TY  - CHAP
A1  - Brandenburger, Bonny
A1  - Vladova, Gergana
A2  - Müller Werder, Claude
A2  - Erlemann, Jennifer
T1  - Technology-enhanced learning in higher education
T2  - Seamless Learning - lebenslanges, durchgängiges Lernen ermöglichen
N2  - New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies “Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising.” (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.
Y1  - 2020
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/63153
SN  - 978-3-8309-4244-3
SN  - 978-3-8309-9244-8
SN  - 1434-3436
SP  - 27
EP  - 37
PB  - Waxmann
CY  - Münster
ER  -