Sources

IRRODL

Are K–12 Teachers Ready for E-learning?

3 months 2 weeks ago

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.

Elif Polat, Sinan Hopcan, Ömer Yahşi

Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework

3 months 2 weeks ago

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction design for online collaborative learning intended to support the CoI presences. This study was aimed at developing the interaction design of an asynchronous online discussion forum employing a user-centered design method contextualized to the learning-centered design approach. Seven scenario and user interfaces were created to facilitate one introductory activity and four phases of inquiry. The design was evaluated through contextual interviews with ten students. The interviews revealed that the prototype encouraged and supported (a) introductory activity (social presence), (b) idea exploration (cognitive presence), (c) summarizing the discussion (cognitive presence), and (d) facilitating discussion (teaching presence). Future research could be aimed at improving the proposed design based on recommendations and developing a fully functional working system to be tested in real settings.

Lintang Matahari Hasani, Harry Budi Santoso, Kasiyah Junus

Fine-tuned BERT Model for Large Scale and Cognitive Classification of MOOCs

3 months 2 weeks ago

The quality assurance of MOOCs focuses on improving their pedagogical quality. However, the tools that allow reflection on and assistance regarding the pedagogical aspects of MOOCs are limited. The pedagogical classification of MOOCs is a difficult task, given the variability of MOOCs' content, structure, and designs. Pedagogical researchers have adopted several approaches to examine these variations and identify the pedagogical models of MOOCs, but these approaches are manual and operate on a small scale. Furthermore, MOOCs do not contain any metadata on their pedagogical aspects. Our objective in this research work was the automatic and large-scale classification of MOOCs based on their learning objectives and Bloom’s taxonomy. However, the main challenge of our work was the lack of annotated data. We created a dataset of 2,394 learning objectives. Due to the limited size of our dataset, we adopted transfer learning via bidirectional encoder representations from Transformers (BERT). The contributions of our approach are twofold. First, we automated the pedagogical annotation of MOOCs on a large scale and based on the cognitive levels of Bloom’s taxonomy. Second, we fine-tuned BERT via different architectures. In addition to applying a simple softmax classifier, we chose prevalent neural networks long short-term memory (LSTM) and Bi-directional long short-term memory (Bi-LSTM). The results of our experiments showed, on the one hand, that choosing a more complex classifier does not boost the performance of classification. On the other hand, using a model based on dense layers upon BERT in combination with dropout and the rectified linear unit (ReLU) activation function enabled us to reach the highest accuracy value.

Hanane Sebbaq, Nour-eddine El Faddouli

Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study

3 months 2 weeks ago

The online instructor plays a prominent role in influencing how students respond to an online course, from designing the course structure, course activities, and assignments to encouraging interaction. Therefore, to develop effective online courses, instructors need robust feedback on their design strategies. Student evaluation of teaching (SET) functions as a summative evaluation of the course design and delivery. Yet, the feedback from SETs can only be integrated into the next iteration of the course, thereby failing to benefit the students who provide the feedback. One suggestion is to use midsemester formative evaluation to inform course design in real time. A qualitative research study was conducted to explore whether the Critical Incident Questionnaire (CIQ) could be an effective formative evaluative tool to inform real-time online course design and delivery. Thematic analysis was conducted on the midcourse evaluations obtained from 70 students in six fully online master’s level courses. There are three key findings from this study. First, CIQ use can provide opportunities for real-time adjustments to online course design and inform future redesign of online courses. Second, responses received via the CIQ prioritize the student voice and experience by focusing on factors that are critical to them. Finally, this deep-dive analysis reinforces the enduring factors that contribute to effective online course design and delivery. A recommendation for practice is to use the CIQ as an effective tool to gather formative feedback from students. This feedback can then be used to adjust course design as needed.

Anita Samuel, Simone Conceição

Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

3 months 2 weeks ago

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms' and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.

Maryna Zhenchenko, Oksana Melnyk, Yaroslava Prykhoda, Igor Zhenchenko

Design and Validation of the Virtual Classroom Management Questionnaire

3 months 2 weeks ago

Effective classroom management methods are well known, but effective ways of managing classes of beginner teachers remain elusive. Classroom management refers to the wide range of skills and techniques that teachers use to ensure that classes are conducted without destructive student behavior. The present study is applied nonexperimental research. The purpose of this study was to design a tool to measure the effective management of the virtual classroom from the perspective of professors and students in e-learning and evaluate its validity and reliability. The research sample was taken randomly from all universities that make use of e-learning in Tehran, Iran, during the 2019–2020 semesters. The results show that the professional development of online classroom management is necessary for preparing teachers to teach in digital environments. The results of this research in the form of a validated questionnaire can be considered as an indicator for educators and students working in online environments, and this tool can be used for effective teaching and learning in the digital age.

Mohsen Keshavarz, Zohrehsadat Mirmoghtadaie, Somayyeh Nayyeri

The Effects and Implications of Using Open Educational Resources in Secondary Schools

3 months 2 weeks ago

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002.  The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size.

Paul Harvey, John Bond

Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education

3 months 2 weeks ago

School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.

Mete Akcaoglu, Mustafa Ozturk Akcaoglu

“They Have to Combine the Future of the University and Their Own Future”: OpenCourseWare (OCW) Authoring as an Academic Practice in Spain

3 months 2 weeks ago

This study looks at OpenCourseWare (OCW) in Spain, a country where most public universities have tried to promote that particular model of open educational resources (OER) provision among academics. Using three universities with varying levels of OCW activity as a case study, this article examines key drivers behind the implementation of OCW initiatives and unpacks what it means, as an academic practice, to engage in OCW authoring. Following a qualitative case study approach and a multi-methods design, this study offers a basis for theoretical generalisations that can be useful for understanding similar dynamics taking place within different organisational contexts in Spain and beyond. The findings reveal a major disconnect between the drive to implement OCW initiatives in Spain and actual opportunities for academics to engage with them as part of their work. The author concludes that the extrapolation of a highly prescriptive model of OER provision into institutional realities different from the context where it was originally devised—in this case, the Massachusetts Institute of Technology in the United States—is rather problematic. The article also provides some recommendations to university leaders and policy makers, encouraging the creation of alternative models that are mindful of the institutional and cultural specificities of their own contexts and also to take into consideration the social and material realities of the communities they aim to provide with lifelong learning opportunities.

Daniel Villar-Onrubia

From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students

3 months 2 weeks ago

Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.

Md Jais Ismail, Azu Farhana Anuar, Fung Chiat Loo

Are K–12 Teachers Ready for E-learning?

3 months 2 weeks ago

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.

Elif Polat, Sinan Hopcan, Ömer Yahşi

Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework

3 months 2 weeks ago

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction design for online collaborative learning intended to support the CoI presences. This study was aimed at developing the interaction design of an asynchronous online discussion forum employing a user-centered design method contextualized to the learning-centered design approach. Seven scenario and user interfaces were created to facilitate one introductory activity and four phases of inquiry. The design was evaluated through contextual interviews with ten students. The interviews revealed that the prototype encouraged and supported (a) introductory activity (social presence), (b) idea exploration (cognitive presence), (c) summarizing the discussion (cognitive presence), and (d) facilitating discussion (teaching presence). Future research could be aimed at improving the proposed design based on recommendations and developing a fully functional working system to be tested in real settings.

Lintang Matahari Hasani, Harry Budi Santoso, Kasiyah Junus

Fine-tuned BERT Model for Large Scale and Cognitive Classification of MOOCs

3 months 2 weeks ago

The quality assurance of MOOCs focuses on improving their pedagogical quality. However, the tools that allow reflection on and assistance regarding the pedagogical aspects of MOOCs are limited. The pedagogical classification of MOOCs is a difficult task, given the variability of MOOCs' content, structure, and designs. Pedagogical researchers have adopted several approaches to examine these variations and identify the pedagogical models of MOOCs, but these approaches are manual and operate on a small scale. Furthermore, MOOCs do not contain any metadata on their pedagogical aspects. Our objective in this research work was the automatic and large-scale classification of MOOCs based on their learning objectives and Bloom’s taxonomy. However, the main challenge of our work was the lack of annotated data. We created a dataset of 2,394 learning objectives. Due to the limited size of our dataset, we adopted transfer learning via bidirectional encoder representations from Transformers (BERT). The contributions of our approach are twofold. First, we automated the pedagogical annotation of MOOCs on a large scale and based on the cognitive levels of Bloom’s taxonomy. Second, we fine-tuned BERT via different architectures. In addition to applying a simple softmax classifier, we chose prevalent neural networks long short-term memory (LSTM) and Bi-directional long short-term memory (Bi-LSTM). The results of our experiments showed, on the one hand, that choosing a more complex classifier does not boost the performance of classification. On the other hand, using a model based on dense layers upon BERT in combination with dropout and the rectified linear unit (ReLU) activation function enabled us to reach the highest accuracy value.

Hanane Sebbaq, Nour-eddine El Faddouli

Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study

3 months 2 weeks ago

The online instructor plays a prominent role in influencing how students respond to an online course, from designing the course structure, course activities, and assignments to encouraging interaction. Therefore, to develop effective online courses, instructors need robust feedback on their design strategies. Student evaluation of teaching (SET) functions as a summative evaluation of the course design and delivery. Yet, the feedback from SETs can only be integrated into the next iteration of the course, thereby failing to benefit the students who provide the feedback. One suggestion is to use midsemester formative evaluation to inform course design in real time. A qualitative research study was conducted to explore whether the Critical Incident Questionnaire (CIQ) could be an effective formative evaluative tool to inform real-time online course design and delivery. Thematic analysis was conducted on the midcourse evaluations obtained from 70 students in six fully online master’s level courses. There are three key findings from this study. First, CIQ use can provide opportunities for real-time adjustments to online course design and inform future redesign of online courses. Second, responses received via the CIQ prioritize the student voice and experience by focusing on factors that are critical to them. Finally, this deep-dive analysis reinforces the enduring factors that contribute to effective online course design and delivery. A recommendation for practice is to use the CIQ as an effective tool to gather formative feedback from students. This feedback can then be used to adjust course design as needed.

Anita Samuel, Simone Conceição

Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

3 months 2 weeks ago

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms' and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.

Maryna Zhenchenko, Oksana Melnyk, Yaroslava Prykhoda, Igor Zhenchenko

Design and Validation of the Virtual Classroom Management Questionnaire A Case Study: Iran

3 months 2 weeks ago

Effective classroom management methods are well known, but effective ways of managing classes of beginner teachers remain elusive. Classroom management refers to the wide range of skills and techniques that teachers use to ensure that classes are conducted without destructive student behavior. The present study is applied nonexperimental research. The purpose of this study was to design a tool to measure the effective management of the virtual classroom from the perspective of professors and students in e-learning and evaluate its validity and reliability. The research sample was taken randomly from all universities that make use of e-learning in Tehran, Iran, during the 2019–2020 semesters. The results show that the professional development of online classroom management is necessary for preparing teachers to teach in digital environments. The results of this research in the form of a validated questionnaire can be considered as an indicator for educators and students working in online environments, and this tool can be used for effective teaching and learning in the digital age.

Mohsen Keshavarz, Zohrehsadat Mirmoghtadaie, Somayyeh Nayyeri

Internet and Higher Education

Journal of Computer Assisted Learning

Journal of Computing in Higher Education

Re-thinking the online distance instruction based on students’ feedback

5 days 11 hours ago
Abstract

During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students’ opinions in the areas of teachers’ support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners’ performance within ODI, and students’ feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.

Remote labs in higher engineering education: engaging students with active learning pedagogy

6 days 11 hours ago
Abstract

In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students’ transfer skills from theory to practice. Our research question, “What impact does an active learning pedagogy have on students’ engagement with a remote lab?“, was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a ‘need-to-know.’ Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities.

The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

1 week ago
Abstract

This study investigated the relations between students’ self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A Likert-scale questionnaire was used to examine students’ perceptions. The digital traces recorded in a bespoke learning management system were used to detect students’ observed online learning strategies. Using the data mining algorithms, including the Hidden Markov Model and an agglomerative hierarchical sequence clustering, four types of online learning strategies were found. The four strategies not only differed in the number of online learning sessions but also showed differences in the proportional distribution with regard to different online learning behaviors. A one-way ANOVA revealed that students adopting different online learning strategies differed significantly on their final course marks. Students who employed intensive theory application strategy achieved the highest whereas those used weak reading and weak theory application scored the lowest. The results of a cross-tabulation showed that the four types of observed online learning strategies were significantly associated with the better and poorer perceptions of the blended learning environment. Specially, amongst students who adopted the intensive theory application strategy, the proportion of students who self-reported better perceptions was significantly higher than those reporting poorer perceptions. In contrast, amongst students using the weak reading and weak theory application strategy, the proportion of students having poorer perceptions was significantly higher than those holding better perceptions.

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

2 weeks 3 days ago
Abstract

Programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

A case study on the usage of lecture capture: perceptions of students, faculty members and administrators

2 weeks 3 days ago
Abstract

Approaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university’s use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.

Learning and development roles and competency domains in higher education: a content analysis of job announcements

2 weeks 3 days ago
Abstract

Learning and Development (L&D) roles are important to organizations for improving employee’s knowledge and skills. This study examined various roles and competency domains required of learning and development professionals in higher education. Ten different roles of L&D professionals were examined for 20 competency domains through a qualitative coding process. We extracted and analyzed 294 unique postings from the job board, higheredjobs.com. Results indicated that designers and directors are the most advertised L&D postings. The top five competency domains required of L&D professionals were collaboration, communication, content development, project management, and assessment and evaluation. Communication and collaboration skills were required for most of the roles. Leadership and people management were ranked highest for executives and directors. In addition, competency domains aggregated by roles are provided. Implications are provided for employees, L&D graduate programs and professionals, and researchers.

The effect of learning analytics assisted recommendations and guidance feedback on students’ metacognitive awareness and academic achievements

2 weeks 3 days ago
Abstract

This research examined the effect of learning analytics (LA) on students’ metacognitive awareness and academic achievement in an online learning environment. In this study, a mixed methods approach was used and applied as a quasi-experimental design. The results of LA were sent to students weekly in LA group (experimental group) via learning system. The LA was not sent to the non-LA group (control group). The quantitative data of the research were obtained through the metacognitive awareness inventory and academic achievement test used as pretest and posttest. A semi-structured student opinion form was used to find out the students' opinions about the learning environment and LA. The research was conducted within the scope of the Computing course and lasted 12 weeks. The results showed that LA assisted recommendations and guidance feedback had a significant effect on students' metacognitive awareness and academic achievement. The qualitative findings revealed that LA are useful for increasing participants’ metacognitive awareness and academic achievement. In line with the findings, various suggestions were made for instructors, instructional designers and researchers in the design and management of online learning environments.

A feedback model applied in a ubiquitous microlearning environment using SECA rules

2 weeks 3 days ago
Abstract

Understanding learners’ behavior is the key to the success of any learning process. The more we know about them, the more likely we can personalize learning experiences and provide successful feedback. This paper presents a feedback model implemented in a ubiquitous microlearning environment based on contextual and behavioral information and evaluation results. The model uses SECA rules where the Scenario (S) represents the ubiquitous context variables reflecting the learner behavior during the learning process. The Event (E) identifies the probability that a learner fails or passes its evaluation. Condition (C) evaluates the results of the events. Moreover, Action (A) provides feedback to the learner. The proposal is developed through a controlled experiment whereby a microlearning environment can collect data from a ubiquitous context. The feedback model applies an analytics process to find the best context and behavior variables through different classification models. Those models predict whether a learner could fail, determine evaluation results’ causes, and provide feedback. The Random Forest was the model with the best performance. Thus, 94% accuracy, a 97% Recall, a 93% Precision, an F1 score of 95%, and a Jaccard of 91%. Hence, each scenario is defined from a branch of every tree obtained from the Random Forest model personalizing feedback actions applying clustering techniques. Finally, we presented an exemplified set of feedback rules, providing automatic recommendations and improving learner experiences. Thus, the experiment allows analyzing the learner behavior in a ubiquitous microlearning context from a feedback perspective.

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

2 weeks 3 days ago
Abstract

In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners’ use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners’ voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners’ motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.

Testing and exploring the predictors of faculty motivation to use learning analytics to enhance teaching effectiveness

2 weeks 3 days ago
Abstract

The purpose of this mixed-methods study was to explore factors affecting faculty members’ motivation to use learning analytics (LA) to improve their teaching. In the quantitative phase, 107 faculty members completed an online survey about their motivation to use LA. The results showed that cost, utility, attainment value, and competence all predicted intrinsic motivation to use LA; then, in turn, positive introjected motivation and amotivation predicted faculty LA usage. In the qualitative phase, ten faculty participated in three focus groups, and seven themes emerged as key factors that affected their motivation to use LA. The themes involving motivating factors included tracking and monitoring learning activities, early alert, improve teaching effectiveness, institutional training, and support. Alternatively, demotivating factors included the cost in terms of time, lack of data competence, and the ‘un-structuredness’ of the dataset. The paper also discussed the mechanisms for increasing LA usage among faculty members to improve their teaching.

Online simulation for information technology skills training in higher education

2 weeks 3 days ago
Abstract

The purpose of this study was to explore student’s experiences when practicing information technology skills with an online simulation environment. After using the online simulation environment over a five-week period, 215 undergraduate students were surveyed regarding their usage-related experiences, satisfaction with the environment, and perceived learning. Both quantitative and qualitative data collection methods were employed. The quantitative results suggested that perceived ease of use had a direct effect on student’s satisfaction with the online simulation environment, and that the satisfaction with the online simulation environment led to higher perceived learning. The qualitative findings revealed that technical problems, not being able to accomplish the objective of a step due to the precision required by the task, and the inflexibility of certain features of the online simulation environment were the commonly referenced issues, which might have impacted student’s satisfaction and their perceived learning.

A scoping review of computational thinking assessments in higher education

2 weeks 3 days ago
Abstract

The field of computational thinking (CT) is developing rapidly, reflecting its importance in the global economy. However, most empirical studies have targeted CT in K-12, thus, little attention has been paid to CT in higher education. The present scoping review identifies and summarizes existing empirical studies on CT assessments in post-secondary education, aiming to reveal the current trends of empirical research in this domain and key features of recent CT assessment instruments. It examines 33 peer-reviewed journal articles published between 2013 and 2019 from six databases. Results show that most assessment tools are designed for computing science and engineering undergraduates or pre-service and in-service teachers in these subjects. Most tools involve in-class interventions to promote CT skills. Several assessment formats were adopted in the selected studies, including selected-response questions, constructed-response questions, Likert scales, interviews, programming artefacts, observations, and interviews. Finally, most assessment instruments attempt to measure skills from a combination of dimensions including CT Concepts, Practices, and Perspectives from a hybrid-competency framework. More specifically, the skills assessed in most studies are algorithmic thinking, problem solving, data, logic and logical thinking, and abstraction. Findings may help instructors to select CT assessments for higher education and researchers to focus on less explored research areas.

An evaluation of a first-of-its-kind hybrid law degree program

2 weeks 3 days ago
Abstract

There are few published studies investigating the effectiveness of hybrid formats at the program level in graduate legal education. A hybrid Juris Doctorate (J.D.) program launched by a Midwestern institution was the first ABA-accredited law degree program with a substantial online learning component. This study takes a mixed methods approach (both quantitative and qualitative) to evaluate student outcomes and the extent to which the hybrid program expands access to legal education. The study compares student outcomes in the hybrid program with full-time and part-time traditional, in-person programs at the same institution. After three terms of data collection, findings suggest that student outcomes and engagement are comparable across formats when controlling for student background characteristics and prior achievement. Evidence suggests that the hybrid option may increase access to legal education but is insufficient to determine whether the hybrid program will increase availability of legal services in underserved areas.

What should learning designers learn?

2 weeks 3 days ago
Abstract

There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers – and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.

Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching

1 month 1 week ago
Abstract

This case study examines the adaptation of an existing online, asynchronous faculty development resource at the University of New Mexico to support the unanticipated need for all instructors to teach remotely starting in spring 2020, due to the COVID-19 pandemic. The course—entitled Evidence-Based Practices for Teaching Online (EBPTO)—was previously utilized to support instructor transitions to distance education by applying constructivist principles to the development of evidence-based online teaching practices. The course was adapted to address institutional and instructor needs as a result of the pandemic, including increasing facilitation resources. The largest EBPTO cohort, with 117 participants, began in June 2020. Data were collected through a reflective journal administered at the mid-point and an end-of-course survey. Analysis of the reflective journal provided insight into participants’ learning experience in terms of key “takeaways,” LMS tools that they had the opportunity to practice, and “lingering questions” that they had. The top 3 takeaways were the usefulness of course mapping, the usefulness of backwards design, and the deepening familiarity with LMS tools. Results from the end-of-course survey showed positive feedback from participants regarding perceived achievement of the course learning objectives, even after scaling the course to accommodate the large number of instructors moving to remote instruction.

The modality and redundancy principles revisited: do they apply in a controlled multimedia lesson?

1 month 2 weeks ago
Abstract

The modality and redundancy principles are two fundamental principles used to inform the design of multimedia instruction. They are based on a variety of experimental studies that utilized different types of multimedia lessons to compare input modes of graphics+audio, graphics+text, and graphics+audio+text with each other. However, a lack of control of multimedia lessons in previous studies creates a threat to validity because a single case scenario without following certain principles is not sufficient to represent a construct. Therefore, this study addressed this inherent validity threat and reinvestigated the applicability of the modality and redundancy principles when students learned during a controlled multimedia lesson. In this study the multimedia lesson was developed to follow a series of multimedia learning principles. These principles ensured that the lesson was representative of different types of multimedia lessons. Additionally, they ensured that the multimedia lesson was conducive to learning, since those that were not helpful would not be utilized for instruction in the first place. Eighty-six students in a research university in the US took a prior knowledge survey. They were then randomly assigned to the three input mode conditions and watched the multimedia lesson about the formation of lightning. Subsequent retention and transfer tests revealed that there were no statistically significant differences among the three input mode conditions. Therefore, both the redundancy and modality effects disappeared. This study provided an updated understanding of the applicability of the two important principles for multimedia instruction. Limitations and implications were discussed.

Do graphic and textual interactive content organizers have the same impact on hypertext processing and learning outcome?

1 month 3 weeks ago
Abstract

Learning with hypertexts require learners to navigate in a non-linear environment and build a coherent representation of the informational content. The expansion of digital technologies and hypertext use in higher education has emphasized the need to examine how technological tools may foster quality learning. This study examined how three types of interactive content organizers (COs) used to represent the main concepts and to navigate in the content pages can impact information processing and learning outcome. The COs designed for the experiment varied in terms of conceptual and navigation support they provide and format. Ninety-three undergraduates used a list of concepts that only provided conceptual support, a summary or a concept map that provided both conceptual and navigation support either with text or graphic format. Results showed that highly coherent COs such as summaries or concept maps improved navigation coherence. However, the summary focused the attention of learners and decreased hypertext exploration (i.e. longer time on the CO and fewer content pages accessed). Longer reading times of the summary also increased text-based outcome, whereas longer processing of the concept map improved inference-based outcome. Implications for the design of interactive COs used to access, navigate and a learn with hypertexts are discussed.

Extending social presence theory: social presence divergence and interaction integration in online distance learning

2 months ago
Abstract

Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a sample of teacher education students (N = 305), we find evidence that these variables interact with social presence and affective dependent variables as expected. These results add nuance and context to the discussion about the practical relevance of social presence. The implications of these findings as well as limitations of this study are discussed.

A call to action for eProfessionalism: developing the use of ePortfolio with emerging health and education practitioners

2 months 1 week ago
Abstract

The purpose of this study was to identify educational, technological, and professional consequences of ePortfolio use that were intended, unintended, positive and negative. Ethical approval was obtained from seven universities in accordance with institutional guidelines established in accordance with Australia’s National Statement on Ethical Conduct in Human Research. A mixed methods design was employed to survey staff and invite them to participate in a focus group or interview. Online questionnaires were distributed across seven universities to 22 volunteer respondents drawn from academic teachers in both disciplines. Following completion and quantification of questionnaire data, respondents were invited to participate in a either a focus group or interview with one of the researchers. Merton’s sociological model was adopted in the study as it informed a conceptual framework used to examine the impact of unintended consequences that emerged when building a professional online presence. This theory was used to identify the full range of ePortfolio learning and teaching practices emerging as a multi-function, complex system, within domains and purpose of ePortfolios such as information systems, health or education disciplines. Results indicated a significant challenge, namely there is no single set of guidelines that would support teachers and students when engaging in learning and teaching activities to improve protection of private data relating to vulnerable people. Digital literacy of academics and students is variable and may impact on data privacy. Data gathered will be used to inform development of guidelines on the use and publication of information collected in ePortfolios to protect vulnerable people.

An analysis of learning analytics in personalised learning

2 months 2 weeks ago
Abstract

This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices.

Journal of Educational Computing Research

Learning, Media and Technology

DBS - Frühe Bildung

Rechtliche und politische Rahmenbedingungen (Kompaktseminar)

3 hours 27 minutes ago
In der dreiteiligen Wochenendveranstaltung werden die rechtlichen und politischen Rahmenbedingungen für das professionelle Handeln in inklusiven Bildungseinrichtungen vermittelt und praxisorientiert diskutiert. Der erste Teil verschafft menschenrechtsfundierte und intersektionale Zugänge zu Bildung und Inklusion. Ankerpunkte sind hier völker- und bundesrechtlichen Bestimmungen für inklusive Bildungskontexte. Im zweiten Teil der Veranstaltung werden bundesdeutsche Entwicklungen von Politiken für inklusive Bildungskontexte besprochen. Es werden jene politischen und sozialen Rahmenbedingungen bestimmt, die für eine barriere- und diskriminierungsbewusste sowie inklusive Bildung notwendig sind. Im letzten Teil der Veranstaltung entwickeln und diskutieren die Teilnehmer:innen praxis- und problemorientiert rechtliche und politische Lösungen für ein professionelles Handeln in inklusiven und rechtebasierten Bildungskontexten.

Wandel zur inklusiven Organisation: Qualitätsmanagement (Kompaktseminar)

3 hours 36 minutes ago
Qualitätsentwicklung, -sicherung und -management sind zentrale Schlagworte inter- und innernationaler bildungssystemischer Entwicklungen. Inklusion ist ein weiteres, das einen Prozess beschreibt, der nicht selten als gegenläufig zu den vorher benannten erlebt wird. Dadurch entsteht für die Akteur*innen inklusiver Organisationsentwicklungen, z.B. Lehrpersonen, nicht selten ein scheinbar unauflösbares Spannungsfeld. Nach einer ersten Annäherung an ein gemeinsames Verständnis der Begriffe „Inklusion“, „Qualitätssicherung und -management“ wird es in dieser LV schwerpunktmäßig um Möglichkeiten der Umsetzung inklusiver Entwicklungen in Bildungseinrichtungen und den Umgang mit systemischen Widersprüchen gehen. Dazu lernen die Studierenden den Index für Inklusion (Booth/Ainscow 2017) kennen, ein Material zur Unterstützung inklusiver Qualitätsentwicklungen in Schulen und anderen Bildungseinrichtungen. Sie erhalten die Gelegenheit, den Index zu erproben und konkrete Handlungsschritte für die Gestaltung inklusiver Prozesse in ihren individuellen Settings zu entwickeln. Zur Vorbereitung für die LV wird der Text Boban, I. & Plate, E. (2014): „Der Index für Inklusion – Inklusion als Unterstützung für alle Beteiligten erleben“ empfohlen.

"Kommunikation und Zusammenarbeit" (Kompaktseminarwoche in Hildesheim)

3 hours 40 minutes ago
Themen: Anerkennung in pädagogischen Beziehungen; Multiprofessionelle Zusammenarbeit; Kommunikation; Status in der Zusammenarbeit; Personalentwicklung. Die Kompaktseminare richten sich an alle Interessierten, die mit dem Bereich Inklusion Berührung haben und sich für zukünftige Herausforderungen qualifizieren möchten oder ihr Expertenwissen in ausgewälten Bereichen ergänzen möchten.

Digitale Fachtagung „Wer bestimmt hier eigentlich? – Demokratie in Kita-Teams gestalten“

1 day 23 hours ago
Im Rahmen der Fachtagung werden die Teilnehmer*innen angeregt, ihre eigene Rolle und Haltung im Team zu reflektieren und Demokratie im Team als Querschnittsthema des Arbeitsfelds Kita zu begreifen. In Vorträgen und Workshops wird praxisnah aufgezeigt, wie Ermöglichungsräume für ein demokratisches Miteinander im Kita-Team geschaffen werden können. Die Fachtagung richtet sich an Fach- und Leitungskräfte sowie Multiplikator*innen aus dem Arbeitsfeld der evangelischen und katholischen Kindertagesbetreuung. Programmpartner*innen, die im Bundesprogramm Demokratie leben! gefördert werden, sind ebenfalls herzlich willkommen.

Münchner Wissenschaftstage mit FORSCHA – Das Entdecker-Reich. Das Wissens- und Erlebnisfestival für alle

2 days 1 hour ago
Münchner Wissenschaftstage mit FORSCHA – Das Entdecker-Reich. Auf einem interaktiven Streifzug durch die fantastischen Welten der Münchner Wissenschaftstage mit der FORSCHA entdecken diskutier- und experimentierfreudige Schüler:innen, Azubis, Student:innen, Young Professionals und Familien was die Welt bewegt und wohin die Reise geht in Wissenschaft, Wirtschaft, Technik und Arbeitswelt, Politik, Gesellschaft, Bildung, Kunst und Kultur. Wissenschaftler:innen aller Disziplinen stehen in Vorträgen und Diskussionsrunden Rede und Antwort zu zukunftsweisenden Entwicklungen - von Quantentechnik, KI , VR und IT , Medizin, Gesundheit, Bioökonomie, Klimawandel und Mobilität, Medien bis zu Ausbildung, Studium und Beruf. Aussteller:innen aus Unternehmen, Institutionen, Politik und Bildungseinrichtungen laden ein zum Mitmachen und Ausprobieren. An Experimentierstationen und in Workshops wecken sie die Lust darauf, eigenen Talente und beruflichen Chancen auf die Spur zu kommen

„Best of Erasmus“ - Wie Schulen vom EU-Programm Erasmus+ profitieren

5 days 22 hours ago
Informationsveranstaltung zu Erasmus+ sowie Verleihung des Europäischen Sprachensiegels, des European Innovative Teaching Award, des Deutschen eTwinning-Preises und Würdigung besonders gelungener Erasmus-Projekte als Success Stories. Die Veranstaltung zeigt die Vielfalt des Programms und motiviert zum Mitmachen. Die Themenpalette reicht von Inklusion, digitaler Bildung, demokratischer Teilhabe, Nachhaltigkeit bis Mehrsprachigkeit. Erfahrene Lehrkräfte von unterschiedlichen Schulformen demonstrieren, wie europäische Projekte im Schulalltag gelingen können. Lernen Sie spannende Projekte und die Fördermöglichkeiten mit Erasmus+ kennen. Schulen und Kitas, die noch nicht am Erasmus-Programm teilnehmen, sind besonders willkommen. Aus erster Hand erfahren Sie, wie Erasmus+ in Schule und Kita funktioniert. Interessante Impulsgeber geben praktische Hinweise für den Schulalltag. Melden Sie sich bis zum 28. August an!

Alles Raubkunst? Zur Debatte um die Rückgabe kolonialer Objekte aus europäischen Museen

1 week ago
Völkerkundemuseen sind voller Objekte aus der Zeit des Kolonialismus. Öffnen sie den Besuchern Einblicke in unbekannte Welten oder verweisen sie eher auf die eigene Überlegenheit? Spätestens seit der Eröffnung des Humboldt Forums wird über diese Objekte, den Kontext ihres Erwerbs und über Forderungen nach ihrer Rückgabe gestritten. Dabei geht es um mehr als um den Umgang mit Museumsexponaten: Es geht um einen gewandelten Blick auf die Kolonialgeschichte überhaupt.

Auf den Spuren des Nationalsozialismus im Alpenraum

1 week ago
Die Studienreise setzt sich zum Ziel, die geschichtliche Bedeutung und gegenwärtige Relevanz ausgesuchter NS-Stätten zu untersuchen. Der inhaltliche und zeitliche Fokus liegt auf der Entstehung des Nationalsozialismus im Alpenraum und somit auf der Anfangsphase der totalitären Diktatur. Die Aufarbeitung des Nationalsozialismus wird als gesamtgesellschaftliche Aufgabe präsentiert und der Besuch dieser Orte zeigt die wesentliche Bedeutung für die heutige Demokratie.

Mit der Qualität von Fachberatung herausfordernden Zeiten in der Kindertagesbetreuung begegnen

1 week ago
Die Veranstaltung ist die Abschlusstagung der aktuellen nifbe-Qualifizierung "Fachberatung in Kindertagesstätten". 20 Fachberater*innen aus ganz Niedersachsen haben sich in 5 Modulen über Aufgaben und Rollen von Fachberater*innen, über Aspekte der professionellen Haltung, über Möglichkeiten der praxisorientierten Vermittlung des Bildungsauftrags, die Beratung pädagogischer Praxis und die Begleitung von Qualitätsentwicklung ausgetauscht und diskutiert. Hierbei ging es insbesondere um Methoden und Ideen für die Umsetzung der Arbeit als Fachberater*in. Zum Abschluss der Qualifizierung laden die Teilnehmer*innen zu einem halbtägigen Fachtag ein, bei dem der Austausch und das gemeinsame Arbeiten mit anderen Fachberater*innen, Kita-Leitungen und weiteren Interessierten im Mittelpunkt stehen. Die Teilnahme am Fachtag der Qualifizierungsgruppe ist kostenlos. Eine Anmeldung ist erforderlich.

Interkulturelle Kompetenz in der Kindererziehung

1 week 1 day ago
Die hiesige multikulturelle Gesellschaft spiegelt sich in vielen Kitas wider, da dort Kinder aus verschiedensten Nationen gemeinsam betreut werden. Jedoch gestaltet sich die Verständigung zwischen Eltern und Erziehern oftmals schwierig und manche Verhaltensweisen der Kinder und Eltern mit Migrationshintergrund wirken fremd und unverständlich. Zur Förderung der Integration aller Kinder ist es notwendig, die Werte einer interkulturellen Erziehung in den Kitas herauszuarbeiten. Durch gegenseitiges Verstehen und Verständigen entsteht ein vertrauensvolles, soziales Zusammenleben. Um dieses Ziel zu erreichen, benötigen Fachkräfte Handlungsmöglichkeiten, die die Teilnehmenden im Seminar kennenlernen werden.

Medienbildung im Alltag von Kindertageseinrichtungen

1 week 1 day ago
Kinder kommen von Geburt an mit digitalen Medien verschiedener Art in Berührung. Sie sind mittlerweile ein selbstverständlicher Bestandteil der kindlichen Lebenswelt. Wie können Fachkräfte in der pädagogischen Arbeit damit umgehen? Wie lassen sich Medien (Fotoapparate, Tablets u. a.) kreativ, sprachfördernd und aktiv im Sinne kindlicher Bildungsprozesse nutzen? Wie entwickeln Fachkräfte gemeinsam mit den Kindern einen bewussten Umgang mit diesen Geräten? In diesem interaktiven Online-Seminar begeben sich die Teilnehmenden auf eine Entdeckungsreise in frühkindliche Medienwelten und erleben Methoden, um die Medienerlebnisse von Kindern professionell aufzugreifen.

Jahrestagung BiSS-Transfer 2022

1 week 1 day ago
Sprachliche Kompetenzen werden nicht nur im Deutschunterricht, sondern in allen Fächern benötigt. Ob Mathematik, Geschichte oder Sachunterricht – in jedem Fach ist Sprache das Medium des Lehrens und Lernens. Für viele Schülerinnen und Schüler stellen die sprachlichen Anforderungen im (Fach-)Unterricht jedoch eine Herausforderung dar, nicht nur für neu zugewanderte Kinder und Jugendliche, die erst seit Kurzem Deutsch lernen, sondern auch für viele einsprachig deutsche Lernende. Wie genau sprachsensibler Unterricht und alltagsintegrierte sprachliche Bildung in der Kita auszugestalten sind und wie Kinder und Jugendliche dadurch in ihrem sprachlichen und fachlichen Lernen gefördert werden können, ist Thema der Jahrestagung BiSS-Transfer 2022. Eine Anmeldung ist ab September möglich.

"Take care!" Selbstfürsorge selbst in die Hand nehmen

1 week 1 day ago
Dier Veranstaltung beinhaltet einen Vortrag mit anschließenden Workshops zum Thema "Selbstfürsorge". Bereits vor der Pandemie wurde deutlich, unter welcher Belastung pädagogische Fachkräfte und Leitungskräfte in der Kita stehen. Die letzten zwei Jahren haben die bestehende Schieflage verstärkt: Die Geringschätzung der Sorgearbeit nahm ebenso wie die Herausforderungen im Feld der frühkindlichen Bildung zu. Innehalten, Selbstfürsorge erscheinen in diesen Ausnahmesituationen wie ein entfernter Luxus, für den keine Zeit bleibt. In diesem Sinne stellt die Tagung die Herausforderungen im Kita-Alltag und die individuellen Veränderungspotentiale von pädagogischen Fachkräften in der Kita in den Vordergrund.

WiFF auf dem DKLK 2022 in Berlin

1 week 1 day ago
Die WiFF ist an beiden Tagen der diesjährigen DKLK in Berlin mit einem Stand auf der Fachausstelllung vertreten. Das WiFF-Praxisforum zum Thema „Gesundheitsförderung in Kitas - Im Fokus: Gesundheit, Bildung und Wohlbefinden“ findet am zweiten Kongresstag statt.  Im Mittelpunkt hierbei steht die Frage: Wie können Kitas die Gesundheit, das Wohlbefinden und damit auch die Bildungsprozesse der Kinder im pädagogischen Alltag unterstützen? Dabei werden die Grundlagen von Gesundheitsförderung und -bildung und deren Bedeutung für die Qualität der Kita praxisnah vorgestellt. Wichtige Perspektiven sind dabei das Handeln, die Kompetenzen und auch die Gesundheit der Fach- und Leitungskräfte.

Consozial 2022

1 week 1 day ago
Die ConSozial ist die bedeutendste Fach- und Kongressmesse der sozialen Szene und lockt jährlich Fach- und Führungskräfte der Sozialpolitik, der Sozialwirtschaft und des Sozialwesens ins Messezentrum Nürnberg.  Die Leitmesse der Sozialwirtschaft bietet innovative Produkte und Lösungsansätze für Entscheiderinnen und Entscheider, sowie Akteurinnen und Akteure der systemrelevanten Sozialbranche. Dazu gehören die soziale Szene, Politik, Social Entrepreneurship, Wirtschaftsunternehmen, soziale Organisationen und Verbände, freie und öffentliche Wohlfahrtspflege sowie ideelle Träger. Der ConSozial-Kongress, der begleitende KITA-Kongress, sowie ein hochwertiges Rahmenprogramm runden die zweitägige ConSozial gekonnt ab.

Das Kinderrecht auf Beteiligung: Partizipation in der frühkindlichen Bildung - Stand der Dinge und Handlungsbedarf

1 week 5 days ago
Die Entwicklung eines Kindes hängt neben dem familiären Umfeld auch sehr von der Qualität der Kinderbetreuung in den Kitas und Kindergärten ab. Dort finden Kinder nicht nur das neben der Familie für sie wichtigste soziale Umfeld, sondern sie erfahren dort auch einen wesentlichen Teil ihrer frühkindlichen Bildung. Hierbei kommt der Kinderbetreuung die wichtige Aufgabe zu, trotz unterschiedlicher sozialer Herkunft gleichwertige Zukunftschancen für alle Kinder zu ermöglichen. Wichtigster Faktor für Prozessqualität in Kitas ist die Qualität der Interaktionen zwischen Fachkräften und Kindern. Besonders hoch ist sie, wenn Partizipation von Kindern – auch sehr jungen – als zentrales Merkmal angesehen wird: Das ist nicht nur in Bezug auf den Bereich Demokratiebildung in Kitas so. Kinder lernen ganz grundsätzlich in einer partizipativen Umgebung mit anregender Interaktion mehr und entwickeln sich emotional, sozial, sprachlich und kognitiv besser. Und es gelingt Kindern zudem gut, an partizipativen Aushandlungsprozessen mitzuwirken, was in den letzten Jahren in mehreren erfolgreichen Kita-Projekten auch für den deutschsprachigen Raum gezeigt werden konnte. Auf dieser digitalen Fachtagung soll über Partizipation diskutiert und Raum für Debatten gegeben werden.

Alle gleich, alle verschieden? Diversität und (digitale) Medien

2 weeks 1 day ago
In pädagogischen Einrichtungen treffen Kinder verschiedenster Identitäten aufeinander. Um dieser Situation als Fachkraft professionell zu begegnen, benötigt es bestimmte Rahmenbedingungen, aber auch eine persönliche Haltung und Hintergrundwissen zu Identitätsmerkmalen sowie praxisnahe Methoden. (Digitale) Medien spielen hier eine große Rolle. Einerseits können sie ein Motor zur Verstärkung von Ungerechtigkeiten sein. Sie können aber ebenso proaktiv als Tool genutzt werden, um der Diversität einer Kindergruppe auf individuellem und innovativem Weg entgegenzukommen und anstatt möglicher Defizite die Potenziale einer diversen Kinder-Gruppe hervorzuheben. Im Seminar werden Grundlagen der Diversity-Pädagogik und die Bedeutung des Einsatzes von (digitalen) Medien in diesem Zusammenhang vermittelt. Konkrete Beispiele und Übungen können direkt in die Praxis übertragen werden. Zielgruppe sind (Sozial)pädagogische Fachkräfte der frühkindlichen Bildung in Kitas und Bibliotheken aus Berlin.

Unsere Kita ist für alle da! Zum Umgang mit Vielfalt und Vorurteilen in der Kita

2 weeks 6 days ago
Kinder wachsen in verschiedenen Familienformen, Geschlechtsidentitäten, unterschiedlicher sozialer und kultureller Herkunft, Fluchtgeschichte, Behinderung oder Religionen,... auf. Sie erleben, dass Menschen aus ihrem Umfeld unterschiedlich z.B. auf ihr Aussehen oder ihre Sprache reagieren. Dies beinflusst ganz wesentlich die Entwicklung des Selbstwertgefühls der Kinder. Die Anforderungen an Pädagog*innen sind dementsprechend hoch. Kinder brauchen Erwachsene, die Unterschiedlichkeiten wahrnehmen, die bei Ungerechtigkeiten eingreifen, die sich mit eigenen Normalitätsvorstellungen und Stereotypen auseinandersetzen. Eine diversitätsbewusste Haltung kann Kita-Mitarbeiter*innen als Stütze für mehr Handlungssicherheit im Umgang mit Vielfalt dienen. Welche Informationen und Werte wollen Pädagog*innen den Kindern mitgeben? Wie erkennen und begegnen wir Vielfalt wertschätzend und treten Vorurteilen im Kita-Alltag entgegen? Wie können wir gemeinsam den Blick für dieses sensible Thema in unseren Einrichtungen stärken? Diesen und weiteren Fragen aus der Praxis möchte sich die Fortbildung widmen in Form von neuem fachlichem Input und interaktiven Übungen, Selbstreflexion, die Raum für Austausch mit anderen Fach- und Führungskräften der frühkindlichen Bildung bieten.

DBS - Schule

Rechtliche und politische Rahmenbedingungen (Kompaktseminar)

3 hours 27 minutes ago
In der dreiteiligen Wochenendveranstaltung werden die rechtlichen und politischen Rahmenbedingungen für das professionelle Handeln in inklusiven Bildungseinrichtungen vermittelt und praxisorientiert diskutiert. Der erste Teil verschafft menschenrechtsfundierte und intersektionale Zugänge zu Bildung und Inklusion. Ankerpunkte sind hier völker- und bundesrechtlichen Bestimmungen für inklusive Bildungskontexte. Im zweiten Teil der Veranstaltung werden bundesdeutsche Entwicklungen von Politiken für inklusive Bildungskontexte besprochen. Es werden jene politischen und sozialen Rahmenbedingungen bestimmt, die für eine barriere- und diskriminierungsbewusste sowie inklusive Bildung notwendig sind. Im letzten Teil der Veranstaltung entwickeln und diskutieren die Teilnehmer:innen praxis- und problemorientiert rechtliche und politische Lösungen für ein professionelles Handeln in inklusiven und rechtebasierten Bildungskontexten.

Wandel zur inklusiven Organisation: Qualitätsmanagement (Kompaktseminar)

3 hours 36 minutes ago
Qualitätsentwicklung, -sicherung und -management sind zentrale Schlagworte inter- und innernationaler bildungssystemischer Entwicklungen. Inklusion ist ein weiteres, das einen Prozess beschreibt, der nicht selten als gegenläufig zu den vorher benannten erlebt wird. Dadurch entsteht für die Akteur*innen inklusiver Organisationsentwicklungen, z.B. Lehrpersonen, nicht selten ein scheinbar unauflösbares Spannungsfeld. Nach einer ersten Annäherung an ein gemeinsames Verständnis der Begriffe „Inklusion“, „Qualitätssicherung und -management“ wird es in dieser LV schwerpunktmäßig um Möglichkeiten der Umsetzung inklusiver Entwicklungen in Bildungseinrichtungen und den Umgang mit systemischen Widersprüchen gehen. Dazu lernen die Studierenden den Index für Inklusion (Booth/Ainscow 2017) kennen, ein Material zur Unterstützung inklusiver Qualitätsentwicklungen in Schulen und anderen Bildungseinrichtungen. Sie erhalten die Gelegenheit, den Index zu erproben und konkrete Handlungsschritte für die Gestaltung inklusiver Prozesse in ihren individuellen Settings zu entwickeln. Zur Vorbereitung für die LV wird der Text Boban, I. & Plate, E. (2014): „Der Index für Inklusion – Inklusion als Unterstützung für alle Beteiligten erleben“ empfohlen.

"Kommunikation und Zusammenarbeit" (Kompaktseminarwoche in Hildesheim)

3 hours 40 minutes ago
Themen: Anerkennung in pädagogischen Beziehungen; Multiprofessionelle Zusammenarbeit; Kommunikation; Status in der Zusammenarbeit; Personalentwicklung. Die Kompaktseminare richten sich an alle Interessierten, die mit dem Bereich Inklusion Berührung haben und sich für zukünftige Herausforderungen qualifizieren möchten oder ihr Expertenwissen in ausgewälten Bereichen ergänzen möchten.

Digital Learning in School Education. Perspectives from Japan, France, and Germany

1 day 1 hour ago
This international symposium will bring together perspectives on digital learning in school education from three countries, namely Japan, France, and Germany, in the following three areas: The academic perspective: Assessing benefits and disadvantages of, in particular, social aspects of digital learning (Panel). The policy maker perspective on governmental strategies: How is the digital transformation of learning and school education on all levels currently being organized and what will be developments in the near future (Roundtable). The "classroom" perspective: Experiences and concerns in practically applying tools of digital learning (Roundtable).

WELSmain / World Education Leadership Symposium

1 day 1 hour ago
Das WELSmain 2022 findet – gleich wie das WELSmain 2021 – online statt. Das diesjährige Motto ist "Schule und Führung zwischen Revolution, Tradition und Erschöpfung". In Vorträgen und Gruppendiskussionen werden unter anderem Themen wie Covid-19 und Bildung, Digitalität, Übergänge in der Bildungskette, Krieg und Frieden in Unterricht und Schule oder Inklusion – Migration – Heterogenität behandelt.

13. Tagung des Netzwerks Forschung Kulturelle Bildung

1 day 17 hours ago
Die 13. Netzwerktagung greift das Themenfeld Improvisieren in der Kulturellen Bildung auf und möchte eine Ausdifferenzierung und Weiterentwicklung anregen. Im Rahmen der Tagung soll sich mit den Themen des Improvisierens, dem kontrollierten Kontrollverlust, der situativen Veränderung von Regeln und einem gelingenden Antworten auf etwas, mit dem man nicht gerechnet hat auseinandergesetzt werden.

Münchner Wissenschaftstage mit FORSCHA – Das Entdecker-Reich. Das Wissens- und Erlebnisfestival für alle

2 days 1 hour ago
Münchner Wissenschaftstage mit FORSCHA – Das Entdecker-Reich. Auf einem interaktiven Streifzug durch die fantastischen Welten der Münchner Wissenschaftstage mit der FORSCHA entdecken diskutier- und experimentierfreudige Schüler:innen, Azubis, Student:innen, Young Professionals und Familien was die Welt bewegt und wohin die Reise geht in Wissenschaft, Wirtschaft, Technik und Arbeitswelt, Politik, Gesellschaft, Bildung, Kunst und Kultur. Wissenschaftler:innen aller Disziplinen stehen in Vorträgen und Diskussionsrunden Rede und Antwort zu zukunftsweisenden Entwicklungen - von Quantentechnik, KI , VR und IT , Medizin, Gesundheit, Bioökonomie, Klimawandel und Mobilität, Medien bis zu Ausbildung, Studium und Beruf. Aussteller:innen aus Unternehmen, Institutionen, Politik und Bildungseinrichtungen laden ein zum Mitmachen und Ausprobieren. An Experimentierstationen und in Workshops wecken sie die Lust darauf, eigenen Talente und beruflichen Chancen auf die Spur zu kommen

Game Days Osnabrück 2022 - "Game Days & Night"

2 days 3 hours ago
Auch 2022 gehen in Osnabrück wieder die medienpädagogischen „Game Days“ an den Start: Passend zur Osnabrücker Kulturnacht gibt es am 03.09. im Haus der Jugend zahlreiche Workshops und Labore rund ums Thema Gaming und Gaming-Kultur in all ihren Ausprägungen: von Game-Design bis zu Cosplay, von digital zu analog, von Bewegungssteuerung bis Virtual Reality und von Rollenspiel bis Musik. Und alle, die sich für digitale Games interessieren oder einfach mal einen Blick riskieren wollen, sind herzlich eingeladen, das Programm vor Ort zu entdecken. Ein Workshop für Schulklassen, eine Fortbildung für Fachkräfte zum Thema „Games in der Bildungsarbeit“ sowie ein E-Sports-Turnier in Kooperation mit der Osnabrücker Gaming Gemeinschaft am 02.09. runden das Veranstaltungsprogramm ab. Veranstalterin ist die LAG Jugend & Film Niedersachsen, in Kooperation mit dem Haus der Jugend und FOKUS e.V. Ermöglicht werden die Game Days durch eine Förderung im Rahmen des Programms „Startklar in die Zukunft“ des Landes Niedersachsen.

Infoabend der Dolmetscherschule Köln: Ausbildungsangebot zum Fremdsprachenkorrespondenten

2 days 23 hours ago
Wer nach dem Schulabschluss einen anerkannten Beruf mit Fremdsprachen sucht, kann sich an der Übersetzer- und Dolmetscherschule Köln über die Ausbildung Fremdsprachenkorrespondent (m/w/d) informieren. Die Schule lädt am 7.9.2022 um 18 Uhr zu einem Informationsabend ein. Die Schulleitung stellt die Präsenzausbildung „geprüfter Fremdsprachenkorrespondent IHK“ (m/w/d) und „staatlich geprüfter Übersetzer“ (m/w/d)“ für Englisch vor. Interessierte lernen die Inhalte der Sprachausbildungen kennen. Zudem können sie sich die Schulräume und den Campus anschauen. Last-Minute-Bewerbungen für den Semesterstart am 19. September sind noch möglich. Eine Anmeldung zur Veranstaltung ist per Formular auf der Homepage der Schule erforderlich.

BARCAMP: Digital-inklusive Lernwelten gemeinsam gestalten

5 days 21 hours ago
Die Aktion Mensch lädt zusammen mit dem Herausgeber*innenkreis des Buchs „Diklusive Lernwelten“ nach Bonn ein. Im Rahmen des eintägigen Werkstattformats gibt es viele Möglichkeiten zur gemeinsamen Bearbeitung verschiedener digital-inklusiver Fragestellungen und Zeit für Vernetzung und Austausch. Auf dem Barcamp geht es vor allem darum möglichst viel Wissen, Blickwinkel und kreative Ideen zu generieren. Daher richtet es sich an Pädagog*innen, die in der Schule oder in außerschulischen Einrichtungen bereits Erfahrungen in der digital-inklusiven Gestaltung von Lernsettings mit Kindern und Jugendlichen gemacht haben oder planen, digitale Medien in ihren inklusiven Lerngruppen einzusetzen.

„Best of Erasmus“ - Wie Schulen vom EU-Programm Erasmus+ profitieren

5 days 22 hours ago
Informationsveranstaltung zu Erasmus+ sowie Verleihung des Europäischen Sprachensiegels, des European Innovative Teaching Award, des Deutschen eTwinning-Preises und Würdigung besonders gelungener Erasmus-Projekte als Success Stories. Die Veranstaltung zeigt die Vielfalt des Programms und motiviert zum Mitmachen. Die Themenpalette reicht von Inklusion, digitaler Bildung, demokratischer Teilhabe, Nachhaltigkeit bis Mehrsprachigkeit. Erfahrene Lehrkräfte von unterschiedlichen Schulformen demonstrieren, wie europäische Projekte im Schulalltag gelingen können. Lernen Sie spannende Projekte und die Fördermöglichkeiten mit Erasmus+ kennen. Schulen und Kitas, die noch nicht am Erasmus-Programm teilnehmen, sind besonders willkommen. Aus erster Hand erfahren Sie, wie Erasmus+ in Schule und Kita funktioniert. Interessante Impulsgeber geben praktische Hinweise für den Schulalltag. Melden Sie sich bis zum 28. August an!

Berufs- und Ausbildungsmesse BAM.LIVE

6 days 22 hours ago
Die nächste BAM.LIVE findet vom 25. - 28. August 2022 auf dem BERNEXPO-Gelände statt und bietet erneut den Austausch vor Ort mit regionalen Arbeitgebenden, Schulen und Berufsverbänden. Die digitale Plattform BAM.CONNECT ermöglicht Jugendlichen mittels Persönlichkeitstest ihre Interessensgebiete zu schärfen und passende Berufsprofile dazu zu finden. Während live Interviews mit Lernenden und Berufsbildenden können sie Informationen sammeln und alle ihre Fragen stellen. Die nächste BAM.CONNECT findet am 16. / 17. & 20. März 2023 statt. Bis dahin können alle Interviews der Ausgabe 2022 online nachgeschaut werden.

9. Leipziger Bildungskonferenz

1 week ago
Schülerinnen und Schüler von heute werden mit großer Wahrscheinlichkeit zukünftig Berufe ausüben, die es heute noch gar nicht gibt. Dazu müssen Schulen und andere Bildungsangebote sie auf Herausforderungen, die wir ebenfalls noch nicht kennen, vorbereiten. Sie werden lebenslang lernen und in einer globalisierten und hochtechnisierten Welt arbeiten. Die Pandemie-Zeit hat an einigen Stellen gezeigt, worin wir besser werden müssen. Gleichzeitig gab es zahlreiche innovative Ideen und Ansätze, die pragmatisch ausprobiert wurden. Welche Szenarien zur Zukunft der Bildung und Schule mit welchen Folgen sind möglich? Wie müssen kommunale Bildungslandschaften dann aussehen? Wie verändert sich die Rolle und Zusammenarbeit von pädagogischen Fachkräften? Welche Lernformen wird es zukünftig geben? Und welche Entscheidungen muss Kommunalpolitik heute bereits für die Bildung der Zukunft treffen?Das sind nur einige der Fragen, die mit pädagogischen Fachkräften, politischen Vertreter/-innen und wissenschaftlichen Expert/-innen im Rahmen der 9. Leipziger Bildungskonferenz im Neuen Rathaus diskutiert werden.

Inverted Classroom and beyond 2023 - Agile Didaktik für nachhaltige Bildung

1 week ago
Die Tagung „Inverted Classroom and beyond“ der Fachhochschule Graubünden widmet sich in diesem Jahr dem Fokusthema Agile Didaktik für nachhaltige Bildung. Eine intensive Auseinandersetzung mit diesen Inhalten wird durch vielfältige Formate initiiert und begleitet. Durch die Möglichkeit, andere Präsentationsformate selbst zu erleben und mitzugestalten, können gleichzeitig Impulse zur Weiterentwicklung innovativer Hochschuldidaktik entstehen. Online-Teilnahme möglich. 

Alles Raubkunst? Zur Debatte um die Rückgabe kolonialer Objekte aus europäischen Museen

1 week ago
Völkerkundemuseen sind voller Objekte aus der Zeit des Kolonialismus. Öffnen sie den Besuchern Einblicke in unbekannte Welten oder verweisen sie eher auf die eigene Überlegenheit? Spätestens seit der Eröffnung des Humboldt Forums wird über diese Objekte, den Kontext ihres Erwerbs und über Forderungen nach ihrer Rückgabe gestritten. Dabei geht es um mehr als um den Umgang mit Museumsexponaten: Es geht um einen gewandelten Blick auf die Kolonialgeschichte überhaupt.

Auf den Spuren des Nationalsozialismus im Alpenraum

1 week ago
Die Studienreise setzt sich zum Ziel, die geschichtliche Bedeutung und gegenwärtige Relevanz ausgesuchter NS-Stätten zu untersuchen. Der inhaltliche und zeitliche Fokus liegt auf der Entstehung des Nationalsozialismus im Alpenraum und somit auf der Anfangsphase der totalitären Diktatur. Die Aufarbeitung des Nationalsozialismus wird als gesamtgesellschaftliche Aufgabe präsentiert und der Besuch dieser Orte zeigt die wesentliche Bedeutung für die heutige Demokratie.

2. MINT Netzwerktreffen

1 week ago
Die Metropolregion Rhein-Neckar GmbH lädt herzlich zum 2. MINT Netzwerktreffen ein! Im Rahmen der digitalen Konferenz „MIN(K)T – Kreativität als Schlüssel in der modernen MINT Bildung“ wird die Möglichkeit gegeben, spannende Initiativen und Engagement, sei es von Schulen, außerschulischen Bildungsanbietern und Unternehmen im Bereich MIN(K)T,  aus und für die Region kennen zu lernen, und in einen vertieften Austausch über moderne MINT Bildung zu gehen.

MINT:BARCAMP 2022 – GEMEINSAM FÜR MINT UND MEHR!

1 week ago
Sei es die Zusammenarbeit in MINT-Regionen, die Partnerschaften von Schulen und Unternehmen oder das gemeinsame Wirken von MINT-Initiativen und Netzwerkkoordinator:innen – gemeinsam wird die MINT-Bildung vor Ort gestärkt. Doch wie sieht es in der Praxis aus? Mit welchen Themen und an welchen Orten lassen sich die Zielgruppen ansprechen? Was macht ein mitreißendes Angebot aus? Im September wird sich auf dem Barcamp zu guten Beispielen ausgetauscht, Ideen und Lösungsansätze können geteilt werden – analog statt digital!  Die Veranstaltung findet als Barcamp statt – ein offenes Tagungsformat mit vielen Workshops zu unterschiedlichen Themenaspekten. Die Inhalte der einzelnen Sessions sind nicht vorgegeben. Jede und jeder kann im Vorlauf der Veranstaltung eine Session anmelden, es gibt keine strikte Trennung zwischen Vortragenden und Publikum und die Tagesordnung wird erst kurz vor Beginn des Barcamps bekanntgegeben.

Lehrwerkarbeit und eTwinning im (Fremd-)Sprachenunterricht

1 week ago
Der Workshop zeigt an einem konkreten Beispiel aus dem Spanischunterricht auf, wie die Lehrwerksarbeit (bereits im Anfangsunterricht) in Form von Kurzprojekten mit eTwinning bereichert werden kann. Die Veranstaltung richtet sich primär an KollegenInnen fremdsprachlicher Fächer und Deutsch als Zweit-/Fremdsprache, die bislang noch gar keine oder nur geringe Kenntnisse mit eTwinning haben. Eine Anmeldung per eTwinning-Portal ist bis zum 30. August 2022 erforderlich.