Vernetzung und Gestaltung von Vernetzung sind zentrale Themen dieses achten Bandes der ZMS-Schriftenreihe. Planspiele ermöglichen Lernen in und über Systeme, das Denken in Strukturen sowie das Erleben und Verstehen von Zusammenhängen. Sie eignen sich darüber hinaus hervorragend, wissenschaftlich-analytisches Wissen über die Realität und reale Systeme zu abstrahieren, zu vereinfachen, didaktisch aufzubereiten und dadurch verständlich und vermittelbar zu machen. Planspiele führen aber auch zur Vernetzung der Teilnehmenden. Sie erfordern von diesen, sich auf die Situation und die anderen Akteure einzulassen. Sie ermöglichen reale Interaktion, Austausch und Netzwerken zwischen allen Beteiligten. Planspiele können also selbst als Netzwerkgestalter verstanden werden. Ihr Einsatz bringt Informationen und Menschen zusammen und lässt neue, intensive Netzwerke entstehen. Die Beiträge in diesem Sammelband zeigen eine Vielzahl möglicher Perspektiven und Fragestellungen zum Themenfeld auf. Erstmals wurden viele davon einem Double-Blind Peer-Reviewverfahren unterzogen. Die hohe Qualität der Beiträge konnte dadurch nochmals gesteigert werden. Dieser Band entstand als Kooperationsprojekt des Zentrums für Managementsimulation der DHBW Stuttgart mit der SAGSAGA, der Gesellschaft für Planspiele in Deutschland, Österreich und der Schweiz e. V.. Somit vertieft er auch die Vernetzung und Zusammenarbeit mit dem deutschsprachigen Planspielfachverband.
This open access book presents and discusses current issues and innovative solution approaches for land management in a European context. Manifold sustainability issues are closely interconnected with land use practices. Throughout the world, we face increasing conflict over the use of land as well as competition for land. Drawing on experience in sustainable land management gained from seven years of the FONA programme (Research for Sustainable Development, conducted under the auspices of the German Federal Ministry of Education and Research), the book stresses and highlights co-design processes within the “co-creation of knowledge”, involving collaboration in transdisciplinary research processes between academia and other stakeholders. The book begins with an overview of the current state of land use practices and the subsequent need to manage land resources more sustainably. New system solutions and governance approaches in sustainable land management are presented from a European perspective on land use. The volume also addresses how to use new modes of knowledge transfer between science and practice. New perspectives in sustainable land management and methods of combining knowledge and action are presented to a broad readership in land system sciences and environmental sciences, social sciences and geosciences.
This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.
This book presents our set of insights and solutions for more effectively integrating corporate social responsibility into management education. Internationally acclaimed authors critically review this multifaceted process in a variety of countries. The book is divided into several sections. After the introduction, three parts delve deep on the following aspects: “Values, Ethics and Spirituality in Management Education”, “Embedding CSR in Management Education”, and “University Social Responsibility”. This book combines theoretical considerations and state-of-the-art, practical advice. The purpose of this book is to ensure graduates pay enough attention to CSR, become more interested in it, trigger a desire for action and feel well equipped to implement tailored initiatives. Future business leaders and managers ought to become change agents who can more easily cope with the complexities CSR entails.
The book is the follow-up to its predecessor “Automation, Communication and Cybernetics in Science and Engineering 2009/2010” and includes a representative selection of all scientific publications published between 07/2011 and 06/2012 in various books, journals and conference proceedings by the researchers of the following institute cluster: IMA - Institute of Information Management in Mechanical Engineering ZLW - Center for Learning and Knowledge Management IfU - Associated Institute for Management Cybernetics Faculty of Mechanical Engineering, RWTH Aachen University Innovative fields of application, such as cognitive systems, autonomous truck convoys, telemedicine, ontology engineering, knowledge and information management, learning models and technologies, organizational development and management cybernetics are presented.
This book constitutes the refereed proceedings of the Second International Conference on HCI in Games, HCI-Games 2020, held in July 2020 as part of HCI International 2020 in Copenhagen, Denmark.* HCII 2020 received a total of 6326 submissions, of which 1439 papers and 238 posters were accepted for publication after a careful reviewing process. The 38 papers presented in this volume are organized in topical sections named: designing games and gamified interactions; user engagement and game impact; and serious games. *The conference was held virtually due to the COVID-19 pandemic.
This volume constitutes the refereed proceedings of the 24th EuroSPI conference, held in Ostrava, Czech Republic, in September 2017.The 56 revised full papers presented were carefully reviewed and selected from 97 submissions. They are organized in topical sections on SPI and VSEs, SPI and process models, SPI and safety, SPI and project management, SPI and implementation, SPI issues, SPI and automotive, selected key notes and workshop papers, GamifySPI, SPI in Industry 4.0, best practices in implementing traceability, good and bad practices in improvement, safety and security, experiences with agile and lean, standards and assessment models, team skills and diversity strategies.
The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.
Anti-Corruption and Compliance programmes in multinational companies have become a common standard. In order for these programmes to be effective, international guidelines and best practice provide that Top Management needs to demonstrate Tone from the Top. However, it remains unresolved what Tone from the Top implies in practice and how it influences the effectiveness of anti-corruption. This book explores theoretically and empirically, what Tone from the Top means and how it can influence decision making with respect to corruption. Data was obtained from Nigerian managers within the oil and gas industry when facing corruption in an experimental environment. An innovative research design, the Drill Bit Business Simulation, was applied which imitates the realities and corruption opportunities of the Nigerian oil and gas sector. Results show how Tone from the Top influences moral and social motivations, which in turn steer the decision of managers whether to engage in corruption. On the basis of these new insights on corrupt decision-making in companies and the influence of Tone from the Top, this book provides practical recommendations on how anti-corruption programmes can be designed to become more effective.
Theoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas. The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to Metacognition, Argumentation, and other key contemporary theories.