89 research outputs found
Techno-Faschismus – Wie digitale Technologien die Demokratie aushöhlen
No full text„Techno-Faschismus“ bezeichnet die autoritäre Dynamik, in der digitale Infrastrukturen an die Stelle demokratischer Prozesse treten und diese durch Effizienz, Automatisierung und affektive Mobilisierung ersetzen. Das Silicon Valley liefert dafür die Technik und die Ideologie. Am Beispiel der Hochschulen zeigt MARKUS DEIMANN, wie sich gefährliche Ideologien im Gewand digitaler Transformation einschleichen.“Techno-fascism” refers to the authoritarian dynamic in which digital infrastructures take the place of democratic processes and replace them with efficiency, automation and affective mobilization. Silicon Valley provides the technology and the ideology for this. Using the example of universities, Markus Deimann shows how dangerous ideologies creep in in the guise of digital transformation
Das vergessene Medium!? - der Mehrwert des Einsatzes von Video im Fernstudium
No full textIm folgenden Werkstattbericht werden Antworten auf die Frage, welchen Mehrwert der Einsatz von Video im Fernstudium (wieder) hat, entlang der Systematik "Added value video techniques and teaching function" von KOUMI (2009) aufgezeigt: (1) Video als Unterstützung des Lernens sowie der Entwicklung von Kompetenzen, (2) Video als indirekter Zugang zu Erlebnissen und Erfahrungen sowie (3) Video als Förderung von Motivation und Empfindungen sind die zentralen Hauptkategorien. Diese sind eingebettet in praktische Erfahrungen der Autoren mit dem Thema "one-way video" im Fernstudium.
24.04.2014 | Sebastian Vogt & Markus Deimann (Hagen
Volitional-supported learning with Open Educational Resources
No full textUser-centred web applications such as Wikis or Weblogs are becoming increasingly popular. In contrast to the early Internet, these applications especially focus on the participation of people, on the creation, sharing and modifying of content and on an easy access. Based on this, they are assumed to contribute to self-regulated and life-long learning which is on the agenda of most industrialized countries throughout Europe. However, as shown in the recently published road mapping work of the Open E-Learning Content Observatory Services (OLCOS) project, comprehensive frameworks for learning processes that make use of Open Educational Resources (OER) are missing. In particular it remains unclear how OER can actually contribute to forms of self-regulated learning since this requires a great deal of volitional competence, i.e. the ability to deal with distractions and fluctuations of motivation or emotion which is therefore regarded as a crucial factor (Deimann & Keller, 2006). In this regard, the Volitional Design Model (Deimann, 2007) provides a useful instrument to unfold the potentials of OER by (1) targeting key aspects of the learner’s behaviour in the learning process, and (2) suggesting powerful strategies to tackle decreased motivation. An exemplified volitional design approach using OER will be discussed. (DIPF/Orig.
Open Education: From Definitions To The Requirement Of Contemporary Diagnoses In The Context Of Openness
No full textRezension zu:
Deimann, Markus. 2018. Open Education. Auf dem Weg zu einer offenen Hochschulbildung. Bielefeld: transcrip
On the role of openness in education: A historical reconstruction
No full textIn the context of education, “open(ness)” has become the watermark for a fast growing number of learning materials and associated platforms and practices from a variety of institutions and individuals. Open Educational Resources (OER), Massive Open Online Courses (MOOC), and more recently, initiatives such as Coursera are just some of the forms this movement has embraced under the “open” banner. Yet, ongoing calls to discuss and elucidate the “meaning” and particularities of openness in education point to a lack of clarity around the concept. “Open” in education is currently mostly debated in the context of the technological developments that allowed it to emerge in its current forms. More in-depth explorations of the philosophical underpinnings are moved to the backstage. Therefore, this paper proposes a historical approach to bring clarity to the concept and unmask the tensions that have played out in the past. It will then show how this knowledge can inform current debates around different open initiatives.</p
The dark side of the MOOC - A critical inquiry on their claims and realities
No full textBuilding on the work of French philosopher Michel Foucault, this paper utilises critical discourse analysis to examine claims attached to MOOCs in New York Times articles published between 2012 and 2013. Discourse analysis is proposed as a valuable tool enabling the understanding of MOOCs as historically constituted and socially constructed “events” with hidden meanings masked by rhetoric slogans. Noting that language is not just the reflection of social and psychological life but rather constructs social realities, this work posits how both media and commercial MOOC providers have constructed an “education is broken” narrative which states (1) traditional universities are no longer able to equip learners with that kind of skills that are needed to master the challenges of our digital society and (2) technological innovations are now available that will revolutionize education, i.e. provide world class education in a cheap and effective way to every person on the planet. Through structural analysis of the characteristics of the articles as an empirical base for the analysis of the discursive formation, the author reviews a data set of 58 MOOC articles, analysing the corpus in terms of distinctive discourse strands, i.e. certain (sub-) topics are summarized into groups. The author concludes that three different versions of such social worlds are collectively constructed: First, MOOCs are portrayed as something totally innovative and novel, leading to a collective feeling of enthusiasm because, for the first time in history, we are able to educate huge masses of people around the world at an affordable price; second, MOOCs are depicted as embedded in an evolutionary process of online education, yet identified to be “disruptive innovations;” third; moral regulation, and most particularly responsibilisation of the self, is framed by neoliberal arguments to construct the vision of a “self-responsible” learner who is in charge of his/her learning process
Digitalisierung von Hochschule und Hochschulbildung. Muster, Grammatik und Mythen
No full textDie Digitalisierung hat die Hochschulbildung verändert, aber nicht in dem Maße, wie es erwartet wurde. In diesem Artikel untersucht der Autor, welche Muster und Mythen die Entwicklung von E-Learning an deutschen Hochschulen in den letzten 20 Jahren geprägt haben und wie sich diese auf das Verständnis und das Verhältnis von Pädagogik und Technik auswirken. Er kommt zu dem Schluss, dass eine kritisch-konstruktive Gestaltung von Bildung im digitalen Zeitalter notwendig ist, um den Erwartungshorizont zu verändern und eine erfolgreiche Digitalisierung zu erreichen. (Herausgeber)Digitization has changed higher education, but not to the extent that was expected. In this article, the author examines the patterns and myths that have shaped the development of e-learning in German universities over the past 20 years and how these have affected the understanding and relationship between pedagogy and technology. He concludes that a critical-constructive design of education in the digital age is necessary to change the horizon of expectations and to achieve successful digitization. (Editor
Open Education and Bildung: Ideas, Assumptions, and Their Vigour to Transform Higher Education
No full textWe are witnessing tremendous changes and transformations in learning and education due to the advancement of digital technologies. This pertains not only to various forms of e-learning but also to more recent sorts of open online learning environments such as MOOCs or P2P-University. As Bell (2011) has argued, learning theories fall short of explaining change in learning activities as these theories do not consider the complexity of technology, social network, and individual activities. Therefore, this paper revisits the German concept of Bildung (Formation) to get a better understanding of the ongoing changes in learning environments, especially in informal Higher Education
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Constellations of Openness
No full textThis chapter uses themes from the critical theory of the first generation of the Frankfurt School and other philosophical resources to explore the internal consistency of notions of openness in education. It provides an introductory overview of some of the controversies in this area and presents an original philosophical position concerning how to understand discourses around openness
Openness and the Intellectual Commons
No full text‘Openness’ is one of the central contested values of modern liberal society and falls under different political descriptions. In this chapter I employ ‘openness’ to signal and introduce a new spatialization, interconnectivity, mobility, personalization and globalization of learning and education
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