André Ullrich studied Business Administration with emphasis on Business Informatics and Finance & Banking at the University of Potsdam and Finance Academy Moscow. He received his Diploma degree in 2011 and his Ph.D. degree in Business Informatics from the University of Potsdam, Germany, in 2018.
Since 2018, he is a member of the junior research group “ProMUT“ and works as a post-doctoral researcher at the Chair of Business Informatics at the University of Potsdam. Since March 2021, he is an associate researcher in the research group “Education and Advanced Training in the Digital Society“ at the Weizenbaum Institute. The emphasis of his work lies in investigating sustainable digitisation from the triple bottom line perspective. Further research interests are: enterprise architectures, knowledge dynamics, and learning factories. Dr. Ullrich is a member of the German Informatics Society (GI). He is the author of two and co-editor of another book and has authored more than 40 articles.
Research Group “Education and Advanced Training in the Digital Society“
1 October 2021 - 14 September 2022
Digitalisierung der Lehre, Perspektiven und Grenzen beim Einsatz digitaler Plattformen in der Lehre, Innovative Lernmethoden im Kontext der Personalisierung der Lehre
Based on the study of students' experiences during the fully digital semester, we explore how these experiences and learners' attitudes are related to different teaching and communication platforms. We shed light on the biggest challenges to digitizing teaching from the students' perspective, as well as the optimal balance between online and presence-based teaching. As part of the research, we address the perceived limitations of knowledge transfer, social interaction and instructional design in digital learning opportunities as well as the assessment of the pedagogical competencies of their instructors in the digital teaching space. This project is carried out jointly with the research group "Data-based business models".
The personalisation and individualisation of teaching are seen as great opportunities for the successful development of the education sector, among other things to offer all learners the same educational opportunities, to be able to respond to concrete needs and developmental levels, and thus to design learning opportunities with equal opportunities. In this project, we investigate against this background the question of what role individual personality traits play in the use of a learning method. To this end, a case study, including a questionnaire survey, will first be conducted with students, focusing on the use of a concrete innovative learning method. In a second step, a comprehensive study is planned to provide further empirical findings.
Vladova, G., Ullrich, A., Bender, B., & Gronau, N. (2021). Students’ Acceptance of Technology-Mediated Teaching–How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany. Frontiers in psychology, 12, 69.
Ullrich, A., Teichmann, M., & Gronau, N. (2020). Fast trainable capabilities in software engineering – Skill development in learning factories. Computer Education, 2020 312(12) S. 2-10. DOI:10.16512/j.cnki.jsjjy.2020.12.002
Beier, G., Ullrich, A., Niehoff, S., Reißig, M., & Habich, M. (2020). Industry 4.0: How it is defined from a sociotechnical perspective and how much sustainability it includes–A literature review. Journal of cleaner production, 259, 120856.
Teichmann, M., Ullrich, A., & Gronau, N. (2019). Subject-oriented learning-A new perspective for vocational training in learning factories. Procedia manufacturing, 31, 72-78.
Gronau, N., Ullrich, A., & Teichmann, M. (2017). Development of the industrial IoT competences in the areas of organization, process, and interaction based on the learning factory concept. Procedia Manufacturing, 9, 254-261.
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