Abstracts - Earli

ead around the syllabus. The study enhances educators’ understanding of academic success in adisciplinary context and outlines directions for future research.Framework: Deriving, designing, and applying dynamic stories in information securityStefanie A. Hillen, Agder University College, NorwayJose J. Gonzalez, Agder University College, Norway"If stories are powerful, then we need to understand why they are in order to benefit from theirpotential for knowledge transfer ..." (Swap et al. 2001, p.106). The use of stories to supportlearning is not new (McEwan & Egan 1995). Indeed, stories based on the experience of expertscommonly used in instruction involving complex domains to reflect an expert’s individualexperience and to convey in a meaningful context recognized principles of best practices.However, such stories may not represent the relevant complexity of a particular system and theymay not promote deep insight and improved performance with regard to problem solving incomplex domains. The innovative approach reported herein makes use of stories that are generatedfrom formal system models (SD), developed by the AMBASEC[1] project. To derive dynamicstories from computer-based models guarantees that they have both, authenticity and relevance tothe behavior of the modeled system. In this paper, we distinguish different kinds and parts ofdynamic stories and indicate how they can be used to support a variety of learning goals andsituations. The development of a framework is needed to strengthen the concept of dynamic storiesfor the application in Information Security[2]. [1] AMBASEC = A Model Based Approach toSecurity Culture [2] Information Security = all aspects related to defining, achieving, andmain®taining confidentiality, integrity, availability, non-repudiation, accountability, authenticity,and reliability of information or information processing facilities.Approaches to learning as a complementary explanation of self-direction in learningDirk Bissbort, The institute: Centre for Educational Research, GermanyKatja van den Brink, Centre for Educational Research, GermanyPeter Nenniger, Centre for Educational Research, GermanyFindings from different areas of research about the conditions of self-directed learning are ratherambiguous. From a phenomenographic view this situation is not surprising. We may even assumethat different modes of self-directed learning might contribute to specific learning processes andoutcomes and that for a more adequate explanation we rather need a differential than a generalapproach to self-direction. In this poster results from current research are presented which arebased on a merge of theoretical concepts related to "Approaches to Learning" and selected modelsof "Self-Directed or Self-Regulated Learning". For this purpose elements from the respectiveconcepts (with special focus on cognition, motivation, and emotion) have been identified andplaced within the intersection of both concepts. The elaborated theoretical result is regarded as afoundation of the future differential concept which is currently submitted to a number of empiricalstudies and from which a sketch of the elaborated theoretical foundations are presented as well asfirst results of their empirical validation, originating from current and modified versions ofexisting instruments.– 203 –