DGI Track auf der ICKM2022
am 23. Juni 2022 an der FH Potsdam
Die Sitzung findet am 23. Juni nach der Mittagspause von 13:00 Uhr bis 14:30 Uhr als Präsenzveranstaltung an der FH Potsdam statt. Da sich an die Session die Kaffeepause anschließt, ist eine Zeitüberschreitung unkritisch.
Moderation: Prof. Monika Hagedorn-Saupe, Präsidentin der Deutschen Gesellschaft für Information und Wissen e.V.
Prof. Dr. Joachim Griesbaum, Universität Hildesheim
Intercultural perspectives on Information Literacy - a report on a transnational project to foster information literacy
In an increasingly interconnected world, there is a need to prepare students to become more knowledgeable of different cultures and global matters. Furthermore, in a time which is characterized by disinformation, information literacy becomes more important than ever before. By taking into account transnational perspectives in learning these topics, e-learning provides us with the opportunity to connect students who otherwise would not have the chance to meet and get into knowledge related discourse with each other.
In this context, the project „Intercultural perspectives on Information Literacy“ (IPIL) aims to realize a transnational learning community in which students from different countries engage in knowledge building discourse to foster intercultural learning and information literacy. The first IPIL course was conducted in winter term 2019/2020. Since then multiple transnational courses and workshops have been carried out. The last course took place in the winter semester 2021/2022.
The didactical structure of IPIL follows a constructivist socio-cultural approach of knowledge building and knowledge creation in which learners from different higher education institutions with diverse cultural backgrounds engage in learning related discourse on topics related to information literacy. To enable such learning, the learning environment is structured into three levels (community, learning cycles, group learning task) that bring together instructors, define a frame to coordinate and execute the collaborative learning processes in the transnational groups and provide the topics and didactic structure for students´ collaborative learning in transnational groups.
The presentation will provide an overview of the development of the project and its current state. It will report on basic principles, e.g. low threshold for participation and the idea that learning should result in the provision of Open Educational Resources (OER) as well as on experiences with regard to feasibility and learning outcomes.
Dr. Ingrid Weber, Lilly Deutschland GmbH
In the end, it’s about people – knowledge organization at Lilly Pharma
Since its foundation in 1876 by Colonel Eli Lilly, people at Lilly have been living up to his vision, creating medicines and services that make life better for people around the world. Based on its core values Integrity, Excellence and Respect for People, the company has managed to weather the multifold storms of the highly volatile, uncertain, complex, ambiguous (VUCA) pharma environment.
At all times, even during the so-called YZ Crisis, when the company faced a 40% loss of revenue mainly due to patent expiry of their CNS block buster products[1], the approach was to manage and overcome challenges from inside the company by transforming and restructuring rather than through large-scale mergers or acquisitions.
Transformation has become a leitmotif over the 146 years of company history, preserving and even boosting innovation and performance, and thus sustainability. True to colonel Eli Lilly’s motto “Take what you find here and make it better and better”, employees have been more and more involved in and empowered to actively contribute to transformation, collaborating at eye level (Augenhöhe). Lately, Lilly Deutschland has introduced the concept of self-organizing teams to leverage, share, shape, and multiply knowledge and experience, thus accelerating and streamlining organizational transformation.
This presentation will explore the milestones of the transformation journey, the key features of working at eye level, the critical success factors, the role of corporate culture and self-organizing teams, as well as lessons learned, with spotlights on selected examples.
Johannes Munk, Klarso GmbH Berlin
Semantic networks and knowledge management -- context does the trick
Semantic networks combine functions of ontologies, topic maps, taxonomies and thesauri. They model complex relationships and directly transform large amounts of structured and unstructured content into networked units of knowledge. In this way, computer-readable and -usable knowledge bases are created. The creation and maintenance of semantic networks is demand-driven and interactive between humans and computers. With adapted editors, NLP, semantic classification and self-learning processes, context and text comprehension mature gradually and increasingly. Such semantic networks deliver explainable and comprehensible results. They are of great value to researchers and companies in any industry, and open the door for innovative applications – user-oriented, context- and demand-driven – both in-house and for customers.
Dr. Katharina Heider, Martin-Luther-Universität Halle-Wittenberg
The DikoLa project - Examples of innovative formats of knowledge transfer in teacher education.
When the German Ministry of Education and Research (BMBF) approved the University of Halle's application in November 2019 as part of the call for proposals for the Quality Initiative Teacher Education, amidst the topic of digitization it was clear that the professionalization of teachers and students would only succeed if knowledge transfer was thought of in an innovative way.
The central goal of DikoLa is to prepare students for teaching in a digitally influenced world. In respect thereof, the acquisition of analytical-reflective as well as practice-oriented competencies is demanded and promoted.
After more than two years, the DikoLa project has developed a number of formats to ensure knowledge transfer.
The lecture will give an insight into how knowledge transfer has been achieved in an innovative way for teachers and students as well as for teachers in schools. In doing so, it will be exemplarily shown which challenges the field of teacher education faces in implementing the topic of media education.
[1] Kerr, William R., and Alexis Brownell. "Transformation at Eli Lilly & Co. (A)." Harvard Business School Case 817-070, November 2016.
