Refine
Has Fulltext
- yes (94) (remove)
Year of publication
- 2021 (94) (remove)
Document Type
- Article (94) (remove)
Keywords
- USA (9)
- United States (9)
- moderne jüdische Geschichte (8)
- Christian Gottfried Ehrenberg (7)
- 20. Jahrhundert (6)
- 20th century (6)
- modern Jewish history (6)
- 19. Jahrhundert (4)
- Forschungsreisen (4)
- 19th century (3)
Institute
- Hasso-Plattner-Institut für Digital Engineering GmbH (25)
- Extern (20)
- Institut für Romanistik (15)
- MenschenRechtsZentrum (12)
- Verband für Patholinguistik e. V. (vpl) (11)
- Vereinigung für Jüdische Studien e. V. (9)
- Arbeitskreis Militär und Gesellschaft in der Frühen Neuzeit e. V. (7)
- Klassische Philologie (3)
- Institut für Jüdische Studien und Religionswissenschaft (2)
- Patholinguistics/Neurocognition of Language (2)
Nicht nur der Lauf der Geschichte verändert sich, sondern auch Geschichtswissenschaft und -unterricht. An die Stelle des Auswendiglernens vorgegebener historischer Erzählungen trat im Laufe der Zeit zunehmend die Befähigung zu deren Dekonstruktion. Dafür müssen allerdings die Entstehungsbedingungen (geschichts-)wissenschaftlicher Erkenntnisse nachvollzogen werden können. Eine Möglichkeit, dies auf spielerische Art und Weise, aber auch auf Augenhöhe mit Lehrkräften und Historiker*innen zu tun, bieten Open-World- Spiele wie HORIZON ZERO DAWN (2017).
„Gut, besser, Vermesser.“
(2021)
Die Geschichte der Mikrobiologie als Laborwissenschaft des späten 19. Jahrhunderts hat für Ehrenberg keinen Platz. Unmodern, ja fehlerhaft scheinen die Befunde dieses „Humboldt en miniature“, der die Belebtheit von Wasser oder Luft mikroskopisch untersuchte, der Proben aus aller Welt sammelte und so zahlreiche „Infusorien“ genannte Mikroben sowie deren Effekte etwa bei Blutwundern beschrieb, deren Beteiligung an Infektionskrankheiten aber verneinte. Zugleich scheint sein ökologischer Blick auf den Mikrokosmos die Gegenwart auf überraschende Weise anzusprechen – einerseits weil Mikroben omnipräsentes Faszinosum wie Bedrohung bleiben, andererseits weil viele der Prämissen von Pasteur und Koch im Zeitalter der Genomik überholt erscheinen. Ausgehend von der zwiespältigen Position Ehrenbergs fragt dieser Artikel, warum er möglicherweise gerade deswegen spannender ist, als ihn die Historiographie bislang hat erscheinen lassen.
Semi-natural habitats (SNHs) are becoming increasingly scarce in modern agricultural landscapes. This may reduce natural ecosystem services such as pest control with its putatively positive effect on crop production. In agreement with other studies, we recently reported wheat yield reductions at field borders which were linked to the type of SNH and the distance to the border. In this experimental landscape-wide study, we asked whether these yield losses have a biotic origin while analyzing fungal seed and fungal leaf pathogens, herbivory of cereal leaf beetles, and weed cover as hypothesized mediators between SNHs and yield. We established experimental winter wheat plots of a single variety within conventionally managed wheat fields at fixed distances either to a hedgerow or to an in-field kettle hole. For each plot, we recorded the fungal infection rate on seeds, fungal infection and herbivory rates on leaves, and weed cover. Using several generalized linear mixed-effects models as well as a structural equation model, we tested the effects of SNHs at a field scale (SNH type and distance to SNH) and at a landscape scale (percentage and diversity of SNHs within a 1000-m radius). In the dry year of 2016, we detected one putative biotic culprit: Weed cover was negatively associated with yield values at a 1-m and 5-m distance from the field border with a SNH. None of the fungal and insect pests, however, significantly affected yield, neither solely nor depending on type of or distance to a SNH. However, the pest groups themselves responded differently to SNH at the field scale and at the landscape scale. Our findings highlight that crop losses at field borders may be caused by biotic culprits; however, their negative impact seems weak and is putatively reduced by conventional farming practices.
Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students’ clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper.
The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions.
Der vorliegende Artikel nimmt den aktuellen Stand zur Integration von digitalen Medien und insbesondere Videospielen in der Lehrer*innenausbildung in den Fokus. Dabei soll in einem Dreischritt vorgegangen werden: Zunächst wird ein allgemeiner Blick auf den aktuellen Stand der digitalen Ausstattung an Schulen und Hochschulen vorgenommen. Im Anschluss wird auf die formalen Vorgaben der Modulprüfungsordnungen eingegangen und folgend das didaktisch perspektivierte Konzept von Matthis Kepser (2012) vorgestellt. Darauf aufbauend wird ein Konzept für das Seminar „Narrative Computerspiele im Deutschunterricht“ vorgestellt, welches den Einsatz des RPG Maker vorsieht. Nach diesen theoretischen Vorüberlegungen wird dargestellt, welche Ergebnisse im Rahmen des Seminars, welches von 2016 bis 2019 jährlich an der Universität Kassel durchgeführt wurde, entstanden sind und an einem Beispiel verdeutlicht, welche Chancen und Herausforderungen ein solches Seminarformat sowohl für die Lehramtsausbildung als auch für den Deutschunterricht mit sich bringt.
MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC “Open Badges for Open Science”, delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area.
Universitat Politècnica de València’s Experience with EDX MOOC Initiatives During the Covid Lockdown
(2021)
In March 2020, when massive lockdowns started to be enforced around the world to contain the spread of the COVID-19 pandemic, edX launched two initiatives to help students around the world providing free certificates for its courses, RAP, for member institutions and OCE, for any accredited academic institution. In this paper we analyze how Universitat Poltècnica de València contributed with its courses to both initiatives, providing almost 14,000 free certificate codes in total, and how UPV used the RAP initiative as a customer, describing the mechanism used to distribute more than 22,000 codes for free certificates to more than 7,000 UPV community members, what led to the achievement of more than 5,000 free certificates. We also comment the results of a post initiative survey answered by 1,612 UPV members about 3,241 edX courses, in which they communicated a satisfaction of 4,69 over 5 with the initiative.
TransPipe
(2021)
Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer’s language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.
Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions.
The COVID-19 pandemic emergency has forced a profound reshape of our lives. Our way of working and studying has been disrupted with the result of an acceleration of the shift to the digital world. To properly adapt to this change, we need to outline and implement new urgent strategies and approaches which put learning at the center, supporting workers and students to further develop “future proof” skills. In the last period, universities and educational institutions have demonstrated that they can play an important role in this context, also leveraging on the potential of Massive Open Online Courses (MOOCs) which proved to be an important vehicle of flexibility and adaptation in a general context characterised by several constraints. From March 2020 till now, we have witnessed an exponential growth of MOOCs enrollments numbers, with “traditional” students interested in different topics not necessarily integrated to their curricular studies. To support students and faculty development during the spreading of the pandemic, Politecnico di Milano focused on one main dimension: faculty development for a better integration of digital tools and contents in the e-learning experience. The current discussion focuses on how to improve the integration of MOOCs in the in-presence activities to create meaningful learning and teaching experiences, thereby leveraging blended learning approaches to engage both students and external stakeholders to equip them with future job relevance skills.
The MOOC-CEDIA Observatory
(2021)
In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.
Das computergestützte Training sozialer Kognition zeigt bei Menschen mit Autismus kurzfristig gute Lernerfolge. Jedoch werden immer wieder Trainingsabbrüche durch eine zu geringe Motivation beobachtet, die eine langfristige Wirkung im Alltag beeinträchtigen. Hier können sowohl spielerische als auch adaptive Ansätze helfen. Der Beitrag zeigt anhand von ausgewählten Beispielen, wie für das Themenfeld der Emotionserkennung und für die besondere Zielgruppe der Menschen mit Autismus derartige Trainingssysteme gestaltet werden können. Abschließend werden die in den Konstruktions- und Nutzungsprozessen dieser Systeme gesammelten Erfahrungen reflektiert.
Der Beitrag widmet sich zunächst den Kompetenzanforderungen an Schüler*innen und der geringen Präsenz des Computerspiels in Schule und Unterricht. Auch mit hinreichenden Anknüpfungspunkten in Rahmenlehrplänen oder Strategiepapieren wird das Computerspiel nur dann eine stärkere Wahrnehmung erreichen, wenn die Lehrkräfte hierzu qualifiziert sind. Der Beitrag stellt daher exemplarisch vor, welcher Systematik die Lehrer*innenbildung an der Universität Potsdam folgt und welche Herausforderungen damit verbunden sind. Beispiele aus der Praxis der 1. Phase der Lehrerbildung nehmen ausgewählte Aspekte der Einbindung des Computerspiels in den Blick.
„Eine der größten Freuden meines Lebens würde sein, einmal 5 – 6 Monathe mit Ihnen, an Ihrer Seite, unter Ihrer Belehrung reisen zu können. Süßwassermuscheln, Fische, Bergpflanzen Rußlands sind wenig bekannt.“ Mit diesen Worten lud Alexander von Humboldt seinen Akademiekollegen Ehrenberg zur Teilnahme an der russisch-sibirischen Reise ein, die der preußische Kammerherr auf Einladung des Kaisers Nikolaj I. unternahm. Knapp drei Jahre nach der Rückkehr von der arabisch-afrikanischen Forschungsreise brach Ehrenberg also erneut auf: Am 12. April 1829 traten Humboldt, Ehrenberg und der Mineraloge Gustav Rose ihre Reise in Berlin an. Diese führte sie in knapp neun Monaten und über 19 000 Kilometer in den Ural und durch Westsibirien bis zur russisch-chinesischen Grenzstation Baty. Während Humboldt und Rose die Hüttenbezirke im Ural und Altai inspizierten, legte Ehrenberg botanische und zoologische Sammlungen an.