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Home | Next Skills. Vorbild Pusteblume – Was Lehre vom Löwenzahn lernen kann. Konstruktive Disruption statt Evolution. Social media data analytics: How to apply them in education | IBM Big Data & Analytics Hub. To date, social media data anaytics have mostly been used to help marketers refine their pitches as they get a sense of how they are perceived by the public.

When properly processed and analyzed, the data can also lead to a wealth of insights to influence future curriciulums and lesson plans. So far, social media data remains largely untapped in the education industry. At last April's #EduAnalyticsDC conference, there was some discussion about social media data analytics but no serious proposals, according to my interview with Bill Rand, director of University of Maryland Center for Complexity in Business. "There is some resistance in educational administration to thinking that [social media analytics are] a valuable signal," Rand explained. Twitter signaling college choices Rand conducted an experiment in which he monitored Twitter for four months in the spring to glean insights about the college decision-making process for high school juniors and seniors. Analytics use by colleges. Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework | Wingo | Online Learning.

Adkins, J., Kenkel, C., & Lim, C. (2005). Deterrents to online academic dishonesty. The Journal of Learning in Higher Education, 1(1), 17-22. Retrieved from Alexander, J., Polyakova-Norwood, V., Johnston, L., Christensen, P., & Loquist, R. (2003). Collaborative development and evaluation of an online nursing course. Distance Education, 24(1), 41-56. doi:10.1080/01587910303046 Allen, I.

Allen, I. Allen, I. Allen, I. Alsofyani, M., Aris, B., Eynon, R., & Majid, N. (2012). Arend, B. (2009). Arif, A. (2001). Bacow, L., Bowen, W., Guthrie, K., Lack, K., & Long, M. (2012). Betts, K. (2009). Betts, K., & Heaston, A. (2014). Bolliger, D., & Wasilik, O. (2009). Chao, I., Saj, T., & Hamilton, D. (2010). Chapman, D. (2011). Chapman, K., Davis, R., Toy, D., & Wright, L. (2004).

Christianson, L., Tiene, D., & Luft, P. (2002). Compeau, D., & Higgins, C. (1995). Conceição, S. (2006). Davis, F. (1989). Kreieren statt unterwerfen. In der neuen Ausgabe der Zeitschrift für Hochschulentwicklung (ZFHE) findet sich ein interessanter Text zum Thema Digitalisierungsstrategien an Hochschulen. Barbara Getto und Michael Kerres stellen die Frage, woran sich die heute an Hochschulen entweder bereits bestehenden oder gerade entstehenden Digitalisierungsbemühungen orientieren: daran, die Hochschule und speziell die Hochschullehre zu „modernisieren“ oder sich in der Region, im Bundesland oder bundesweit oder gar international zu „profilieren“?

Die Autoren nutzen die Unterscheidung von Organisation und Institution (siehe dazu auch hier), um die verschiedenen Richtungen zu erklären „Bei der Einführung digitaler Technik folgen Akteurinnen/Akteure – zumeist implizit – einer Vorstellung von Hochschule als Institution oder als Organisation. Ein institutionelles Verständnis von Hochschule würde die Digitalisierung eher als einen allgemeinen Modernisierungstrend auffassen, der weitgehend gleichförmig einzuführen ist. Diruptiv didaktik - Recherche Google.

Google-Ergebnis für. Bilder Website mit diesem Bild As the Horizon Report shows, the life cycle of e-learning innovations is not ... BildersucheÄhnliche Bilder Die Bilder sind eventuell urheberrechtlich geschützt. Untitled. After the advent of web 2.0, (interactive, responsive, and user editable web content) the possibility of conducting academic course work online began to become more feasible. One approach was provided by the rise of Learning Management Systems. These systems provided the online equivalent of managed classrooms in the traditional university setting. At the same time the thriving market place produced a swarm of social media apps, journaling sites, cloud storage and different means to share with others.

A great collaboration began. As new apps and technologies appeared they each had champions, people who were first wave users. These early adopters explored a variety of apps for a multitude of uses. Educators began to use terms like “Personal Learning Networks’ and “Personal Learning Environments’ (PLE). The most effective PLE for an individual will be one that is well curated, easily accessible, reviewed often and discussed with other members of one’s learning community. E-Learning 24/7 Blog.