Derby Adult Learning Service case study

Case study on how peer support tutor service leads to embedded use of technology in curriculum activities

Organisatorische Umsetzung eines E-Learning-Konzepts einer Hochschule am Beispiel des Zentrums virtUOS der Universität Osnabrück

Die ELAN-Initiative des Landes Niedersachsen treibt zurzeit den vermehrten Einsatz moderner E-Learning-Konzepte in Form dreier Pilotprojekte mit dem Ziel voran, landesweit ein akademisches Kompetenznetzwerk aufzubauen. Sämtliche Hochschulen des Landes sollen von den Kompetenzen der jeweils anderen Universitäten und Fachhochschulen profitieren und die Lehre damit effizienter gestalten. Die an einem dieser Piloten beteiligte Universität Osnabrück nahm die Initiative zum Anlass, ein neues Dienstleistungszentrum zu gründen, dessen Aufgabe sich durch die Unterstützung der multi- und telemedialen Lehre definiert. Dieser Beitrag gibt einen Einblick in die Organisation dieses Zentrums, dessen Forschungs- und Dienstleistungen und zeigt die daraus resultierenden Vorteile auf. (DIPF/Orig.)

The introduction of e-learning in European universities: models and strategies

The aim of this paper is to present the models and the strategies of adoption of e-learning in a group of European universities, most of them located in the regions called “the four motors of Europe” (Baden-Württenberg, Catalunya, Lombardy and Rhône-Alpes) and in Switzerland. Our analysis focuses on four dimensions: the rationale behind the introduction of e-learning, the organisation of the activities and, in particular, the existence of a university centre for e-learning, the type of activities, and, finally, the type of public reached by e-learning. The majority of campus universities in our sample introduced e-learning to improve the quality of education of their students and, for the most part, as a support for existing courses. Some of the campus universities went even further insofar as they have introduced some online courses into their curricula. This has led to forms of cooperation where different universities share some of their courses. Finally, a small number of campus universities have included as part of their educational offer full distance degree programs which can be attended also by non residential students. The above cases show that there is no general move from campus universities towards distance education, but rather a more selective behaviour. Thus we conclude that e-learning, although it is undoubtedly spreading in both distance and presence universities, is not yet bringing fundamental changes in the institutions themselves. E-learning is at the moment integrated into the existing organization and educational offer. (DIPF/Orig.)

If not the Virtual university then what? Co-producing e-learning and configuring its users

This paper reflects the changing notion of the Virtual University and its realization. We introduce an approach from the Sociology of Science and Technology (STS) which analyses the construction of the “student as a user” as seen through the “eyes of designers”. We ask how social relations are built into technological artefacts. In showing how socio-technical developments transcend sometimes contradict and various notions of “the student” we discuss difficulties and chances of bridging the gap between designers of e-learning-artefacts and its assumed addresses. (DIPF/Orig.)

Gibt es den „elektronischen Nürnberger Trichter? Das Konzept des Blended Learning, dargestellt am Lernnetz WiBA-Net

WiBA-Net ist ein Lernnetzwerk zum Thema „Werkstoffe im Bauwesen“ und wird in der universitären Ausbildung von Bauingenieuren und Architekten verwendet. Dieser Aufsatz soll das Konzept von WiBA-Net vorstellen und zeigen, wie neue Technologien und didaktische Konzepte überzeugend angewendet werden können, um „Blended Learning“ umzusetzen und damit den Hochschulalltag sowohl von Studierenden als auch von Professoren zu erleichtern.(DIPF/Orig.)

Aufbau von Blended Learning mit der open source E-Lernplattform ILIAS an einer Campus-Universität. Was motiviert zum Einsatz im Lehr- und Lernalltag?

In diesem Beitrag geht es um das Projekt E-Lernen auf der ILIAS-Plattform an der Universität der Bundeswehr Hamburg (E-L I-P UniBwH). Ziel des Projekts ist es, die Präsenzlehre mit dem Einsatz elektronischer Medien zu unterstützen. Im Beitrag werden Ansatzpunkte dargestellt, die die Lehrenden zum Gebrauch der E-Lernplattform motivieren. Es werden Bedarfsmöglichkeiten aufgezeigt, für die eine E-Lernplattform eine mögliche Lösung sein kann, sowie die Rahmenbedingungen benannt, unter denen sie eingesetzt wird. Ziel ist es, die Nachhaltigkeit des E-Lernens an der UniBwH zu fördern.(DIPF/Orig.)

English for tourism : contribution to language use through mobile learning

Tourism is growing and is becoming more competitive. Destinations need to find elements which demonstrate their uniqueness, the singularity which allows them to differentiate themselves from others. This struggle for uniqueness makes economies become more competitive and competition is a central element in the dynamics of Tourism. Technology is also an added value for tourism competitiveness, as it allows destinations to become internationalised and known worldwide. In this scenario, research has increased as a means to study Tourism trends in fields such as sociology and marketing. Nevertheless, there are areas in which there is not much research done and which are fundamental: these are the areas concerned with identities, communication and interpersonal relations. In this regard, Linguistics has a major role for different reasons: firstly, it studies language itself and through it, communication, secondly, language conveys culture and, thirdly, it is by enriching language users that innovation in Tourism and in knowledge, as a whole, is made possible. This innovation, on the other hand, has repercussions in areas such as management, internationalisation and marketing as well. It is, therefore, the objective of this thesis to report on how learning experiences take place in Tourism undergraduate English language classes as well as to give an account of enhanced results in classes where mobile learning was adopted. In this way, an alliance between practice and research was established. This is beneficial for the teaching and learning process because by establishing links between research based insight and practice, the outcome is grounded knowledge which helps make solid educational decisions. This research, therefore, allows to better understand if learners accept working with mobile technologies in their learning process. Before introducing any teaching and learning approach, it was necessary to be informed, as well, of how English for tourism programmes are organised. This thesis also illustrates through the premises of Systemic Functional Linguistics that language use can be enhanced by using mobile technology in Tourism undergraduate language classes.