Stefan Sonderegger
Title
Dr.
Last Name
Sonderegger
First name
Stefan
Email
stefan.sonderegger@unisg.ch
Phone
+41 71 224 2691
20 results
Now showing 1 - 10 of 20
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUTType:journal articleJournal:British Journal of Educational TechnologyVolume:51Issue:5Scopus© Citations 98 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Digitale Transformation der Hochschullehre: Augmentationsstrategien für den Einsatz von Data Analytics und Künstlicher Intelligenz(Österreichische Gesellschaft für Hochschuldidaktik (ÖGHD), 2020-03); ; Type:journal articleJournal:Zeitschrift für HochschulentwicklungVolume:15Issue:1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Empowering Teachers to Integrate AI: Developing an LLM-Based Copilot(2024); The digital transformation challenges teachers to constantly keep up to date with new technologies, often leading to a lack of time for further training and uncertainty in using these technologies. To address these challenges, this conceptual paper introduces the Teacher Copilot, a training and assistant system based on Large Language Models (LLM) and showcases its integration into the curriculum. The aim is to explore the use of generative AI in the teaching context, thereby supporting teachers in their continuous training, teaching, and work processes through AI-based educational technologies. We use the TPACK framework as a guiding structure to foster the types of knowledge necessary for effectively integrating generative AI tools into teaching. The prototype web application was integrated in a course design, serving as a sandbox for future and practicing teachers to experiment with AI-based learning scenarios and to design their own learning scenarios. The evaluation of the course design highlights the novel role of teachers as designers in an AI co-creation process and suggests a potential impact of generative AI on TPACK knowledge dimensions that extends beyond the mere integration of a new tool or technology. The challenges of uncertainty, interdisciplinarity and information overload can be addressed by empowering teachers to integrate AI through co-creation course designs and teacher support systems.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing learning processes by integrating social robots with learning management systemsType:conference paperIssue:31Scopus© Citations 8 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, - Some of the metrics are blocked by yourconsent settings
Item type:Publication, How Social Robots Can Facilitate Teaching Quality--Findings from an Explorative Interview Study(2022); ; Type:conference paperScopus© Citations 4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Scopus© Citations 20 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Social Robots as Teaching Assistance System in Higher Education: Conceptual Framework for the Development of Use CasesThis paper provides an overview of the current state of research on social robots in higher education and the existing frameworks to categorize and develop social robot applications. Based on the existing work, we present our own framework to develop use cases for social robots in the education sector. Our framework is based on a heuristic and symbiotic design approach that serves as a guideline for developing use cases and views human-robot interaction as two complementary and mutually reinforcing roles. We illustrate our framework by means of a use case that we have conducted in 2019 during the initial lecture of the large-scale course ‘Introduction to academic writing’.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication,