E-Learning 2.0 in hydraulic engineering education

In this contribution the experiences with e-Learning 2.0 applications by using a Wiki for the education in hydraulic engineering are shown. Up to now important information for the students has been prepared by the instructor. For this project the students were asked to collaborate and search on their own for the information they needed. Therefore a Wiki-system was used. For the engineering practice a self dependent realisation of tasks is an important requirement which students should be prepared for. With the help of online communication there should be shown the possibilities for students for working together in an interdisciplinary team. The positive experiences as well as the results of the evaluation of this project plead for a continuation of the application of e-Learning 2.0 for education. The comparison of results of tests without using Wiki and with using Wiki shows a qualitative tendency of better marks. In this contribution we present the application of Wiki in hydraulic engineering but the results can also be used for other engineering disciplines.

Fälle im Zivilprozessrecht sowie im Schuldbetreibungs- und Konkursrecht

In der nunmehr dritten Neuauflage des beliebten Fallbuches werden dreizehn Fälle aus den Rechtsgebieten Zivilprozessrecht und Schuldbetreibungs- und Konkursrecht behandelt. Es handelt sich vornehmlich um Klausuren an den Universitäten Zürich, Bern und Basel sowie aus Anwaltsklausuren. Die Lösungen der Fälle sind mit Literaturangaben versehen, die auf umstrittene rechtliche Probleme hinweisen. Diese Anmerkungen sowie das Literaturverzeichnis sind aber bewusst knapp gehalten. Neben den Fällen mit Lösungen werden auch konkrete Ratschläge für das Vorgehen bei einer Fallbearbeitung gegeben. Im Anhang findet sich ein Schemata zur Reihenfolge der Prüfung der Zulässigkeitsvoraussetzungen. Das Buch eignet sich gleichermassen für Anwaltsprüfungs- und Bachelor- sowie Masterkandidaten zur Prüfungsvorbereitung.

How do teachers prepare their students for statewide exit exams? A comparison of Finland, Ireland, and the Netherlands

Statewide exit exams are often believed to have a positive impact on school effectiveness and the alignment between instructional practice and state standards because of their mandatory nature and the stakes attached for students and teachers. They may also, however, lead to teaching to the test and to a perceived de-professionalization of the teaching role. While some studies suggest a narrowing of contents and an increase in teacher-centered instruction, little is known about how the impact on instructional practices and teacher cognitions varies between different exam systems. This study compares the strategies teachers use to prepare their students for the exams at the end of upper secondary education in Finland, Ireland, and the Netherlands using a standardized questionnaire survey with responses from 385 teachers. The goal was to develop hypotheses about the relationship between differences in the exam procedures and the stakes attached, and the differences in teacher preparation strategies. The results suggest country-specific variations regarding teacher beliefs as to how much time should be spent on exam preparation; however, there were smaller differences in the strategies applied. Regression analyses indicated that the way in which preparation intensity was associated with the stakes for students and schools, and the attitudes towards the exams themselves varied across the three countries. The different exam systems appeared to affect preparation in markedly different ways, but nevertheless led to the exercise of comparable strategies. (DIPF/Orig.)