Strategien der Digitalisierung an Hochschulen

Netzwerktreffen E-Learning NRW

Veranstalter: 
E-Learning NRW
Ort: 
Learning Lab
Termin: 
26.10.2015 - 14:00 bis 18:00

OER-Strategien für die Hochschule

E-Learning NRW Workshop.

Veranstalter: 
E-Learning NRW
Ort: 
Learning Lab
Termin: 
27.08.2015 - 09:00 bis 16:00

9-10 April: International Seminar in Groningen, the Netherlands

Bild des Benutzers Anna Bukhtoyarova

On April 9-10, 2015 two guest researchers from Learning Lab UDE presented at the international seminar “Intercultural Communications in a Global Age: Political, Media and Cultural Challenges and Tensions” at Hanze University of Applied Sciences (Hanzehogeschool Groningen).

Wenden

Wenden in den Geistes-, Sozial- und Kulturwissenschaften

Veranstalter: 
Universität zu Köln
Ort: 
Köln
Termin: 
17.04.2015 - 09:00 bis 18.04.2015 - 16:00

Social Network Analysis (SNA) at the Learning Lab

Bild des Benutzers Prof. Dr. Tobias Hölterhof

In October 2014, we hosted a workshop on “Social Network Analysis in Educational Research”, where we engaged into discussions with colleagues from across Europe and provided an overview of what type of SNA research we conduct at the Learning Lab. With this post, we would like to provide a little update about our recent activities in this direction. We still employ SNA to analyze learning processes in formal and informal environments, which offers exciting insights in learning as a relational and structural activity.

ECER 2015

Bild des Benutzers Michael Kerres

ECER 2015, "Education and Transition - Contributions from Educational Research", taking place in Budapest, Hungary, from 8 to 11 September 2015.
http://www.eera-ecer.de/ecer-2015-budapest/

OER15

Veranstalter: 
Association for Learning Technology
Ort: 
Royal Welsh College of Music and Drama Cardiff, Großbritannien (Vereinigtes Königreich)
Termin: 
14.04.2015 - 17:15 bis 15.04.2015 - 17:15

A federate reference structure in an open informational ecosystem

Heinen, Richard (UDE); Kerres, Michael (UDE); Scharnberg, Gianna (UDE), Blees, Ingo (DIPF), Rittberger, Marc (DIPF)

It can be considered as one of the advantages that the production and distribution of learning materials is much easier in the digital world. The OER movement benefits from these possibilities. Whereas, publishing is one thing; the other is to maintain the material, to make it accessible and to implement methods for quality assurance – not only as the responsibility of one publisher but as a task for a whole educational system.

Repositories of OER (ROER) can help to fulfil these tasks, if they follow some given criteria (Atenas & Havemann, 2014).Yet unsolved and underestimated is the question how to enhance transparency between different ROERs (Conole & Alevizou, 2010). Or: ROERs are regarded as appropriate tools to foster (McGreal et. al., 2013) the awareness for OER (UNESCO, 2012). However ,this reflects only the perspective of publishers and not of an (inter)national educational system. If resources are open the different metadata created by authors, editors and users, or even aggregated automatically should be open as well and accessible from different places. Furthermore: collecting descriptions, peer-reviews, ratings and other metadata independent from the resource adds to quality assurance and transparency and to informational autonomy of the user.

So far we have described the main idea of an open ecosystem and the benefit of joining metadata created by different users. As a next step we suggest a federate system of OER reference systems to connect resources and metadata across ROERs.

The paper will describe a federate ecosystem for OER using the example of the German educational system ,where a variety of ROERs (Muuß-Merholz & Schaumburg, 2014) and reference platforms (Kühnlenz et. al., 2012) have been established over the past years. In order to develop this ecosystem not only metadata standards are necessary, but also open APIs to exchange information In conclusion, it is essential that all relevant stakeholders agree on one transparent policy that they develop collaboratively.

References

Atenas, J., & Havemann, L. (2014). Questions of quality in repositories of open educational resources: a literature review. Research in Learning Technology, 22(0).

Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. A report commissioned by the Higher Education. Milton Keynes, OK: Open University.

Kühnlenz, A., Martini, R., Ophoven, B., Bambey, D., & others. (2012). Der Deutsche Bildungsserver–Internet-Ressourcen für Bildungspraxis, Bildungsverwaltung und Bildungsforschung. Erziehungswissenschaft, 23(44), 23–31.

McGreal, R., Kinuthia, W. & Marshall, S, eds. (2013) Open Educational Resources? Innovation, Research and Practice, UNESCO, Commonwealth of Learning and Athabasca University, Atahbasca.

Muuß-Merholz, J., & Schaumburg, F. (2014). Open Educational Resources (OER) für Schulen in Deutschland 2014: Whitepaper zu Grundlagen, Akteuren und Entwicklungen. Internet & Gesellschaft Collaboratory.

UNESCO (2012): Paris OER Declaration. Retrieved February 10, 2014, from: http://www.unesco.de/oer-faq.html

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