Spielarten des Sollens: Die Rolle der Forschung für die Entwicklung der Hochschullehre mit digitalen Medien. Blogging in the 21st-Century Classroom. This year, I admitted a hard truth to myself. I wasn't having my students write enough. In an attempt to follow Kelly Gallagher’s advice that students should write more than we can assess, I decided to have them blog weekly. One Assignment, Many Objectives After giving students some practice and solidifying my ideas by talking to a colleague and past student, I developed this assignment. Address multiple Common Core standards Hold students accountable while minimizing stress Be structured enough to provide clarity while giving freedom to experiment Be varied enough to keep students engaged Get students to write for multiple purposes I introduced blogging to my juniors, reminding them to keep an open mind about this experiment (they could relate to that; I teach in a STEM school that focuses on life science and experimental research).
It. Skill and Enthusiasm First and foremost, student writing is improving by leaps and bounds. Their improved skills transfer to formal work. Demystifying the MOOC. When massive open online courses first grabbed the spotlight in 2011, many saw in them promise of a revolutionary force that would disrupt traditional higher education by expanding access and reducing costs. The hope was that MOOCs — classes from elite universities, most of them free, in some cases enrolling hundreds of thousands of students each — would make it possible for anyone to acquire an education, from a villager in Turkey to a college dropout in the United States. Following the “hype cycle” model for new technology products developed by the Gartner research group, MOOCs have fallen from their “peak of inflated expectations” in 2012 to the “trough of disillusionment.” There are several reasons for the disillusionment. First, the average student in a MOOC is not a Turkish villager with no other access to higher education but a young white American man with a bachelor’s degree and a full-time job.
Photo Nearly all MOOCs originate from the world’s top universities. Bologna: Liebe Uni, dieses Studium hätte ich in 30 Tagen geschafft. Am Ende kommt ihr das Studium wie ein Deal vor: Zeit gegen Abschluss. Drei Jahre, für Referate, Folien und Warten auf den Professor. Eine Abrechnung Speichern Drucken Twitter Facebook Google + Liebe Uni, ich habe Dich mir anders vorgestellt, jahrelang hatte ich von dir geträumt. Anzeige In die Seminare wäre ich gar nicht gegangen, aus den Vorlesungen hätte ich nur die Folien mit den Klausurfragen gelesen, meine Hausarbeiten an einem Tag geschrieben, Sprechstunden hätte ich mir gleich gespart und am Ende in einer Woche die Bachelorarbeit getippt. Mein Studium der Asienwissenschaften bestand hauptsächlich aus Seminaren. Ich hatte mir vorgestellt, wie wir an der Universität wilde Debatten führen. Und um Seminare zu bestehen, braucht es keine Meinung. Noch schlimmer ist die Geringschätzung der Studenten.
Warum der Erste Weltkrieg begann. ▼ Bitte nach unten scrollen. 1 - Die Ursachen „Damit ist jeder Kriegsgrund entfallen“, notierte Kaiser Wilhelm II. am Vorabend des Ersten Weltkrieges an den Rand einer diplomatischen Note Serbiens. Es hätte die Entspannung der „Julikrise“ 1914 sein können. Der politischen Phase nach dem Mord am österreichischen Thronfolger, in der Berlin, Wien und Moskau auf Konfrontationskurs waren. 1918 ging der Erste Weltkrieg mit mehr als zehn Millionen Toten in die Geschichte ein. Der Kriegsausbruch ist jetzt 100 Jahre her. . ► Optimiert für Desktop und Tablet: Alle interaktiven Elemente in dieser Story sind mit einem schwarzen Dreieck gekennzeichnet.
„Über wenig wurde und wird in der Geschichtswissenschaft so intensiv geforscht und gestritten“, sagt Dr. „Über wenig wurde und wird in der Geschichtswissenschaft so intensiv geforscht und gestritten „Angesichts der Schwäche des Osmanischen Reiches war im Laufe des 19. und frühen 20. Nach dem Attentat von Sarajevo am 28. Doch es kam anders. Am 31. . ► Prof. Bloomsbury Collections - The Digital Scholar - How Technology Is Transforming Scholarly Practice. Video Clips -- On Authors (Sylvia Plath, Edgar Allan Poe, Walt Whitman, Shakespeare, more) -- Susan Smith Nash, Ph.D. Hieroglyphs of the Future: Jacques Rancière and the Aesthetics of Equality.
We're not a surplus, we're a plus. The slogan appeared at the demonstrations of the French jobless movement in the mid-90s in journals, on banners, and on tracts printed by the political art group, Ne pas plier. It knitted the critical force and the subjective claims of the movement into a single phrase. To be "a surplus" (laid off, redundant) was to be reduced to silence in a society that subtracted the jobless from the public accounts, that made them into a kind of residue—invisible, inconceivable except as a statistic under a negative sign.
Excluded, in short: cut out of a system based on the status of the salaried employee. Until they finally came together to turn the tables, reverse the signs, and claim a new name on a stage they had created, by occupying unemployment offices in a nation-wide protest during the winter of 1997–1998. The people with nothing erupted onto the public scene. The political is an opposite process, and it is rare. That breach seems to have closed today. POOL: Maslow (Reloaded) Meine LiebLinks (KW 31) | konzeptblog. Heute stelle ich nur einen Link vor, hinter dem sich aber eine ganze Serie interessanter Beiträge verbirgt: Learning with ‘e’s My thoughts about learning technology and all things digital – das ist die Website von Steve Wheeler, der als Associate Professor of learning technology am Plymouth Institute of Education der Plymouth University arbeitet. Steve verdeutlicht (mal wieder), dass auch in Bildungstechnologie und Mediendidaktik der übliche Verweis auf Behaviorismus, Kognitivismus und Kosntruktivismus (bei manchen heute auch noch Konnektivismus) der Vielfalt menschlichen Lernens nicht gerecht wird.
Wer also Lernumgebungen konzipiert und gestaltet, sollte eher die von Steve vorgeführte Vielfalt im Hinterkopf haben. Die digitale Gesellschaft - Perspektiven fürs Lehren und Lernen. Bonnie Stewart 12/8 2014. My Open Learning: xMOOCs. I participate frequently in MOOCs, both xMOOCs such as those offered through platforms edX and Coursera, and cMOOCs. cMOOCs offer a different learning experience; usually less structured where learning relies upon networked interactions using social media platforms.
Click here for reviews on my completed cMOOCs. To read an in-depth article describing differences between the two types of MOOCs click here. I participate in MOOCs for different reasons that depend upon my learning goals and the amount of time I am able to commit to the course during its time frame. I categorize my participation as follows: 1) Course auditor: Do not participate for the most part in course activities, discussions or assessments, though will read and review select course materials and discussion forums. 2) Active learner: Engage in the majority of activities, assignments and some discussions.
Course Overview: This course is World Bank’s first ever MOOC course. Description. Course Overview. Like this: From Open To Connected. It’s been gnawing on me over the last couple of years that in our haste to open up schooling, we may well have missed the greater and more important aims that “open” strives toward. And while there’s no way to protect words from being twisted or co-opted, the phenomena of “openwashing” and the long long O in MOOC are troubling indicators that what initially seemed to be the language of openness may have fought shy of the question of what the openness was for. How otherwise to explain a world in which broadcast lectures are touted as innovations or disruptions?
Not that higher ed itself has not had its own complicity in the process, given that our practices of scaling and isolation have modeled much of what we see in the “content delivery” model of online learning. I tried to explore some of these concerns at Open Ed 2012 in Vancouver in a talk I called “Ecologies of Yearning and the Future of Open Education.” “Only connect.” Check out connectedcourses.net. Caravanistas, I salute you. What it feels like to be the last generation to remember life before the internet - Quartz. I’ve long believed that speed is the ultimate weapon in business. All else being equal, the fastest company in any market will win. Speed is a defining characteristic—if not the defining characteristic—of the leader in virtually every industry you look at.
In tech, speed is seen primarily as an asset in product development. Hence the “move fast and break things” mentality, the commitment to minimum viable products and agile development. Many people would agree that speed and agility are how you win when it comes to product. What they fail to grasp is that speed matters to the rest of the business too—not just product. I believe that speed, like exercise and eating healthy, can be habitual. Through a prolonged, proactive effort to develop these good habits, we can convert ourselves as founders, executives, and employees to be faster, more efficient company-building machines. Speed, like exercise and eating healthy, can be habitual.
This is how category killers are made. Making decisions. Digital University soll Lehre an klassischen Unis verändern. Online-Lernplattformen für Massive Open Online Courses (MOOCs) werden nicht nur neuen Zielgruppen kostenlose akademische Bildung auf Hochschulniveau ermöglichen, sie werden auch die Lehre an den Unis selbst verändern. Davon zeigt sich Hannes Klöpper, Managing Director von MOOC-Anbieter iversity überzeugt. Heute, Freitag, spricht er beim Forum Alpbach über die "Digital University". Unter einer "Digital University" wie der deutschen iversity oder den von US-Eliteunis initiierten MOOC-Plattformen wie "edX", an denen man ohne formelle oder finanzielle Hürden speziell konzipierte Online-Kurse bei den Koryphäen des jeweiligen Fachs besuchen kann, darf man sich laut Klöpper allerdings keine vollwertige Universität vorstellen.
Es sei nicht das Ziel, Unis mit vollwertigen Abschlüssen online abzubilden. Plattformen sollen Qualität der Lehre steigern Vielfalt bringt neue Aspekte. European Forum Alpbach | Endewima. Zehn Thesen zur Zukunft des Wissensmanagements Studie 10 der Wissensfabrik PDF Download der Studie -> noch nicht verfügbar Rezension von Blended Solutions Rezension von Weiterbildungsblog Inhaltsverzeichnis Einleitung Je digitaler die Wirtschaft, desto umstrittener werden die Märkte. Das Internet erhöht die Transparenz über Produkte und Prozesse, senkt die Eintrittshürden für neue Wettbewerber und erfordert eine schnellere Anpassungsfähigkeit.
Gleichzeitig führt das Internet den Tod des Wissensmanagements herbei. Durch die Transparenz des Wissens, den digitalen Wertewandel, neue Möglichkeiten zur Zusammenarbeit sowie eine abnehmende Loyalität der Arbeitskräfte werden Arbeitsmärkte zu Innovationsmärkten. Alles Wissen ist im Netz Durch das Internet wird sämtliches Wissen digitalisiert und an zentraler Stelle zugänglich gemacht. Die Digitalisierung des Wissens wird nicht von Suchmaschinen, Verlagen und den Wissensarbeiterinnen selbst vorangetrieben. Das Wissensmanagement ist tot. Meine LiebLinks (KW 31) | konzeptblog. Open Online Courses: Higher Education of the Future? - Techonomy. By Eric Rabkin One instructor’s firsthand look behind the scenes of the movement offering online education to the masses. I am “teaching” a MOOC, one of those massive, open, online courses through which Coursera and, more recently, edX offer people around the globe challenging learning experiences through a simple internet connection: video mini-lectures, machine-graded problem sets in some courses, peer-evaluated essays in others, discussion boards, and more.
There’s no cost or credit for the “students” yet, but could this point the way to the “schools” of the future? I would guess that in forty-two years of on-campus teaching at the University of Michigan I have worked with between 12,000 and 20,000 students. Right now, under the auspices of U-M and Coursera, I am offering “Fantasy and Science Fiction: The Human Mind, Our Modern World” to about 39,000 participants.
These people also educate me. Not only do the participants teach each other, they teach me. Disruptive innovation: Open online courses are changing education forever. When the first movable-type printing press began churning out books in 1439, knowledge that belonged to an elite few flowed to masses of hungry learners. This year, something similar happened. Select courses taught at places like Stanford on subjects like physics were offered for free online, meaning that a level of education once available only to Ivy League-level college students is now an option in places like Pakistan, Ghana and Tibet.
These courses, called Massive Open Online Courses (or MOOCs) make education cheaper and more accessible, but some say they have potential to undermine the current profit model. "This transition to digital learning is as significant as when we first began to learn from books," said Karen Cator, director of the U.S. What's a MOOC? Online classes have been around for decades, providing a convenient, if rather dull, learning environment for correspondence courses and basic education. In the past year, interest in MOOCs like this one have exploded. MOOC Articles.
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