Abstract. Nowadays knowledge acquisition takes place in a lifelong process within diversified phases and styles. The complexity of knowledge transfer processes permanently increases. This specialization leads to the development of competence clusters and their intercross-linking to knowledge networks. It will be tried on the part of the knowledge acquisition to realize the knowledge transfer in a transparent and effective way by using high information density and high-grade knowledge representation. While the learning process itself and while using electronically learning-and knowledge transfer systems the learners will be supported by special services. Focus is on the process of interconnection and integration of levels, knowledge network and user support, in a useful and efficient way for mutual advantage. This process will be described in this paper. Diversity and Complexity of Knowledge TransferIn the past, the learning and knowledge transfer processes were much simpler and uncomplicated than today. With the development of the industrial and later information and knowledge society the information flood was augmented by new means of media permitting to transfer information in higher volumes and with higher density. At least, the half-life period of validity of the existing knowledge decreases continuously. Therewith the learning process became a life-long procedure with a lot of different kinds of learning objects, knowledge transfer methods, means and technologies as well as multimedia and computer aided information systems. Briefly worded a diverse and very complex network of methods, systems, and tools to control the efficient transfer of knowledge and information was generated.The approach of knowledge management and learning procedures related to the required competencies is characterised by several views e.g. social view as network of the participating partners with diverse competencies, technical view as technology driven, and infrastructural development of competencies. The complexity will be augmented not only by the different views, subjects, and relations of the solving Please use the following format when citing this chapter:Schumann, C-A
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The idea of “Education for All” is already explained in detail in the corresponding UNESCO World Declaration in the form of a “Framework for Action to Meet Basic Learning Needs” in 1990. Interestingly, challenges for global access to education are being worked out that are still relevant today: Universalising access and promoting equity, focusing on leaning acquisition, broadening the means and scope of basic education, enhancing the environment of learning, strengthening partnerships. Since then, many things have been turned to good, much remains to be done. However, today's omnipresent digitization offers completely new opportunities to live up to this vision. Serious changes and disruptive innovations are pushed by digital transformations. (UNESCO, 1990)
In the context of the digital transformation, the targeted implementation of AI-based or AI-supported technologies in "teaching & learning" as well as "administration & service" holds considerable potential for organizational change and quality enhancement for higher education institutions. The use of AI in higher education teaching and services lags behind the level in research. Therefore, holistic solutions must be planned and implemented in unity of teaching and research for the AI-based support of the stakeholders’ inclusive administration, the further development or the establishment of new digital study programs and offers as well as the prospective qualification of university staff in the field of AI. The solutions must be analyzed, systematized, and structured to generate a conceptual approach via an integrated architecture with adaptive services. This paper is an evolution of the concept presented at the Learning Ideas Conference 2022 and includes, in addition to explanations of the current state of the arts, the presentation of a systems-oriented approach for AI in higher education as well as the conception of the student lifecycle management at the author’s university. The paper ends with the presentation of a concept regarding a decision support system for individualized studying.
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