Search

Wie sieht sie aus, die Hochschule der Zukunft? Und welche Anforderungen stellt die Digitalisierung an Hochschulen, hochschulstrategische Prozesse und Hochschulbildungspolitik? Zur Beantwortung dieser Fragen wurden im vom Bundesministerium für Bildung und Forschung (BMBF) geförderten Projekt „Hochschulen der Zukunft“ 28 internationale Expert*innen aus den Bereichen Hochschule und Digitalisierung befragt. Die Ergebnisse und das methodische Vorgehen werden in dieser Veröffentlichung vorgestellt. Digitalisierung wird hierbei nicht als allein technologisch betrieben verstanden, sondern als sozial und kulturell wirkendes Phänomen. Anhand von Beispielen aus dem Expert*innenkreis – dem Online-Kurs Anbieter edX, der Hamburg Open Online Universität, der Dual Mode University Quebec und der City University of New York - werden verschiedene Reaktionen auf die Digitalisierung und Handlungsspielräume für Hochschulen vorgestellt. Auch der für die Zukunft erhoffte Umgang mit den vielfältigen Aspekten der Digitalisierung wird erläutert. Die in den Interviews ermittelten Merkmale einer Vision zukünftiger Hochschulen stehen dabei durchgängig in einem Spannungsfeld zwischen individueller Persönlichkeitsbildung und gesellschaftlich bestimmten Ansprüchen an akademische Bildung. In diesem Zusammenhang werden von den Expert*innen besonders Konzepte favorisiert, die ein lebenslanges Lernen, eine stärkere Kompetenzorientierung und die Förderung der Fähigkeit des kritischen Denkens hervorheben.

Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what extent the scenario for teacher guidance is robust and transferrable to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite differences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design., EDeR. Educational Design Research, Bd. 2 Nr. 1 (2018)

In diesem Artikel wird ein Entwurf eines Lernsystems vorgestellt, in welchem Mixed- Reality (MR) Technologien und didaktischen Modelle für den Einsatz in der industriellen Weiterbildung kombiniert werden. Mit diesem System soll das Erlernen von Problemlösekompetenzen über visuelle Einblendung simulierter Problemsituationen und Anwendungsaufgaben, die in der realen Welt schwer abzubilden sind, verbessert werden. Diese Technologie wird in einem didaktischen Setting eingebunden, welches die Lernenden schrittweise von einfacheren an komplexere Aufgaben heranführt. Über ein Lerntagebuch werden die Lernenden zusätzlich motiviert ihre Erfahrungen mit dem didaktischen Setting zu reflektieren. Über das, in das MR Lernsystem integrierte Lerntagebuch werden den Betreuenden Feedbackangaben zu den simulierten Problemsituationen und Anwendungsaufgaben ermöglicht. Weiterhin können Lernende über dieses Tagebuch Kontakt zum Betreuenden aufnehmen. Das Lernsystem bietet den Betreuenden eine nutzerfreundliche Funktion, die Anwendungsaufgaben und MR-Einblendungen abzuwandeln bzw. neukonstruieren. Wir empfehlen für die Einführung und Erprobung dieses Konzeptes einen Design-Based-Research Ansatz, durch den der Entwicklungs- und Einführungsprozess strukturiert und gleichzeitig erforscht werden kann. Ziel der Erforschung sollten Leitlinien sein, die es ermöglichen, die gewonnenen Erkenntnisse auf ähnliche Kontexte zu übertragen und weiter einen Beitrag zur theoretischen Konstruktion zu leisten.

Er komt steeds meer aandacht voor zelfgestuurd leren (ZGL) als manier om studenten actiever en bewuster te laten leren. Vanuit het beleidskader Opleiden in School zijn in het studiejaar 2013-2014 intervisiemomenten voor pabostudenten op de werkplek georganiseerd met de intentie de mogelijkheden tot ZGL van de studenten geleidelijk te implementeren op de werkplek. Om hierbij een verdieping in reflectiekwaliteit van pabostudenten (n=28) te bewerkstelligen, hebben twee pabodocenten, vier leerkrachten basisonderwijs en drie onderzoekers samengewerkt aan een instrument met stimulerende vragen, gericht op toenemende verdieping in reflectieniveaus. Een belangrijk principe is er dat er een geleidelijke ontwikkeling plaatsvindt van docentsturing naar studentsturing. De eerste bevindingen laten zien dat het instrument (aanstaande) leraren ondersteunt bij het stellen van betekenisgerichte vragen ter bevordering van het reflectieniveau. Tevens stijgt het percentage betekenisgerichte reflectie.

We are proud to present to you this selection of 15 award winning papers from AACE’s conferences (http://AACE.org/conf). This year's selection includes papers from the annual conference of the Society for Information Technology & Teacher Education (SITE) in Austin (TX), World Conference on Educational Multimedia, Hypermedia and Telecommunications (Ed-Media) in Denver (CO) and World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) in Montréal (Canada). The decision to nominate a conference paper for an award was made by peer reviewers. All authors were honored during the conference and received a certificate that serves as testimony to their outstanding research and contribution to the conference. This AACE book groups the award winning papers into four parts. These four parts provide a timely overview and record of topics that are of primary interest in educational technology this year.

This article provides an insight into the effectiveness of edu- cational computer games. Based on a literature research, the effectiveness is illustrated in detail with regard to the ques- tions: what characterize educational computer games, how do learners learn from it and what are the learning outcomes? although games are connected with the hope of better learn- ing through learners’ activities, its effectiveness has been criticized. To further advance game research and design de- cisions, the question is discussed from a cognitive load per- spective and emotional point of view of learners that consider important variables when designing educational computer games. in line with this question, a literatur review is done on researchers’ own study, in which an exemplary empirical sup- port for learners’ cognitive load through learning with games was found. Finally, the article ends with some comments on the relationship of instructional design to effective games by outlining and discussing implications for educational prac- tice that integrate not only learning outcomes of games but also the cognitive processes and emotions of learners during gameplaying.

Neue Generation, neue Medien und eine neue Bildung? Theo Bastiaens & Claudia Schrader Abstract This chapter focuses on the question of what influence societal changes have on learners, their learning behavior and the curriculum. Fact is that there has been one major change with an enormous impactand that is the shift towards a network society. Thanks to technology it is possible to communicate, collaborate, and exchange information effortlessly. Especially due to the digitization of materials, the availability of knowledge is without difficulty and world- wide. From the individual perspective of the learner the impact is huge. Some observations suggest that a new generation of ‘digital’ learners is born with extraordinary new competences and a different learning behavior. However, more conservative researchers think that there is nothing new about this generation. The authors take the position that the truth lies in the mid- dle of the discussion. And that only the availability of ICT tools (and with that the ubiquity of information) is already enough justification to instantly innovate the curriculum and change the focus from learning by heart to more practical usage of knowledge in schools. Next to this, authentic learning theories predict improvements in transfer of learning and students mo- tivation. However, it is stressed that a constructivist approach needs to be combined with in- struction (learners somehow need guidance and advise).

Neue Generation, neue Medien und eine neue Bildung? Theo Bastiaens & Claudia Schrader Abstract This chapter focuses on the question of what influence societal changes have on learners, their learning behavior and the curriculum. Fact is that there has been one major change with an enormous impactand that is the shift towards a network society. Thanks to technology it is possible to communicate, collaborate, and exchange information effortlessly. Especially due to the digitization of materials, the availability of knowledge is without difficulty and world- wide. From the individual perspective of the learner the impact is huge. Some observations suggest that a new generation of ‘digital’ learners is born with extraordinary new competences and a different learning behavior. However, more conservative researchers think that there is nothing new about this generation. The authors take the position that the truth lies in the mid- dle of the discussion. And that only the availability of ICT tools (and with that the ubiquity of information) is already enough justification to instantly innovate the curriculum and change the focus from learning by heart to more practical usage of knowledge in schools. Next to this, authentic learning theories predict improvements in transfer of learning and students mo- tivation. However, it is stressed that a constructivist approach needs to be combined with in- struction (learners somehow need guidance and advise).

The increasing necessity of a lifelong learning attitude has its influence on the ageing population in Western societies. Employees nowadays cannot rely on their skills once learned in school. Most, also older, employees have to keep up by learning new insights, new skills, and new knowledge. A lot of money is invested in training and further education. New technology can play an important role here. This chapter will give an insight into the development of an authentic multimedia learning environment to support lifelong learners. More specifically, it has been developed in order to improve learning materials in terms of giving the right amount of scaffolding at the time when it is needed to increase the motivation and the performance of the (older) learner. A design that adapts cognitive load theory to minimise cognitive overload was embedded in an authentic context that, as a result, provided a fruitful basis for authentic and simulated learning environments addressing both younger and older adults.

Professional development of teachers has become an essential condition in today’s knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this now professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to stimulate and support the professional development of teachers. A PDP is used to encourage teachers’ professional development and structure their development path in terms of learning goals and plans of action. However, it cannot be taken for granted that teachers will formulate high-quality PDPs on their own. Previous research suggests that guidance is important in supporting teachers’ development. This study examined the effects of guidance on the quality of PDPs. An experimental group of Dutch teachers from a school for secondary vocational education was offered a series of workshops whereas the control group did not have such guidance. Both groups had to fill out a simple structured PDP. To determine the quality of the PDPs, an assessment tool was developed. The results suggest that guided teachers are more capable of identifying their strengths and in formulating learning goals. The guided teachers’ PDPs also showed more consistency. No differences were found regarding the action plans which teachers described.

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of the importance of SRL, they often find it difficult to implement opportunities in their teaching. To provide more insight into relevant SRL aspects and support implementation in pre-service teacher education, this study first explores the benefits of online SRL learning networks. The authors then present seven SRL design principles for primary teacher education, and show the results of implementing these principles in non-formal learning contexts. Finally, based on the positive results of the implementation process, the authors describe emerging trends for SRL learning networks to enhance further use in pre-service teacher learning programs. In such educational settings, the SRL design principles can be used as a holistic framework.

ispartof: pages:254-255 ispartof: Online Educa Berlin. 15th International Conference on Technology Supported Learning & Training. Book of Abstracts pages:254-255 ispartof: Online Educa Berlin location:Berlin, Germany date:2 Dec - 4 Dec 2009 status: published

ispartof: A Procura de Inovações no Processo Ensino-Aprendizagem em EAD. Identificando e Disseminando Inovações em Educação a Distância ispartof: 15th CIAED - Congresso Internacional ABED de Educação a Distância location:Fortaleza, Brasil date:27 Sep - 30 Sep 2009 status: published

ispartof: pages:1151-1154 ispartof: Interactive Computer Aided Learning. International Conference pages:1151-1154 ispartof: ICL Conference location:Villach, Austria date:23 Sep - 25 Sep 2009 status: published

9pp. on website http://www.ou.nl/Docs/Campagnes/ICDE2009/Papers/Final_Paper_337Schreurs.pdf ispartof: pages:80-80 ispartof: Flexible Education for All: Open-Global-Innovative. Abstract Book pages:80-80 ispartof: 23rd ICDE World Conference on Open Learning and Distance Education including 2009 EADTU Annual Conference location:Maastricht, the Netherlands date:7 Jun - 10 Jun 2009 status: published

ispartof: pages:542-549 ispartof: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 pages:542-549 ispartof: ED-MEDIA Conference location:Honolulu, Hawaii date:22 Jun - 26 Jun 2009 status: published

nrpages: 110 status: published

Im vorliegenden Beitrag wird zunächst allgemein auf die stetig steigende Bedeutung des Fernstudiums in unserer heutigen wissensbasierten Informationsgesellschaft eingegangen. Berücksichtigt werden dabei auch spezifische Hürden und Problemfelder wie das Drop-out („Herausfallen aus Bildungsprozessen“) oder soziale Isolation, da diese bislang noch nicht systematisch bearbeitet wurden. Ein überaus erklärungsstarkes Konstrukt liegt mit dem Komplex Volition bzw. willentliche Handlungskontrolle vor, das in seinen Grundannahmen und –modellen eingeführt wird. Die besondere Bedeutung von Volition für Lehr- und Lernprozesse allgemein und für das Fernstudium im Besonderen wird anschließend herausgearbeitet. Im Zentrum des Artikels steht dann der systematisch ausgerichtete Ansatz des Volitionalen Design Modells (VDM) und die daraus abgeleitete Konzeption Volitionale Transferunterstützung (VTU). Neben der theoretischen Fundierung liegt der Schwerpunkt in der praktischen Erprobung von VTU im Kontext Fernstudium. Hierzu wurden bereits erste empirische Studien am Lehrgebiet Mediendidaktik durchgeführt. In Kürze wird dann ein virtuelles Betreuungsangebot auf Grundlage von VTU aufgelegt und im Kontext der FernUniversität eingesetzt. Komplementär dazu finden Anwendungen in der betrieblichen Weiterbildung in Form des volitionalen Transfercoaching statt.

Instructional Design (ID) has been introduced as a fundamental approach to design learning environments with a strong focus on media usage. In this regard, recent transformations in the realm of ICT have gained an increasing influence on learning and teaching practices, thus challenging conventional methods. Advocators of sophisticated web-based tools such as Weblogs, Wikis, or e-portfolios which are at the heart of the “Open Educational Resources (OER”) movement proclaim a new dimension of learning which is solely dependent on the individual thus repelling ID. Despite such movements, this paper argues for a sustained integration of OER and ID since appropriate application of new learning tools demands certain conditions both on the side of the learner (e.g. competences) and on the side of the situation (i.e. design). A set of ID-OER rules will be introduced that are targeted on overcoming current limitation of OER.

Verandering is een essentieel onderdeel van het onderwijs, waarbij maatschappelijke en technologische ontwikkelingen een rol spelen. De bijdragen uit dit boek laten zien dat innoveren en e-learning veel meer is dan het digitaliseren van bestaande onderwijsinhoud. E-learning vereist een aanpak waarbij didactische, technologische en organisatorische aspecten een evenwichtige rol spelen. De bijdragen in dit boek gaan grondig in op die aspecten.

Realistic rich learning tasks are the driving force for learning. The 4C-ID model offers an instructional design approach that integrates knowledge, skills and attitudes in authentic whole tasks, sequenced in classes from simple to complex tasklevel. The task is well supported by approach-information and taskspecific information is provided just-in-time. Routines are trained part-task. Two illustrative examples are presented.