Technology-enhanced learning in higher education
- 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 universityNew 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.…
Author details: | Bonny BrandenburgerORCiDGND, Gergana VladovaORCiDGND |
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DOI: | https://doi.org/10.31244/9783830992448 |
ISBN: | 978-3-8309-4244-3 |
ISBN: | 978-3-8309-9244-8 |
ISSN: | 1434-3436 |
Title of parent work (German): | Seamless Learning - lebenslanges, durchgängiges Lernen ermöglichen |
Subtitle (English): | insights from a qualitative study on university-integrated makerspaces in six European countries |
Publisher: | Waxmann |
Place of publishing: | Münster |
Editor(s): | Claude Müller Werder, Jennifer Erlemann |
Publication type: | Part of a Book |
Language: | English |
Year of first publication: | 2020 |
Publication year: | 2020 |
Release date: | 2024/04/04 |
Number of pages: | 11 |
First page: | 27 |
Last Page: | 37 |
Organizational units: | Wirtschafts- und Sozialwissenschaftliche Fakultät / Wirtschaftswissenschaften / Fachgruppe Betriebswirtschaftslehre |
DDC classification: | 3 Sozialwissenschaften / 33 Wirtschaft / 330 Wirtschaft |
Peer review: | Referiert |
Publishing method: | Open Access / Gold Open-Access |
License (German): | CC-BY-NC-SA - Namensnennung, nicht kommerziell, Weitergabe zu gleichen Bedingungen 4.0 International |