Cubicus

dr. S.M. Dennerlein (Sebastian)

Assistant Professor
BMS-LDT-PLT
Cubicus B210
s.dennerlein@utwente.nl
+31534899217
Business card

For 10 years, my interdisciplinary research has focused on the co-design of innovations and evolution of respective practices in the field of technology enhanced learning (TEL). Thereby, I investigated the role of digital tools for self- and socially-regulated learning in experimental (e.g. validation of the co-evolution model of cognitive and social systems in a field study) as well as design-oriented studies (e.g., co-design of an informal sense and meaning making tool), and application domains included formal (e.g. university) and informal (e.g., healthcare) contexts.

My current focus at University Twente is on understanding and supporting learning processes as part of working and innovating from a systemic socio-cognitive, -technological and cultural perspective. The study of interprofessional learning communities in the energy transition (e.g., Gas Erop/ Hit the Gas project ) illustrates the importance of researching individual and collaborative learning processes to face today's grand challenges. Ethical reflection in agile development (ethical-by-design) is given special attention in my work. This way, I want to sustainably impact the way we work and learn.

As part of my preceding PostDoc Position at Graz University of Technology (TU Graz), I initiated and established the successful innovation program “TEL Marketplace” for the sustainable transformation of TEL research into teaching and learning practice. This included the development of methods for the strategic selection of promising funding projects as well as their monitoring and guidance during collaborative design and implementation: e.g., the University Innovation Dartboard and Canvas. These methods draw and build upon approaches of entrepreneurship as well as participatory and activity theoretical perspectives.

Expertise

  • Computer Science

    • Workplace Learning
    • Semantics
    • Design
    • User
    • Informal Learning
    • technology enhanced learning
    • Artifacts

  • Social Sciences

    • Learning

Organisations

Publications

2024
Connecting Actors With the Introduction of Mobile Technology in Health Care Practice Placements (4D Project): Protocol for a Mixed Methods Study, Article e53284. Martínez-Gaitero, C., Dennerlein, S. M., Dobrowolska, B., Fessl, A., Moreno-Martínez, D., Herbstreit, S., Peffer, G., Cabrera, E., Garcia, C., Chrzan-Rodak, A., Elferink, R., Casanovas-Cuéllar, C., Huertas-Zurriaga, A., Szalai, C. & Mäker, D.https://doi.org/10.2196/53284
2022
Towards a Framework for Guiding the Socio-technical Reflection of Ethical Issues in Technology Enhanced Learning. Dennerlein, S. M., Schweiger, S., Wolf-Brenner, C., Gutounig, R., Pammer-Schindler, V. & Endedijk, M.Guiding Evaluation of Trainings in the Field of Energy Transition. SocArxiv . Leandro, H., Dennerlein, S. M., de Jong, L. A. H. & Endedijk, M.https://doi.org/10.31235/osf.io/yb8w5
2021
Digitale Transformation der Lehre an Hochschulen – ein WerkstattberichtIn Handbuch E-Learning: Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. Wolters Kluwer. Ebner, M., Schön, S., Dennerlein, S. M., Edelsbrunner, S., Haas, M. & Nagler, W.Gute Online-Lehrpraxis aus Studierendensicht in den ersten Wochen der CoViD-19-Krise: Der studentische Blick auf ‹gute Lehre› an der TU Graz im Mai 2020, 411-429. Schön, S., Dennerlein, S., Wieser, V. & Ebner, M.https://doi.org/10.21240/mpaed/40/2021.11.26.xKönnen Algorithmen Helfer sein?: Künstliche Intelligenz im Einsatz für eine verantwortungsvolle Ressourcenallokation. Falter Verlagsgesellschaft m.b.H.. Wolf-Brenner, C., Dennerlein, S. M., Gutounig, R., Schweiger, S. & Pammer-Schindler, V.https://www.falter.at/heureka/20211027/koennen-algorithmen-helfer-sein/_e74d4f3985University Innovation Report 2021: Digitale TU Graz Marketplace for Technology Enhanced Learning, for Technology Enhanced Administration and Research Data Management; Digitale Innovationen aus Lehre, Verwaltung und Forschung an der TU Graz. Graz University of Technology. Dennerlein, S. M., Sluga, P., Maitz, K., Ebner, M., Ebner, M., Veider, T. & Pammer-Schindler, V.https://doi.org/10.3217/978-3-85125-834-9Learning Analytics for Professional and Workplace Learning: A Literature Review, Article 9464665, 353-366. Ruiz-Calleja, A., Prieto, L. P., Ley, T., Rodríguez-Triana, M. J. & Dennerlein, S.https://doi.org/10.1109/TLT.2021.3092219The Impact of Explicating Learning Goals on Teaching and Learning in Higher Education: Evaluating a Learning Goal VisualizationIn Technology-Enhanced Learning for a Free, Safe, and Sustainable World - 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Proceedings (pp. 1-15). Springer. Fessl, A., Maitz, K., Dennerlein, S. & Pammer-Schindler, V.https://doi.org/10.1007/978-3-030-86436-1_1
2020
Ist ein Algorithmus böse?: Terminatoren oder unfaire Technik: Beide Sichtweisen behindern die Debatte über ethische KI. Falter Verlagsgesellschaft m.b.H.. Dennerlein, S. M., Wolf-Brenner, C., Gutounig, R., Schweiger, S. & Pammer-Schindler, V.https://www.falter.at/heureka/20201021/ist-ein-algorithmus-boese/_82950f5199

Research profiles

Address

University of Twente

Cubicus (building no. 41), room B210
De Zul 10
7522 NJ Enschede
Netherlands

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