Leveraging Informality Within eLearning

The next generation of learners expect more informality in learning. Formal learning systems such as traditional LMS systems no longer meet the needs of a generation of learners used to Twitter and Facebook, social networking and user-generated content. Regardless of this, however, formal content and learning models are still important and play a major role in educating learners, particularly in enterprise. The eLite project at DERI addressed this emerging dichotomy of learning styles, reconciling the traditional with the avant garde by using innovative technology to add informal learning capabilities to formal learning architectures.

MultiStaR

Multivariate Methoden stellen ein wesentliches Instrumentarium zur Datenanalyse in der Ökologie dar. Sie werden in der Ökologie häufig eingesetzt und sind seit langem Gegenstand der Lehre in der Abteilung Geobotanik der Universität Freiburg. In den letzten Jahren wurde als Werkzeug das Programm R eingeführt. R ist ein frei verfügbares, kommandozeilenorientiertes Statistikprogramm, das für eine Reihe von Betriebssystemen angeboten wird (R-Development Core-Team 2007). Das Programm befindet sich in rascher Entwicklung (derzeit Version 2.10) und wird zunehmend auch von Ökologen eingesetzt. Bislang existiert kein deutschsprachiges Lehrbuch zur Anwendung multivariater Methoden mit R. Mit MultiStaR wird versucht, diese Lücke zu schließen und den Studierenden Lernmaterialien an die Hand zu geben, die Übungen mit dem eigentlichen Analysewerkzeug mit einschließen.

Educational Television Broadcasting in Germany: Prevailing Practices, Existing Challenges and Adoptable Policies

Television is widely used for educational purposes but has still not achieved its fullest potential neither in developed nor in developing countries. This worldwide under performance invite experts and academics to join hands to search causes and provide suggestions to make television a better and popular learning tool. Guided by this philosophy, the present paper analyzes the educational television broadcasting in Germany from different perspectives. The focus of analysis includes measures and practices adopted by German institutions/broadcasters to promote educational television. Besides dealing with these issues, the paper discusses existing challenges and suggests best adoptable educational television broadcasting polices from Germany to promote educational television in global perspectives.

E-Learning-Webseite als facettenreiches Werkzeug in Forschung und Lehre

Im Rahmen des blended learning kann eine E-Learning-Webseite als Begleitmaterial einer Lehrveranstaltung eingesetzt werden oder Studierende zur aktiven Teilnahme an der Erstellung der Webseiteninhalte anregen. Darüber hinaus eignet sich eine solche Webseite als Plattform zur E-Learning-Forschung. Auch empirische Studien können dort eingebettet werden. Eine weitere wissenschaftliche Anwendung bietet die Analyse des Nutzerverhaltens, mit der sich aktuelle Forschungsergebnisse zum Lernen mit Hypermedien überprüfen lassen. Wir beschreiben eine solche, vielseitig einsetzbare Webseite, die eine Verknüpfung von universitärer Lehre und Forschung ermöglicht und als Anregung für ähnliche Projekte dienen kann. Erste Erfahrungen werden dabei berichtet und ausgewählte Empfehlungen für Dozierende und Forscher abgeleitet.

The E-learning Circle – a holistic software design tool for e-learning

The article introduces the E-learning Circle, a tool developed to assure the quality of the software design process of e-learning systems, considering pedagogical principles as well as technology. The E-learning Circle consists of a number of concentric circles which are divided into three sectors. The content of the inner circles is based on pedagogical principles, while the outer circle specifies how the pedagogical principles may be implemented with technology. The circle’s centre is dedicated to the subject taught, ensuring focus on the specific subject’s properties. The three sectors represent the student, the teacher and the learning objectives. The strengths of the E-learning Circle are the compact presentation combined with the overview it provides, as well as the usefulness of a design tool dealing with complexity, providing a common language and embedding best practice. The E-learning Circle is not a prescriptive method, but is useful in several design models and processes. The article presents two projects where the E-learning Circle was used as a design tool.

Darstellung von Entscheidungskriterien zur Produktion und Distribution von Online-Vorlesungen

Das Interesse an Online-Vorlesungen, -Vorträgen oder -Präsentationen für E-Learning hat deutlich zugenommen. Hierfür gibt es eine Reihe von Gründen, die mit neuen Formen der Produktion und Distribution von Online-Vorlesungen zusammenhängen. Mit der Verfügbarkeit von Rapid-Authoring-Werkzeugen wird der Workflow für die Erstellung und den Einsatz von Online-Vorlesungen erleichtert und flexibilisiert. Hierbei ist zu beobachten, dass durch die Vielzahl der Möglichkeiten im Workflow zunehmend individuelle Rahmenbedingungen und Anforderungen berücksichtigt werden können. Der folgende Beitrag beschreibt diese Veränderungen. Er fasst die Optionen im Prozess der Produktion und Distribution von Online-Vorträgen im Internet zusammen. Ein solcher Überblick über das Themengebiet ist erforderlich für das Herausarbeiten eines individuellen Workflows. Hierzu werden Entscheidungskriterien für die Auswahl von Werkzeugen und Plattformen dargestellt und die mediendidaktischen Implikationen diskutiert.

Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

The use of learning management systems: A Longitudinal Case Study

In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.

Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.