Auflistung nach Schlagwort "Hochschulbildung"
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- KonferenzbeitragConsolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Schoop, Eric; Köhler, Thomas; Börner, Claudia; Schulz, JensBack in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.
- KonferenzbeitragDesigning Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022, 2022) Moser, Eva; Shegupta, Ummay Ubaida; Ihsberner, Katja; Jalilov, Orkhan; Schmidt, René; Hardt, WolframHigher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction]
- KonferenzbeitragDigitalisation in Higher Education(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2019, 2019) Altmann, Mattis; Clauss, Alexander; Jantos, Anne; Lenk, Florian; Reeb, Samuel; Safavi, Ali Akbar; Schoop, EricThis practical paper presents a successful international teaching & learning project in Higher Education (HE), which can be used as blue print for similar international HE teaching/learning cooperations. A virtual module, delivering 5 ECTS to participants from Germany and Iran, was organized as flipped classroom (FC), consisting of 2 phases: (1) online phase of 7 weeks, having started at April 12, 2019, with 15 students from Shiraz University, Iran, and 23 students from TU Dresden, Germany, collaborating in mixed teams of 5–6 participants each on a complex business case under tight guidance by qualified learning community managers, and (2) a follow-up on-site meeting at TU Dresden in the first week of July with 3 intensive workshops applying different techniques to consolidate the prior online collaboration results.
- KonferenzbeitragEmpirische Befunde zur mediengestützten Weiterbildung an sächsischen Hochschulen(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2013, 2013) Fischer, Helge; Köhler, Thomas; Heinz, Matthias; Möbius, Kathrin; Müller, MariaDass E-Learning eine zeitgemäße Erweiterung des Methoden- und Lehrangebotes von Hochschulen ist [1], wird durch dessen rasante Verbreitung im Studienalltag deutlich. Der technologische Wandel [2] sowie gestiegene Anforderungen an Studienangebote seitens der potenziellen Studierenden haben den E-Learning-Einsatz an Hochschulen begünstigt aber ebenso zu enormen Veränderungen innerhalb des Hochschulwesens geführt. Diese veränderte Perspektive auf die Funktion, aber auch die Aufgaben der Hochschule wird in der internationalen Literatur seit geraumer Zeit thematisiert [3, 4] und hat jetzt auch den sächsischen Hochschulraum1 erreicht. Hier wurden in den vergangenen Jahren an den sächsischen Hochschulen die infrastrukturellen Voraussetzungen für den E-Learning-Einsatz – in Form von technischen Systemen und Unterstützungs-angeboten – geschaffen [5, 6]. Eine weitere Tendenz der Hochschulentwicklung ist die zunehmende Bedeutung der wissenschaftlichen Weiterbildung im Kontext des lebenslangen Lernens, ausgelöst durch veränderte wirtschaftliche und demographische Rahmenbedingungen, die stetig sinkende Halbwertzeit des Wissens und steigende Anforderungen von Unternehmen an hochqualifizierte, akademische Fachkräfte [7].(...)
- KonferenzbeitragFairness in Blended Assessment in Higher Education – A Quantitative Analysis of Students’ Perception(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2022, 2022) Jantos, Anne; Hüttemann, SebastianIn higher education, the current method of awarding grades and degrees through summative evaluation is didactically outmoded, leaving students frustrated and dissatisfied (Jantos 2021; Traub & MacRury 1990). Educators in higher education have been reprimanded for failing to adequately address new challenges while continuing to model traditional lecture-based knowledge transfer instruction (Alt 2018; Assen et al. 2016; Alt 2014). As a result, there is a demand for teacher education programs to provide didactics that will improve teachers’ abilities to apply sensible course design and assessment strategies, and so provide their future students with lifetime learning skills that they can use throughout their careers (Major & Mulvihill 2018). ... [Aus: Introduction]
- KonferenzbeitragGamifying Higher Education. Beyond Badges, Points and Leaderboards(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Fischer, Helge; Heinz, Matthias; Schlenker, Lars; Follert, FabianeGamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL. Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL. Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems.
- KonferenzbeitragIdea-Space: A Use Case of Collaborative Course Development in Higher Education(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2015, 2015) AbuJarour, Safa’a; Pirkkalainen, Henri; Tannhauser, Anne-Christin; Trepule, Elena; Vidalis, Aristedes; Volungeviciene, Airina; Pawlowski, Jan; Bick, Markus; Bagucanskyte, Migle; Frankenberg, Anna; Hudak, Raimund; Makropoulos, Constantinos; Pappa, Dimitra; Pitsilis, VassilisA key component of Open Education movement are Open Educational Resources (OER), which are defined as any digital objects that are commonly shared in online repositories and can be freely accessed, reused and adapted by a community of users for educational purposes using an open license scheme. This broad definition includes a lot of different artefacts, such as digital learning objects, software tools like wikis or authoring systems, electronic textbooks, and lesson plans. Existing research on OER has focused on how to make digital objects available and re-usable for educators and learners. Currently, there are millions of resources for basically all subjects, education level. However, their adoption has been limited, the consumption of them is passive, and there are still many barriers towards the uptake of OER. Amongst those, are the not-invented-here syndrome and the lack of involvement and recognition of users who feel that they do or cannot contribute appropriately. In our research, we focus on tweaking the steps that are accomplished before having the resources complete and shared. In particular, in situations when ideas are initiated, shaped, and shared with like-minded people in order to create new educational outcomes, such as OER.
- TextdokumentDie KI-Frage(Proceedings of DELFI Workshops 2022, 2022) Watanabe, Alice; Schelling, Kathrin; Go, Stefanie; Schmohl, TobiasObwohl die Forschung zum KI-gestützten Lehren und Lernen im tertiären Bildungssektor boomt [Ki19; WGW22], gestaltet sich der Austausch über Chancen und Gefahren des KI-Einsatzes in der Hochschullehre bisher als wenig perspektivenreich [SGS20]. Vor allem Lernende und Lehrende, deren Akzeptanz von integraler Bedeutung für die erfolgreiche Implementierung von KI in der Hochschullehre ist, werden eher selten zur aktiven Teilnahme am Diskurs angeregt. Der vorliegende Beitrag präsentiert ein dreiteiliges Workshopkonzept, das animierte Erklärvideos und einen Impulsvortrag über ein aktuelles Anwendungsbeispiel nutzt, um Hochschulakteur:innen – insbesondere Studierende – zur Diskussion über die Chancen, Gefahren und Herausforderungen des KI-Einsatzes in der Hochschulbildung anzuregen. Entlang ausgewählter Thesen und über die Methode der „Six Thinking Hats“ von de Bono [ASS16] erschließen sich die Workshop-Teilnehmenden so unterschiedliche Perspektiven auf den Themenkomplex „KI in der Hochschulbildung“.
- KonferenzbeitragKünstliche Intelligenz in der öffentlichen Bildungsförderung(21. Fachtagung Bildungstechnologien (DELFI), 2023) Wilhelm-Weidner, Arno; Fünfhaus, Annika; Brzoska, Stefanie; Dux, Marcel; Vogt, AndreaDas Poster stellt verschiedene Ansätze vor, wie Künstliche Intelligenz die Forschung, Anwendung und Dissemination der Hochschullehre im Rahmen einer vo Bundesministerium für Bildung und Forschung (BMBF) geförderten Projektträgerschaft inhaltlich ausgestaltet und öffentlich gefördert wird. Damit informiert das Poster Lehrende und Lernende über aktuelle, für sie relevante Entwicklungen und schafft Raum zum Austausch. Gleichzeitig bietet die Vorstellung der inhaltlichen Themenschwerpunkte die Möglichkeit Synergien zu identifizieren und für die eigene Lehre aufzugreifen. Zur konkreten Veranschaulichung werden einzelne Projekte referenziert, um greifbare Eindrücke von den Möglichkeiten der Verbindung von Hochschullehre und Künstlicher Intelligenz zu erhalten.
- KonferenzbeitragMOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Pscheida, Daniela; Herbst, Sabrina; Köhler, Thomas; Dubrau, Marlen; Zickwolf, KatharinaSince April 2014, the alliance of leading German Institutes of Technology(TU9) has been jointly producing and running massive open online courses (MOOCs) on the subject of engineering. On the one hand, the collaborative MOOC@TU9 project aims to combine the unique characteristics and strengths of the engineering courses offered by the TU9 universities, making inter-institute, cooperative, open learning both visible and accessible. This will enhance both local teaching and the national and international marketing of the universities. On the other hand, the project also aims to help build communal experience and develop quality and production standards for the use of different MOOC formats in digital higher education teaching. In this sense, the MOOC@TU9 project contributes to the vital development of sustainable digitalisation strategies at German universities in the form of a feasibility study, which can then be used in other contexts as a valuable example of best practice.Design/methodology/approach – The MOOC@TU9 project has a primarily practical approach. The focus of the collaboration between the TU9 universities is therefore the discussion, exchange and coordination of concrete actions in addition to the evaluation and assessment of the solutions reached and implemented. The collaboration within the TU9 network results in inter-organisation working and learning processes for the parties and institutions involved. These have a particular value, as this is how, through collaboration, we can build an effective, sustainable, multi-dimensional experience.Originality/value – MOOC@TU9 is a joint inter-university project with the aim of strategically testing the possibilities, parameters and benefits of using massive open online courses in higher education teaching, the like of which has never been seen before in Germany. There is, therefore, currently no systematic development of quality and production standards for MOOCs: a gap, which MOOC@TU9 is actively attempting to fill.Practical implications – Results and findings of the project are not only taken from specific practical work, they are also fed directly back into it. In this respect, it can and should provide valuable insights not only for course participants, but also for other universities and/or initiatives.