TY - JOUR A1 - Hußner, Isabell A1 - Börner, Dustin A1 - Lazarides, Rebecca T1 - Praktische Erfahrungen und Reflexion im Lehramtsstudium BT - Ein Seminarkonzept zur Vernetzung von Schule und Lehrkräftebildung JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Im Rahmen der Lehrkräftebildung stellen hohe Selbstwirksamkeitserwartungen eine wichtige persönliche Ressource dar, um einem erhöhten Beanspruchungserleben entgegenzuwirken. Dabei gelten erfolgreiche eigene Erfahrungen im Unterrichten als Möglichkeit, die Entwicklung von Selbstwirksamkeitserwartungen in der Lehrkräftebildung zu begünstigen. Vor diesem Hintergrund wurde im Rahmen eines Schulnetzwerks ein Seminarkonzept entwickelt, um neben den obligatorischen Praktika während des Lehramtsstudiums weitere begleitete Unterrichtserfahrungen sammeln zu können. Dabei werden die Seminarkonzeption sowie der Ablauf der Kooperation im Kontext der Netzwerkarbeit dargestellt und erläutert. Darüber hinaus werden die Ergebnisse der Seminarevaluation vorgestellt und ein Fazit aus dem Konzept des Schulnetzwerks bzw. der Seminarkonzeption gezogen und diskutiert. N2 - In the context of teacher education, high self-efficacy beliefs represent an important personal resource to counteract an increased experience of stress. Successful own experiences in teaching are seen as a possibility to foster the development of self-efficacy beliefs in teacher education. Against this background, a seminar concept was developed within the framework of a school network in order to be able to gather further supervised teaching experiences in addition to the obligatory internships during the teacher training programme. The chapter introduces the seminar concept and the process of cooperation within the network. In addition, the results of the evaluation are presented and a conclusion is drawn and discussed. KW - Lehramtsstudium KW - Praxiserfahrungen KW - Reflexion KW - Vernetzung von Schule und Universität KW - teacher training KW - practical experiences KW - reflection KW - linking of school and university Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-617899 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 257 EP - 271 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Hermanns, Jolanda A1 - Böhme, Katrin A1 - Meyering, Meike A1 - Fuchs, Isabelle A1 - Wagner, Simon A1 - Krauskopf, Karsten A1 - Knigge, Michel A1 - Rother, Stefanie A1 - Tosch, Frank A1 - Wendland, Mirko A1 - Wulff, Peter A1 - Mientus, Lukas A1 - Nowak, Anna A1 - Borowski, Andreas A1 - Baer, Ella A1 - Bosch, Jannis A1 - Wilbert, Jürgen A1 - Bräsel, Tim A1 - Fenn, Monika A1 - Kortenkamp, Ulrich A1 - Kuzle, Ana A1 - Reitz-Koncebovski, Karen A1 - Burg, Paula A1 - Lampart, Fabian A1 - Leubner, Martin A1 - Freitag-Hild, Britta A1 - Bitmann, Anna A1 - Reinhardt, Susanne A1 - Roos, Jana A1 - Hußner, Isabell A1 - Börner, Dustin A1 - Lazarides, Rebecca A1 - Glowinski, Ingrid A1 - Autenrieth, Marijke A1 - Radke, Thea A1 - Ehlert, Antje A1 - Menke, Anne A1 - Haupenthal, Anna A1 - Schramm, Satyam Antonio A1 - Kruse, Julia A1 - Körner, Dorothea A1 - Fischer, Jakob Thomas A1 - Kayser, Daniela Niesta ED - Hermanns, Jolanda T1 - PSI-Potsdam BT - Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) T3 - Potsdamer Beiträge für Lehrkräftebildung und Bildungsforschung N2 - An der Universität Potsdam wird seit 2015 im Rahmen der „Qualitätsoffensive Lehrerbildung“ das Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) durchgeführt und am Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) koordiniert. Zur ersten Projektförderphase (2015-2018) erschien der Band „PSI-Potsdam – Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2015-2018)“ zum Auftakt der Reihe „Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung“. Der vorliegende Band aus der gleichen Reihe gibt in den Kapiteln „Erhebungen“, „Lehrkonzepte“ und „Vernetzungen“ einen Überblick über alle Teilprojekte der zweiten Projektförderphase (2019-2023). Wissenschaftler:innen aus verschiedenen Fachdidaktiken, Fachwissenschaften sowie aus den Bildungswissenschaften und der Inklusionspädagogik haben im Rahmen des Projektes kooperiert. Sowohl praxisnahe Forschung als auch die Entwicklung neuer Lehrkonzepte sowie Strategien zur Vernetzung innerhalb der Lehrkräftebildung stehen im Fokus dieses Bandes. Die Praxisphasen, die im Rahmen des „Potsdamer Modells der Lehrerbildung“ eine zentrale Rolle spielen, wurden in einer großen Studie über alle Praxisphasen untersucht. Der Band gibt interessante Einblicke in die Ergebnisse der Teilprojekte und Anregungen sowohl für die eigene Forschung als auch für Entwicklungsarbeit wie zum Beispiel die Entwicklung neuer Lehrkonzepte. Herausgegeben wird dieser Band von PD Dr. Jolanda Hermanns (Gesamtkoordinatorin PSI-Potsdam und Chemiedidaktikerin). T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 3 KW - Lehrerbildung KW - Evaluation KW - Testinstrumente KW - Konzepte KW - Vernetzung KW - teacher education KW - evaluation KW - test instruments KW - concepts KW - networking Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-601875 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Ágel, Vilmos A1 - Boyken, Thomas A1 - Eisenberg, Peter A1 - Fuhrhop, Nanna A1 - Peters, Kendra A1 - Schreiber, Niklas A1 - Yildirim, Derya A1 - Bon, Laura A1 - Engelberg, Stefan A1 - Rapp, Irene A1 - Grüttemeier, Ralf A1 - Musan, Renate A1 - Schneider, Stefan ED - Fuhrhop, Nanna ED - Reinken, Niklas ED - Schreiber, Niklas T1 - Literarische Grammatik BT - Wie Literatur- und Sprachwissenschaft voneinander profitieren können T3 - Germanistische Bibliothek N2 - Dieser Band versammelt neun Beiträge mit dem Ziel, Sprach- und Literaturwissenschaft aufeinander zu beziehen: Literatur grammatisch zu betrachten und Grammatik für Literatur (neu) zu denken. Jeder Beitrag nimmt mindestens einen grammatischen und einen literarischen Gegenstand zum Ausgangspunkt. Dabei ist die Bandbreite groß; sie reicht von Bodo Kirchhoffs Roman ‚Dämmer und Aufruhr‘ über die Kurzgeschichte ‚Das Brot‘ von Wolfgang Borchert bis hin zu Marion Poschmanns Gedichtzyklus ‚Kindergarten Lichtenberg‘ und deckt unterschiedlichste sprachliche Bereiche wie Tempus, semantische Rollen, Interpunktionszeichen oder Metaphern ab. Ist es in der Schule geradezu erwünscht, Grammatik und Literatur integrativ zu unterrichten, verfolgen sie als universitäre Disziplinen oft ganz unterschiedliche Fragestellungen an verschiedenen Sprachwerken. Vor diesem Hintergrund ist dieser Band ein interdisziplinärer Versuch, Anregungen und neue Perspektiven für schulische wie universitäre Bildungskontexte zu geben. KW - Sprachwissenschaft KW - Literaturwissenschaft KW - Grammatik KW - Schrift KW - Sprache KW - Literarizität KW - Syntax KW - Metaphorik KW - Semantik KW - Pragmatik KW - Linguistik KW - Brentano, Clemens KW - Kirchhoff, Bodo KW - Kinder- und Jugendliteratur KW - Peeter, Hagar KW - Genetivkonstruktionen KW - Leopold, J.H. KW - Poschmann, Marion KW - Ideolekt KW - Borchert, Wolfgang KW - Interpunktion Y1 - 2023 SN - 978-3-8253-8608-5 SN - 978-3-8253-9504-9 U6 - https://doi.org/10.33675/2023-82538608 IS - 78 PB - Universitätsverlag Winter CY - Heidelberg ER - TY - JOUR A1 - Böhme, Katrin A1 - Meyering, Meike A1 - Fuchs, Isabelle T1 - Komplexität sprachlicher Kompetenzen von Grundschulkindern BT - Wie differenziert ist die Wahrnehmung angehender Lehrkräfte? JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Um der großen und zunehmenden sprachlichen Heterogenität der Lernenden gerecht werden zu können, müssen Lehrkräfte schulische Lerngelegenheiten sprachbildend und sprachsensibel gestalten. Sprachliche Unterstützungsangebote müssen hierfür diagnostisch basiert sein und sollten alle relevanten Facetten von Sprache in den Blick nehmen. Im PSI-Teilprojekt „MeWis“ wurde untersucht, welche Vorstellungen Lehramtsstudierende bezüglich der komplexen und facettenreichen Struktur sprachlicher Kompetenzen haben. Im Rahmen ihrer Lehramtsausbildung (Primarstufe sowie Inklusionspädagogik) wurden n = 196 Bachelorstudierende gebeten, ihre Vorstellungen zur Struktur sprachlicher Kompetenzen in Concept Maps (CMs) zu dokumentieren. Die Analysen der CMs zeigen, dass sich in den Vorstellungen der Studierenden ein ausgeprägtes Ungleichgewicht zwischen Schriftlichkeit und Mündlichkeit findet, wobei die Studierenden die schriftsprachlichen Kompetenzen Lesen und Schreiben deutlich höher gewichten und das Zuhören als rezeptive mündliche Kompetenz kaum Erwähnung findet. Ergänzend greifen die Studierenden in ihren CMs häufig die in der Sprachbildung intensiv thematisierte Unterscheidung von Alltags-, Fach- und Bildungssprache auf. Erkenntnisse des MeWis-Projekts sind in die Arbeit der AG Sprachbildung der Universität Potsdam eingeflossen und auf diese Weise in der Lehramtsausbildung verstetigt worden. N2 - To be able to do justice to the great and increasing linguistic heterogeneity of learners, teachers must design learning opportunities in a language-sensitive way. Language support must be diagnostically based and consider all relevant facets of language. The PSI sub-project ‘MeWis’ investigated which concepts student teachers have regarding the complex and multi-faceted structure of language. During their teacher training (primary level and inclusive education), n = 196 Bachelor students were asked to document their ideas about the structure of language competences in concept maps (CMs). The analyses of the CMs show that there is an imbalance between written and oral language skills in the students’ conceptions, with the students giving significantly higher weight to the written language competences of reading and writing and hardly any mention of listening as a receptive oral competence. In addition, in their CMs the students often refer to the distinction between BICS and CALP which is intensively addressed in a lecture about the support of language development in school. Findings from the MeWis project have been incorporated into the work of the Language Education Working Group at the University of Potsdam and in this way have become firmly established in teacher training. KW - Struktur sprachlicher Kompetenzen KW - Sprachbildung KW - Concept Maps KW - Lehramtsstudium KW - structure of language competences KW - language education KW - concept maps KW - teacher training Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-616189 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 19 EP - 36 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thurmann, Anika A1 - Dörr, Fiona A1 - Bilda, Kerstin T1 - ISi-Speech: Digitales Sprechtraining bei Morbus Parkinson BT - KI-basierte Technologien in der logopädischen Versorgung JF - Spektrum Patholinguistik 16 N2 - Morbus Parkinson (MP) ist in Europa die zweithäufigste neurodegenerative Erkrankung und durch das Störungsbild der Dysarthrie logopädisch relevant. Die Behandlung einer Dysarthrie erfordert ein hochfrequentes Therapieangebot für eine nachhaltige Verbesserung der kommunikativen Fähigkeiten. Trotz der hohen Prävalenz von Sprechstörungen bei MP nehmen in Deutschland nur etwa 4 % der Betroffenen eine ambulante logopädische Therapie in Anspruch. Die veränderte Selbstwahrnehmung der Patient*innen ist ein zentrales Symptom der Erkrankung, das ein wirksames Eigentraining einschränkt. Neue Technologien mit integrierter Spracherkennung ermöglichen ein individuelles Training. Im Rahmen des Verbundprojektes HUMAINE (human centered AI network) wird der Prototyp eines auf künstlicher Intelligenz (KI) basierendem Sprechassistenzsystems in einem klinischen Versorgungssetting erprobt und evaluiert. Das Ziel ist, das digitale System in die Regelversorgung zu integrieren. Eine nutzer*innenzentrierte Implementierung ist im Rahmen einer Machbarkeitsstudie geplant, dabei wird der Prototyp ISi-Speech in die bestehende Parkinson-Komplex-Therapie integriert. Im Anschluss an die stationäre Behandlung erfolgt eine zweiwöchige Eigentrainingsphase im häuslichen Setting. Durch Interviews soll die Usability sowie die Anwender*innenakzeptanz aus der therapeutischen Sicht und Patient*innenperspektive erhoben werden. Ziel ist die Entwicklung von Implementierungsstrategien, die zur Entwicklung von nachhaltigen Kompetenzmodellen beitragen. Durch die erhöhte Therapiefrequenz können verbesserte klinische Ergebnisgrößen wie Sprechverständlichkeit, Lebensqualität und individuell wahrgenommene Kommunikationserfolge erreicht werden. Nur durch die Evaluation digitaler Technologien kann eine dauerhafte Implementierung in die Praxis erfolgen. Neue Technologien können eine sinnvolle Ergänzung zur etablierten Therapie sein und eine Strategie gegen die Unterversorgung durch Heilmittel darstellen. KW - Dysarthrie KW - neue Technologien KW - KI-basierte Anwendungen KW - Machbarkeitsstudie KW - Anwender*innenakzeptanz Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-613478 SN - 978-3-86956-559-0 SN - 1866-9433 SN - 1869-3822 IS - 16 SP - 107 EP - 115 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Elligsen, Chiara A1 - Weiland, Katharina A1 - Wiehe, Lea A1 - Wahl, Michael T1 - Leseleistungen und Unterschiede in den emotionalen Schulerfahrungen von Viertklässler:innen vor und während der COVID-19-Pandemie JF - Spektrum Patholinguistik 16 N2 - Die Maßnahmen zur Eindämmung der COVID-19-Pandemie gingen mit Schulschließungen und variablen Unterrichtsformen einher, was laut Studienlage zum Thema viele Schüler:innen vor große Herausforderungen gestellt hat und noch immer stellt. Es werden Leistungsabfälle und negative Auswirkungen auf die psychische Gesundheit diskutiert. Da besonders die Lesekompetenz eine grundlegende Ressource für schulische Leistungssituationen ist, soll sie im Fokus dieser Studie stehen. Die Daten der längsschnittlich angelegten BLab-Studie, die den Erwerbsverlauf von Lese- und Rechtschreibleistungen über die Klassenstufen 1 bis 10 untersucht, wurden dazu genutzt, Unterschiede zwischen den Leseleistungen (operationalisiert aus den normierten und standardisierten Untertests zur Lesekompetenz aus ELFE 1 – 6 und SLRT-II) und vier Skalen des Fragebogens zur Erfassung von schulrelevanten Einstellungen und Sichtweisen von Grundschüler:innen FEESS 3 – 4 (Schuleinstellung, Anstrengungsbereitschaft, Lernfreude und Selbstkonzept) statistisch zu analysieren. Dazu wurden die Testergebnisse von N = 174 Viertklässler:innen zweier Kohorten ausgewertet, von denen eine vom variablen Unterrichtsmodus während der COVID-19-Pandemie betroffen war. Die Ergebnisse der Gruppenvergleiche stellen sich heterogen dar und müssen differenziert betrachtet werden. Insgesamt scheinen die hier einbezogenen Schüler:innen mit den schulbezogenen Maßnahmen zur Eindämmung der COVID-19-Pandemie gut zurechtgekommen zu sein. KW - COVID-19-Pandemie KW - variabler Unterrichtsmodus KW - emotionale Schulerfahrungen KW - Leseleistung Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-613536 SN - 978-3-86956-559-0 SN - 1866-9433 SN - 1869-3822 IS - 16 SP - 161 EP - 174 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Ehlen, Tobias A1 - Flöge, Annie A1 - Göbel, Franziska A1 - Keller, Peter A1 - Rœlly, Sylvie ED - Keller, Peter ED - Rœlly, Sylvie T1 - Übungsbuch zur Stochastik BT - Aufgaben und Lösungen ; Grundlegende Konzepte und Anwendungen N2 - Dieses Buch stellt Übungen zu den Grundbegriffen und Grundsätzen der Stochastik und ihre Lösungen zur Verfügung. So wie man Tonleitern in der Musik trainiert, so berechnet man Übungsaufgaben in der Mathematik. In diesem Sinne soll dieses Übungsbuch vor allem als Vorlage dienen für das eigenständige, eigenverantwortliche Lernen und Üben. Die Schönheit und Einzigartigkeit der Wahrscheinlichkeitstheorie besteht darin, dass sie eine Vielzahl von realen Phänomenen modellieren kann. Daher findet man hier Aufgaben mit Verbindungen zur Geometrie, zu Glücksspielen, zur Versicherungsmathematik, zur Demographie und vielen anderen Themen. N2 - This book provides exercises on the basic concepts and principles of stochastics and their solutions. Just as one trains scales in music, one calculates exercises in mathematics. In this sense, this exercise book is primarily intended to serve as a template for independent learning and practice. The beauty and uniqueness of probability theory is that it can model a variety of real phenomena. Therefore, one can find exercises with connections to geometry, gambling, actuarial mathematics, demography and many other topics. KW - Aufgabensammlung KW - Wahrscheinlichkeitstheorie KW - Stochastik KW - Wahrscheinlichkeitsverteilung KW - Zufallsvariable KW - Grenzwertsatz KW - Konfidenzintervall KW - exercise collection KW - probability theory KW - stochastics KW - probability distribution KW - random variable KW - limit theorem KW - confidence interval Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-595939 SN - 978-3-86956-563-7 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - D'Aprile, Iwan-Michelangelo ED - Wienfort, Monika T1 - Ökonomische Aufklärung und europäische Friedenspolitik BT - Carl August von Struensee als Seehandlungs-Direktor und preußischer Finanzpolitiker von internationalem Format JF - Die Preußische Seehandlung zwischen Markt, Staat und Kultur : 40 Jahre Stiftung Preußische Seehandlung N2 - Kein anderer Akteur prägte die ersten Dezennien der Preußischen Seehandlung so sehr wie Carl August von Struensee. Als deren Direktor und dann als preußischer Finanzminister initiierte er zwischen 1782 und seinem Tod im Jahr 1804 bereits maßgeblich den langen Transformationsprozess der Seehandlung vom königlichen Wachs- und Salzmonopol hin zu einer Staatsbank, der erst im 20. Jahrhundert zum Abschluss kommen sollte. In dem Beitrag wird Struensee sowohl als Wirtschaftstheoretiker in den ökonomischen Diskursen der Aufklärung zwischen Physiokratie und Frühliberalismus situiert als auch als ein Finanzpolitiker mit konsequent europäischem Handlungshorizont vor dem Hintergrund einer beschleunigten globalen und kolonialen Mächtekonkurrenz porträtiert. N2 - The article portrays the most important protagonist in the first decades of the Preußische Seehandlung, Carl August von Struensee. Serving as its director and then as Prussian minister of finances during the years between 1782 and his death in 1804, he decisively initiated the long process of transformation of the Seehandlung from a royal wax and salt monopoly to a state bank, a process that was not to be completed until the 20th century. Struensee is discussed as an author and theorist in the economic discourses of the Enlightenment as well as a politician with a genuinely European horizon facing the challenges of accelerated global and colonial competition. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-599865 SN - 978-3-86956-562-0 SP - 25 EP - 52 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Bredekamp, Horst A1 - Usenbinz, Kay ED - Wienfort, Monika T1 - Das Gebäude: Teil des Gendarmenplatzes und Relais der Berliner Museen JF - Die Preußische Seehandlung zwischen Markt, Staat und Kultur : 40 Jahre Stiftung Preußische Seehandlung N2 - Der Beitrag widmet sich der Baugeschichte des Gebäudes der Preußischen Seehandlung bis zu seinem Abriss und dem Neubau in den Jahren 1901–1903, um dann die Veränderungen dieses Bauwerkes bis in die Gegenwart zu verfolgen. In einem zweiten Schritt wird versucht, die Stellung dieser Gebäude im urbanen Kontext zu verorten. Der dritte Teil rekonstruiert an Beispielen, welch markanten Beitrag die Preußische Seehandlung für die Berliner Museen und insbesondere für die im Berliner Schloss lozierte Kunstkammer wie auch für das Museum für Naturkunde geleistet hat, indem seine Großsegler Meteor und Princess Louise von ihren Weltreisen jeweils reich beladen mit naturkundlichen und völkerkundlichen Exponaten zurückkamen, die durch Austausch oder Kauf oder auch als Geschenk erworben worden waren. N2 - The article examines the architectural history of the building of the Preußische Seehandlung up to its demolition and new construction in 1901–1903 and then traces the changes of this building up to the present. In a second step, an attempt is made to locate the position of these buildings within their urban context. The third part reconstructs by examples the distinctive contribution of the Preußische Seehandlung to the Berlin museums and in particular to the Kunstkammer located in the Berlin Palace as well as to the Museum für Naturkunde. Its tall ships Meteor and Princess Louise returned from their world voyages richly laden with natural history and ethnological exhibits, which had been acquired by exchange or purchase, or also as gifts. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-599884 SN - 978-3-86956-562-0 SP - 81 EP - 102 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Luh, Jürgen ED - Wienfort, Monika T1 - Das Jahr 1772 BT - Friedrich der Große, Polen, Spanien und die Seehandlung JF - Die Preußische Seehandlung zwischen Markt, Staat und Kultur : 40 Jahre Stiftung Preußische Seehandlung N2 - Im Jahr 1772 beschäftigten drei Dinge, die lange Zeit ihre Bedeutung behalten sollten, den preußischen König Friedrich den Großen. Zunächst war dies die Adelsrepublik Polen. Polen beabsichtigte er zusammen mit der Zarin Katharina II. von Russland und Kaiserin Maria Theresia zu zerteilen. Dies geschah am 5. August des Jahres. Der geraubte Landgewinn führte bei Friedrich II. zu wirtschaftlichen Überlegungen. Mit und in den annektierten Gebieten wollte er den preußischen Handel intensivieren, zuvörderst den Salzhandel, und zwar am liebsten mit Spanien, einem Land, mit dem er schon seit geraumer Zeit versuchte, einen Handelsvertrag abzuschließen. Dazu gründete er u. a. die Preußische Seehandlungs-Gesellschaft, die, um sich zu behaupten, verschiedene weitreichende Privilegien erhielt. Ein schneller Erfolg der Bemühungen blieb jedoch aus. Trotz aller gewährten Privilegien florierten die Geschäfte der Seehandlungs-Gesellschaft in den ersten Jahren nach ihrer Gründung nicht in dem erhofften Maß. Zu Lebzeiten des Königs kam auch kein Handelsvertrag mit Spanien zustande. Bis die Seehandlung durch die Vorteile, die sie aus dem annektierten Polen ziehen konnte, profitierte, dauerte es noch einige Jahre. N2 - In 1772, three matters that were to retain their importance for a long time occupied the Prussian King Frederick the Great. First was the noble republic of Poland. He intended to partition Poland together with Tsarina Catherine II of Russia and Empress Maria Theresa. This happened on August 5 of that year. The land gain resulting from this act of robbery led Frederick II. to economic considerations. Based on and with the help of the annexed territory, he wanted to intensify Prussian trade, first of all the salt trade and this preferably with Spain, a country with which he had been trying to conclude a trade treaty for quite some time. For this purpose, he founded, among others, the Prussian Sea Trading Company (Preußische Seehandlung), which, to assert itself, received various far-reaching privileges. However, the efforts were not quickly successful. Despite all the privileges granted, the business of the “Seehandlungs-Gesellschaft” did not flourish to the extent hoped for in the first years after its foundation. During the king's lifetime, no trade agreement with Spain was concluded either. It took some time before the Seehandlung profited from the advantages it could derive from annexed Poland. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-599859 SN - 978-3-86956-562-0 SP - 9 EP - 24 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Hannesen, Hans Gerhard A1 - Wienfort, Monika ED - Wienfort, Monika T1 - Vorwort BT - Die Geschichte der Königlich Preußischen Seehandlung und der Stiftung Preußische Seehandlung von 1772 bis in die Gegenwart JF - Die Preußische Seehandlung zwischen Markt, Staat und Kultur : 40 Jahre Stiftung Preußische Seehandlung N2 - Die Königlich Preußische Seehandlung, nach der heute die „Stiftung Preußische Seehandlung“ benannt ist, besitzt eine lange und vielseitige Geschichte. Der anlässlich des Stiftungsjubiläums erscheinende Band wirft einen Blick auf die Gründungskonstellation 1772, als König Friedrich II. die Gewerbe in Preußen fördern wollte. Er zeichnet die Aktivitäten von Männern an der Spitze der Seehandlung nach, wie Finanzminister Carl August von Struensee und dem unter- nehmerisch denkenden Karrierebeamten Christian Rother. Das Gebäude der Seehandlung wurde nach 1900 neu erbaut und ist heute in der Berlin-Brandenburgischen Akademie am Gendarmenmarkt lebendige Gegenwart. Die Seehand- lung erhielt von ihren Zeitgenossen im 19. Jahr- hundert ambivalente Urteile. Ein Ausblick auf die Geschichte der Stiftung Preußische Seehandlung seit 1983 zeigt das Bemühen um Kunst- und Kul- turförderung als zentrale Aufgabe. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-599831 SN - 978-3-86956-562-0 SP - 7 EP - 8 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Gwozdz, Patricia A. T1 - Ecce figura BT - Lektüren eines Konzepts in Konstellationen (100 v. Chr.–1946) T2 - Mimesis N2 - Worüber wir reden, wenn wir von Figuren reden, ist eine komplexe Fragestellung, die unterschiedliche Disziplinen berührt. Mit Erich Auerbachs figura/Mimesis-Projekt wurde die interdiszplinäre Forschung dieses Begriffs initiiert. Ob Literatur-, Bild- oder Wissensgeschichte – die Präsenz und Aktualität von figura in der romanistischen und komparatistischen Forschung bezeugt ein anhaltendes Interesse an der Theoriearbeit zwischen Theologie, Philosophie, Literatur- und Kunstwissenschaft. Allerdings fehlt bislang eine grundlegende methodologische Reflexion, die die interdisziplinären Aspekte gleichrangig berücksichtigt und zu einer gemeinsamen Arbeit am Begriff vereinigt. Dieses Versäumnis zu beheben, ist Aufgabe der vorliegenden Arbeit. Ausgehend von Erich Auerbach, Walter Benjamin und Hannah Arendt verfolgt die Monographie in vergleichenden Konstellationen von der Antike bis in die Moderne die literatur- und kunsthistorischen, theologischen und philosophischen Spuren von figura, die zu einer Methode der literaturphilosophischen Figuralogie ausgebaut werden. Ecce figura versteht sich als ein Kompendium interdisziplinärer Begriffsgeschichte zwischen Literatur, Philosophie und Theologie, das dazu einlädt, in neuen Konstellationen gelesen und erweitert zu werden. KW - figura KW - Auerbach, Erich KW - Begriffsgeschichte KW - Literaturtheorie Y1 - 2023 SN - 978-3-11-099722-4 SN - 978-3-11-098586-3 SN - 978-3-11-098624-2 U6 - https://doi.org/10.1515/9783110985863 SN - 0178-7489 IS - 103 PB - De Gruyter CY - Berlin, Boston ER - TY - JOUR A1 - Siegel, Björn A1 - Schlör, Joachim A1 - Cohen-Hattab, Kobi A1 - Weinmann, Franziska A1 - Wassner, Dalia A1 - Studemund-Halévy, Michael A1 - Jacob, Frank A1 - Schachter, Allison A1 - Schirrmeister, Sebastian A1 - Jessen, Caroline A1 - Jungheim, Elias S. A1 - Fischer, Saskia A1 - Cooperman, Jessica A1 - Emig, Caroline A1 - Ginsburg, Shai ED - Siegel, Björn ED - Krah, Markus ED - Czendze, Oskar T1 - “They Took to the Sea” BT - Jewish History and Culture in Maritime Perspective(s) T2 - PaRDeS : Journal of the Association for Jewish Studies in Germany T2 - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. N2 - The sea and maritime spaces have long been neglected in the field of Jewish studies despite their relevance in the context of Jewish religious texts and historical narratives. The images of Noah’s arche, king Salomon’s maritime activities or the miracle of the parting of the Red Sea immediately come into mind, however, only illustrate a few aspects of Jewish maritime activities. Consequently, the relations of Jews and the sea has to be seen in a much broader spatial and temporal framework in order to understand the overall importance of maritime spaces in Jewish history and culture. Almost sixty years after Samuel Tolkowsky’s pivotal study on maritime Jewish history and culture and the publication of his book “They Took to the Sea” in 1964, this volume of PaRDeS seeks to follow these ideas, revisit Jewish history and culture from different maritime perspectives and shed new light on current research in the field, which brings together Jewish and maritime studies. The articles in this volume therefore reflect a wide range of topics and illustrate how maritime perspectives can enrich our understanding of Jewish history and culture and its entanglement with the sea – especially in modern times. They study different spaces and examine their embedded narratives and functions. They follow in one way or another the discussions which evolved in the last decades, focused on the importance of spatial dimensions and opened up possibilities for studying the production and construction of spaces, their influences on cultural practices and ideas, as well as structures and changes of social processes. By taking these debates into account, the articles offer new insights into Jewish history and culture by taking us out to “sea” and inviting us to revisit Jewish history and culture from different maritime perspectives. T3 - PaRDeS : Zeitschrift der Vereinigung für Jüdische Studien e.V. - 28 KW - Jewish Maritime Studies KW - Jewish Sea KW - Samuel Tolkowsky KW - Seafaring KW - Maritime spaces KW - Jüdisch-Maritime Studien KW - Jüdische Meer KW - Samuel Tolkowsky KW - Seefahrtswesen KW - Maritime Räume Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-573479 SN - 978-3-86956-552-1 SN - 1614-6492 SN - 1862-7684 IS - 28 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kallenbach, Lea A1 - Förster, Magdalena T1 - Situative Entfremdung zwischen Subjekt und Welt BT - Potentiale einer weltbeziehungssoziologischen Perspektive auf Reflexion im Lehrberuf JF - Reflexion in der Lehrkräftebildung: Empirisch – Phasenübergreifend – Interdisziplinär (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 4) N2 - Dieser theoretisch ausgerichtete Beitrag schlägt eine weltbeziehungssoziologische Ergänzung des strukturtheoretischen Verständnisses von Reflexion als Befremdung des eigenen Blicks vor und diskutiert die Frage, inwiefern weltbeziehungssoziologische Annahmen das Konzept der Reflexion durch das Einfangen seiner Ambivalenz schärfen können. Hierzu wird ein empirisches Fallbeispiel herangezogen, in welchem eine reflexive Umgangsweise mit widersprüchlichen Anforderungen an die schulische Praxis – das doppelte Distanzieren – sichtbar wird. Mit Bezug auf die Weltbeziehungssoziologie wird die rekonstruierte Umgangsweise als situative Entfremdung theoretisiert. Ausblickhaft werden Konsequenzen für Forschung und Lehre skizziert. KW - Reflexion KW - Lehrpersonenbildung KW - Resonanz KW - Entfremdung KW - Weltbeziehungssoziologie Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-619103 SN - 978-3-86956-566-8 SN - 2626-3556 SN - 2626-4722 IS - 4 SP - 59 EP - 67 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Kuschmierz, Saskia T1 - Servate silvas! Nachhaltige Holzwirtschaft im Spiegel antiken Umweltbewusstseins BT - Anregungen für den Lateinunterricht T2 - Copia – Potsdamer Anregungen für den Lateinunterricht N2 - Umweltschutz und nachhaltige Lebensweise sind die globalen Herausforderungen der heutigen Zeit. Diese Arbeit wird zu den derzeit geführten Debatten einen Beitrag aus altsprachlicher Perspektive leisten, indem sie das Thema Holzwirtschaft in den Blick nimmt und dem Lateinunterricht zugänglich macht. Dabei geht die Autorin auf die antike Forstwirtschaft ein, beleuchtet den vielfältigen Einsatz der Ressource Holz und vergleicht die damals herrschenden Vorstellungen vom Nachwachsen natürlicher Rohstoffe mit dem heutigen Kenntnisstand. T3 - Copia – Potsdamer Anregungen für den Lateinunterricht - 7 KW - Schülermaterial KW - Lateinunterricht KW - Nachhaltigkeit KW - Umweltverhalten KW - Umweltschutz KW - Holz Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-603621 SN - 2748-6621 IS - 7 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Burg, Paula A1 - Lampart, Fabian A1 - Leubner, Martin T1 - Vernetzung Fachwissenschaft und Fachdidaktik BT - Literaturwissenschaft und Literaturdidaktik JF - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3) N2 - Dieser Beitrag geht der Frage nach Möglichkeiten einer systematischen Vernetzung von germanistischer Literaturwissenschaft und -didaktik in der Hochschullehre nach. Dazu sind im Rahmen eines Projekts insgesamt zwölf Seminarkooperationen durchgeführt worden, in denen jeweils ein fachwissenschaftliches mit einem fachdidaktischen Seminar kooperiert hat. Die Auswertung dieser Kooperationsseminare, die auf der Grundlage einer Auseinandersetzung mit in der Forschungsliteratur skizzierten bestehenden Problemlagen im Lehramts-Studium Deutsch und aktuellen vergleichbaren Projekten erfolgt, ist qualitativ-analytisch angelegt und erfolgt auf der Basis leitfadengestützter Interviews mit den betreffenden Dozentinnen und Dozenten. Diese ausführliche Reflexion der Kooperationsseminare zeigt zum einen Probleme der Kooperation zwischen Fachwissenschaft und -didaktik auf, zum anderen werden auf dieser Basis aber auch mögliche Gelingensbedingungen effektiver Kooperation(en) auf den Ebenen der Planung, Durchführung und Reflexion von Kooperationsseminaren eruiert. Die Befunde haben darüber hinaus auch Implikationen für die Studienordnung im Lehramt Deutsch und wurden bereits mit ersten Änderungen berücksichtigt. N2 - This article examines the possibilities of a systematic networking of German literature studies and didactics in university teaching. To this end, a total of twelve seminar cooperations were carried out within the framework of a project, in each of which a subject-specific seminar cooperated with a didactic seminar. The evaluation of these cooperations, which is based on a discussion of existing problems in the German teacher training program as outlined in the research literature and current comparable projects, is qualitative-analytical in nature and is based on guided interviews with the lecturers concerned. This detailed reflection on the cooperation seminars reveals, on the one hand, problems of the cooperation between subject science and didactics. On the other hand, on this basis, possible conditions for the success of effective cooperation(s) on the levels of planning, implementation and reflection of cooperation seminars are elicited. The findings also have implications for the study regulations for the German teaching profession and have already been taken into account with initial changes. KW - Vernetzung KW - Kohärenz KW - Kooperationsseminar KW - Lehr-Einstellungen KW - Literaturwissenschaft und -didaktik KW - linking KW - coherence KW - cooperation seminar KW - teaching attitudes KW - literature science and literature didactics Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-617851 SN - 978-3-86956-568-2 SN - 2626-3556 SN - 2626-4722 IS - 3 SP - 215 EP - 238 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Siegeris, Juliane T1 - Attracting a new clientele for computer science with a women-only IT degree course JF - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae) N2 - A degree course in IT and business administration solely for women (FIW) has been offered since 2009 at the HTW Berlin – University of Applied Sciences. This contribution discusses student motivations for enrolling in such a women only degree course and gives details of our experience over recent years. In particular, the approach to attracting new female students is described and the composition of the intake is discussed. It is shown that the women-only setting together with other factors can attract a new clientele for computer science. KW - Women and IT KW - STEM KW - Course marketing KW - Courses for female students KW - Curricula Development Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-615712 SN - 978-3-86956-548-4 SN - 1868-0844 SN - 2191-1940 IS - 13 SP - 157 EP - 170 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Görlitz, Katja A1 - Rzepka, Sylvi A1 - Tamm, Marcus ED - Weinert, Sabine ED - Blossfeld, Gwendolin Josephine ED - Blossfeld, Hans-Peter T1 - Regional factors as determinants of employees’ training participation T2 - Education, competence development and career trajectories N2 - Although the literature on the determinants of training has considered individual and firm-related characteristics, it has generally neglected regional factors. This is surprising, given the fact that labour markets differ by regions. Regional factors are often ignored because (both in Germany and abroad) many data sets covering training information do not include detailed geographical identifiers that would allow a merging of information on the regional level. The regional identifiers of the National Educational Panel Study (Starting Cohort 6) offer opportunities to advance research on several regional factors. This article summarizes the results from two studies that exploit these unique opportunities to investigate the relationship between training participation and (a) the local level of firm competition for workers within specific sectors of the economy and (b) the regional supply of training measured as the number of firms offering courses or seminars for potential training participants. KW - training participation KW - regional determinants KW - local employer density KW - training supply KW - National Educational Panel Study (starting cohort 6) Y1 - 2023 SN - 978-3-031-27006-2 SN - 978-3-031-27007-9 U6 - https://doi.org/10.1007/978-3-031-27007-9_15 SP - 337 EP - 345 PB - Springer International Publishing CY - Cham ER - TY - JOUR A1 - Barschkett, Mara A1 - Huebener, Mathias A1 - Leibing, Andreas A1 - Marcus, Jan A1 - Margaryan, Shushanik T1 - The long-term effects of measles vaccination on earnings and employment BT - a replication study of Atwood (American economic journal: economic policy, 2022) JF - Journal of comments and replications in economics N2 - Atwood analyzes the effects of the 1963 U.S. measles vaccination on long-run labor market outcomes, using a generalized difference-in-differences approach. We reproduce the results of this paper and perform a battery of robustness checks. Overall, we confirm that the measles vaccination had positive labor market effects. While the negative effect on the likelihood of living in poverty and the positive effect on the probability of being employed are very robust across the different specifications, the headline estimate—the effect on earnings—is more sensitive to the exclusion of certain regions and survey years. KW - measles vaccine KW - health KW - labor market outcomes KW - robustness KW - replication Y1 - 2023 U6 - https://doi.org/10.18718/81781.30 SN - 2749-988X VL - 2 IS - 4 PB - ZBW - Leibniz Information Centre for Economics CY - Hamburg ER - TY - JOUR A1 - Shlaka, Souhad A1 - Ouahib, Sara A1 - Berrada, Khalid ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A retrospective feedback of MOOCS in Morocco BT - what is the best scenario for the Moroccan higher education? JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624826 SP - 317 EP - 327 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Weber, Benedikt T1 - Human pose estimation for decubitus prophylaxis T1 - Verwendung von Posenabschätzung zur Dekubitusprophylaxe N2 - Decubitus is one of the most relevant diseases in nursing and the most expensive to treat. It is caused by sustained pressure on tissue, so it particularly affects bed-bound patients. This work lays a foundation for pressure mattress-based decubitus prophylaxis by implementing a solution to the single-frame 2D Human Pose Estimation problem. For this, methods of Deep Learning are employed. Two approaches are examined, a coarse-to-fine Convolutional Neural Network for direct regression of joint coordinates and a U-Net for the derivation of probability distribution heatmaps. We conclude that training our models on a combined dataset of the publicly available Bodies at Rest and SLP data yields the best results. Furthermore, various preprocessing techniques are investigated, and a hyperparameter optimization is performed to discover an improved model architecture. Another finding indicates that the heatmap-based approach outperforms direct regression. This model achieves a mean per-joint position error of 9.11 cm for the Bodies at Rest data and 7.43 cm for the SLP data. We find that it generalizes well on data from mattresses other than those seen during training but has difficulties detecting the arms correctly. Additionally, we give a brief overview of the medical data annotation tool annoto we developed in the bachelor project and furthermore conclude that the Scrum framework and agile practices enhanced our development workflow. N2 - Dekubitus ist eine der relevantesten Krankheiten in der Krankenpflege und die kostspieligste in der Behandlung. Sie wird durch anhaltenden Druck auf Gewebe verursacht, betrifft also insbesondere bettlägerige Patienten. Diese Arbeit legt eine Grundlage für druckmatratzenbasierte Dekubitusprophylaxe, indem eine Lösung für das Einzelbild-2D-Posenabschätzungsproblem implementiert wird. Dafür werden Methoden des tiefen Lernens verwendet. Zwei Ansätze, basierend auf einem Gefalteten Neuronalen grob-zu-fein Netzwerk zur direkten Regression der Gelenkkoordinaten und auf einem U-Netzwerk zur Ableitung von Wahrscheinlichkeitsverteilungsbildern, werden untersucht. Wir schlussfolgern, dass das Training unserer Modelle auf einem kombinierten Datensatz, bestehend aus den frei verfügbaren Bodies at Rest und SLP Daten, die besten Ergebnisse liefert. Weiterhin werden diverse Vorverarbeitungsverfahren untersucht und eine Hyperparameteroptimierung zum Finden einer verbesserten Modellarchitektur durchgeführt. Der wahrscheinlichkeitsverteilungsbasierte Ansatz übertrifft die direkte Regression. Dieses Modell erreicht einen durchschnittlichen Pro-Gelenk-Positionsfehler von 9,11 cm auf den Bodies at Rest und von 7,43 cm auf den SLP Daten. Wir sehen, dass es gut auf Daten anderer als der im Training verwendeten Matratzen funktioniert, aber Schwierigkeiten mit der korrekten Erkennung der Arme hat. Weiterhin geben wir eine kurze Übersicht des medizinischen Datenannotationstools annoto, welches wir im Zusammenhang mit dem Bachelorprojekt entwickelt haben, und schlussfolgern außerdem, dass Scrum und agile Praktiken unseren Entwicklungsprozess verbessert haben. T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 153 KW - machine learning KW - deep learning KW - convolutional neural networks KW - pose estimation KW - decubitus KW - telemedicine KW - maschinelles Lernen KW - tiefes Lernen KW - gefaltete neuronale Netze KW - Posenabschätzung KW - Dekubitus KW - Telemedizin Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-567196 SN - 978-3-86956-551-4 SN - 1613-5652 SN - 2191-1665 IS - 153 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Knobloch, Eberhard A1 - Kraft, Tobias A1 - Päßler, Ulrich A1 - Ette, Ottmar A1 - Götz, Carmen A1 - Schwarz, Ingo ED - Ette, Ottmar ED - Knobloch, Eberhard T1 - HiN : Alexander von Humboldt im Netz N2 - -Eberhard Knobloch: Alexander von Humboldts unbekannter Briefwechsel mit Ludwig August von Buch -Tobias Kraft und Ulrich Päßler: Das Ganze erfassen. Dem Alexander-von-Humboldt-Forscher Eberhard Knobloch zum 80. Geburtstag -Ottmar Ette: Vor und nach der „glücklichen Revolution“. Langsdorff, die Berliner Debatte um die Neue Welt und ihre Folgen für die wissenschaftlichen Expeditionen -Carmen Götz: Die (Un-)Ordnung des Schreibens. Der Index général und die Amerikanischen Reisetagebücher -Ingo Schwarz: „Jedes ernste wissenschaftliche Streben ist ehrenwert.“ Carl Friedrich von Klödens Rezension des Kosmos von Alexander von Humboldt (1845) -Tobias Kraft und Ulrich Päßler: Schriftenverzeichnis: Publikationen von Eberhard Knobloch zu Alexander von Humboldt -Eberhard Knobloch: Alexander von Humboldts Naturgemälde der Anden T3 - HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies - 47 KW - A. v. Humboldts Rußlandreise KW - Ludwig August von Buch KW - Preußische Legation am Römischen Hof KW - Eberhard Knobloch KW - 80. Geburtstag KW - Berliner Debatte um die Neue Welt KW - Antoine-Joseph Pernety KW - Cornelius de Pauw KW - Georg Heinrich Freiherr von Langsdorff KW - Aufklärung KW - République des Lettres KW - Amerikanische Reisetagebücher KW - Index général KW - Paginierung KW - Vollständigkeit KW - Überlieferungszustand KW - Ordnung KW - Unordnung KW - Alexander von Humboldts Kosmos KW - Rezension KW - Carl Friedrich von Klöden KW - Vossische Zeitung KW - Eduard Buschmann KW - Schriftenverzeichnis KW - Bibliografie Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-611678 SN - 2568-3543 SN - 1617-5239 VL - XXIV IS - 47 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Geisler, Alexandra A1 - Gerbig, Stephan A1 - Grafe, Jennifer A1 - Heuberger, Lina A1 - Kainz, Fritz A1 - Lanzl, Theresa T1 - MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen N2 - Aus dem Inhalt: - Dimensionen von Macht – Unter Betrachtung des ethischen Berufskodex, der professionellen Haltung und systemimmanenten Dilemmata im ungarischen Kinderschutzsystem – Das 12. Zusatzprotokoll zur EMRK – Chancen und Potenziale eines allgemeinen und umfassenden Diskriminierungsverbots - Zum aktuellen Stand und zu aktuellen Fragen des Menschenrechtsschutzes von LGBTQI+-Personen - Fragen nach gerechter Verteilung – eine menschenrechtliche Analyse der Allokation am Beispiel von COVID-19-Impfstoffen für Ältere - Extraterritorial Constitutional Rights: A Comparative Case Study of the United States and Germany* - Bericht über die Tätigkeit des Menschenrechtsausschusses der Vereinten Nationen im Jahre 2022 – Teil II: Individualbeschwerden T3 - MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen - 28.2023/2 Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-607573 SN - 2941-1149 VL - 28 IS - 2 SP - 89 EP - 170 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Theeraroungchaisri, Anuchai A1 - Thammetar, Thapanee A1 - Duangchinda, Vorasuang A1 - Khlaisang, Jintavee ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Thai MOOC academy BT - extending the platform towards a sandbox for the National Credit Bank System in Thailand JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Thai MOOC Academy is a national digital learning platform that has been serving as a mechanism for promoting lifelong learning in Thailand since 2017. It has recently undergone significant improvements and upgrades, including the implementation of a credit bank system and a learner’s eportfolio system interconnected with the platform. Thai MOOC Academy is introducing a national credit bank system for accreditation and management, which allows for the transfer of expected learning outcomes and educational qualifications between formal education, non-formal education, and informal education. The credit bank system has five distinct features, including issuing forgery-prevented certificates, recording learning results, transferring external credits within the same wallet, accumulating learning results, and creating a QR code for verification purposes. The paper discusses the features and future potential of Thai MOOC Academy, as it is extended towards a sandbox for the national credit bank system in Thailand. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624212 SP - 163 EP - 169 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dragičević, Nikolina A1 - Vladova, Gergana A1 - Ullrich, André T1 - Design thinking capabilities in the digital world BT - A bibliometric analysis of emerging trends JF - Frontiers in Education N2 - Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research. KW - design thinking KW - digital technologies KW - digital transformation KW - capabilities KW - skills Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2022.1012478 SN - 2504-284X VL - 7 PB - Frontiers CY - Lausanne, Schweiz ER - TY - BOOK A1 - Meinel, Christoph A1 - Galbas, Michael A1 - Hagebölling, David T1 - Digitale Souveränität: Erkenntnisse aus dem deutschen Bildungssektor T1 - Digital sovereignty: insights from Germany’s education sector N2 - Digitale Technologien bieten erhebliche politische, wirtschaftliche und gesellschaftliche Chancen. Zugleich ist der Begriff digitale Souveränität zu einem Leitmotiv im deutschen Diskurs über digitale Technologien geworden: das heißt, die Fähigkeit des Staates, seine Verantwortung wahrzunehmen und die Befähigung der Gesellschaft – und des Einzelnen – sicherzustellen, die digitale Transformation selbstbestimmt zu gestalten. Exemplarisch für die Herausforderung in Deutschland und Europa, die Vorteile digitaler Technologien zu nutzen und gleichzeitig Souveränitätsbedenken zu berücksichtigen, steht der Bildungssektor. Er umfasst Bildung als zentrales öffentliches Gut, ein schnell aufkommendes Geschäftsfeld und wachsende Bestände an hochsensiblen personenbezogenen Daten. Davon ausgehend beschreibt der Bericht Wege zur Entschärfung des Spannungsverhältnisses zwischen Digitalisierung und Souveränität auf drei verschiedenen Ebenen – Staat, Wirtschaft und Individuum – anhand konkreter technischer Projekte im Bildungsbereich: die HPI Schul-Cloud (staatliche Souveränität), die MERLOT-Datenräume (wirtschaftliche Souveränität) und die openHPI-Plattform (individuelle Souveränität). N2 - Digital technology offers significant political, economic, and societal opportunities. At the same time, the notion of digital sovereignty has become a leitmotif in German discourse: the state’s capacity to assume its responsibilities and safeguard society’s – and individuals’ – ability to shape the digital transformation in a self-determined way. The education sector is exemplary for the challenge faced by Germany, and indeed Europe, of harnessing the benefits of digital technology while navigating concerns around sovereignty. It encompasses education as a core public good, a rapidly growing field of business, and growing pools of highly sensitive personal data. The report describes pathways to mitigating the tension between digitalization and sovereignty at three different levels – state, economy, and individual – through the lens of concrete technical projects in the education sector: the HPI Schul-Cloud (state sovereignty), the MERLOT data spaces (economic sovereignty), and the openHPI platform (individual sovereignty). T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 156 KW - Digitalisierung KW - digitale Souveränität KW - digitale Bildung KW - HPI Schul-Cloud KW - MERLOT KW - openHPI KW - Europäische Union KW - digitalization KW - digital sovereignty KW - digital education KW - HPI Schul-Cloud KW - MERLOT KW - openHPI KW - European Union Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-595138 SN - 978-3-86956-560-6 SN - 1613-5652 SN - 2191-1665 IS - 156 SP - 1 EP - 29 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Meinel, Christoph A1 - Galbas, Michael A1 - Hagebölling, David T1 - Digital sovereignty: insights from Germany’s education sector T1 - Digitale Souveränität: Erkenntnisse aus dem deutschen Bildungssektor N2 - Digital technology offers significant political, economic, and societal opportunities. At the same time, the notion of digital sovereignty has become a leitmotif in German discourse: the state’s capacity to assume its responsibilities and safeguard society’s – and individuals’ – ability to shape the digital transformation in a self-determined way. The education sector is exemplary for the challenge faced by Germany, and indeed Europe, of harnessing the benefits of digital technology while navigating concerns around sovereignty. It encompasses education as a core public good, a rapidly growing field of business, and growing pools of highly sensitive personal data. The report describes pathways to mitigating the tension between digitalization and sovereignty at three different levels – state, economy, and individual – through the lens of concrete technical projects in the education sector: the HPI Schul-Cloud (state sovereignty), the MERLOT data spaces (economic sovereignty), and the openHPI platform (individual sovereignty). N2 - Digitale Technologien bieten erhebliche politische, wirtschaftliche und gesellschaftliche Chancen. Zugleich ist der Begriff digitale Souveränität zu einem Leitmotiv im deutschen Diskurs über digitale Technologien geworden: das heißt, die Fähigkeit des Staates, seine Verantwortung wahrzunehmen und die Befähigung der Gesellschaft – und des Einzelnen – sicherzustellen, die digitale Transformation selbstbestimmt zu gestalten. Exemplarisch für die Herausforderung in Deutschland und Europa, die Vorteile digitaler Technologien zu nutzen und gleichzeitig Souveränitätsbedenken zu berücksichtigen, steht der Bildungssektor. Er umfasst Bildung als zentrales öffentliches Gut, ein schnell aufkommendes Geschäftsfeld und wachsende Bestände an hochsensiblen personenbezogenen Daten. Davon ausgehend beschreibt der Bericht Wege zur Entschärfung des Spannungsverhältnisses zwischen Digitalisierung und Souveränität auf drei verschiedenen Ebenen – Staat, Wirtschaft und Individuum – anhand konkreter technischer Projekte im Bildungsbereich: die HPI Schul-Cloud (staatliche Souveränität), die MERLOT-Datenräume (wirtschaftliche Souveränität) und die openHPI-Plattform (individuelle Souveränität). T3 - Technische Berichte des Hasso-Plattner-Instituts für Digital Engineering an der Universität Potsdam - 157 KW - digitalization KW - digital sovereignty KW - digital education KW - HPI Schul-Cloud KW - MERLOT KW - openHPI KW - European Union KW - Digitalisierung KW - digitale Souveränität KW - digitale Bildung KW - HPI Schul-Cloud KW - MERLOT KW - openHPI KW - Europäische Union Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-597723 SN - 978-3-86956-561-3 SN - 1613-5652 SN - 2191-1665 IS - 157 SP - 1 EP - 27 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Moura Santos, Ana A1 - Corti, Paola A1 - Felipe Coimbra Costa, Luis ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - How to reuse inclusive stem Moocs in blended settings to engage young girls to scientific careers JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624756 SP - 271 EP - 278 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Steinbeck, Hendrik A1 - Meinel, Christoph ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - What makes an educational video? BT - deconstructing characteristics of video production styles for MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In an effort to describe and produce different formats for video instruction, the research community in technology-enhanced learning, and MOOC scholars in particular, have focused on the general style of video production: whether it is a digitally scripted “talk-and-chalk” or a “talking head” version of a learning unit. Since these production styles include various sub-elements, this paper deconstructs the inherited elements of video production in the context of educational live-streams. Using over 700 videos – both from synchronous and asynchronous modalities of large video-based platforms (YouTube and Twitch), 92 features were found in eight categories of video production. These include commonly analyzed features such as the use of green screen and a visible instructor, but also less studied features such as social media connections and changing camera perspective depending on the topic being covered. Overall, the research results enable an analysis of common video production styles and a toolbox for categorizing new formats – independent of their final (a)synchronous use in MOOCs. Keywords: video production, MOOC video styles, live-streaming. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622086 SP - 47 EP - 58 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Kristine Jonson Carlon, May A1 - Yokoi, Kensuke A1 - Maurice Gayed, John A1 - Suyama, Hiroshi A1 - Cross, Jeffrey ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Preparing for Society 5.0 with MOOC Capabilities Extension BT - an industry-academia collaboration on learning analytics dashboard development JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Academia-industry collaborations are beneficial when both sides bring strengths to the partnership and the collaboration outcome is of mutual benefit. These types of collaboration projects are seen as a low-risk learning opportunity for both parties. In this paper, government initiatives that can change the business landscape and academia-industry collaborations that can provide upskilling opportunities to fill emerging business needs are discussed. In light of Japan’s push for next-level modernization, a Japanese software company took a positive stance towards building new capabilities outside what it had been offering its customers. Consequently, an academic research group is laying out infrastructure for learning analytics research. An existing learning analytics dashboard was modularized to allow the research group to focus on natural language processing experiments while the software company explores a development framework suitable for data visualization techniques and artificial intelligence development. The results of this endeavor demonstrate that companies working with academia can creatively explore collaborations outside typical university-supported avenues. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620809 SP - 9 EP - 20 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Jin, Tonje ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - “One video fit for all” BT - game inspired online TEACHING in mathematics in STEM education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make “one fit for all” lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as “one fit for all” video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers’ side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621080 SP - 21 EP - 35 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xue, Wei A1 - Bruillard, Éric ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC in private Chinese universities BT - behavior and attitude of students learning foreign languages JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This paper investigates private university students’ language learning activities in MOOC platforms and their attitude toward it. The study explores the development of MOOC use in Chinese private universities, with a focus on two modes: online et blended. We conducted empirical studies with students learning French and Japanese as a second foreign language, using questionnaires (N = 387) and interviews (N = 20) at a private university in Wuhan. Our results revealed that the majority of students used the MOOC platform more than twice a week and focused on the MOOC video, materials and assignments. However, we also found that students showed less interest in online communication (forums). Those who worked in the blended learning mode, especially Japanese learning students, had a more positive attitude toward MOOCs than other students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-621811 SP - 37 EP - 45 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - van Esveld, Selma A1 - de Vries, Nardo A1 - Becchetti, Sibilla A1 - Dopper, Sofia A1 - van Valkenburg, Willem ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Cross, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact of Mooc and Other Online Course Development on Campus Education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The TU Delft Extension School for Continuing Education develops and delivers MOOCs, programs and other online courses for lifelong learners and professionals worldwide focused on Science, Engineering & Design. At the beginning of 2022, we started a project to examine whether creating an online course had any impact on TU Delft campus education. Through a survey, we collected feedback from 68 TU Delft lecturers involved in developing and offering online courses and programs for lifelong learners and professionals. The lecturers reported on the impact of developing an online course on a personal and curricular level. The results showed that the developed online materials, and the acquired skills and experiences from creating online courses, were beneficial for campus education, especially during the transition to remote emergency teaching in the COVID-19 lockdown periods. In this short paper, we will describe the responses in detail and map the benefits and challenges experienced by lecturers when implementing their online course materials and newly acquired educational skills on campus. Finally, we will explore future possibilities to extend the reported, already relevant, impact of MOOCs and of other online courses on campus education. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-620785 SP - 1 EP - 8 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Alario Hoyos, Carlos A1 - Delgado Kloos, Carlos A1 - Kiendl, Doris A1 - Terzieva, Liliya ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Innovat MOOC BT - teacher training on educational innovation in higher education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624560 SP - 229 EP - 237 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Xiaoxiao, Wang A1 - Shuangshuang, Guo ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Promoting global higher education cooperation BT - taking global MOOC and online education alliance as an example JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The massive growth of MOOCs in 2011 laid the groundwork for the achievement of SDG 4. With the various benefits of MOOCs, there is also anticipation that online education should focus on more interactivity and global collaboration. In this context, the Global MOOC and Online Education Alliance (GMA) established a diverse group of 17 world-leading universities and three online education platforms from across 14 countries on all six continents in 2020. Through nearly three years of exploration, GMA has gained experience and achieved progress in fostering global cooperation in higher education. First, in joint teaching, GMA has promoted in-depth cooperation between members inside and outside the alliance. Examples include promoting the exchange of high-quality MOOCs, encouraging the creation of Global Hybrid Classroom, and launching Global Hybrid Classroom Certificate Programs. Second, in capacity building and knowledge sharing, GMA has launched Online Education Dialogues and the Global MOOC and Online Education Conference, inviting global experts to share best practices and attracting more than 10 million viewers around the world. Moreover, GMA is collaborating with international organizations to support teachers’ professional growth, create an online learning community, and serve as a resource for further development. Third, in public advocacy, GMA has launched the SDG Hackathon and Global Massive Open Online Challenge (GMOOC) and attracted global learners to acquire knowledge and incubate their innovative ideas within a cross-cultural community to solve real-world problems that all humans face and jointly create a better future. Based on past experiences and challenges, GMA will explore more diverse cooperation models with more partners utilizing advanced technology, provide more support for digital transformation in higher education, and further promote global cooperation towards building a human community with a shared future. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623865 SP - 85 EP - 93 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khaneboubi, Mehdi ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Visualizing students flows to monitor persistence JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Founded in 2013, OpenClassrooms is a French online learning company that offers both paid courses and free MOOCs on a wide range of topics, including computer science and education. In 2021, in partnership with the EDA research unit, OpenClassrooms shared a database to solve the problem of how to increase persistence in their paid courses, which consist of a series of MOOCs and human mentoring. Our statistical analysis aims to identify reasons for dropouts that are due to the course design rather than demographic predictors or external factors.We aim to identify at-risk students, i.e. those who are on the verge of dropping out at a specific moment. To achieve this, we use learning analytics to characterize student behavior. We conducted data analysis on a sample of data related to the “Web Designers” and “Instructional Design” courses. By visualizing the student flow and constructing speed and acceleration predictors, we can identify which parts of the course need to be calibrated and when particular attention should be paid to these at-risk students. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623906 SP - 121 EP - 131 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Doğu Özdemir, Paker A1 - Can Bayer, Burak A1 - Mercan, Duygu A1 - Buyurucu, Gamze ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - MOOC-based Personalized Learning Experience (Ple) BT - an innovative approach to elective courses JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This qualitative study explores the impact of Personalized Learning Experience (PLE) courses at a higher education institution from the perspective of undergraduate students. The PLE program requires students to take at least one of their elective courses in the form of MOOCs during their undergraduate studies. Drawing on interviews with six students across different faculties, the study identified four key themes that encapsulate the effects of PLE courses: (1) Certificate driven learning with a focus on occupation skill enhancement, (2) diverse course offerings to enhance personal and academic development, (3) learning flexibility, and (4) student satisfaction. The findings suggest that PLE courses offered through MOOC platforms allow students to broaden their academic horizons, gain valuable skills, and tailor their education to better align with their interests and goals. Furthermore, this study highlights the potential benefits of incorporating PLE courses in higher education institutions, emphasizing their role in promoting a more dynamic and student-centered learning environment. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622098 SP - 59 EP - 66 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Lipp, Silvia A1 - Schön, Sandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Role of MOOCs and Imoox for Austrian Universities BT - analysis of performance agreements and activities at imoox JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This research paper provides an overview of the current state of MOOCs (massive open online courses) and universities in Austria, focusing on the national MOOC platform iMooX.at. The study begins by presenting the results of an analysis of the performance agreements of 22 Austrian public universities for the period 2022–2024, with a specific focus on the mention of MOOC activities and iMooX. The authors find that 12 of 22 (55 %) Austrian public universities use at least one of these terms, indicating a growing interest in MOOCs and online learning. Additionally, the authors analyze internal documentation data to share insights into how many universities in Austria have produced and/or used a MOOC on the iMooX platform since its launch in 2014. These findings provide a valuable measure of the current usage and monitoring of MOOCs and iMooX among Austrian higher education institutions. Overall, this research contributes to a better understanding of the current state of MOOCs and their integration within Austrian higher education. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622134 SP - 77 EP - 84 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Egloffstein, Marc A1 - Hünemohr, Holger A1 - Ifenthaler, Dirk ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Modularization of open online courses on the eGov-Campus BT - prospects and challenges JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Modularization describes the transformation of MOOCs from a comprehensive academic course format into smaller, more manageable learning offerings. It can be seen as one of the prerequisites for the successful implementation of MOOC-based micro-credentials in professional education and training. This short paper reports on the development and application of a modularization framework for Open Online Courses. Using the example of eGov-Campus, a German MOOC provider for the public sector linked to both academia and formal professional development, the structural specifications for modularized MOOC offerings and a methodology for course transformation as well as associated challenges in technology, organization and educational design are outlined. Following on from this, future prospects are discussed under the headings of individualization, certification and integration. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623888 SP - 105 EP - 112 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Neuböck, Kristina A1 - Linschinger, Nadine ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Central elements of knowledge and competence development with MOOCs BT - using the example of the OER-MOOC JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624668 SP - 255 EP - 262 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Khlaisang, Jintavee A1 - Duangchinda, Vorasuang A1 - Thammetar, Thapanee A1 - Theeraroungchaisri, Anuchai ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Instructional design for work-based skill MOOCs BT - challenges for workforce development in Thailand JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - As Thailand moves towards becoming an innovation-driven economy, the need for human capital development has become crucial. Work-based skill MOOCs, offered on Thai MOOC, a national digital learning platform launched by Thailand Cyber University Project, ministry of Higher Education, Science, Research and Innovation, provide an effective way to overcome this challenge. This paper discusses the challenges faced in designing an instruction for work-based skill MOOCs that can serve as a foundation model for many more to come. The instructional design of work-based skill courses in Thai MOOC involves four simple steps, including course selection, learning from accredited providers, course requirements completion, and certification of acquired skills. The development of such courses is ongoing at the higher education level, vocational level, and pre-university level, which serve as a foundation model for many more work-based skill MOOC that will be offered on Thai MOOC soon. The instructional design of work-based skills courses should focus on the development of currently demanded professional competencies and skills, increasing the efficiency of work in the organization, creativity, and happiness in life that meets the human resources needs of industries in the 4.0 economy era in Thailand. This paper aims to present the challenges of designing instruction for work-based skill MOOCs and suggests effective ways to design instruction to enhance workforce development in Thailand. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624318 SP - 221 EP - 227 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Dixon, Fred A1 - Trabucchi, Stefania ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Using analytics in a large virtual classroom for Open edX JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The main aim of this article is to explore how learning analytics and synchronous collaboration could improve course completion and learner outcomes in MOOCs, which traditionally have been delivered asynchronously. Based on our experience with developing BigBlueButton, a virtual classroom platform that provides educators with live analytics, this paper explores three scenarios with business focused MOOCs to improve outcomes and strengthen learned skills. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623895 SP - 113 EP - 120 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Nohr, Magnus A1 - Haugsbakken, Halvdan ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A taxonomy of video genres as a scaffolding strategy for video making in education JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This research paper aims to introduce a novel practitioner-oriented and research-based taxonomy of video genres. This taxonomy can serve as a scaffolding strategy to support educators throughout the entire educational system in creating videos for pedagogical purposes. A taxonomy of video genres is essential as videos are highly valued resources among learners. Although the use of videos in education has been extensively researched and well-documented in systematic research reviews, gaps remain in the literature. Predominantly, researchers employ sophisticated quantitative methods and similar approaches to measure the performance of videos. This trend has led to the emergence of a strong learning analytics research tradition with its embedded literature. This body of research includes analysis of performance of videos in online courses such as Massive Open Online Courses (MOOCs). Surprisingly, this same literature is limited in terms of research outlining approaches to designing and creating educational videos, which applies to both video-based learning and online courses. This issue results in a knowledge gap, highlighting the need for developing pedagogical tools and strategies for video making. These can be found in frameworks, guidelines, and taxonomies, which can serve as scaffolding strategies. In contrast, there appears to be very few frameworks available for designing and creating videos for pedagogica purposes, apart from a few well-known frameworks. In this regard, this research paper proposes a novel taxonomy of video genres that educators can utilize when creating videos intended for use in either video-based learning environments or online courses. To create this taxonomy, a large number of videos from online courses were collected and analyzed using a mixed-method research design approach. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624294 SP - 201 EP - 220 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Staubitz, Thomas A1 - Serth, Sebastian A1 - Thomas, Max A1 - Ebner, Martin A1 - Koschutnig-Ebner, Markus A1 - Rampelt, Florian A1 - von Stetten, Alexander A1 - Wittke, Andreas ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - A metastandard for the international exchange of MOOCs BT - the MOOChub as first prototype JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer the metadata of their courses in the same way. The paper at hand presents the genesis of the idea to establish a common metadata standard and the story of its subsequent development. The result of this effort is, first, an open-licensed de-facto-standard, which is based on existing commonly used standards and second, a first prototypical platform that is using this standard: the MOOChub, which lists all courses of the involved partners. This catalog is searchable and provides a more comprehensive overview of basically all MOOCs that are offered by German and Austrian MOOC platforms. Finally, the upcoming developments to further optimize the catalog and the metadata standard are reported. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624154 SP - 147 EP - 161 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Giannatelli, Ada A1 - Tomasini, Alessandra ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Descriptors and EU Standards to support the recognition of MOOCs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - Digital technologies have enabled a variety of learning offers that opened new challenges in terms of recognition of formal, informal and non-formal learning, such as MOOCs. This paper focuses on how providing relevant data to describe a MOOC is conducive to increase the transparency of information and, ultimately, the flexibility of European higher education. The EU-funded project ECCOE took up these challenges and developed a solution by identifying the most relevant descriptors of a learning opportunity with a view to supporting a European system for micro-credentials. Descriptors indicate the specific properties of a learning opportunity according to European standards. They can provide a recognition framework also for small volumes of learning (micro-credentials) to support the integration of non-formal learning (MOOCs) into formal learning (e.g. institutional university courses) and to tackle skills shortage, upskilling and reskilling by acquiring relevant competencies. The focus on learning outcomes can facilitate the recognition of skills and competences of students and enhance both virtual and physical mobility and employability. This paper presents two contexts where ECCOE descriptors have been adopted: the Politecnico di Milano MOOC platform (Polimi Open Knowledge – POK), which is using these descriptors as the standard information to document the features of its learning opportunities, and the EU-funded Uforest project on urban forestry, which developed a blended training program for students of partner universities whose MOOCs used the ECCOE descriptors. Practice with ECCOE descriptors shows how they can be used not only to detail MOOC features, but also as a compass to design the learning offer. In addition, some rules of thumb can be derived and applied when using specific descriptors. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623967 SP - 133 EP - 146 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Concia, Francesca A1 - Distler, Petr A1 - Law, Gareth A1 - Macerata, Elena A1 - Mariani, Mario A1 - Mossini, Eros A1 - Negrin, Maddalena A1 - Štrok, Marko ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An experience in developing models to use MOOCs in teaching and to advocate OERs JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - 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. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624609 SP - 239 EP - 254 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ebner, Martin A1 - Edelsbrunner, Sarah A1 - Hohla-Sejkora, Katharina A1 - Mair, Bettina A1 - Schön, Sandra A1 - Lipp, Silvia A1 - Steinkellner, Iris A1 - Stojcevic, Ivana A1 - Zwiauer, Charlotte ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Impact assessment of a MOOC platform BT - considerations, development, and results JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - In 2020, the project “iMooX – The MOOC Platform as a Service for all Austrian Universities” was launched. It is co-financed by the Austrian Ministry of Education, Science and Research. After half of the funding period, the project management wants to assess and share results and outcomes but also address (potential) additional “impacts” of the MOOC platform. Building upon work on OER impact assessment, this contribution describes in detail how the specific iMooX.at approach of impact measurement was developed. Literature review, stakeholder analysis, and problem-based interviews were the base for developing a questionnaire addressing the defined key stakeholder “MOOC creators”. The article also presents the survey results in English for the first time but focuses more on the development, strengths, and weaknesses of the selected methods. The article is seen as a contribution to the further development of impact assessment for MOOC platforms. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624222 SP - 171 EP - 186 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Haugsbakken, Halvdan A1 - Hagelia, Marianne ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - An asynchronous cooperative leaning design in a Small Private Online Course (SPOC) JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This short paper sets out to propose a novel and interesting learning design that facilitates for cooperative learning in which students do not conduct traditional group work in an asynchronous online education setting. This learning design will be explored in a Small Private Online Course (SPOC) among teachers and school managers at a teacher education. Such an approach can be made possible by applying specific criteria commonly used to define collaborative learning. Collaboration can be defined, among other things, as a structured way of working among students that includes elements of co-laboring. The cooperative learning design involves adapting various traditional collaborative learning approaches for use in an online learning environment. A critical component of this learning design is that students work on a self-defined case project related to their professional practices. Through an iterative process, students will receive ongoing feedback and formative assessments from instructors and follow students at specific points, meaning that co-constructing of knowledge and learning takes place as the SPOC progresses. This learning design can contribute to better learning experiences and outcomes for students, and be a valuable contribution to current research discussions on learning design in Massive Open Online Courses (MOOCs). KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-622107 SP - 67 EP - 76 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thirouard, Maria A1 - de la Villèsbrunne, Marie A1 - Bernaert, Oliver ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - From MOOC to “2M-POC” BT - an approach to transform a traditional MOOC to an efficient multi-modal learning path for companies JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - IFP School develops and produces MOOCs since 2014. After the COVID-19 crisis, the demand of our industrial and international partners to offer continuous training to their employees increased drastically in an energy transition and sustainable mobility environment that finds itself in constant and rapid evolution. Therefore, it is time for a new format of digital learning tools to efficiently and rapidly train an important number of employees. To address this new demand, in a more and more digital learning environment, we have completely changed our initial MOOC model to propose an innovative SPOC business model mixing synchronous and asynchronous modules. This paper describes the work that has been done to transform our MOOCs to a hybrid SPOC model. We changed the format itself from a standard MOOC model of several weeks to small modules of one week average more adapted to our client’s demand. We precisely engineered the exchanges between learners and the social aspect all along the SPOC duration. We propose a multimodal approach with a combination of asynchronous activities like online module, exercises, and synchronous activities like webinars with experts, and after-work sessions. Additionally, this new format increases the number of uses of the MOOC resources by our professors in our own master programs. With all these actions, we were able to reach a completion rate between 80 and 96% – total enrolled –, compared to the completion rate of 15 to 28% – total enrolled – as to be recorded in our original MOOC format. This is to be observed for small groups (50–100 learners) as SPOC but also for large groups (more than 2500 learners), as a Massive and Multimodal Private Online Course (“2M-POC”). Today a MOOC is not a simple assembly of videos, text, discussions forums and validation exercises but a complete multimodal learning path including social learning, personal followup, synchronous and asynchronous modules. We conclude that the original MOOC format is not at all suitable to propose efficient training to companies, and we must re-engineer the learning path to have a SPOC hybrid and multimodal training compatible with a cost-effective business model. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-624268 SP - 187 EP - 200 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Morales-Chan, Miguel A1 - Amado-Salvatierra, Héctor R. A1 - Hernández-Rizzardini, Rocael ED - Meinel, Christoph ED - Schweiger, Stefanie ED - Staubitz, Thomas ED - Conrad, Robert ED - Alario Hoyos, Carlos ED - Ebner, Martin ED - Sancassani, Susanna ED - Żur, Agnieszka ED - Friedl, Christian ED - Halawa, Sherif ED - Gamage, Dilrukshi ED - Scott, Jeffrey ED - Kristine Jonson Carlon, May ED - Deville, Yves ED - Gaebel, Michael ED - Delgado Kloos, Carlos ED - von Schmieden, Karen T1 - Optimizing the design, pedagogical decision-making and development of MOOCs through the use of Ai-Based tools JF - EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash? N2 - This work explores the use of different generative AI tools in the design of MOOC courses. Authors in this experience employed a variety of AI-based tools, including natural language processing tools (e.g. Chat-GPT), and multimedia content authoring tools (e.g. DALLE-2, Midjourney, Tome.ai) to assist in the course design process. The aim was to address the unique challenges of MOOC course design, which includes to create engaging and effective content, to design interactive learning activities, and to assess student learning outcomes. The authors identified positive results with the incorporation of AI-based tools, which significantly improved the quality and effectiveness of MOOC course design. The tools proved particularly effective in analyzing and categorizing course content, identifying key learning objectives, and designing interactive learning activities that engaged students and facilitated learning. Moreover, the use of AI-based tools, streamlined the course design process, significantly reducing the time required to design and prepare the courses. In conclusion, the integration of generative AI tools into the MOOC course design process holds great potential for improving the quality and efficiency of these courses. Researchers and course designers should consider the advantages of incorporating generative AI tools into their design process to enhance their course offerings and facilitate student learning outcomes while also reducing the time and effort required for course development. KW - Digitale Bildung KW - Kursdesign KW - MOOC KW - Micro Degree KW - Online-Lehre KW - Onlinekurs KW - Onlinekurs-Produktion KW - digital education KW - e-learning KW - micro degree KW - micro-credential KW - online course creation KW - online course design KW - online teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-623870 SP - 95 EP - 103 PB - Universitätsverlag Potsdam CY - Potsdam ER -