Track 3

Digitisation is changing both the way we learn at the workplace and the demands made on the training of tomorrow’s workforce. But not only individuals, also organisations need to evolve to be successful in the digital age. The track “Digital Education & Capabilities” intends to provide a platform to discuss current research on these topics, for example from a business, economic, organizational, social, technological and societal perspective.

We are looking forward to the submission of conceptual-theoretical, design-oriented or behaviour-oriented contributions. The track welcomes research on the topic “Digital Education”, which deals with the influence of digitalization on (higher) education and vocational training. This includes both the influence of digital tools on the design of the teaching-learning process, starting with smaller blended learning solutions, via flipped classroom to SPOCs or MOOCs, in which the learning process takes place entirely via digital platforms. In addition, questions also arise about the competences and skills that learners in the digital age need, in order to be successful on the job market and how these competences and skills can be systematically built up (e.g. embedded in an existing teaching-learning process or through dedicated, new course or qualification offerings). In this context, organisations are also faced with the challenge of developing digital capabilities. On the one hand, it is a matter of recognising the opportunities offered by digitisation, building up appropriate skills and adapting business processes and business models. On the other hand, new risks also arise with digitisation. In digital value chains, control over exchanged data can quickly be lost and critical knowledge can exit the organisation. New cybersecurity challenges are also emerging. Companies must therefore build up capabilities to deal with both the challenges and the potential of digitization. Companies must design and manage digital workplaces in such a way that employees can develop their skills and the organization develops the necessary capabilities to tap into this knowledge.

In this context, the Track particularly welcomes research with diruptive technologies such as artificial intelligence (AI), virtual and augmented realities, etc. Possible contributions may also address aspects that examine such disruptive technologies against the background of educational equity (e.g., related to biases) or how new technologies can also mitigate crisis situations (e.g., during the COVID-19 pandemic).

• Digital competences and how to foster them
• New approaches to teaching in the era of digitalization
• Open educational resources (e.g., effective integration and quality assurance)
• SPOCs, MOOCs, and other novel form of learning (e.g., comparions between different forms of learning and ways to enhance participation / graduation rate)
• AI-based systems in education
• Serious gaming, and gamification
• Dark side of digitizing education
• Digital workspaces and knowledge management
• AI-based systems for workplace learning
• Development of hybrid intelligence between humans and AI-based systems
• Design, integration, and maintenance of digital workspaces
• Nudging learning at the (digital) workplace
• Tutoring systems/pedagogical agents at the workplace
• Virtual and agumented learning
• Awareness Raising for new technologies
• Awareness for risks of digitalisation
• Awareness for cybersecurity risks
• Integration into digital supply chains
• Impact of digitalisation on business models
• Impact of digitalization on business processes