418 research outputs found
E-Learning-Strategie an der Universität Duisburg-Essen - mehr als ein Artefakt?
No full textIn den vergangenen 15 Jahren gab es in Duisburg-Essen zahlreiche Einzelinitiativen zum E-Learning, die bottom-up entstanden sind. Bedarfe der Qualitätsentwicklung und Flexibilisierung der Studienstrukturen angesichts größerer und diversifizierter Studierendenkohorten haben zur Entwicklung einer top-down-gesteuerten, hochschulweiten E-Learning-Strategie geführt, die finanziell, technisch und didaktisch unterfüttert wird. Die Ziele und ersten Schritte der Implementation sowie erste dabei gemachte Erfahrungen werden vorgestellt. Dem Anspruch nach soll die Strategie perspektivisch auch die Tiefenstruktur der Hochschulorganisation mit ihren Prinzipien und Werten erreichen - und mehr als ein Artefakt sein.
27.04.2015 | Julia Liebscher, Anke Petschenka, Holger Gollan, Sandrina Heinrich, Isabell van Ackeren & Christian Ganseuer (Duisburg-Essen
E-Learning –Challenges of the Next Phase
No full textIn our presentation at EUNIS 2013 we want to share our views and reflections on e-Learning perspectives in Higher Education from the point of view of practitioners in a European non‐elite university. As inner-University consultants we are mediating and translating e‐Learning concepts, strategies and technologies to the everyday needs of teachers and students. Our statements reflect the views and experiences of different generations of e-Learning experts: Steffi Engert is about to end her career, which covers twenty years of conceptional and practical work in Higher Education, SMEs and non‐profits. Sandrina Heinrich has recently earned her diploma and transited from supporting students as a student assistant to working full‐time as an academic consultant for learning technologies. Anke Petschenka represents „the middle“: she is representative of (e-Learning) age, when the first wave of early adopters was followed by the first extension of the user base amongst teachers and students.We see e‐Learning in Higher Education at a crossroad amidst a new wave of development. The time of „idealist“ experiments of pioneers of the first and second waves – the first looking for the „virtual university“ (ideally world-wide) and the optimal technical learning environment, the second committed to merging technology and didactics in an intelligent manner – are definitely over. E-Learning is no longer disputed, but has turned into an everyday feature of teaching and learning, albeit still too often on the basic level of electronic distribution of learning materials. In turning into a matter of course, it no longer has to justify its raison d’etre, but instead it has to live up to the real world demands of the mass‐university. It has to prove its worth in helping the universities to cope with the growing number of students and their increasing diversity, undermining traditional models of learning and teaching, under conditions of massive pressures to be cost‐effective and part of the global competition
Mobile Learning
No full textRezension zu: de Witt, Claudia, und Almut Sieber, Hrsg. 2013. Mobile Learning: Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten. Wiesbaden: Springer VS
Ten Emotions Examined Through Videoclips: Boredom, Revulsion, Sadness, Pain, Fear, Haste, Aggression, Geborgenheit (something like Comfort), Joy, Equanimity
No full textArt and science often face each other as antipodes in the academic world. They differ fundamentally in their methodical approach. Artistic work aims at the precise analysis and understanding of subjective thoughts and feelings. In contrast, science is theory-driven and focused on objective findings and generalizable results. This archive was created to bring both into discourse.
It includes:
- A description of a an artistic-research process that explored the understanding of ten emotions (Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotions - Ten Films. Weinböhla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4852).
- A database of ten developed videos exploring the emotions of boredom, revulsion, sadness, pain, fear, haste, aggression, comfort, joy and equanimity (Zeißig, A. (2018). Database of Ten Emotions - Ten Films. Weinböhla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4851).
- The result of a first empirical study to investigate the induction of intended emotions (Zeißig, A. (2019-07-17). Ten Emotions - Ten Films [Poster presentation]. International Society for Research on Emotion Conference, University of Amsterdam. PsychArchives. http://dx.doi.org/10.23668/psycharchives.4853).
The project is looking for interested researchers and collaborations to further test the videos. Since the videos are language-free and free of culture or time specific elements, narration or dramaturgy it would be interesting to cooperate transnationally and international to discuss the development of culture-free emotion induction methods.This is a secondary publication of: Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotion - Ten Films. Weinböhla: edition neuhaus. (Book with DVD). More information on the author can be found under: http://www.ankezeissig.de/ and https://www.b-tu.de/fg-paedagogische-psychologie/team/anke-zeissig."Boredom: Video “Study IV”;
Revulsion: Video “Pond”;
Sadness: Video “Ocean Rain”;
Pain: Video “Paradise Desert”;
Fear: Video “Through and Through”;
Haste: Video “RushHush”;
Aggression: Video “19992000”;
Geborgenheit (something like Comfort): Video “RedRed”;
Joy: Video “Bob”;
Equanimity: Video “Stairway Music”reviewe
Rezension zu: Praxishandbuch Schreiben in der Hochschulbibliothek / herausgegeben von Wilfried Sühl-Strohmenger und Ladina Tschander
No full textKommunikationsprozesse in netzbasierten Lernszenarien eine inhaltsanalytische Untersuchung zum tutoriell betreuten Lernen im asynchronen Kommunikationsmedium Newsgroup
No full textLernräume und Dienstleistungen an der Universität Duisburg-Essen: die Zentralen Einrichtungen im Blick
No full textVirtuelle Lernräume als Aufgabe von Hochschulbibliotheken : Entwicklungen, Praxis, Perspektiven
No full textDie vorliegende Arbeit ist als Bestandsaufnahme digitaler Angebote zu sehen, die sowohl im Hochschul- als auch im Hochschulbibliothekskontext realisiert werden. In diesem Zusammenhang wird das virtuelle Lernen im physischen als auch im virtuellen Lernraum einer genaueren Betrachtung unterzogen und anhand von Praxisbeispielen dokumentiert. Es ist evident, dass das virtuelle Lernen in vielen der hier diskutierten Beispiele beiden Dimensionen - dem physischen Lernraum und dem virtuellen Lernraum - zugeordnet werden kann. Gestaltungs- und Interaktionsaspekte, didaktische Gestaltungsaspekte, Handlungsfelder für Hochschulbibliotheken und Empfehlungen runden das Thema ab.
Eingangs werden Besonderheiten physischer und virtueller Lernräume sowie mediendidaktische Fragestellungen im Kontext einer akteurszentrierten Klassifikation diskutiert. Diese Überlegungen werden in einem kontextuellen Zusammenhang gesellschaftlicher, informationstechnischer und universitärer Herausforderungen an die Gestaltung physischer und virtueller Lernräume betrachtet. Da das Thema „Lernräume in Hochschulbibliotheken“ in der Bibliothekslandschaft vornehmlich für den physischen Lernraum diskutiert wird, soll die vorliegende Arbeit einen Beitrag leisten, den Fokus auf virtuelle Lernräume sowie auf Gestaltungs- und Interaktionsmöglichkeiten beider Dimensionen zu richten.The master thesis provides an overview about implemented digital products and services at German Universities and University Libraries. The emphasis here is on virtual learning in physical and in virtual learning spaces, likewise it´s interaction. It will be discussed in the context of a theoretical approach, best practice examples, arrangements and the interaction of both worlds.
The implementation of virtual learning spaces will be discussed in the context of differences between physical and virtual learning spaces, media didactics, a homemade classification and on the backdrop of the general changes in society and the challenges universities are facing. Because the overall emphasis of learning spaces is on the physical dimension, the following paper is committed on the virtual dimension
Virtuelle Lernräume an Hochschulen : Auswertung der Umfrage zur Neugestaltung von Lernräumen an Hochschulen der DINI AG Lernräume
No full textDie von der DINI AG Lernräume initiierte Umfrage zur „Neugestaltung von Lernräumen an Hochschulen“, insbesondere die Einträge zur Kategorie „Virtuelle Lernräume“, werden im vorliegenden Artikel thematisiert. Was sind virtuelle Lernräume, wie grenzen sie sich von physischen Lernräumen ab und wie werden virtuelle Lernräume an wissenschaftlichen Bibliotheken realisiert? Diese Fragen werden in einem kontextuellen Zusammenhang gesellschaftlicher, informationstechnischer und universitärer Herausforderungen an die Gestaltung physischer und virtueller Lernräume diskutiert.The following paper focuses on a survey initiated by the Task Force Learning Spaces of DINI on New Learning Spaces at German Universities. The emphasis here is on the category Virtual Learning Spaces which will be discussed in the context of differences between physical and virtual learning spaces and against the backdrop of general changes in society and the challenges universities are facing
The evolution of the innovation network and the technological system in a standard developing organization. The example of cellular telecommunications
No full textStandard developing organizations (SDOs) are voluntary inter-organizational collaborations with the goal to develop jointly compatibility standards for complex modular technological systems. This dissertation examines the evolution of the innovation network and technological system in a SDO with the perspective of complementing micro and macro level. The dissertation is rooted in the multidisciplinary complex system theory and draws on a broad range of literature from management, sociology, biology and physics with the common theme of bipartite network analysis. The innovation network is conceptualized as a bipartite network with ties between organizations and innovations to which they contribute. I show that technical capital, resources in the SDO and their match between organization and innovation, rather than social capital, network position, drive the tie formation in the innovation network. To answer the question of emerging order in an innovation ecology without formal hierarchy I borrow from the literature of ecological mutualistic networks. I show that a nested order emerges based on a parsimonious process of matching resources, that leads to a rather stable system over more than ten years. The evolution of the technological system in the SDO environment departs from the established life cycle model and is best described by a life spiral model with continuously increasing system performance rather than punctuated equilibria. The key distinction to market-based technological evolution is the coordinated and designed development process within the SDO, that allows to introduce new services and change core parts of the system based on architectural knowledge. As a consequence the development process follows a gradual change model with changing tempo. Furthermore the evolution is characterized by simultaneity of innovation types that identifies the SDO as ambidextrous organization with separation of exploitation and exploration on project level. The research context is Third Generation Partnership Project (3GPP) in the cellular telecommunications industry with data from 1992 to 2011.Ph. D.Includes bibliographical referencesIncludes vitaby Anke Piepenbrin
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