal for optimziation based on specific needs and possibilities of this target group of legal education T3 - ReWir. Recklinghäuser Beiträge zu Recht und Wirtschaft - 1/2010 KW - Juristenausbildung KW - Wirtschaftswissenschaftliches Studium KW - Recht KW - Rechtsdidaktik KW - Didaktik Wirtschaftswissenschaft KW - Wirtschaftsrecht KW - Legal education Y1 - 2010 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-260 ER - TY - THES A1 - Arping, Bastian T1 - Dark LLMs im Kontext von OSINT: Prototypentwicklung und Analyse der Anwendung für die polizeiliche Gefahrenabwehr und Strafverfolgung in Nordrhein-Westfalen N2 - In dieser Arbeit wird der Einsatz von Dark LLMs zur Durchführung von OSINT-Recherchen im Rahmen der polizeilichen Gefahrenabwehr und Strafverfolgung in Nordrhein-Westfalen analysiert. Hierfür wird zunächst eine erste wissenschaftliche Definition des Begriffs Dark LLM erstellt. Anschließend werden relevante Dark LLMs vorgestellt, auf deren Gefahren aufmerksam gemacht und geeignete Gegenmaßnahmen erörtert. Danach erfolgt eine rechtliche Einordnung anhand mehrerer Gesetzestexte. Dann wird eine prototypische Entwicklung eines LLMs durchgeführt, welches für OSINT-Recherchen eingesetzt werden kann. Die rechtliche Analyse und die technische Implementierung ergeben, dass der Einsatz eines Dark LLMs in der polizeilichen Arbeit unzulässig ist. Zudem wird ein polizeiliches LLM nach der KI-Verordnung sowohl als Hochrisiko-KI-System als auch als KI-Modell mit allgemeinem Verwendungszweck eingestuft, wodurch sich etliche Pflichten ergeben, die ein LLM in ihrer Funktion einschränken. Trotz dieser Einschränkungen ist ein Einsatz eines solchen LLMs sinnvoll, denn dieses kann viele OSINT-Informationen sekundenschnell zu einer gebündelten Antwort zusammenfassen, was die polizeiliche Arbeit erheblich erleichtert. Durch allgemeines OSINT-Training und die Anbindung weiterer OSINT-Quellen kann die Qualität der Antwort deutlich verbessert werden. N2 - This paper analyses the use of dark LLMs to conduct OSINT research in the context of police hazard prevention and law enforcement in North Rhine-Westphalia. To this end, an initial scientific definition of the term dark LLM is first established. Subsequently, relevant dark LLMs are presented, their dangers are highlighted, and appropriate countermeasures are discussed. This is followed by a legal classification based on several legal texts. Then a prototype LLM is developed that can be used for OSINT research. The legal analysis and technical implementation show that the use of a dark LLM in police work is not permitted. In addition, according to the AI Regulation, a police LLM is classified as both a high-risk AI system and an AI model for general use, which results in a number of obligations that restrict the function of an LLM. Despite these restrictions, the use of such an LLM is useful because it can summarise a lot of OSINT information into a bundled response in a matter of seconds, which makes police work considerably easier. Through general OSINT training and the connection of additional OSINT sources, the quality of the response can be significantly improved. KW - Künstliche Intelligenz KW - Große Sprachmodelle KW - Large Language Model KW - Open Source Intelligence KW - Cyberkriminalität KW - Künstliche Intelligenz KW - Dark LLM KW - OSINT KW - Polizei KW - Große Sprachmodelle Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-48354 ER -