63115
2023
2023
deu
51
72
22
14
article
Universitätsverlag Potsdam
Potsdam
0
2023-12-19
2023-12-19
--
Soziale Netzwerke als Ressourcenzugänge für Digitale Pioniere
KWI-Schriften
1867-951X
1867-9528
978-3-86956-571-2
10.25932/publishup-63115
urn:nbn:de:kobv:517-opus4-631156
@articleKWI-S14, author = Kamil Bembnista and Tobias Mettenberger and Julia Zscherneck, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Soziale Netzwerke als Ressourcenzugänge für Digitale Pioniere, titleparent_deu = KWI-Schriften, pages = 51 – 72, keywords_deu = Netzwerk, soziales Netzwerk, Ressource, Digitalisierung, Pioniere, Akteure, keywords_eng = network, social network, resource, digitalization, pioneer, actor, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 14, isbn = 978-3-86956-571-2, issn = 1867-951X, 1867-9528, rvk = MG 15988, MG 15980, MG 17988, MG 28988, MG 27988, version = Version of Record, licences = 22, collections = 17111, 17131, 17162, 17903, 16201, 419, 17900, language = deu, belongsToBibliography = 0
md5:1095bce5e64bab3f44cc11fe6926941b
MG 15988, MG 15980, MG 17988, MG 28988, MG 27988
Version of Record
2024-03-28T13:55:16+00:00
/tmp/phpKzfHiP
bibtex
660576c44a0ea7.30070511
CC-BY - Namensnennung 4.0 International
Kamil Bembnista
Tobias Mettenberger
Julia Zscherneck
deu
uncontrolled
Netzwerk
deu
uncontrolled
soziales Netzwerk
deu
uncontrolled
Ressource
deu
uncontrolled
Digitalisierung
deu
uncontrolled
Pioniere
deu
uncontrolled
Akteure
eng
uncontrolled
network
eng
uncontrolled
social network
eng
uncontrolled
resource
eng
uncontrolled
digitalization
eng
uncontrolled
pioneer
eng
uncontrolled
actor
Öffentliche Verwaltung
open_access
Kommunalwissenschaftliches Institut
Extern
Referiert
Universitätsverlag Potsdam
Pioniere und Netzwerke
Diamond Open-Access
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/63115/04_bembnista_et_al.pdf
63113
2023
2023
deu
39
50
12
14
article
Universitätsverlag Potsdam
Potsdam
0
2023-12-19
2023-12-19
--
Schlüsselfiguren in ländlichen Netzwerken
KWI-Schriften
1867-951X
1867-9528
978-3-86956-571-2
10.25932/publishup-63113
urn:nbn:de:kobv:517-opus4-631133
@articleKWI-S14, author = Julia Binder and Tobias Mettenberger, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Schlüsselfiguren in ländlichen Netzwerken, titleparent_deu = KWI-Schriften, pages = 39 – 50, keywords_deu = Schlüsselfiguren, ländliche Räume, Netzwerk, Akteure, Pioniere, keywords_eng = leader, rural areas, network, actor, pioneer, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 14, isbn = 978-3-86956-571-2, issn = 1867-951X, 1867-9528, rvk = MG 15988, MG 15980, MG 17988, MG 28988, MG 27988, version = Version of Record, licences = 22, collections = 17111, 17131, 17162, 17903, 16201, 419, 17900, language = deu, belongsToBibliography = 0
md5:d8872a7ad27b69af2c11db58c9770016
MG 15988, MG 15980, MG 17988, MG 28988, MG 27988
Version of Record
2024-03-28T13:45:16+00:00
/tmp/phpaJcLZ3
bibtex
6605746c13e961.99118235
CC-BY - Namensnennung 4.0 International
Julia Binder
Tobias Mettenberger
deu
uncontrolled
Schlüsselfiguren
deu
uncontrolled
ländliche Räume
deu
uncontrolled
Netzwerk
deu
uncontrolled
Akteure
deu
uncontrolled
Pioniere
eng
uncontrolled
leader
eng
uncontrolled
rural areas
eng
uncontrolled
network
eng
uncontrolled
actor
eng
uncontrolled
pioneer
Öffentliche Verwaltung
open_access
Kommunalwissenschaftliches Institut
Extern
Referiert
Universitätsverlag Potsdam
Pioniere und Netzwerke
Diamond Open-Access
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/63113/03_binder_mettenberger.pdf
63110
2023
2023
deu
25
36
12
14
article
Universitätsverlag Potsdam
Potsdam
0
2023-12-19
2023-12-19
--
Untersuchungsregionen Mecklenburg-Vorpommern und Baden-Württemberg und kommunale Zuschnitte
KWI-Schriften
1867-951X
1867-9528
978-3-86956-571-2
10.25932/publishup-63110
urn:nbn:de:kobv:517-opus4-631106
@articleKWI-S14, author = Julia Zscherneck and Hanna Zeißig and Tobias Mettenberger, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Untersuchungsregionen Mecklenburg-Vorpommern und Baden-Württemberg und kommunale Zuschnitte, titleparent_deu = KWI-Schriften, pages = 25 – 36, keywords_deu = Region, Kommune, Baden-Württemberg, Mecklenburg-Vorpommern, Brandenburg, keywords_eng = region, municipality, Baden-Wuerttemberg, Mecklenburg-Western Pomerania, Brandenburg, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 14, isbn = 978-3-86956-571-2, issn = 1867-951X, 1867-9528, rvk = MG 15988, MG 15980, MG 17988, MG 28988, MG 27988, version = Version of Record, licences = 22, collections = 17111, 17131, 17162, 17903, 16201, 419, 17899, language = deu, belongsToBibliography = 0
md5:487f547d990737dd63e985b9d134f810
MG 15988, MG 15980, MG 17988, MG 28988, MG 27988
Version of Record
2024-03-28T12:58:33+00:00
/tmp/phpBxtyQ7
bibtex
66056979b00746.25859358
CC-BY - Namensnennung 4.0 International
Julia Zscherneck
Hanna Zeißig
Tobias Mettenberger
deu
uncontrolled
Region
deu
uncontrolled
Kommune
deu
uncontrolled
Baden-Württemberg
deu
uncontrolled
Mecklenburg-Vorpommern
deu
uncontrolled
Brandenburg
eng
uncontrolled
region
eng
uncontrolled
municipality
eng
uncontrolled
Baden-Wuerttemberg
eng
uncontrolled
Mecklenburg-Western Pomerania
eng
uncontrolled
Brandenburg
Öffentliche Verwaltung
open_access
Kommunalwissenschaftliches Institut
Extern
Referiert
Universitätsverlag Potsdam
Digitalisierung und Region
Diamond Open-Access
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/63110/02_zscherneck.pdf
63106
2023
2023
deu
15
24
10
14
article
Universitätsverlag Potsdam
Potsdam
0
2023-12-19
2023-12-19
--
Smarte Regionen – Überlegungen zu Gerechtigkeitsdebatten in digitalen Transformationen
KWI-Schriften
1867-951X
1867-9528
978-3-86956-571-2
10.25932/publishup-63106
urn:nbn:de:kobv:517-opus4-631068
@articleKWI-S14, author = Julia Binder, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Smarte Regionen – Überlegungen zu Gerechtigkeitsdebatten in digitalen Transformationen, titleparent_deu = KWI-Schriften, pages = 15 – 24, keywords_deu = Digitalisierung, Smartness, smarte Region, Gerechtigkeit, Transformation, Region, keywords_eng = digitalization, smartness, smart region, justice, transformation, region, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 14, isbn = 978-3-86956-571-2, issn = 1867-951X, 1867-9528, rvk = MG 15988, MG 15980, MG 17988, MG 28988, MG 27988, version = Version of Record, licences = 22, collections = 17111, 17131, 17162, 17670, 17903, 16201, 419, 17899, language = deu, belongsToBibliography = 0
md5:c38130bad446a2e57c7c93083c849dfe
MG 15988, MG 15980, MG 17988, MG 28988, MG 27988
Version of Record
2024-03-28T12:36:32+00:00
/tmp/phpaTQlLB
bibtex
66056450400d53.83080307
CC-BY - Namensnennung 4.0 International
Julia Binder
deu
uncontrolled
Digitalisierung
deu
uncontrolled
Smartness
deu
uncontrolled
smarte Region
deu
uncontrolled
Gerechtigkeit
deu
uncontrolled
Transformation
deu
uncontrolled
Region
eng
uncontrolled
digitalization
eng
uncontrolled
smartness
eng
uncontrolled
smart region
eng
uncontrolled
justice
eng
uncontrolled
transformation
eng
uncontrolled
region
Öffentliche Verwaltung
open_access
Kommunalwissenschaftliches Institut
Extern
Referiert
Universitätsverlag Potsdam
Digitalisierung und Region
Diamond Open-Access
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/63106/01_binder.pdf
62916
2023
2023
deu
155
166
12
4
article
Universitätsverlag Potsdam
Potsdam
0
2023-11-30
2023-11-30
--
„Das hast du mich gestern schon gefragt!“
Reflexion wird in diesem Artikel als Rückmeldung (Feedback) zu einem Sprachlernstand begriffen. Es soll anhand eines Fallbeispiels (IRF-Sequenz) aus dem Unterricht Deutsch als Zweitsprache (DaZ) der Frage nachgegangen werden, wie sich die Feedback-Interaktion gestaltet und inwiefern sich ihr Gelingen oder Misslingen erklären lässt. Dazu wird die evidenzbasierte Forschung zum effektiven Feedback nach Hattie (u. a. Hattie 2020; Hattie & Zierer 2020; Wisniewski & Zierer 2018) in die Analyse einbezogen. Zu wissen, welche Wirkung Feedbacks erzielen, hilft (angehenden) Lehrer:innen, das eigene Handeln zu reflektieren.
Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4)
Reflexion von Feedbackgesprächen im DaZ-Unterricht
2626-3556
2626-4722
978-3-86956-566-8
10.25932/publishup-62916
urn:nbn:de:kobv:517-opus4-629162
@articlePBLB.04, author = Uta Großmann, editor = ORCID:0000-0001-5344-4770+GND:1306481619+Lukas Mientus and ORCID:0000-0003-4833-4985+GND:1201310105+Christiane Klempin and ORCID:0000-0002-6890-3463+GND:1310092656+Anna Nowak, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = „Das hast du mich gestern schon gefragt!“ Reflexion von Feedbackgesprächen im DaZ-Unterricht, pages = 155 – 166, keywords_deu = Feedback, DaZ-Unterricht, Interaktionsanalyse, IRF-Sequenz, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 4, isbn = 978-3-86956-566-8, issn = 2626-3556, 2626-4722, titleparent_deu = Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4), licences = 22, collections = 17131, 17112, 17162, 17670, 17157, 16201, 438, 17894, language = deu, belongsToBibliography = 0
md5:3479933a5f8e257458fc02b4f4f6fc90
2024-03-08T14:27:46+00:00
/tmp/phpZWVkq3
bibtex
65eb2062bb7553.07586217
false
true
CC-BY - Namensnennung 4.0 International
Uta Großmann
deu
uncontrolled
Feedback
deu
uncontrolled
DaZ-Unterricht
deu
uncontrolled
Interaktionsanalyse
deu
uncontrolled
IRF-Sequenz
Bildung und Erziehung
open_access
Zentrum für Lehrerbildung und Bildungsforschung (ZeLB)
Extern
Referiert
Universitätsverlag Potsdam
Gold Open-Access
Reflexion und Heterogenität
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62916/B05_grossmann.pdf
62915
2023
2023
deu
147
153
7
4
article
Universitätsverlag Potsdam
Potsdam
0
2023-11-30
2023-11-30
--
Reflexion von Sprachsensibilität im Förderschwerpunkt emotionale und soziale Entwicklung – ein Lehrkonzept
Sprache hat im Unterricht verschiedene Funktionen. Sie ist das Instrument zur Vermittlung von Lehrinhalten, das Medium im Unterrichtsgespräch und in Prüfungen. Sprache ist gleichzeitig auch ein Werkzeug des Denkens und damit des Lernens: beim Nachvollziehen von Prozessen, beim Aufbau innerer Vorstellungsbilder und bei der Verknüpfung von neuem Wissen mit altem. Das an der Universität Würzburg durchgeführte interdisziplinäre, praxisorientierte Projektseminar „Sprachsensibles Unterrichtsgeschehen gestalten“ sollte Studierende unter Bezugnahme auf linguistische Theorien zur Mehrsprachigkeitsforschung und Bildungssprache zu einer Reflexion über diese Herausforderungen anregen: Wie kann eine Förderung der (Bildungs-)Sprache und der emotional-sozialen Entwicklung (esE), die einander bedingen, gleichzeitig gelingen ? Um die Ergebnisse der Reflexionsprozesse in anwendbare Lehrkompetenz zu transferieren, entwickelten die Studierenden Materialien für sprachsensiblen Unterricht und esE-Förderung, die, ergänzt durch begründende Ausführungen, in Form eines Readers veröffentlicht werden. Im Folgenden wird das Lehrkonzept theoretisch hergeleitet, anschließend vorgestellt und sodann kritisch reflektiert.
Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4)
2626-3556
2626-4722
978-3-86956-566-8
10.25932/publishup-62915
urn:nbn:de:kobv:517-opus4-629155
@articlePBLB.04, author = Pascal Schreier and ORCID:0000-0003-1311-7059+Moiken Jessen, editor = ORCID:0000-0001-5344-4770+GND:1306481619+Lukas Mientus and ORCID:0000-0003-4833-4985+GND:1201310105+Christiane Klempin and ORCID:0000-0002-6890-3463+GND:1310092656+Anna Nowak, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Reflexion von Sprachsensibilität im Förderschwerpunkt emotionale und soziale Entwicklung – ein Lehrkonzept, pages = 147 – 153, keywords_deu = Sprachsensibilität, Bildungssprache, Förderschwerpunkt emotionale und soziale Entwicklung, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 4, isbn = 978-3-86956-566-8, issn = 2626-3556, 2626-4722, titleparent_deu = Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4), licences = 22, collections = 17131, 17112, 17162, 17670, 17157, 16201, 438, 17894, language = deu, belongsToBibliography = 0
md5:9a0a2ed77beedec518c1d51d983d14d0
2024-03-08T14:17:17+00:00
/tmp/phpeoch4i
bibtex
65eb1deda84e23.24768765
false
true
CC-BY - Namensnennung 4.0 International
Pascal Schreier
Moiken Jessen
deu
uncontrolled
Sprachsensibilität
deu
uncontrolled
Bildungssprache
deu
uncontrolled
Förderschwerpunkt emotionale und soziale Entwicklung
Bildung und Erziehung
open_access
Zentrum für Lehrerbildung und Bildungsforschung (ZeLB)
Extern
Referiert
Universitätsverlag Potsdam
Gold Open-Access
Reflexion und Heterogenität
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62915/B04_schreier_jessen.pdf
62910
2023
2023
deu
139
146
8
4
article
Universitätsverlag Potsdam
Potsdam
0
2023-11-30
2023-11-30
--
(Meta-)Reflexion für Inklusion
Im Sinne einer „Meta-Reflexivität“ zielt dieser Beitrag darauf ab, den strukturtheoretischen und kompetenzorientierten Professionalisierungsansatz im Konstrukt der adaptiven Lehrkompetenz zusammenzuführen, was vor allem für inklusionsorientierte Ansätze vielversprechend erscheint: Anhand der Konstruktfacetten adaptiver diagnostischer, didaktischer sowie Sach- und Klassenführungskompetenz werden mögliche Herangehensweisen für eine inklusionsorientierte Lehrkräftebildung formuliert, die sowohl konkrete Kompetenzbereiche benennen als auch die Reflexion entsprechender Spannungsverhältnisse im strukturtheoretischen Sinne voraussetzen. So soll der Beitrag einen knappen theoretischen Aufriss zur Zusammenführung der unterschiedlichen Professionalisierungsansätze unter der Prämisse (mehr) Reflexion für (mehr) Inklusion leisten.
Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4)
Zur Verbindung kompetenzorientierter und strukturtheoretischer Professionalisierungsansätze im Konstrukt der adaptiven Lehrkompetenz
2626-3556
2626-4722
978-3-86956-566-8
10.25932/publishup-62910
urn:nbn:de:kobv:517-opus4-629103
@articlePBLB.04, author = ORCID:0000-0003-1060-3094+Julia Frohn and ORCID:0000-0002-0542-6751+Ann-Catherine Liebsch and ORCID:0000-0002-5491-0021+Detlef Pech, editor = ORCID:0000-0001-5344-4770+GND:1306481619+Lukas Mientus and ORCID:0000-0003-4833-4985+GND:1201310105+Christiane Klempin and ORCID:0000-0002-6890-3463+GND:1310092656+Anna Nowak, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = (Meta-)Reflexion für Inklusion: Zur Verbindung kompetenzorientierter und strukturtheoretischer Professionalisierungsansätze im Konstrukt der adaptiven Lehrkompetenz, pages = 139 – 146, keywords_deu = Adaptive Lehrkompetenz, Lehrkräfteprofessionalisierung für Inklusion, Meta-Reflexivität, Kompetenzorientierung, Strukturtheorie, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 4, isbn = 978-3-86956-566-8, issn = 2626-3556, 2626-4722, titleparent_deu = Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4), licences = 22, collections = 17131, 17112, 17162, 17670, 17157, 16201, 438, 17894, language = deu, belongsToBibliography = 0
md5:836ee272b54303b455ab8038e1fe8231
2024-03-08T12:00:16+00:00
/tmp/phpvrUBQD
bibtex
65eafdd05bb568.31360950
false
true
CC-BY - Namensnennung 4.0 International
Julia Frohn
Ann-Catherine Liebsch
Detlef Pech
deu
uncontrolled
Adaptive Lehrkompetenz
deu
uncontrolled
Lehrkräfteprofessionalisierung für Inklusion
deu
uncontrolled
Meta-Reflexivität
deu
uncontrolled
Kompetenzorientierung
deu
uncontrolled
Strukturtheorie
Bildung und Erziehung
open_access
Zentrum für Lehrerbildung und Bildungsforschung (ZeLB)
Extern
Referiert
Universitätsverlag Potsdam
Gold Open-Access
Reflexion und Heterogenität
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62910/B03_frohn_et_al.pdf
62909
2023
2023
deu
133
138
6
4
article
Universitätsverlag Potsdam
Potsdam
0
2023-11-30
2023-11-30
--
Inklusiven Unterricht reflektieren lernen mithilfe des interdisziplinären Zertifikatskurses „Handlungswissen Inklusion“
Der Auf- und Ausbau eines inklusiven Bildungssystems vor dem Hintergrund rascher und weitreichender gesellschaftlicher Veränderungen bringt für Lehrkräfte aller Schulformen vielfältige Aufgaben mit sich. Eine der entscheidenden Gelingensbedingungen für die Realisation inklusiver Bildung bildet dementsprechend die Professionalisierung von Lehrkräften. Reflexionskompetenz nimmt beim Auf- und Ausbau einer professionellen Handlungskompetenz von Lehrpersonen einen besonderen Stellenwert ein, allerdings reflektieren Lehramtsstudierende am Anfang ihres Studiums häufig noch auf eher niedrigem Niveau. Im Rahmen des fünfsemestrigen Zertifikatskurses „Handlungswissen Inklusion“ (HWI) an der Universität zu Köln erhalten BA-Studierende die Möglichkeit, ihr Lehramtsstudium inklusionsorientiert(er) auszurichten, um sich auf die anstehenden Herausforderungen in einer inklusiven Schule und Gesellschaft vorzubereiten und gleichzeitig die damit einhergehende domänenspezifische Reflexionskompetenz zu steigern.
Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4)
2626-3556
2626-4722
978-3-86956-566-8
10.25932/publishup-62909
urn:nbn:de:kobv:517-opus4-629097
@articlePBLB.04, author = ORCID:0000-0002-2155-2395+Daria Ferencik-Lehmkuhl and ORCID:0000-0002-9250-817226+Silvia Fränkel, editor = ORCID:0000-0001-5344-4770+GND:1306481619+Lukas Mientus and ORCID:0000-0003-4833-4985+GND:1201310105+Christiane Klempin and ORCID:0000-0002-6890-3463+GND:1310092656+Anna Nowak, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Inklusiven Unterricht reflektieren lernen mithilfe des interdisziplinären Zertifikatskurses „Handlungswissen Inklusion“, pages = 133 – 138, keywords_deu = Inklusion, Reflexionskompetenz, Lehrkräftebildung, professionelle Handlungskompetenz, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 4, isbn = 978-3-86956-566-8, issn = 2626-3556, 2626-4722, titleparent_deu = Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4), licences = 22, collections = 17131, 17112, 17162, 17670, 17157, 16201, 438, 17894, language = deu, belongsToBibliography = 0
md5:55e14b20714e94aee5a28bf73f90df82
2024-03-08T11:47:43+00:00
/tmp/phprY30Qs
bibtex
65eafadf69d3d3.35684371
false
true
CC-BY - Namensnennung 4.0 International
Daria Ferencik-Lehmkuhl
Silvia Fränkel
deu
uncontrolled
Inklusion
deu
uncontrolled
Reflexionskompetenz
deu
uncontrolled
Lehrkräftebildung
deu
uncontrolled
professionelle Handlungskompetenz
Bildung und Erziehung
open_access
Zentrum für Lehrerbildung und Bildungsforschung (ZeLB)
Extern
Referiert
Universitätsverlag Potsdam
Gold Open-Access
Reflexion und Heterogenität
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62909/B02_ferencik-lehmkuhl_fraenkel.pdf
62908
2023
2023
deu
125
132
8
4
article
Universitätsverlag Potsdam
Potsdam
0
2023-11-30
2023-11-30
--
Professionalisierung für den inklusiven naturwissenschaftlichen Unterricht durch videostimulierte Reflexionen
Lehrkräfte fühlen sich nicht genug auf inklusiven Unterricht vorbereitet, wenngleich sie allen Schülerinnen und Schülern Zugänge zu Phänomenen, Konzepten, Arbeitsweisen usw. ermöglichen sollen. Im Projekt Nawi-In haben wir u. a. die Fragen adressiert, welche inklusiv naturwissenschaftlichen Charakteristika Lehramtsstudierende in ihren eigenen und fremden Unterrichtsvideos wahrnehmen und wie sich ihre Kompetenzen entwickeln. Die Reflexionen des Unterrichts fanden über drei Semester einschließlich der Praxisphase statt. In ausgewählten Videoszenen sollten die Studierenden inklusiv naturwissenschaftliche Charakteristika beschreiben und reflektieren. Ausgewertet wurden die autographierten und transkribierten Reflexionen mit dem KinU, welches systematisch die Charakteristika inklusiven naturwissenschaftlichen Unterrichts abbildet. Zu Beginn haben die Studierenden eher allgemeinpädagogische Aspekte und die Lehrkräftepersönlichkeit wahrgenommen. Später haben sie den Fokus auf den Naturwissenschaftsunterricht und die Diversität der Klasse gesetzt. Insgesamt haben die Studierenden zunehmend mehr Charakteristika inklusiven naturwissenschaftlichen Unterrichts identifiziert und Handlungsalternativen generiert.
Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4)
2626-3556
2626-4722
978-3-86956-566-8
10.25932/publishup-62908
urn:nbn:de:kobv:517-opus4-629089
@articlePBLB.04, author = ORCID:0000-0003-1881-2819+Sarah Brauns and ORCID:0000-0003-1332-9326+Simone Abels, editor = ORCID:0000-0001-5344-4770+GND:1306481619+Lukas Mientus and ORCID:0000-0003-4833-4985+GND:1201310105+Christiane Klempin and ORCID:0000-0002-6890-3463+GND:1310092656+Anna Nowak, submitter = ORCID:0000-0003-0523-5004+Marco Winkler, title_deu = Professionalisierung für den inklusiven naturwissenschaftlichen Unterricht durch videostimulierte Reflexionen, pages = 125 – 132, keywords_deu = Eigen- und Fremdreflexionen, Inklusion, Professional Vision, professionelle Handlungskompetenzen, Unterrichtswahrnehmung, year = 2023, publisher = Universitätsverlag Potsdam, address = Potsdam, number = 4, isbn = 978-3-86956-566-8, issn = 2626-3556, 2626-4722, titleparent_deu = Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4), licences = 22, collections = 17131, 17112, 17162, 17670, 17157, 16201, 438, 17894, language = deu, belongsToBibliography = 0
md5:51de34a0bdc976c5c44625c8480549d2
2024-03-08T11:29:49+00:00
/tmp/phpKcX37A
bibtex
65eaf6adbb9e26.92544199
false
true
CC-BY - Namensnennung 4.0 International
Sarah Brauns
Simone Abels
deu
uncontrolled
Eigen- und Fremdreflexionen
deu
uncontrolled
Inklusion
deu
uncontrolled
Professional Vision
deu
uncontrolled
professionelle Handlungskompetenzen
deu
uncontrolled
Unterrichtswahrnehmung
Bildung und Erziehung
open_access
Zentrum für Lehrerbildung und Bildungsforschung (ZeLB)
Extern
Referiert
Universitätsverlag Potsdam
Gold Open-Access
Reflexion und Heterogenität
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62908/B01_brauns_abels.pdf
62512
2024
2024
eng
5
article
Universitätsverlag Potsdam
Potsdam
0
--
2024-02-05
--
Transforming Open Edx into the next On-Campus LMS
Open edX is an incredible platform to deliver MOOCs and SPOCs, designed to be robust and support hundreds of thousands of students at the same time. Nevertheless, it lacks a lot of the fine-grained functionality needed to handle students individually in an on-campus course. This short session will present the ongoing project undertaken by the 6 public universities of the Region of Madrid plus the Universitat Politècnica de València, in the framework of a national initiative called UniDigital, funded by the Ministry of Universities of Spain within the Plan de Recuperación, Transformación y Resiliencia of the European Union. This project, led by three of these Spanish universities (UC3M, UPV, UAM), is investing more than half a million euros with the purpose of bringing the Open edX platform closer to the functionalities required for an LMS to support on-campus teaching. The aim of the project is to coordinate what is going to be developed with the Open edX development community, so these developments are incorporated into the core of the Open edX platform in its next releases. Features like a complete redesign of platform analytics to make them real-time, the creation of dashboards based on these analytics, the integration of a system for customized automatic feedback, improvement of exams and tasks and the extension of grading capabilities, improvements in the graphical interfaces for both students and teachers, the extension of the emailing capabilities, redesign of the file management system, integration of H5P content, the integration of a tool to create mind maps, the creation of a system to detect students at risk, or the integration of an advanced voice assistant and a gamification mobile app, among others, are part of the functionalities to be developed. The idea is to transform a first-class MOOC platform into the next on-campus LMS.
an ongoing project
10.25932/publishup-62512
urn:nbn:de:kobv:517-opus4-625122
@articleEMOOCs2023, author = Ignacio Despujol Zabala and Carlos Alario Hoyos and Carlos Turró Ribalta and Carlos Delgado Kloos and Germán Montoro Manrique and Jaime Busquets Mataix, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:a04e7f83aa176079367994d83cd4f641
2024-02-05T11:26:45+00:00
/tmp/phpIXCnFt
bibtex
65c0c5f5c18273.69358642
ST 670
Supplement to Christoph Meinel, Stefanie Schweiger, Thomas Staubitz, Robert Conrad, Carlos Alario Hoyos, Martin Ebner, Susanna Sancassani, Agnieszka Żur, Christian Friedl, Sherif Halawa, Dilrukshi Gamage, Jeffrey Cross, May Kristine Jonson Carlon, Yves Deville, Michael Gaebel, Carlos Delgado Kloos, Karen von Schmieden (Eds.): EMOOCs 2023<br/>DOI <a href="https://doi.org/10.25932/publishup-57645">https://doi.org/10.25932/publishup-57645</a>
CC-BY - Namensnennung 4.0 International
Ignacio Despujol Zabala
Carlos Alario Hoyos
Carlos Turró Ribalta
Carlos Delgado Kloos
Germán Montoro Manrique
Jaime Busquets Mataix
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
Universidad Politécnica de Valencia
https://publishup.uni-potsdam.de/files/62512/emoocs2023_supplement.pdf
62484
2023
2023
eng
339
350
12
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
Student-centered re-design of an online course with card sorting
“How can a course structure be redesigned based on empirical data to enhance the learning effectiveness through a student-centered approach using objective criteria?”, was the research question we asked. “Digital Twins for Virtual Commissioning of Production Machines” is a course using several innovative concepts including an in-depth practical part with online experiments, called virtual labs. The teaching-learning concept is continuously evaluated. Card Sorting is a popular method for designing information architectures (IA), “a practice of effectively organizing, structuring, and labeling the content of a website or application into a structuref that enables efficient navigation” [11]. In the presented higher education context, a so-called hybrid card sort was used, in which each participants had to sort 70 cards into seven predefined categories or create new categories themselves. Twelve out of 28 students voluntarily participated in the process and short interviews were conducted after the activity. The analysis of the category mapping creates a quantitative measure of the (dis-)similarity of the keywords in specific categories using hierarchical clustering (HCA). The learning designer could then interpret the results to make decisions about the number, labeling and order of sections in the course.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
how to quickly get a mental model of students
10.25932/publishup-62484
urn:nbn:de:kobv:517-opus4-624843
@articleEMOOCs2023, author = Michael Dietz and Dennis Roth and max staubitz, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:45e3f252fba4be576e6469ed6f7af6b1
2024-02-02T14:58:18+00:00
/tmp/phpFxYTQb
bibtex
65bd030a9c68e1.45843954
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Michael Dietz
Dennis Roth
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62484/emoocs2023_online_s339-350.pdf
62483
2023
2023
eng
329
338
10
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
Preparing MOOChub metadata for the future of online learning
With the growing number of online learning resources, it becomes increasingly difficult and overwhelming to keep track of the latest developments and to find orientation in the plethora of offers. AI-driven services to recommend standalone learning resources or even complete learning paths are discussed as a possible solution for this challenge. To function properly, such services require a well-defined set of metadata provided by the learning resource. During the last few years, the so-called MOOChub metadata format has been established as a de-facto standard by a group of MOOC providers in German-speaking countries. This format, which is based on schema.org, already delivers a quite comprehensive set of metadata. So far, this set has been sufficient to list, display, sort, filter, and search for courses on several MOOC and open educational resources (OER) aggregators. AI recommendation services and further automated integration, beyond a plain listing, have special requirements, however. To optimize the format for proper support of such systems, several extensions and modifications have to be applied. We herein report on a set of suggested changes to prepare the format for this task.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
optimizing for AI recommendation services
10.25932/publishup-62483
urn:nbn:de:kobv:517-opus4-624830
@articleEMOOCs2023, author = Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:9c17514e3a310c8e0860207afb2c8f91
2024-02-02T14:21:04+00:00
/tmp/phpoeelYw
bibtex
65bcfa50a6b434.30714708
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Max Thomas
Thomas Staubitz
Christoph Meinel
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62483/emoocs2023_online_s329-338.pdf
62482
2023
2023
eng
317
327
11
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
A retrospective feedback of MOOCS in Morocco
The integration of MOOCs into the Moroccan Higher Education (MHE) took place in 2013 by developing different partnerships and projects at national and international levels. As elsewhere, the Covid-19 crisis has played an important role in accelerating distance education in MHE. However, based on our experience as both university professors and specialists in educational engineering, the effective execution of the digital transition has not yet been implemented. Thus, in this article, we present a retrospective feedback of MOOCs in Morocco, focusing on the policies taken by the government to better support the digital transition in general and MOOCs in particular. We are therefore seeking to establish an optimal scenario for the promotion of MOOCs, which emphasizes the policies to be considered, and which recalls the importance of conducting a delicate articulation taking into account four levels, namely environmental, institutional, organizational and individual. We conclude with recommendations that are inspired by the Moroccan academic contex that focus on the major role that MOOCs plays for university students and on maintaining lifelong learning.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
what is the best scenario for the Moroccan higher education?
10.25932/publishup-62482
urn:nbn:de:kobv:517-opus4-624826
@articleEMOOCs2023, author = Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:e0ee34eb61f5073d0a9bae05a4e0da8a
2024-02-02T13:57:15+00:00
/tmp/phpNvma1B
bibtex
65bcf4bb782d33.38078698
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Souhad Shlaka
Sara Ouahib
Khalid Berrada
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62482/emoocs2023_online_s317-327.pdf
62481
2023
2023
eng
305
316
12
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
How to detect At-Risk learners in professional finance MOOCs
“Financial Analysis” is an online course designed for professionals consisting of three MOOCs, offering a professionally and institutionally recognized certificate in finance. The course is open but not free of charge and attracts mostly professionals from the banking industry. The primary objective of this study is to identify indicators that can predict learners at high risk of failure. To achieve this, we analyzed data from a previous course that had 875 enrolled learners and involve in the course during Fall 2021. We utilized correspondence analysis to examine demographic and behavioral variables.
The initial results indicate that demographic factors have a minor impact on the risk of failure in comparison to learners’ behaviors on the course platform. Two primary profiles were identified: (1) successful learners who utilized all the documents offered and spent between one to two hours per week, and (2) unsuccessful learners who used less than half of the proposed documents and spent less than one hour per week. Between these groups, at-risk students were identified as those who used more than half of the proposed documents and spent more than two hours per week. The goal is to identify those in group 1 who may be at risk of failing and those in group 2 who may succeed in the current MOOC, and to implement strategies to assist all learners in achieving success.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
step one
10.25932/publishup-62481
urn:nbn:de:kobv:517-opus4-624818
@articleEMOOCs2023, author = Anna Tokar and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:6bf48a00b5e28fca8f1b3b7459f33352
2024-02-02T13:37:46+00:00
/tmp/php3Df9sf
bibtex
65bcf02a5ff061.54975069
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Julie Wasilewski
Mehdi Khaneboubi
Éric Bruillard
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62481/emoocs2023_online_s305-316.pdf
62480
2023
2023
eng
291
303
13
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
The Comooc model for global professional collaboration on sustainability
This paper presents a new design for MOOCs for professional development of skills needed to meet the UN Sustainable Development Goals – the CoMOOC or Co-designed Massive Open Online Collaboration. The CoMOOC model is based on co-design with multiple stakeholders including end-users within the professional communities the CoMOOC aims to reach. This paper shows how the CoMOOC model could help the tertiary sector deliver on the UN Sustainable Development Goals (UNSDGs) – including but not limited to SDG 4 Education – by providing a more effective vehicle for professional development at a scale that the UNSDGs require. Interviews with professionals using MOOCs, and design-based research with professionals have informed the development of the Co-MOOC model. This research shows that open, online, collaborative learning experiences are highly effective for building professional community knowledge. Moreover, this research shows that the collaborative learning design at the heart of the CoMOOC model is feasible cross-platform Research with teachers working in crisis contexts in Lebanon, many of whom were refugees, will be presented to show how this form of large scale, co-designed, online learning can support professionals, even in the most challenging contexts, such as mass displacement, where expertise is urgently required.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
10.25932/publishup-62480
urn:nbn:de:kobv:517-opus4-624803
@articleEMOOCs2023, author = Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:61ccc3538af2f15f3883efd857645fc6
2024-02-02T13:16:27+00:00
/tmp/phpooZaxO
bibtex
65bceb2b8d4ce5.75282398
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Eileen Kennedy
Diana Laurillard
Samar Zeitoun
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62480/emoocs2023_online_s291-303.pdf
62478
2023
2023
eng
279
289
11
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
xMOOCs
The World Health Organization designed OpenWHO.org to provide an inclusive and accessible online environment to equip learners across the globe with critical up-to-date information and to be able to effectively protect themselves in health emergencies. The platform thus focuses on the eXtended Massive Open Online Course (xMOOC) modality – contentfocused and expert-driven, one-to-many modelled, and self-paced for scalable learning. In this paper, we describe how OpenWHO utilized xMOOCs to reach mass audiences during the COVID-19 pandemic; the paper specifically examines the accessibility, language inclusivity and adaptability of hosted xMOOCs. As of February 2023, OpenWHO had 7.5 million enrolments across 200 xMOOCs on health emergency, epidemic, pandemic and other public health topics available across 65 languages, including 46 courses targeted for the COVID-19 pandemic. Our results suggest that the xMOOC modality allowed OpenWHO to expand learning during the pandemic to previously underrepresented groups, including women, participants ages 70 and older, and learners younger than age 20. The OpenWHO use case shows that xMOOCs should be considered when there is a need for massive knowledge transfer in health emergency situations, yet the approach should be context-specific according to the type of health emergency, targeted population and region. Our evidence also supports previous calls to put intervention elements that contribute to removing barriers to access at the core of learning and health information dissemination. Equity must be the fundamental principle and organizing criteria for public health work.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
modality for mass reach during the pandemic for the World Health Organization
10.25932/publishup-62478
urn:nbn:de:kobv:517-opus4-624788
@articleEMOOCs2023, author = Heini Utunen and Melissa Attias and Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:eefc4e8070efec2d34eb1d27d6404918
2024-02-02T12:44:34+00:00
/tmp/phpiOK7si
bibtex
65bce3b2eec221.70470410
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Heini Utunen
Melissa Attias
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62478/emoocs2023_online_s279-289.pdf
62475
2023
2023
eng
271
278
8
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
How to reuse inclusive stem Moocs in blended settings to engage young girls to scientific careers
The FOSTWOM project (2019–2022), an ERASMUS+ funding, gave METID (Politecnico di Milano) and the MOOC Técnico (Instituto Superior Técnico, University of Lisbon), together with other partners, the opportunity to support the design and creation of gender-inclusive MOOCs. Among other project outputs, we designed a toolkit and a framework that enabled the production of two MOOCs for undergraduate and graduate students in Science, Technology, Engineering and Maths (STEM) and used them as academic content free of gender stereotypes about intellectual ability. In this short paper, the authors aim to 1) briefly share the main outputs of the project; 2) tell the story of how the FOSTWOM approach together with 3) a motivational strategy, the Heroine’s Learning Journey, proved to be effective in the context of rural and marginal areas in Brazil, with young girls as a specific target audience.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
10.25932/publishup-62475
urn:nbn:de:kobv:517-opus4-624756
@articleEMOOCs2023, author = Ana Moura Santos and Paola Corti and Luis Felipe Coimbra Costa and Heini Utunen and Melissa Attias and Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:b44b33bec04160d5b9309ddf1ee5e351
2024-02-02T12:17:21+00:00
/tmp/phpuIw4Ar
bibtex
65bcdd517d5f37.82621126
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Ana Moura Santos
Paola Corti
Luis Felipe Coimbra Costa
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62475/emoocs2023_online_s271-278.pdf
62470
2023
2023
eng
263
270
8
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
Challenges and proposals for introducing digital certificates in higher education infrastructures
Questions about the recognition of MOOCs within and outside higher education were already being raised in the early 2010s. Today, recognition decisions are still made more or less on a case-by-case basis. However, digital certification approaches are now emerging that could automate recognition processes. The technical development of the required machinereadable documents and infrastructures is already well advanced in some cases. The DigiCerts consortium has developed a solution based on a collective blockchain. There are ongoing and open discussions regarding the particular technology, but the institutional implementation of digital certificates raises further questions. A number of workshops have been held at the Institute for Interactive Systems at Technische Hochschule Lübeck, which have identified the need for new responsibilities for issuing certificates. It has also become clear that all members of higher education institutions need to develop skills in the use of digital certificates.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
10.25932/publishup-62470
urn:nbn:de:kobv:517-opus4-624701
@articleEMOOCs2023, author = Anja Lorenz and Stefanie Bock and Juleka Schulte-Ostermann and Ana Moura Santos and Paola Corti and Luis Felipe Coimbra Costa and Heini Utunen and Melissa Attias and Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:6c6a8be410ca4b281d14753e582486e9
2024-02-02T11:00:18+00:00
/tmp/php8Dmz2c
bibtex
65bccb42ca5ca5.12310356
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Anja Lorenz
Stefanie Bock
Juleka Schulte-Ostermann
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
eng
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62470/emoocs2023_online_s263-270.pdf
62466
2023
2023
eng
255
262
8
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
Central elements of knowledge and competence development with MOOCs
To implement OERs at HEIs sustainably, not just technical infrastructure is required, but also well-trained staff. The University of Graz is in charge of an OER training program for university staff as part of the collaborative project Open Education Austria Advanced (OEAA) with the aim of ensuring long-term competence growth in the use and creation of OERs. The program consists of a MOOC and a guided blended learning format that was evaluated to find out which accompanying teaching and learning concepts can best facilitate targeted competence development. The evaluation of the program shows that learning videos, self-study assignments and synchronous sessions are most useful for the learning process. The results indicate that the creation of OERs is a complex process that can be undergone more effectively in the guided program.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
using the example of the OER-MOOC
10.25932/publishup-62466
urn:nbn:de:kobv:517-opus4-624668
@articleEMOOCs2023, author = Kristina Neuböck and Nadine Linschinger and Anja Lorenz and Stefanie Bock and Juleka Schulte-Ostermann and Ana Moura Santos and Paola Corti and Luis Felipe Coimbra Costa and Heini Utunen and Melissa Attias and Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:839636881a84836a4662baa6a46ea184
2024-02-02T10:14:28+00:00
/tmp/phpROlUwU
bibtex
65bcc0842abf15.48055064
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Kristina Neuböck
Nadine Linschinger
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62466/emoocs2023_online_s255-262.pdf
62460
2023
2023
eng
239
254
16
article
Universitätsverlag Potsdam
Potsdam
0
--
2023-11-14
--
An experience in developing models to use MOOCs in teaching and to advocate OERs
Loss of expertise in the fields of Nuclear- and Radio-Chemistry (NRC) is problematic at a scientific and social level. This has been addressed by developing a MOOC, in order to let students in scientific matters discover all the benefits of NRC to society and improving their awareness of this discipline. The MOOC “Essential Radiochemistry for Society” includes current societal challenges related to health, clean and sustainable energy for safety and quality of food and agriculture.
NRC teachers belonging to CINCH network were invited to use the MOOC in their teaching, according to various usage models: on the basis of these different experiences, some usage patterns were designed, describing context characteristics (number and age of students, course), activities’ scheduling and organization, results and students’ feedback, with the aim of encouraging the use of MOOCs in university teaching, as an opportunity for both lecturers and students. These models were the basis of a “toolkit for teachers”. By experiencing digital teaching resources created by different lecturers, CINCH teachers took a first meaningful step towards understanding the worth of Open Educational Resources (OER) and the importance of their creation, adoption and sharing for knowledge progress. In this paper, the entire path from MOOC concept to MOOC different usage models, to awareness-raising regarding OER is traced in conceptual stages.
EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?
10.25932/publishup-62460
urn:nbn:de:kobv:517-opus4-624609
@articleEMOOCs2023, author = Francesca Concia and Petr Distler and Gareth Law and Elena Macerata and Mario Mariani and Eros Mossini and Maddalena Negrin and Marko Štrok and Kristina Neuböck and Nadine Linschinger and Anja Lorenz and Stefanie Bock and Juleka Schulte-Ostermann and Ana Moura Santos and Paola Corti and Luis Felipe Coimbra Costa and Heini Utunen and Melissa Attias and Anna Tokar and Eileen Kennedy and Diana Laurillard and Samar Zeitoun and Julie Wasilewski and Souhad Shlaka and Sara Ouahib and Khalid Berrada and Michael Dietz and Dennis Roth, editor = Christoph Meinel (GND: 120963205) and Stefanie Schweiger (GND: 1137197773) and Thomas Staubitz (ORCID: 0000-0002-8595-7922, GND: 1216957649) and Robert Conrad and Carlos Alario Hoyos (ORCID: 0000-0002-3082-0814) and Martin Ebner (ORCID: 0000-0001-5789-5296, GND: 1012257134) and Susanna Sancassani (ORCID: 0000-0001-5160-3264) and Agnieszka Żur (ORCID: 0000-0002-0535-0996) and Christian Friedl (ORCID: 0000-0003-0231-4161, GND: 1208884735) and Sherif Halawa and Dilrukshi Gamage (ORCID: 0000-0002-6840-7718) and Jeffrey Scott (ORCID: 0000-0002-9672-2512) and May Kristine Jonson Carlon (ORCID: 0000-0002-7346-2332) and Yves Deville (ORCID: 0000-0002-6711-9992) and Michael Gaebel and Carlos Delgado Kloos (ORCID: 0000-0003-4093-3705, GND: 1047961407) and Karen von Schmieden, year = 2023, title = EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?, rvk = ST 670, licences = 22, collections = 17481, 112, 17157, 17162, 17670, 17891, 16201, keywords = Digitale Bildung, Kursdesign, MOOC, Micro Degree, Online-Lehre, Onlinekurs, Onlinekurs-Produktion, digital education, e-learning, micro degree, micro-credential, online course creation, online course design, online teaching
md5:8d2441fbe9d96fa84121060e56c99390
2024-02-02T09:30:21+00:00
/tmp/phpVrOFIG
bibtex
65bcb62dece800.67478484
ST 670
true
true
CC-BY - Namensnennung 4.0 International
Francesca Concia
Petr Distler
Gareth Law
Elena Macerata
Mario Mariani
Eros Mossini
Maddalena Negrin
Marko Štrok
deu
uncontrolled
Digitale Bildung
deu
uncontrolled
Kursdesign
deu
uncontrolled
MOOC
deu
uncontrolled
Micro Degree
deu
uncontrolled
Online-Lehre
deu
uncontrolled
Onlinekurs
deu
uncontrolled
Onlinekurs-Produktion
eng
uncontrolled
digital education
eng
uncontrolled
e-learning
eng
uncontrolled
micro degree
eng
uncontrolled
micro-credential
eng
uncontrolled
online course creation
eng
uncontrolled
online course design
eng
uncontrolled
online teaching
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Referiert
Universitätsverlag Potsdam
Hasso-Plattner-Institut für Digital Engineering GmbH
Gold Open-Access
Beiträge
Universität Potsdam
Universitätsverlag Potsdam
https://publishup.uni-potsdam.de/files/62460/emoocs2023_online_s239-254.pdf