Principles of learning design outlined by the authors may also be valuable for capacity-building with geographically dispersed, heterogeneous learners beyond SIDS. Doi: View on igi-global. Wie kann Deutschland im weltweiten Wettlauf von Forschung und Entwicklung mithalten? Wie gewinnt die deutsche Wissenschaft angesichts globaler Herausforderungen ihre Talente von morgen?
Im Industriezeitalter begegnete die alte Die Wissensrevolution des Jahrhunderts hat Deutschland in einen globalen Wettbewerb um Innovationen und Standorte katapultiert. Weltweit konkurrieren Staaten um wissenschaftliche Talente und um Investitionen nationaler und multinationaler Unternehmen. Die Entwicklungslabors sind inzwischen weltweit verteilt. Klimawandel, Infektionskrankheiten, Armut, Hunger sowie die Energieversorgung der Zukunft stellen Wissenschaft und Politik vor umfassende Herausforderungen.
View on amazon. Teil 2 beleuchtet Risiken und Chancen des Bologna-Prozesses. Im breiten Spektrum ihrer fachlichen Schwerpunkte spiegelt sich Aktuelle Kooperationsfelder bestehen etwa an den Schnittstellen von interkultureller Germanistik, methodisch fundiertem Kulturwissen, Informationstechnologie und Wirtschaftspraxis. Intercultural German Studies. View on iudicium.
Ihre stark heterogenen Beratungsbedarfe erfordern ganzheitliche Bildungsangebote, die neben Sachwissen auch Studienkompetenzen und Auch wenn geeignetes Informationsmaterial reichlich Anfang wurde der im sog. View on waxmann. More Info: eBook - Creative Commons 3. View on wbv. Sie hat ein bundesweit innovati- ves Studienmodell, das Leuphana College, innerhalb von nur 16 Monaten an den Start gebracht. More Info: 2. View on link.
Blended Learning in fr agile Contexts: A handbook of program design practices more. Growing awareness of the crucial role that access to higher education and advanced professional training play for economic development in fragile contexts culminated in the launch of an online master program, which was expected to foster capacities for intercultural dialogue in future professionals and to broaden access to advanced graduate degrees for marginalized groups.
Between and , this multi-stakeholder intervention had to balance a complex set of higher education, development, and political goals. Operating within the fairly rigid legal and organizational framework of a German university, the project team succeeded in overcoming expected and unexpected challenges while relying on limited resources. The shape they gave to the resulting project dis- plays a number of unique characteristics, unforeseen and unplanned at launch time.
For the academic component of instruction and assessment, the team developed innovative blended-learning approaches and instructional formats. Likewise, the project saw the emergence of effective administrative workflows and suitable strategies for flexible project management. This publication attempts to capture key aspects of the project design processes in order to make them available to a broader audience for discussion and reflection.
Although they are intimately connected and mutually constitutive in reality, they have been separated here analytically. One half of this handbook illuminates strategies for the design of an academic format geared to skills-training in transdisciplinary research and intercultural dialogue, viewed from learning and instruction perspectives.
The insights captured here may prove useful to developers of technology-enhanced learning arrangements that are expected to offer a composite of cognitive skills, both disciplinary and general, suitable for graduate or post-graduate students of higher education. Examples are the Baseline information security for Higher Education, the Guideline data classification and the Secure assessment workbook. Within the university Martin coordinates all strategic and tactical activities with respect to information security.
His efforts cover the areas Business Services, Education and Research. With advances in digital assessment, institutions are more aware that the security of the assessment process is becoming ever more important. Much attention is paid to securing test administration, but is the construction and storage of the assessment items also secure?
Is the printing process safe? The need for secure assessment goes beyond digital assessment alone, with lecturers generally making use of IT when preparing paper-based tests too. In order to support institutions in making the assessment process secure, SURFnet has been working with experts from various institutions of higher education to develop the secure assessment workbook.
In this workshop, we explain the basics of the workbook and we engage participants in working with examples of assessment in practice. In the session, we will also encourage participants to share and exchange knowledge on secure assessment. Employees in higher education institutions who are involved in secure assessment, such as digital assessment for project managers, employees of the assessment office, assessment software administrators and security officers CISOs.
Participants must be familiar with the process and management of digital assessment within their institution and preferably fulfill a significant role within the institution when it comes to digital assessment. Participants will understand how the workbook can support them to secure the full assessment process; they will understand the use of the workbook in the context of their own institution; they will gain insight in the necessary first steps to take. This work has given him a good understanding of the changing nature of learning and the impact of the Web on the education sector.
David has led national and international studies discovering exactly how people go about learning in the Web era and can often be found communicating his findings and thoughts via all means available including keynotes, blog-posts and videos. The hack will generate approaches to scaling the lessons and innovations that arise from grassroots practice into approaches that can be included in strategic thinking across disciplines, levels, cohorts and potentially across the entire institution. This experimental session will outline how a changehack can scale pedagogical and institutional change.
It will share the outcomes of the first Future Happens changehack from , which involved over one hundred practitioners from across the globe. It will then provide you with the tools and the opportunity to be part of the conversation and not just in the room, running a crowd-led, mass changehack to shape how you can influence the critical voices in the institution to scale and embed change.
We are aiming this workshop at the widest possible and most inclusive audience we can. The power of the crowd comes from its capacity to support and learn through diversity. The more diverse voices in the room, the wider the vision and the better the solutions generated become. We would actively welcome everyone from educational and technological leaders, teachers, programme leaders, technologists and developers, students, vendors and cynics to be part of the changehack.
Katalog der Deutschen Nationalbibliothek
None at all. Just an open mind to participate in a collective problem-solving workshop and an interest in sharing your experiences about being a part of transformative change or your desire to do the same. Will you leave with all answers? We doubt it.
European Journal of Open, Distance and E-Learning
Will you leave exhausted but informed? We think you will. Attendees will participate in a collective hack that draws on the power of the crowd to solve problems. Previous Future Happens hacks in the UK have collectively generated insightful, useful and pragmatic ways to bridge the discourses between the practices of learning technology and how they can be scaled up to be part of the institutional, faculty or school wide strategic approach to innovative pedagogy. Attendees will collectively own the outputs which will be shared globally as part of the Future Happens movement.
Jef Staes offers an answer to this question. As a thought leader in the fields of learning and innovation management, he analyses the way in which people resist and even obstruct change processes. And Jef does not shy away from confrontation! With a vast range of new insights and metaphors, he illustrates why managers and policymakers often reach the wrong decisions. Jef Staes Belgium, is one of the leading experts on these topics in Belgium and is quickly gaining international respect for his energizing mindset.
Jef Staes is often the keynote speaker on various topics concerning culture innovation and this for a diverse audience conferences, education, in-company, He has given hundreds of keynotes, both in English and Dutch. His refreshing stories are guaranteed eye-openers and his new look at the role of managers has inspired many. He is also the author of a number of books on the topics of innovation and change management. Through the use of rich metaphors and exciting parallels, he truly engages you in the story of the Red Monkey. All books have been bestselling publications with over The world is changing faster and faster.
From a flat 2D-World to a chaotic and ever changing 3D-World. Organisations, companies, schools and regions should adapt to this 3D-World and need to increase their power to learn and innovate dramatically. Uncertainty has to be replaced by intuitive certainty. We must rethink the organisation of working and learning. We must boldly go for disruptive business innovation powered by disruptive culture innovation. During this pre-conference workshop, Jef will disrupt the mind of the participants in how they think about learning and working.
Today we need heroes with a new mindset. Affiliated with the Learning and Collaborative Technologies Group, Institute for Information Technology, Downes specializes in the fields of online learning, new media, pedagogy and philosophy. He is a popular speaker, appearing at hundreds of events around the world over the last fifteen years.
He has published hundreds of articles both online and in print through two decades of research and development into learning networks and related technologies. Prior to joining the NRC, Downes worked for the University of Alberta as an information architect, and prior to that, as a distance education and new media design specialist for Assiniboine Community College in Brandon, Manitoba. This followed a decade of teaching experience both in person and by distance with Athabasca University, the University of Alberta, and Grande Prairie regional college.
He also pioneered the development of learning objects and was one of the first adopters and developers of RSS content syndication in education. Downes introduced the concept of e-learning 2. Downes obtained a BA and MA in philosophy from the University of Calgary, specializing in epistemology and the philosophy of science. He also studied at the PhD level at the University of Alberta, completing all but his dissertation.
Among numerous volunteer and committee positions while a student, Downes served as editor of the Calgary student newspaper, the Gauntlet, for two terms, and as president of the Graduate Students' Association at the University of Alberta, also for two terms.
After completing high school at Ottawa's School of Continuing Education while working as a concession stand worker and dishwasher, Downes studied computing science for one year at Algonquin College while working as a telephone equipment installer and later as a security guard. He worked for a year as a computer operator for Texas Instruments in Calgary, then as a pot washer, 7-Eleven clerk, and development education programmer for the Arusha International Development Centre.
Downes has also been a newspaper carrier, waiter at a race track, hot dog vendor, building cleaner and camp counsellor. He was a candidate for mayor in the city of Brandon in Downes was born in Montreal, Quebec, in and has four brothers all younger. He lives in Moncton, New Brunswick, with his wife Andrea b. Read more about Stephen Downes' views on the next era of learning.
This will include a discussion of interoperability with other services eg. The workshop will also explore virtualization and learning technology, and look at where the field is going. This is a hands-on workshop, so participants should be comfortable working with their computer. Programming and development knowledge are not required. It helps to have a background in educational technology and especially to be interested in what applications are likely to replace LMSs and social networks.
Innovation advisers, strategists, and development specialists will find this especially useful. Participants will take home a copy of gRSShopper they can customize or use for their own purposes. They will gain a hands-on understanding of the thinking behind both the cMOOC and the personal learning environment. They will also be introduced to server virtualization and cloud computing. He thinks, publishes, consults, designs and sets up learning and development projects for corporations. His areas of expertise include technology enhanced learning and leadership development.
Bert has been active in the field of corporate learning and e-learning for the last 20 years, first as instructor and course designer, later as project manager, consultant and business development manager. He worked at IBM Learning Development Europe where he was responsible for commercial e-learning development projects across Europe, and the management of the learning innovation initiatives.
In his role he designs and develops customized leadership interventions and programs for clients. He is also the IP and Innovation Lead, making knowledge flow and orchestrating innovation initiatives.
In this workshop, you will experience what vertical development means and how it helps us thrive in a world of uncertainty. How do we prepare people to work and lead in a Volatile, Uncertain, Complex and Ambiguous world? Typically, the focus of education is to equip people with more competencies.
This is known as horizontal development. Metaphorically speaking, this is filling up our cup with knowledge and skills. The outcome of vertical stage development is the ability to think in more complex, systemic, strategic, and interdependent ways. It is about how you think. It is about having a bigger cup to fill. Vertical development can also transform the traditional way leadership development is taken on.
Over the years, leadership has somehow become associated with a job position and leadership development is now a luxury for a chosen few. We will invite participants to try out a solution to build our vertical development story using a blend of physical cards and digital web app resources. After participants are familiar with vertical development, we go through a rapid innovation process around the challenge of bringing vertical development not just to the mainstream of leadership development, but to scale it up, making it go viral. We will brainstorm ideas and set up prototypes about how to bring vertical leadership development to all!
Willi Bernhard, Dipl. He is head of consulting services, lecturer and researcher. His main focus in research and teaching is in the areas of supply chain management, process management and market research as well as new learning methods. A Collaborative Gamebook is an interactive game in which all elements of the game environment are created through components of story-telling similar to a book using the best imagination system we know today — our minds!
The reader learner takes the role of the player, interacting with and influencing the story line. From time to time, the player has to solve certain tasks in collaboration with other players in order to move forward. The actions in the game can be chosen by the learner individually. In this way, knowledge is acquired in a playful way. Direct, situational interactions require personal decisions. The digital game responds immediately and allows the player to experience a personalized learning path. Gamebooks enable learning in a playful environment with the challenge of teamwork and competition.
Participants in the workshop will experience how simple it is to create their own Gamebooks on various subjects and how easy it is to play them via an html-browser on any device. Participants will learn about the didactic model, which has been developed in order to support the teaching of specific knowledge. Participants will also use open source software, which generates the html-code as well as story-bricks, templates and available examples for the creation of collaborative Gamebooks during the workshop.
Educators and teaching professionals who are interested in implementing serious games using gamebooks into their teaching and learning practices. Facilitators of serious games. Any people interested in the creation of a serious game are also welcome. This workshop is oriented toward a range of participants, including newcomers to game design.
The goal is to give a hands-on experience on the creation of your own gamebook with insight on a technical, didactical and publishing level. Although we will work with software, no technical requirements are required. At this Pre-Conference Workshop, you will experience what a collaborative gamebook is, how to create a good story and how to use the didactic model and its story-bricks in order to bring in your own teaching content into this serious game.
Finally, we will work out a gamebook with open-source software and play it together. Marc has spoken in over 40 countries, authored seven books, and published over essays; his writing has been translated into 11 languages. The world is slowly shifting toward a new paradigm in education — with an emphasis on a bottom-up approach instead of the predominantly top-down mindset of the past.
It is a shift away from an academic-focused education based solely on thought, toward a more complete, hands-on education centered on accomplishing real-world projects. Fostering both ideologies, this new methodology unleashes the vast and untapped potential of the youth of today and tomorrow. Enough teachers, classrooms, administrators, parents, and children are now working in this direction for us to begin to talk about a movement and a new paradigm for the education of the third millennium — one that far better suits and benefits not only empowered youth, but us all.
The workshop will utilize a highly-participative group discussion format to explore this new paradigm, including the evidence that is emerging around it, the change in perspective required to make it universal, and what is necessary for it happen more quickly. Anyone who cares about the long-term future of education and is open to new ways of thinking about it. He participated , and still has part, in several national and European projects e. Welche Tools sind besonders geeignet, um den individuellen Lernprozess effektiv und gleichzeitig attraktiv zu gestalten?
Wie lassen sich multimediale Lernangebote zielgruppenspezifisch einsetzen? Ongoing improvement of web based services for trainers in VET www.
- Pingpong Neu: Lehrbuch 1 - AbeBooks - Gabriele Kopp; Konstanze Frolich: .
- Orchestrierungsmodelle und -szenarien technologie-unterstützten Lernens | SpringerLink;
- 4 Sterne Tagungshotel in Hohenlohe | Panoramahotel Waldenburg?
Appraising, quality management and certifying of web based distance learning courses for continuous training. Since I am engaged in distance education and since in e-learning projects and e-learning training.
New Chief Editor in EURODL
Since Member of the board of Forum DistancE-Learning and chairman of the section for pedagogical and didactical issues in distance learning. Initiator and organizer of the annual German FDL-FachForum, designed to identify future demands for vocational media-enhanced learning. Jens Greefe holds a diploma in Economics and is member of the board of the Forum Distance Learning, the german association for distance learning.
He is responsible for the development and the organization of the course programs and for the quality management of the ILS. With over 25 years in the education and training business John has managed multi-national companies for Pearson and News Corporation in both Europe and Asia. His background is in materials processing, manufacturing technologies and manufacturing systems. In addition to his OU lectureship, he has previously held posts as Director of Engineering and Associate Dean of his faculty. Mark has been a member of and has led teams developing learning materials for distance learning students for over thirty years.
These have ranged from first year undergraduates to final year postgraduates. His courses have included traditional distance learning approaches, remote team working, and face-to-face residential schools. His latest teaching project was to redesign a taught postgraduate course for entirely online presentation.
Mark is a regular participant in quality assurance activities within the OU and beyond. He has held examining positions at various institutions and has taken part in formal quality reviews at universities in the UK, Germany and the Caribbean. He also supports engineering groups at partner institutions through staff development and advice on teaching and learning issues.
Merle Losem holds a diploma in Economics and Pedagogy. Merle is working in the distance Education since , her focus is the development of vocational trainingprograms in serviced sectors. Since , Denis has been working for Wikimedia Deutschland as part of their communications team. Explaining how the free encyclopedia works and that everybody can participate is a perfect case of how simple explanations can be used in video formats.
After working in several IT-related projects in different organisations, Stefan Schneider decided to dedicate his efforts for free knowledge at Wikimedia Deutschland e. Here, among other things, he is working on gaining new authors for Wikipedia. Within the framework of OEB, the organizers of this Pre-Conference Workshop intend to create an opportunity for networking and knowledge sharing for participants who offer programmes for lifelong learning and vocational education using distance learning methods.
The intention is to establish an international forum enabling the participants to develop a position regarding the variety of technological developments for digital teaching and learning programs in the field of distance learning. This Pre-Conference Workshop is for Distance Education experts who want to expand their network and share their knowledge with others and for anyone who is interested in distance learning methods as well.
The Pre-Conference is especially for those who work in the adult education business. He also has had involvement in other early-stage online providers over the last six years and has done several studies of them. These draw on and continue his work over 10 years work on EU open and distance education projects.