TY - RPRT
T1 - Digitale Lernangebote gestalten: Für Ehrenamtliche in der Arbeit mit Geflüchteten
Y1 - 2019
A1 - Scharnberg, Gianna
A1 - Unterholzer, Thomas
A1 - Michael Kerres
KW - Learning Lab UDE
KW - Projekt ELIF
AB -
Wie lernen Ehrenamtliche in ihrer Arbeit mit geflüchteten Menschen und wie können sie in diesen Prozessen mit digitalen Lernangeboten unterstützt werden? Dieser Frage wird im Leitfaden nachgegangen, der als Hilfestellung für die Entwicklung digitalgestützter Angebote gedacht ist.
Datengrundlage dafür war die Bedarfsanalyse des vhs-ehrenamtsportals, das aus der Kooperation mit dem deutschen Volkshochschulverband (dvv) entstanden ist. Die Erhebungen werden um konkrete Tipps zur Gestaltung erweitert und mit dem aktuellen Forschungsstand eingeleitet.
UR - https://duepublico2.uni-due.de/receive/duepublico_mods_00049140
ER -
TY - Generic
T1 - Visualizing online (social) learning processes - Designing a Dashboard to support reflection
T2 - Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2016)
Y1 - 2016
A1 - Hayit, Darya
A1 - Tobias Hölterhof
A1 - Martin Rehm
A1 - Oskar Carl
A1 - Michael Kerres
ED - Milos Kravcik
ED - Alexander Mikroyannidis
ED - Viktoria Pammer
ED - Michael Prilla
ED - Daniel T. Ullmann
KW - Dashboard
KW - Learning Analytics
KW - Online Learning
KW - social presence
KW - Visual Analytics
AB - Learning analytics, as a means to visualize learning, has been repeatedly suggested to enhance learners’ and teachers’ self-reflection in online learning processes. Departing from this notion, we propose a combination of this visual approach to learning analytics with the concept of social presence, thereby acknowledging social aspects of online learning processes that are often overlooked. More specifically, we present the considerations and design of a dedicated dashboard that supports self-reflection by visualizing (social) online learning processes. The approach is based on our belief that visualizing learning by itself does not automatically lead to self-reflection and awareness among students and teachers. Instead, organizers and instructors of learning activities need to be conscious about the social aspects of learning.
JF - Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2016)
CY - Lyon
UR - http://ceur-ws.org/Vol-1736/
ER -
TY - CHAP
T1 - Playing Computer Games as Electronic Sport - in Search of a Theoretical Framing for a New Research Field
T2 - Computer Games and New Media Cultures: A Handbook of Digital Game Studies
Y1 - 2012
A1 - Adamus, Tanja
ED - Fromme, Johannes
ED - Unger, Alexander
JF - Computer Games and New Media Cultures: A Handbook of Digital Game Studies
PB - Springer
ER -