Studentischer Umgang mit Studienstrukturen - Bildungsideale und Zeitstrukturen im Bachelorstudium

Die vorliegende Arbeit befasst sich mit den veränderten Studienbedingungen, die durch die europaweite Einführung eines einheitlichen Systems von Bachelor- und Masterstudiengängen entstanden sind. In Deutschland wurde der Bologna-Prozess von umfangreichen Protesten begleitet und in der medialen Öffentlichkeit unter anderem die zeitliche und inhaltliche Überlastung der Studierenden und die verschulten Studiengänge kritisiert, die keinen Raum für die persönliche Entwicklung ließen. rnIm Rahmen des BMBF-geförderten Projekts ZEITLast wurde die zeitliche Belastung von Studierenden untersucht. Der scheinbare Widerspruch zwischen dem objektiv messbaren Zeitaufwand und dem subjektiven Belastungsempfinden der Studierenden stellt den Ausgangspunkt der vorliegenden Arbeit dar. Es wird der Frage nachgegangen, welche Strategien Studierende im Umgang mit den neuen Bachelorstudienstrukturen entwickeln und in welchem Zusammenhang diese mit dem subjektiven Belastungsempfinden stehen. Zur Beantwortung der Fragestellung werden quantitative und qualitative Forschungsmethoden kombiniert. Neben der Auswertung von umfangreichen Zeitbudgetanalysen und Befragungen aus dem Forschungsprojekt ZEITLast werden mit ausgewählten Probanden des Studiengangs Erziehungswissenschaft an der Universität Mainz problemzentrierte Interviews geführt und objektiv hermeneutisch ausgewertet. Eine zeitliche Überlastung der Studierenden lässt sich empirisch nicht nachweisen, dennoch fühlen sich Studierende subjektiv stark belastet Es zeigt sich, dass unterschiedliche subjektive Perspektiven auf die individuelle Studienorganisation und das Belastungsempfinden der Studierenden wirken. Vor allem spielt das individuelle Zeit- und Selbstmanagement bei der erfolgreichen Bewältigung der Anforderungen im Studium eine bedeutende Rolle. Insgesamt wird deutlich, dass Vorgaben im Studium abhängig von individuellen Dispositionen sowohl als Entlastung als auch als Belastung wahrgenommen werden. Die Aufgabe der Hochschule ist es, Studiengänge so zu gestalten, dass sie den unsicheren Studierenden Orientierung und Hilfestellung bieten, während sie den selbstbestimmten Studierenden Freiräume zur individuellen Entwicklung lassen. Aus den Ergebnissen der Arbeit werden abschließend hochschuldidaktische Maßnahmen entwickelt, die zu einer Entlastung der Studierenden beitragen können.

Evaluation of online tools as didactic resource in the university education

Recently, many efforts have been made in the academic world to adapt the new degrees to the new European Higher Education Area (EHEA). New technologies have been the most important factor to carry out this adaptation. In particular, the tools 2.0 have been spreading quickly, not just the Web 2.0, but even in all the educational levels. Nevertheless, it is now necessary to evaluate whether all these efforts and all the changes, carried out in order to obtain improved academic performance among students, have provided good results. Therefore, the aim of this paper is focused on studying the impact of the implementation of information and communication technologies (ICTs) in a subject belonging to a Master from the University of Alicante in the academic year (2010-2011). In special, it is an elective course called "Advanced Visual Ergonomics" from the Master of Clinical Optometry and Vision. The methodology used to teach this course differs from the traditional one in many respects. For example, one of the resources used for the development of this course is a blog developed specifically to coordinate a series of virtual works, whose purpose is that the student goes into specific aspects of the current topic. Next, the student participates in an active role by writing a personal assessment on the blog. However, in the course planning, there is an attendance to lessons, where the teacher presents certain issues in a more traditional way, that is, with a lecture supported with audiovisual materials, such as materials generated in powerpoint. To evaluate the quality of the results achieved with this methodology, in this work the personal assessment of the students, who have completed this course during this academic year, are collected. In particular, we want to know their opinion about the used resources, as well as the followed methodology. The tool used to collect this information was a questionnaire. This questionnaire evaluates different aspects of the course: a general opinion, quality of the received information, satisfaction about the followed methodology and the student´s critical awareness. The design of this questionnaire is very important to get conclusive information about the methodology followed in the course. The questionnaire has to have an adequate number of questions; whether it has many questions, it might be boring for the student who would pay no enough attention. The questions should be well-written, with a clear structure and message, to avoid confusion and an ambiguity. The questions should be objectives, without any suggestion for a desired answer. In addition, the questionnaire should be interesting to encourage the student´ s interest. In conclusion, this questionnaire developed for this subject provided good information to evaluate whether the methodology was a useful tool to teach "Advanced Visual Ergonomics". Furthermore, the student´s opinion collected by this questionnaire might be very helpful to improve this didactic resource.

Problem-based learning in an e-learning environment: A case study at Griffith University School of Medicine

Increasing numbers of medical schools in Australia and overseas have moved away from didactic teaching methodologies and embraced problem-based learning (PBL) to improve clinical reasoning skills and communication skills as well as to encourage self-directed lifelong learning. In January 2005, the first cohort of students entered the new MBBS program at the Griffith University School of Medicine, Gold Coast, to embark upon an exciting, fully integrated curriculum using PBL, combining electronic delivery, communication and evaluation systems incorporating cognitive principles that underpin the PBL process. This chapter examines the educational philosophies and design of the e-learning environment underpinning the processes developed to deliver, monitor and evaluate the curriculum. Key initiatives taken to promote student engagement and innovative and distinctive approaches to student learning at Griffith promoted within the conceptual model for the curriculum are (a) Student engagement, (b) Pastoral care, (c) Staff engagement, (d) Monitoring and (e) Curriculum/Program Review. © 2007 Springer-Verlag Berlin Heidelberg.

Media Education in the Finnish School System : A Conceptual Analysis of the Subject Didactic Dimension of Media Education

The aim of the doctoral dissertation was to further our theoretical and empirical understanding of media education as practised in the context of Finnish basic education. The current era of intensive use of the Internet is recognised too. The doctoral dissertation presents the subject didactic dimension of media education as one of the main results of the conceptual analysis. The theoretical foundation is based on the idea of dividing the concept of media education into media and education (Vesterinen et al., 2006). As two ends of the dimension, these two can be understood didactically as content and pedagogy respectively. In the middle, subject didactics is considered to have one form closer to content matter (Subject Didactics I learning about media) and another closer to general pedagogical questions (Subject Didactics II learning with/through media). The empirical case studies of the dissertation are reported with foci on media literacy in the era of Web 2.0 (Kynäslahti et al., 2008), teacher reasoning in media educational situations (Vesterinen, Kynäslahti - Tella, 2010) and the research methodological implications of the use of information and communication technologies in the school (Vesterinen, Toom - Patrikainen, 2010). As a conclusion, Media-Based Media Education and Cross-Curricular Media Education are presented as two subject didactic modes of media education in the school context. Episodic Media Education is discussed as the third mode of media education where less organised teaching, studying and learning related to media takes place, and situations (i.e. episodes, if you like) without proper planning or thorough reflection are in focus. Based on the theoretical and empirical understanding gained in this dissertation, it is proposed that instead of occupying a corner of its own in the school curriculum, media education should lead the wider change in Finnish schools.

FROM FACTORY-FLOOR TO UNIVERSITY

The interaction between industry and university is often discussed. Industry participants feel they do not have enough time to spend with academics because of tight deadlines to achieve your goals. The other hand, professors and his students do not have availability and resources for responding quickly to industry activities. Both sides recognize the associated problems and feel the consequences of various forms. One way to reduce the distance between them is to provide industrial labs that resemble the factory floor at the university. Thus not only students may work on a real technological base, but also the industry's problems can be brought to the university laboratory. To ensure that relevant industrial problems will be studied, the industry needs help in the formulation of the problem being researched. The graduate program of Automation and Control Engineering from UNESP Sorocaba is aimed at training human resources with skills in automation and control activities related to the development of automatic control processes, integrating electronic commands, intelligent manufacturing and industrial robotics. In order to achieve its objectives, one of the pillars of the university consists of a wide range of modern equipments and software for industrial automation, which allows the circuit assembly from most primitive until configuration and programming of a complex system of integrated manufacturing. This paper describes industrial automation equipments and laboratory structure offered to students of Control and Automation Engineering graduate program at UNESP Sorocaba as alternative to close technologies and real problems on the job until academic world. The strategic is to do students understand theory and operations in robotic and industrial automation by means to manipulating real production systems locate at university

A Complexity Architecture for Information Technologies: a Three-Year Didactic Experiment

One medium-term strategy for helping in the management of complexity is the introduction of a conceptual complexity component in the very centre of university curricula. In very few areas is the growth of complexity as evident as in the information technologies (ITs), the focus of the work presented in the current paper. We have therefore developed an integrated way of tackling the specific field of information technologies by means of an approach,to complexity. The content of this paper describes the guidelines of our research effort, placing an emphasis on informatics. Concepts of complexity based on the system metaphor have been substantially drawn upon in this exercise and are thus presented in some detail. Also described is a didactic experiment conducted by the author and designed to provide a new and integrating approach to University curricula for future professionals. The students' "discovery" of complexity is the focal point of the experiment. The findings of this effort are encouraging and call for the continuation and expansion of this experiment.

Descriptive catalogue of the Medical Museum of McGill University arranged on a modified decimal system of museum classification

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Cognitive-didactic Model for Making Testing Items in Physics

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2015

A Didactic Model of Computer Supported Education in Higher Mathematics

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Integrating Technology in a Statistics Course for a Special Program at Florida International University

A special undergraduate program for selected biology majors was recently inaugurated at Florida International University. The curriculum emphasizes science, mathematics, and statistics. A statistics course was implemented for this program integrating PowerPoint, statistical software (SPSS), and data from biological/biomedical studies. This didactic experience is discussed here.

Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

Transitions processes in higher education are characterized by new learning situations which pose challenges to most students. This chapter explores the heterogeneity of reactions to these challenges from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst students at university by using mixed distribution models. Six subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative, anxious and insecure learning motivation. Findings about these patterns can be used to design didactic measures that will support students’ learning processes.

Administrative Placement of the Information Systems Discipline in Universities - A SWOT Analysis of Queensland University of Technology

In some Queensland universities, Information Systems academics have moved out of Business Faculties. This study uses a pilot SWOT analysis to examine the ramifications of Information Systems academics being located within or outside of the Business Faculty. The analysis provides a useful basis for decision makers in the School studied, to exploit opportunities and minimise external threats. For Information Systems academics contemplating administrative relocation of their group, the study also offers useful insights. The study presages a series of further SWOT analyses to provide a range of perspectives on the relative merits of having Information Systems academics administratively located inside versus outside Business faculties.