Education and Advanced Training in the Digital Society

Research Group 7

Digital technologies and the internet influence all areas of life and place new demands on education and training. Our goal is to accompany, explore and formulate recommendations for the entire path of an individual as a knowledge carrier in the digital world. Related research focuses include relevant competencies, approaches to digital education in the classroom, possibilities for designing digital learning opportunities, avoiding devaluation and supporting the upgrading of vocational qualifications.

New technologies – new requirements for education and training

The requirements in dealing with new technologies are changing increasingly. The corresponding competence training begins during school education and is continued within training and further vocational education. This constitutes a challenge for research at various levels. The question arises as to which competencies are necessary and relevant in a digital world. Furthermore, it is crucial to examine how these competencies can be acquired. When disseminating usage knowledge, background knowledge or social impact assessment, the differentiation of knowledge dissemination (e.g. according to educational background, age and experience) is examined.

The questions will be addressed using different methods, e.g. the collection and analysis of the dimensions of digital education in schools and the design and testing of individualised and group-based teaching and learning scenarios. The relevant topics are taken up in supervised dissertation projects.

The research group focuses in particular on the following questions:

  • What are the socially significant changes associated with the digitisation of education and training?
  • How do key users (schools, companies) deal with the issues of education and training and how can they be supported?
  • How important are digitally supported teaching and learning concepts?

Design of teaching and learning processes

We pursue a design - oriented approach based on empirical knowledge and consequently use these insights in order to design teaching and learning processes on an individual and group level. We also investigate how the theoretical foundations of knowledge and learning change or have to change. Additionally, we examine how and whether machines and artificial intelligence are regarded as knowledge carriers. Finally, we strive for an understanding of where the peculiarities and possible limits of knowledge transfer between man and machine lie.

We cooperate with research institutions, are present at international conferences with workshops and presentations, and use research findings to shape our university teaching.


Research Group Members

Publications (Selection)

Conference Proceedings

Le, N. T./Pinkwart, N. (2017): „K-12 Computational Thinking Education in Germany“. In: Proceedings of the International Conference on Computational Thinking Education 2017 (CTE2017), The Education University of Hong Kong, Massachusetts Institute of Technology, and City University of Hong Kong, p. 39-43.

Rüdian, S./Pinkwart, N./ Liu, Z. (2018): „I Know Who You Are: Deanonymization Using Facebook Likes“. In: GI Informatik, Workshop: Security & Privacy at Large, Berlin: Gesellschaft für Informatik.

Articles in Edited Volumes

Gronau, N./Ullrich, A./Bender, B. (2017): „Anwendungszentrum Industrie 4.0 – Szenariobasiertes Lernen im Industrial Internet of Things-Labor.“ In: Gronau, N. (Hg.): Industrial Internet of Things in der Arbeits- und Betriebsorganisation, Berlin: GITO-Verlag, p. 1-24.

Bender, B./Teichmann, M./Ullrich, A. (2017): „Mobile IoT-Technologien als Erfolgsfaktor für Fertigung und Lernszenarien – Systematisierung und Anwendung.“ In: Gronau, N. (Hg.): Industrial Internet of Things in der Arbeits- und Betriebsorganisation, Berlin: GITO-Verlag, p. 233-255.

Articles in Journals

Gronau, N./Ullrich, A./Teichmann, M. (2017): „Development of the Industrial IoT Competences in the Areas of Organization, Process, and Interaction Based on the Learning Factory Concept“. In: Procedia Manufacturing 9C. Elsevier, S. 294-301. DOI: 10.1016/j.promfg.2017.04.029.

Kluge, A./Gronau, N. (2018): „Intentional Forgetting in Organizations: The Importance of Eliminating Retrieval Cues for Implementing New Routines“. In: Frontiers in Psychology, 9 (51), S. 1-17, available online:

Liu, Z./Pinkwart, N./Liu, H./Liu, S./ Zhang, G. (2018): „Exploring Students’ Engagement Patterns in SPOC Forums and their Association with Course Performance“. In: EURASIA Journal

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