Andrea Stefanie Hillen

• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2022). Reflection Cycle - from Collective Ideas to joint action. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 81–90. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Hillen, Prof. Andrea Stefanie (2022). Mental Mapping Response Method - A Collective Decision for an Intervention. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 57–67. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen & Sæbø, Grethe Ingebrigtsvold (2022). The Project School-In - an Overview. In Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Ed.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 978-3-8309-4502-4. p. 13–32. doi: 10.31244/9783830995029. Full text in Research Archive Show summary

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Wolcott, Peter; Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Lazareva, Aleksandra & Dalehefte, Inger Marie (2021). Steps in conceptualizing assessment culture – progress and challenges developing a survey. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. p. 123–136.
• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2021). ICT based self-assessment in VET Pre-Service Teacher Training. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. p. 75–88.
• Schaffer, Connie; Hillen, Prof. Andrea Stefanie; Jr, Robert Morris Gray; Wolcott, Peter & Lazareva, Aleksandra (2021). The multifarious nature of assessment. In Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (Ed.), Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISSN 978-3-8309-4478-2. p. 11–18.
• Hillen, Andrea Stefanie (2020). School Staff-centered School Development by Communicative Action: Working Methods for Creating Collective Responsibility - From the Idea to Action. Journal on Efficiency and Responsibility in Education and Science. ISSN 2336-2375. 13(4), p. 189–203. doi: 10.7160/eriesj.2020.130403. Full text in Research Archive
• Hillen, Prof. Andrea Stefanie (2019). The impact of local communities on the school development - a case study examining expectations and inclusion on a systemic level . International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 18(2), p. 13–28. doi: 10.26803/ijlter.18.2.2. Full text in Research Archive
• Hillen, Andrea Stefanie; Conway, David F.; Landis, Melodee; Wolcott, Peter & Schlegelmilch, Mary T. (2016). Cross-national research and publication by virtual team building.(pp. 207-213), Proceedings of EdMedia: World Conference on Educational Media and Technology 2016. Association for the Advancement of Computing in Education (AACE). ISSN 978-1-939797-24-7. p. 207–213. Show summary

  This paper explores a unique project between two universities and related research partners, separated across the globe, who collaborated to share knowledge and to extend local research to a wider audience. This submission will examine the process of virtual team building to support an international research collaboration. Targets and tools used during the process included online conferencing, an online workshop for supporting paper writing with pre-post online activities, as well as the use of several digital tools. Cisco collaboration rooms and applications like WebEx, Jabber video, as well as Today’s Meet, Google Drive, Wiggio, online questionnaires, and an online decision tree were employed. The core objective was to produce and coauthor a volume of research entitled “Digital Media in Teaching and its Added Value (2015),” which was published at the end of the year 2015 by Waxmann Publishing.

• Hillen, Andrea Stefanie (2015). IT-Integrated Approaches in Everyday Teaching in Higher Education: Supporting Interaction and Communication in High Enrollment Classes. In Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Ed.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 978-3-8309-3287-1. p. 67–82.
• Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (2015). The Value of Investigating Information Technology Applications for Teaching and Learning Purposes. In Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Ed.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 978-3-8309-3287-1. p. 11–18.
• Hillen, Andrea Stefanie (2015). Why do students ask: how much do I need to read to pass the exam? - A conceptual discussion and an empirical enquiry on trends of instrumentalism in study programmes experienced by today's students. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 978-3-8309-3054-9. p. 73–88.
• Hillen, Andrea Stefanie & Aprea, Carmela (2015). Instrumentalism in Education - Is there Bildung left? What kind of educational spaces can one find in today's institutionalised educational situations? An initial rapprochement to the volume's theme. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 978-3-8309-3054-9. p. 9–13.
• Hillen, Andrea Stefanie & Landis, Melodee (2014). Two perspectives on e-learning design: A synopsis of a U. S. and a European analysis. International Review of Research in Open and Distance Learning. ISSN 1492-3831. 15(4), p. 199–225. doi: 10.19173/irrodl.v15i4.1783.
• Hillen, Andrea Stefanie (2014). The role of discussion boards in e-collaborative learning environments (CSCL) – What kind of support can they provide? A conceptual discussion and a qualitative case study. Nordic Journal of Digital Literacy. ISSN 1891-943X. 2014(2), p. 128–147.
• Hillen, Andrea Stefanie (2013). What can research in technology and learning teach media didactics? In Beck, Klaus & Zlatkin-Troitschanskaia, Olga (Ed.), From diagnostics to learning success : Proceedings in Vocational Education and Training. Brill|Sense. ISSN 978-94-6209-190-0. p. 101–113. Show summary

  Information technology is essential in modern societies; this applies for educational institutions too who mirror the societies (schooling) values and intentions. Learners are influenced by the use of technology even information technology is sometimes not consciously or intentionally applied, it is literally an actual part of everyday-life. On the one hand it is quite popular to integrate learning and technology and on the other hand it is a necessity even some trends are to be reflected critically. The paper will discuss research findings in the field of applied technology in teaching and learning by using empirical and theory based research results related to four specific research approaches using different It-applications, and settings. A classification towards media didactics will be conducted as well as conclusions related the operative point of the IT based learning application will be derived.

• Hillen, Andrea Stefanie (2013). Acquisition of Higher Order Knowledge by a Dynamic Modeling Environment based on the Educational Concept of Self-Regulated Learning, Intelligent and Adaptive Educational-Learning Systems Achievments and Trends. Series: Smart Innovation, Systems and Technologies Series Editors: Howlett, Robert J., Jain, Lakhmi C Guest Editor: Alejandro, A. Pena. Springer Science+Business Media B.V.. ISSN 978-3-642-30170-4. Show summary

  The aim is to show that learning with this modeling based Educational Learning System (ELS) can accomplish the target of achieving higher order knowledge. The ELS is a system consisting of internal and external elements. The external prerequisites consist of technical and physical elements and the internal ones are shaped by the students pre-knowledge and the instructors teaching competencies including his/her social, emotional, and disciplinary knowledge necessary for teaching. The ELS is based on a theoretical framework of different theories and models such as concept mapping, elaboration of mental models, cognitive tool-approach, and self-regulated learning (SRL). Different features for visualization and modeling of the subject matter to be learned can be chosen by the students as well as the frequencies using the simulation feature to receive feedback to the model constructed. This enables the students to work self-regulated because of the feedback of the system, by providing the simulation results in desired graph-ical or analytical representation formats. The notation of the ELS, the symbols themselves are considered as an intuitive language because the symbols are con-nected to real world phenomena. It is assumed that the expression of knowledge is co-determined by the applied language. It is concluded that a less differentiated language does not hinder thinking but does not support thinking as a ‘cognitive tool’. Hence the hypothesis is: there are significant differences in the complexity of the expressed knowledge of the students using the notation in comparison to a control group using verbal protocols to express the knowledge acquired.

• Hillen, Andrea Stefanie & Päivärinta, Tero (2012). Perceived Support in E-Collaborative Learning - An Exploratory Study Which Make Use of Synchronous and Asynchronous Online-Teaching Approaches. In Popescu, E. (Eds.), Advances in Web-based Learning ICWL 2012- Lecture Notes in Computer Science Volume 7558. Springer Publishing Company. ISSN 978-3-642-33642-3. p. 11–20. doi: 10.1007/978-3-642-33642-3_2. Show summary

  This study compares four different learning environments for ecollaborative learning in two European countries related to the dimension of students` mutual support. The theoretical baseline is Vygotsky’s zone of proximal development (ZOPD) and the socio-genetic approach of Piaget. The analyzed data are based on questionnaires collected over the time period of an entire semester including four different courses at the master’s level. These courses applied different e-collaborative approaches including a variety of tools for supporting communication. It is assumed that these courses including communication tools e.g. virtual face-to-face meetings enhance the chances for better communication, and finally, for mutual support of students themselves. The objective is to investigate how the different environments have affected the students’ perception related to different e-collaborative learning platforms in the dimensions of social support, information exchange, and task support.

• Hillen, Andrea Stefanie; Breuer, Klaus, U. & Tennyson, Robert, D. (2011). Gaming and Learning: Theory, Research,and Practice. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. p. 185–198. Show summary

  This chapter discusses the gap between gaming and learning activities in reference to theory, research, and practice from an educational perspective. By definition, learning in educational settings is considered to be purposeful and goal-oriented. Outcomes refer to subject matter. In opposition gaming is considered to be pure and open ended. Educationally relevant outcomes are in question. From that perspective a bridge can hardly be built between the two activities. There is a different perception on the two domains in regards to the outcomes of learning as well as gaming processes.

• Hillen, Andrea Stefanie (2011). The Role of Worksheets in Media Based Instruction - A Didactic and Diagnostic approach. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. p. 169–184. Show summary

  This paper discusses media based learning as a combination and interaction of instructional elements, that is, worksheets, teacher’s instruction and the application of technology. The main focus will be on worksheets supporting the learning process. Worksheets are described as instructional means or tools in teaching.The author assumes that the application of worksheets in instruction supports the elaboration of Mental Models. Using ‘elaboration’ as one cognitive procedure to support the acquisition of knowledge, the depiction or visualisation of thoughts is already the very first step for the development of Mental Models. The assumption is that an appropriate inherent structure of worksheets guides, supports, and fosters learning.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Introducing didactic perspectives to contemporary challenges. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. p. 9–21. Show summary

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Hillen, Andrea Stefanie & Gonzalez, Jose J. (2009). Generating Dynamic Stories from Complex Simulation Models: A Learning Approach Applied in Information Security. In Blumschein, Patrick; Hung, Woei & Jonassen, David H. (Ed.), Model-based approaches to learning : using systems models and simulations to improve understanding and problem solving in complex domains. Brill|Sense. ISSN 978-90-8790-709-9. p. 146–162. Show summary

  We assume that the application of 'dynamic stories' supports understanding of complex simulation models. Triggered by a dynamic story non-computer-experts are enabled to grasp crucial content captured in system dynamic models.The 'dynamic story traingle' is used as a framwork to develop such stories. To design meaningful and reliable dynamic stories one needs instructional design and modeling expertise.

• Rich, Eliot H.; Sveen, Finn Olav; Qian, Ying; Hillen, Andrea Stefanie; Radianti, Jaziar & Gonzalez, Jose J (2009). Emergent Vulnerability in Integrated Operations:. International Journal of Critical Infrastructure Protection. ISSN 1874-5482. 2(3).
• Hillen, Andrea Stefanie (2006). Zum Erwerb generischer Erklärungsmuster zu kaufmännischen Sachverhalten in Orientierung an ein systemdynamisches Modellunternehmen. Berufs- und Wirtschaftspädagogik. ISSN 1618-8543. 10(Juni). Show summary

  In der gegenwärtigen Diskussion um den Kompetenzerwerb wird Wissen und Können ’höherer Ordnung’ sehr wohl in den Blick genommen. Dazu erscheint es im besonderen Maße erforderlich, gerade solche Ebenen des Wissens anzusprechen und zu fördern, welche die Bewältigung von komplexen beruflichen Handlungssituationen ermöglichen. Allerdings werden in der gegenwärtigen Literatur nur wenige methodisch begründete Möglichkeiten aufgezeigt, die eine diagnostische Abbildung zur unterschiedlichen Qualität von Wissen eröffnen. Im Umkehrschluss kann mit Hilfe eines Werkzeugs, das den Erwerb von Wissen mit einer bestimmten Qualität befördert, im Zusammenhang mit einer geeigneten Lernumgebung der Versuch unternommen werden, die Aneignung von bestimmten Lernerträgen zu unterstützen. In Anknüpfung an die Unterrichtsmethodik ’Lernfirma’ werden hier Umsetzungen und Lernerträge in Orientierung an ein generisches Unternehmensmodell dargestellt. Hierbei erweist sich die Nutzung eines Modellbildungssystem im Sinne von SALOMON, PERKINS & GLOBERSON (1991) bzw. von JONASSEN, BEISSNER & JACCI (1993) als ein kognitives Werkzeug, mit dem Auszubildende Lernergebnisse zum Verständnis von komplexen kaufmännischen Sachverhalten erzielen können. Es werden dabei expressive und explorative Zugehensweisen gewählt.

• Hillen, Andrea Stefanie (2006). Der Bau der Erkenntnis. Unterrichten aus konstruktivistischer Perspektive. Pflege anders denken und ausbilden. ISSN 1861-6186. 1(1), p. 46–50.
• Line, Maria B.; Longva, Odd Helge; Johnsen, Stig Ole; Albrechtsen, Eirik & Hillen, Andrea Stefanie (2006). Monitoring of Incident Response Management Performance, IT-incident management & IT-forensics ; conference proceedings ; IFM 2006, October, 18th - 19th, 2006, Stuttgart, Germany. Bonner Köllen Verlag. ISSN 9783885791911. p. 128–143.

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• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Schaffer, Connie; Lazareva, Aleksandra & Jr, Robert Morris Gray (2021). Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. Waxmann Verlag. ISBN 978-3-8309-4478-2. 150 p.
• Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (2015). Digital Media in Teaching and its Added Value. Waxmann Verlag. ISBN 978-3-8309-3287-1. 235 p.
• Hillen, Andrea Stefanie & Aprea, Carmela (2015). Instrumentalism in Education - Where is Bildung left? Waxmann Verlag. ISBN 978-3-8309-3054-9. 159 p.
• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISBN 978-3-8309-2589-7. 200 p. Show summary

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Hillen, Andrea Stefanie (2007). Principles for the construction of Learning Environments. Eusl-Verlagsgesellschaft mbH. ISBN 978-3-933436-86-3. 250 p. Show summary

  The paper discuss' and analyses the concept of complex learning environments. The author applies the discussed framework to her own research in computer-based learning environments based on system dynamics modelling.

• Hillen, Andrea Stefanie (2006). (The re-representation of levels of knowledge)Die Abbildung zu Qualitäten des Wissens (377-389). In Berufs- und wirtschaftspädagogische Grundlagenforschung. Lehr-Lern-Prozesse und Kompetenzdiagnostik. Lehr-Lern-Prozesse und Kompetenzdiagnostik - Festschrift für Klaus Beck, (2006). edited by. G. Minnameier and E. Wuttke, Frankfurt a. M.: Lang. Peter Lang Publishing Group. ISBN 978-3-631-55395-4. 524 p.

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• Kverneggen, Kari-Anne Helleberg & Hillen, Prof. Andrea Stefanie (2023). Yrkesfagelevenes mulighet til trene selvregulering.
• Hillen, Prof. Andrea Stefanie (2023). An Exploratory Study on the Use of Chatbots in Higher Education as Support for Teachers’ Assessment of Written Midterm Assignments .
• Kverneggen, Kari-Anne Helleberg; Egeland, Frank & Hillen, Prof. Andrea Stefanie (2023). Vocational teachers adapting their instruction in times of changes and challenges regarding the phenomenon of self-regulation. Show summary

  In the south of Norway, teachers and students were asked about the pandemic by interviews, focus-groups, and questionnaire. When the lock-down started no measures were given by the school administration with the exception to teach digitally. Hence, teachers on their own needed to developed ways and methods to teach and reach their students. The study relates to students with have chosen a professional subject in upper secondary school. Students' own responsibility is mentioned in the core curriculum, but it is the teacher who has most of responsibility for students to become self-regulated. When parents are working and teachers online, it may be difficult that students establish responsibility for themselves. Hence, the experiences from homeschooling are important to take further in the student's learning process. Against this background we ask, how did the teachers change their own (digital) teaching that student could practice self-regulated learning (SRL) and responsibility for themselves? Videoclip: https://video.uia.no/media/t/0_cdjae23u

• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2022). Extracurricular Activities in Political Adult Education .
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2022). Evaluation study of innovations in non-formal democratic education.
• Øgård, Monika & Hillen, Prof. Andrea Stefanie (2022). Experiences made with ‘subject matter assignments’ as boundary objects in VET education .
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Toleranse og demokratisk deltakelse i kampen mot hatytringer og grupperelatert mistro: En evaluering av utdanningstiltak utenfor skolen i en tysk kontekst. Show summary

  Sammendrag fra programmdag arrangert fra Aslaug Kristiansen og Nils Hallvard Korsvold (UiA): Demokrati og medborgerskap er ett av de tverrfaglige satsningsområdene både ved UiA og for Fakultet for humaniora og pedagogikk. Tematikken tangerer mye forskning som skjer ved fakultetet allerede, men fra og med 2021 ønsker dekanatet en særlig satsning på forskning omkring demokrati og medborgerskap, knytta til barnehage- og skoleforskning. Som en overordna tilnærming går satsningen under navnet: Å bygge en demokratisk kultur: Barnehage, skole og høyere utdanning som verktøy og arena. Men å gjennomføre demokrati opplæring og å bygge demokratiske miljøer og kulturer er ikke bare noe som skjer i en barnehage- og skole kontekst. Vi skal på dette seminaret lære mer om ulike regionale og kommunale initiativ hvor dialog og demokrati opplæring står på dagsorden. I tillegg samtale om hva som står på spill, hvilke utfordringer som finnes og hvordan disse kan gripes an.

• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Experiences made within the German adult democratic education – a pilot qualitative study by experts' interviews and document analysis .
• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2021). Self-assessement and feedback in Pre-Service Teacher Training (VET) supported by an LMS .
• Egeland, Frank & Hillen, Prof. Andrea Stefanie (2021). IKT-basert egenvurdering i yrkeslærerutdanningen (PPUy) .
• Hillen, Prof. Andrea Stefanie & Christ, Rainer (2021). Evaluation of civic and democratic education initiatives in out-of-school education.
• Hillen, Andrea Stefanie (2020). Collegium Driven School-development on a Systemic Level by Using Combined Collaborative Working Methods. Show summary

  Collegium Driven School-development on a Systemic Level by Using Combined Collaborative Working Methods Nowadays, the quality of school development is seen as context related (Langfeldt, 2015; Horrigmo & Midtsundstad, in preparation). The objective of the paper, presented here, is to look on the effects of combined working methods of the school staff-driven inclusive activities to relate to the local environment. As sources for the analysis recorded discussions during the ‘Reflection-Cycle’ and the ‘Dialogue-Café’ are used. These discussions are analyzed by a constant comparative method open coding (Glaser & Strauss, 1967). As well as ‘reports’ written by the school staff themselves, are taken as additional data on how planned measures have been actually enacted. One theoretical platform is Habermas’ paradigm of communicative action (1984) which implies social action as a prerequisite for consentaneous collaboration. ‘Communicative action’ is an understanding-oriented approach (Habermas, 1999, p. 143). Language is used as a source of social integration (Habermas, 1999, pp. 142f). This means that the listener of free will is motivated and recognizes the matter being discussed (Habermas, 1999, p. 140). The school staff’s collaboration understood as collegial collaboration (Hargreaves, 1995a, b) can become a communicative action where the actors jointly try to create a mutual understanding and agreement by critical reflection. Agreement does not mean unreflected or forced consent. Agreement cannot be imposed on one party by the other, but it must come from within and contributes to build trust. This understanding builds the platform for the actors' actions. The content analysis using the application Nvivo will focus on discussions and on provisions, the actors’ actions connecting the school towards local community. References: Glaser, B. & Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter. Habermas, J. (1984). The theory of communicative action. Volume 1: Reason and the Rationalization of society. Boston: Beacon Press. Hargreaves, D. H. (1995a). School Culture, School Effectiveness and School Improvement, School Effectiveness and School Improvement; An International Journal of Research, Policy and Practice 6(1), 23‐46. Hargreaves, D.H. (1995b). Beyond Collaboration: Critical Teacher Development in the Postmodern Age. In Smyth, J. (Ed.), Critical Teacher Development (pp. 149‐180.) London: Cassell, Buffalo: SUNY Press. Hillen, S. (2019). The Impact of Local Communities on the School Development - A Case Study Examining Expectations and Inclusion on a Systemic Level. International Journal of Learning Technology and Research pp. 23-38 htttp://www.ijlter.org/index.php/ijlter/article/view/1349/pdf Horrigmo, K. J. & Midtsundstad, J. H. (in preparation). The interplay between school and place – drivers and barriers for school’s development as inclusive communities. Langfeldt, G. (2015). Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. In English: [School’s quality is created locally]

• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen; Ingebrigtsvold Sæbø, Grethe & Sæbø, Grethe Ingebrigtsvold (2020). Nettsiden: School-In. Arbeidsmetode for utvikling av inkluderende fellesskap. https://www.uia.no/om-uia/prosjekter/school-in.-arbeidsmetode-for-utvikling-av-inkluderende-fellesskap.
• Egeland, Frank & Hillen, Prof. Andrea Stefanie (2020). Self-assessment as feedback for student learning in Higher Education (VET).
• Hillen, Prof. Andrea Stefanie & Midtsundstad, Jorunn H. (2020). Mental Mapping Respons Metoden (Modellering).
• Hillen, Prof. Andrea Stefanie (2020). School Development by Stimulating School Staff’s ‘Communicative Action’.
• Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø .
• Hillen, Prof. Andrea Stefanie (2019). International Workshop for School Development. Show summary

  The worksshop seeks to shed light on the question of context based school development by the international contributions. As well as networking activities are supported to anker joint research projects and to enhance researcher mobility.

• Hillen, Prof. Andrea Stefanie (2019). Feedback as Part of a Pedagogic Process: Reintegrating Assessement in Student Learning using digital Tools. Show summary

  The symposium intends to stress the importance of feedback opportunities integrated into the learning process (Engh, 2011; Hattie & Timperley, 2007). Hereby, we refer to Autio too as a tipping point for our research endeavor. It is based on the fact that assessment is seen as a crucial part of learning or simply to reintegrate the meaning of assessment and evaluation as natural part of pedagogic processes and teachers’ work (see Autio, 2017). The symposium aims to contribute towards an understanding that feedback is necessary and crucial in student learning. To enable formative assessment, we make use of digital tools to facilitate feedback, self-assessment and communication with and between the students. The symposiums overarching research question is therefore: How can learning approaches be designed to integrate formative assessment and feedback for learning in preservice-teacher training?

• Hillen, Prof. Andrea Stefanie & Egeland, Frank (2019). Self-assessment in Pre-service vocational Teacher Training. Show summary

  This is an explorative study with a student group in part-time vocational teacher-education in Norway. To offer learning feedback is laid down by the Norwegian Directory of Education (2015) in a white paper called “Vurdering for læring”. By using an LMS like 'CANVAS' or ‘TEAMS,’ student self-assessment and teacher feedback can be conducted at once. In addition, these students meet just 10 times during one semester. In between, the students are not at the University and need to learn off-campus on their own. “Therefore, it is vital that the course instructors maintain connections with the students online and adjust lessons and other teaching activities to the students’ needs during the f2f meetings. Self-assessment and continuous teacher feedback help students to reflect on their learning process and achieved learning results. However, this is seldom reported and documented by and for the students themselves in teaching processes. We introduce and apply this self-assessment and feedback approach to help students receive feedback on their performance (achieved learning goals).

• Dalehefte, Inger Marie & Hillen, Prof. Andrea Stefanie (2019). Describing and explaining effects and non-effects of the innovation in School-In.
• Midtsundstad, Jorunn H.; Ingebrigtsvold Sæbø, Grethe; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In.
• Hillen, Prof. Andrea Stefanie (2018). Mapping as a visualization, reflection, and response technique.
• Hillen, Prof. Andrea Stefanie (2018). Why is a culture of assessment important in an educational institution?
• Hillen, Prof. Andrea Stefanie (2018). Hillen, S.(2018). Local communities and school development— examining expectations and inclusion on a systemic level.Paper accepted . Show summary

  To be able to support a school for their development and improvement one needs first to identify the characteristics and derive indicators. In the second phase an analysis is needed to show the school’s developmental potential. The research project’s objective is to improve inclusion on a systemic level (Project Proposal, 2016). Hereby we refer to the importance of developing the school's collective capacity for inclusion as means to develop a school, a school district and the national culture to take joint responsibility for all students' learning (Fullan, 2010). The project will focus on inclusion as a shared and joint pursuit. Therefore, we expand the concept of inclusion with the systemic level approach.

• Hillen, Prof. Andrea Stefanie; Wolcott, Peter; Dalehefte, Inger Marie; Lazareva, Aleksandra & Schaffer, Connie (2018). Hillen et al.: (2018): Assessment and Evaluation Culture in (Higher)Education. Accepted Paper. Show summary

  The project intends to conduct a comparative approach to better understand the culture of assessment in higher education institutions. Starting with a well developed, frequently applied and validated English-language 14-item survey instrument, measuring the ‘culture of assessment’ in higher education, the project addresses two core challenges. First, the field of evaluation and assessment contains a diverse set of concepts, and these concepts often do not translate easily from one language to another. We had to address the language challenge because one knows that language mirrors a nation’s culture, that is, “… language fixes concepts” (Le Metais, 2001, p.201). Second, while the concept ‘culture of assessment’ is a well-established concept and approach in American education, in Europe the concept of ‘culture of assessment’ is used less frequently or is interpreted and applied in distinct ways. For instance, in Norway a ‘vurderingskultur’ is strongly related to learning approaches. This conceptualization started with the Norwegian educational policy initiative in 2010 and following (Directory of Education, 2010, 2011a,b, 2012, 2014, 2015). One core objective of these whitepapers is to stress the aspect of ‘assessment for learning’ by feedback. Moreover, the concepts of ‘evaluation and “reporting found in the Norwegian language reflect some important aspects of assessment that are not necessarily addressed by ‘assessment’.

• Hillen, Andrea Stefanie; Ingebrigtsvold Sæbø, Grethe; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H. (2017). Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå. Fædrelandsvennen. ISSN 0805-3790. p. 39–39.
• Dalehefte, Inger Marie & Hillen, Andrea Stefanie (2016). Can awareness of expectations towards students contribute to a more inclusive school? First findings from the project School-In.
• Hillen, Andrea Stefanie (2016). Virtual Teambuilding for Research Purposes. Show summary

  The project involved two parallel team building processes by two interacting different teams. The 'inner team' (the participants of the research workshop) and the 'outer team' which is the organizing, editorial, research team. A characteristic of the outer team is its interdisciplinarity and that of their different roles in the academic community. This heterogeneity of competences of the outer team could be seen as distributed knowledge which might be shared and developed related to Vygotsky’s proximal zone of development (Vygotsky, 1978). Research questions: RQ1: In which ways does the teambuilding processes and results correspond to the established virtual team building model(s)? RQ 2: What distinguishes our online based knowledge building team, tools and processes form traditional ones and what added actually value? The phenomenon of virtual distance (Sobel Lojeski, 2009) has been addressed by short time mutual visits (2 times a year) by the outer team. This is in concordance to Sobel Lojeski's model which shows that f2f meetings even if short and not frequently reduce the perceived virtual distance in global teams. Research on the inner team has already started and will be presented as a project approach at EdMedia (Unpublished conference paper EdMedia, 2016).

• Hillen, Andrea Stefanie (2016). Inclusion on a systemic level and its influence on teachers’ expectations. Show summary

  This paper is reporting on a Scandinavian inclusion project which focuses on school culture and its framing condition resulting in a structure of expectations in and about school. In specific, the project investigates on the relationships between the structure of expectations inside school, the local community, and vice versa. One central assumption is that the conscious reflection on expectations will contribute to improve inclusion on a systemic level. The opportunity to rearrange these structures is to implicitly (re-)construct a role model for the students for an inclusive school. This will create a better working situation for teachers concerning their teaching and the learning opportunities for their students respectively. A working SD-model is derived by using an educational change theory (Goodson, 2001) and sociological and educational studies (Pritchard, Morrow & Marshall, 2007; Langfeldt, 2015). As starting point, a conceptual model was constructed on qualitative data, already collected by a pilot study (School-In, 2015).

• Hillen, Andrea Stefanie & Landis, Melodee (2016). Use of digital collaboration tools Research and publication by virtual team building in a US-Norwegian collaboration.
• Hillen, Andrea Stefanie; Wolcott, Peter & Frivold, Ellen (2015). Interdisciplinary Mini-Workshops.
• Hillen, Andrea Stefanie & Schlegelmilch, Mary T. (2015). Use of digital Collaboration Tools - Research and Publishing by Virtual Team building.
• Hillen, Andrea Stefanie & Midtsundstad, Jorunn H. (2015). Teacher's expectation- shaped and reshaped by the local environment.
• Hillen, Andrea Stefanie (2015). The Relative Autonomy of Teachers is Challenged - Does the Educational Change by Accountability Trends Influence Reflective Teaching and Leraning?
• Hillen, Andrea Stefanie (2015). E-learning Design and Shifts of educational paradigms. Show summary

  Looking to the developments in teaching one has to admit that learning-outcome based teaching is on today?s educational agenda. This applies for technology based teaching too. One European trend, which can be observed in e-learning, is the so-called didactic design (Gissel, 2011, p. 17; Ballstaedt, 1997; Kerres, 2006). Didactic design is to be described as the development of an environment that supports learning from its conceptualizing phase until its evaluation. These definitions have a strong affinity to the planning oriented instructional design approaches. One explanation is that ICT based learning needs explicit advanced planning for the application of media. Educators seek to prescribe the opportunities for interaction between the learner and the media, which have to be determined a priori (see Kerres, 2006). Reinmann extended this definition to a rather general use. She writes that Didactic Design is a prescriptive approach that aims at the design and construction of environments to offer learning (2013, p. 5f). The concept of didactic design is been used in a variety of meanings in Scandinavia too, for instance of Selander (2009) or Meyer (2011). A short overview will be given to show the distinctions and the interrelations to the instructional design paradigm (Hillen & Landis, 2014). However, it seems that the measurement of learning outcome and the objective of competence-based teaching have been a strong baseline or a shaping factor for instructional design approaches (Tennyson, 2010). This contribution will revisit and analyze approaches of Instructional Design and of Didactic Design. It will take up the exiting discussion of changes of educational paradigms and its potential influence on e-learning design in Europe.

• Hillen, Andrea Stefanie & Hølterhoff, Tobias (2015). Symposium: European Perspectives on Instructional Design of eLearning. Show summary

  Even if eLearning approaches are manifold, specific theoretical and methodological distinctions can be made. Looking at such approaches, they are guided and inspired by Instructional Design or by European didactics. Because of the growing need to develop frameworks, guidelines and to provide support for the development of eLearning, these methodologies need to be examined in detail. Whereas Instructional design models focus mainly on the structural and systematic planning (Reigeluth, 1999) of eLearning the didactics tradition concentrate on the content to be selected, structured and to be offered meaningfully to the learner (Klafki, 2002). Both methodologies seeking to support the development, planning and conduction of eLearning. It is apparent that these methodologies based on different educational traditions are influencing each other: in the recent past the U.S. e-learning design theories have become a meaningful part in rich or complex learning environments in Europe (Hillen & Landis, 2014). The analysis of both frameworks will help to detect the essential elements for eLearning applications and reflect mutually unsolved problems within their frameworks themselves. This seems to be urgent because eLearning itself becomes internationalized without scrutinizing specifically its underlying diverse roots. One example of a European trend, which can be observed in eLearning, is the so-called didactic design. Didactic design is seen as the development of an environment that supports learning from its conceptualizing phase until its evaluation (Kerres, 2007). It is somehow valued as a prescriptive approach that aims at the design and construction of environments to offer learning (Reinmann, 2013). One could ask if this trend is a new semantics that points to a partly inclusion of patterns of ID or if this trend create a platform for aEuropean perspective on eLearning didactics? The symposium's objective is to discuss and analyze the today?s approaches for eLearning, within their methodological frameworks. In specific, it will be asked how eLearning and eLearning situations are framed and shaped by these educational methodologies. In addition, the existing discussion on the change of educational paradigms (content vs outcome) will be included, because it influences today?s eLearning approaches as well.

• Hillen, Andrea Stefanie (2015). The Equipment of the upcoming generation with IT literacy, skills and competencies: Starting early in Norway and Germany.
• Hillen, Andrea Stefanie (2015). Assessment report. Member of international assessment committee for the NRO Open and online higher education research programme(Netherlands).
• Hillen, Andrea Stefanie (2014). Using digital tools in high size class teaching in Higher Education.
• Hillen, Andrea Stefanie (2014). Why do students ask: How much do I need to read to pass the exam?
• Hillen, Andrea Stefanie (2014). „ICT in Higher Education and the impact of Formative Assessment“ Gjesteforelesning hos Universitetet DUE.
• Hillen, Andrea Stefanie (2014). "Outcome based learning, assessment and prescriptive approaches - Is reflective teaching and learning in danger?".
• Hillen, Andrea Stefanie (2014). ICT(cognitive) tools for learning and better examination results in Higher Education?
• Hillen, Andrea Stefanie (2014). Digital compedium - an integrative learning approach in Higher Education.
• Wagner, Nicole & Hillen, Andrea Stefanie (2013). Roundtable: oppdrager vi til fusk? Andrea Stefanie Hillen deltok på roundtable.
• Hillen, Andrea Stefanie (2013). Attitude towards money and depts (social networks and financial literacy).
• Hillen, Andrea Stefanie & Päivärinta, Tero (2012). E-collaborative learning- an empirical study on prerequisites in online-learning. Conference Paper Presentation.
• Hillen, Andrea Stefanie (2012). Attitude, Satisfaction and Support in Blended Learning Approaches. Conference Paper Presentation.
• Hillen, Andrea Stefanie (2012). Digitale ferdigheter som grunnleggende ferdigheter over alle fag.
• Hillen, Andrea Stefanie (2012). Hillen, S. 2012 The role of discussion boards in e-collaborative learning. The European Conference on Educational Research (ECER) Cadiz, Spain. Accepted paper.
• Hillen, Andrea Stefanie (2012). Opposisjonsinnlegg om doktordisputas Knut Arne Strand ”Concurrent Design Approach to the Design of Customized Corporate E-Learning” .
• Hillen, Andrea Stefanie (2012). Experiences in Online learning and teaching - a theoretical reflection on challenges in practice.
• Hillen, Andrea Stefanie (2012). «Comparative educational reflections».
• Hillen, Andrea Stefanie (2011). Curriculum and Instructional Design – a missing link? Show summary

  Research has been done on the relationship between the North American tradition of Curriculum theory and German Didaktik. Research groups (Westbury et al., 2000; Gundum, & Hopman, 2002) revealed that both traditions have different underlying paradigms influenced e.g. by culture, history etc.; nevertheless a mutual influence has been proved. This intensive discussion has been done by almost excluding the aspect of Instruction and Instructional Design (IS). “Instructional design comprises the task of the description and analysis of knowledge and skills, the sequencing of the concepts and theories, the design of the learning environment and the evaluation of learning results.” (Dijkstra, 1997, p. 2.) Dijkstra mentions that Curriculum Development and Instructional Design are to sides of the same coin. "A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice." (Stenhouse , 1975, p.4). This deficit has been discussed and its interconnectivity in research has been already shown (Achtenhagen, 1992). One reason might be the multifaceted field of instructional design and the theory related which is originally rooted in the behaviorist learning paradigm. In addition, the linkage to technology (ISD) might have led to an even stronger confusion. The criticism in the early days of Instructional Design is the primarily use of presenting information and /or the focus on the systematically production of materials and courses rather than on learning processes. Putman (1987) and Rowland & Cheng (1993) stress the importance of a kind of a ‘curriculum script’ for teaching. Hence, disintegration can be seen between Curriculum Design and Instructional Design (Dijkstra, 2004). This paper will revisit the exiting discussions and is seeking for an argumentation of a stronger integration of both sides related to newer approaches of Instructional Design (Tennyson, 2002).

• Hillen, Andrea Stefanie & Conway, David (2011). Presentation: Teacher Preparation and Beyond: UNO – UiA Collaboration in Education.
• Hillen, Andrea Stefanie (2011). Kognitive og motivasjonale grunnlag for profesjonsorientert læring KogMoT (profesjonsdidaktikk). Show summary

  There are a lot of demanding tasks in today's working life. Motivation as a baseline for leraning as well as cognitive capacities and resources are challenced by this. To be aware and knowledgeable of underlaying theories, models as well as empirical results in the research related, is one prerequsite to takle those tasks independent from the role as teacher, student, trainee or apprentice.

• Hillen, Andrea Stefanie (2011). Europeiske Institusjonene i yrkesfaglige utdanning. Show summary

  Educational administrative institutions construct the framwork for learning in school and worklife. This gains even more attention because of the expansion of the European Union and the application and realization of the Bologna process.

• Hillen, Andrea Stefanie (2011). Virtuell realitet i undervisning og utdanning. Show summary

  There are various educational objectives using VR or AR. VR or AR can provide users with a better understanding of abstract concepts. Moreover, VR or AR allow users to manipulate and scale virtual objects to create a better understanding of the subject or target. In general one can say that VR/AR offer students the ability to visit and interact at locations that normally the distance, the time and for safety reasons would prevent. Constructivist learning approaches like situated learning, role playing, as well as cooperative, and collaborative learning (ZOPD sensu Vygotsky) and problem based learning can be seen as its theoretical baseline.

• Hillen, Andrea Stefanie (2011). Representation and Development of Higher Order Knowledge by Dynamic Concept Maps AERA 2011. Paper presentation.Blind peer reviewed accepted paper. Show summary

  Abstract In the last twenty years it is recognized that knowledge acquisition and cognitive skills has become more in focus when talking about complex problem solving. On closer inspection, the discussion is about the interrelatedness of knowledge and skills. This has been done explicitly (e.g. Neuweg 1999; DÖrner 1997; Leutner 1992, 2002) with a variety of conclusions. In this context, the keyword 'system thinking' as one kind of cognitive competence has been emerged to tackle future everyday- and business-lives of pupils and apprentices. Instead of continuing this thread only by means of theoretical concepts we would like to use our empirical research results as an accompanying and structuring framework. In the research-projects related, system thinking-learning approaches and a diagnostic tool are developed to measure distinct levels of system thinking.

• Hillen, Andrea Stefanie (2010). Development of Cognitive Competence: System Thinking to Tackle Complex Problems. (AERA 2010). Paper. Show summary

  Abstract. In the last twenty years it is recognized that knowledge acquisition and cognitive skills has become more in focus when talking about complex problem solving. On closer inspection, the discussion is about the interrelatedness of knowledge and skills. This has been done explicitly (e.g. Neuweg 1999; DÖrner 1997; Leutner 1992, 2002) with a variety of conclusions. In this context, the keyword 'system thinking' as one kind of cognitive competence has been emerged to tackle future everyday- and business-lives of pupils and apprentices. Instead of continuing this thread only by means of theoretical concepts we would like to use our empirical research results as an accompanying and structuring framework. In the research-projects related, system thinking-learning approaches and a diagnostic tool are developed to measure distinct levels of system thinking.

• Hillen, Andrea Stefanie (2010). Opposisjonsinnlegg om Line Kolås doktordisputas:"Implementation of pedagogical principles into the software design process of e-learning applications".
• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Skagen, Kaare; Øvensen-Vesøen, Ruth & Frydenlund, Erling (2017). PROGRAMEVALUERING​ ​2017 Bachelorprogram​ ​i​ ​pedagogikk. Universitetet i Agder.
• Hillen, Andrea Stefanie (2011). VR/AR for Educational purposes? (pp.61-64) in: Development of Vidzeme Continuing Education Technology Centre (2011). Vidzemes Augustskola. ISSN 978-9984-633-17-6. Show summary

  Focusing on educational issues and strategies applying VR, the term ‘Virtual Reality Learning Environments’ (VRLE) and virtual reality learning systems appeared. It is reported that there are few empirical studies about the use of VR for learning purposes. The central question remains: What makes the application of VR in learning and training useful and how can its application be supported by the reflection of educational principles and learning theories?The basic constructivist paradigm is that learning means constructing an internal representation of the world, viz. the construction of a subjective ‘knowledgebase’ from individual experiences. The social constructivist approach can be realized in VRLE by instructional strategies e.g. situated learning, role playing, problem based learning and collaborative learning.

• Hillen, Andrea Stefanie (2004). Systemdynamische Modellbildung und Simulation im kaufmaennischen Unterricht. Peter Lang Publishing Group. ISSN 3-631-51522-7. Show summary

  Bewältigung von dynamischer Komplexität – Elaboration Mentaler Modelle – Systemdynamisch gestützte komplexe Lernumgebungen – Entwicklung und Abbildung von Wissensstrukturen zu kaufmännischen Sachverhalten.

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