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Competences in context
(2020)
Mobile applications are suitable as a structural possibility for students beginning their studies. Using the appReflect.UP,students are encouraged to reflect on the organization, contents, and objectives of their studies. This article focuses on how students can acquire the academic ability to consider their own actions, which is an intrinsic component of academic professionalization. The work examines how a competency framework is derived through study regulations and module descriptions, and how subsequent questions for students' reflection are systematically created using this framework. Next, the hybrid mobile applicationReflect.UPand its underlying software components are introduced, stimulating students' reflections on study content and objectives. The data gathered through the practical use ofReflect.UPis evaluated, and then the ensuing conclusions drawn from students' problems and learning processes for organizing the course of studies are explored. In addition, this paper reflects on the strengths and weaknesses of a mobile application as a sociological and technological compound for structural support of the introductory phase of education.
Krise der deutschen Nation?
(2015)
Mobile Applikationen eignen sich als strukturelle Unterstützungsangebote für Studierende während des Studieneinstiegs. Durch die App Reflect.UP werden Studienorganisation, Studieninhalte und -ziele von Studierenden reflektiert. Der bewusste Umgang mit dem studentischen Kompetenzerwerb als wissenschaftliche eflexionskompetenz ist immanenter Bestandteil der akademischen Professionalisierung und steht in diesem Beitrag im Vordergrund. Gezeigt wird, wie aus Studienordnungen und Modulbeschreibungen systematisch Fragen zur studentischen Reflexion herausgearbeitet werden und dadurch ein Kompetenzraster entsteht. Die durch den praktischen Einsatz von Reflect.UP gewonnenen Daten werden ausgewertet und dahingehend diskutiert, welche Rückschlüsse sich hieraus auf die Problemlagen und Lernprozesse der Studierenden sowie für die Studiengangsorganisation(en) ziehen lassen. Darüber hinaus werden die Stärken und Schwächen einer mobilen Applikation als sozial- und informationswissenschaftliches Amalgam zur strukturellen Unterstützung der Studieneingangsphase reflektiert.
The educational sector currently faces a massive digital transformation with various digital offerings entering the market. To provide some orientation in this transforming space, a national digital education platform (NDEP) is under development in Germany as part of a nationwide flagship project. On the one hand, in efficiently connecting the relevant stakeholders to each other and to value-adding education-related offerings, various benefits emerge. On the other hand, monopolising the educational sector and influencing the respective market through a state-controlled platform bears potential regulatory risks from misuse of power by the platform to malpractice by the users. Against this background, we aim to identify and systematise these potential drawbacks prior to the platform’s actual development and implementation. We pursue a qualitative, interpretivist approach for policy analysis, based on ten elite interviews and two workshops. Our results are threefold: (1) We capture the consolidated NDEP architecture; (2) We categorise the range of relevant functions and value propositions of the NDEP; (3) We derive 23 regulatory areas of conflict across the three building blocks that result from the potential ecosystem and function scope configurations of the NDEP. As a contribution to research, we shed new interdisciplinary light on the governance and infrastructure of public-private platforms that enable innovation and collaboration while integrating respective market segments. As a contribution to practice, we provide clear guidance for policy-makers in strategizing the development and governance of and through national digital platforms in education.