Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Faszination und nüchterner Routine

Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Faszination und nüchterner Routine

14.11.2013| Fachbereich Humanwissenschaften| Institut für Allgemeine Pädagogik und Berufspädagogik | Prof. Dr. Petra Grell

Vortrag auf der Konferenz Campus Innovation am 14. November im Curio-Haus in Hamburg

Fotos at the Chinese pavillion at 70th Biennale Venice 2013

Copyright by the artist

Keine Bildrechte!

Faszination/Hype: MOOC

Downes 10.11.2013, facebook via twitter

Faszination/Hype: MOOC

https://moocfellowship.org

„Nothing has more potential to lift more people out of poverty (...). Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms“ (Thomas Friedman, New York Times, Jan 26, 2013)

Faszination/Hype: OER

„The potential for open educational resources (OER) to transform the global educational landscape is immense. OER have emerged as one of the most powerful resources to transverse the global education landscape (along with the World Wide Web and the Internet) in the past century.“ (Olcott 2012, p. 283)

Don Olcott Jr. (2012) OER perspectives: emerging issues for universities, Distance Education, 33:2, 283-290, DOI: 10.1080/01587919.2012.700561; OER Global Logo CC by Jonathas Mello

OER Aktivitäten – OECD Country Questionnaire

„Thus, only one country out of 28 does not expect OER issues to be a policy priority in the near future.“ (Hylén et al. 2012, p. 9)

Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

OER Aktivitäten – OECD Country Questionnaire

„Germany has raised a number of fundamental objections to the idea of OER.“ „Germany was the only country who responded that the OER issue is not expected to become a policy priority in the near future. (Hylén et al. 2012, p. 7 & p.9)


OER – Möglichkeiten (OECD Country Questionnaire 2012)

„There are technological, economic, social, and legal drivers behind the expansion of the OER movement. (...) But, most importantly, there is a strong sense in different parts of the educational community that OER offers a major opportunity to promote the notion of sharing knowledge as a public good.“ (Hylén et al. 2012, p. 18)


OER Vorteile – OECD Country Questionnaire 2012

•  Open and flexible learning opportunities

•  Increased efficiency and quality of learning resources

•  Cost-efficiency of OER •  The innovative potential of OER •  Systemic transformative capacity

(Hylén et al. 2012, p. 18f.)


Verschenktes Potenzial: Materialvielfalt nutzen

„However, despite the rhetoric about new social and participatory media generally and OER specifically, the reality is that their uptake and reuse in formal educational contexts has been disappointing. “ (Conole 2012, p. 131)

Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134, DOI: 10.1080/01587919.2012.700563

Wer profitiert?

„Furthermore, the ever increasing technologically rich learning environment in which today’s learners and teachers are immersed is raising issues in terms of social exclusion; the technological divide might be narrower but it is deeper – those not connected or not using these new technologies are being left behind at an alarming rate.“ (Conole 2012, p. 131)

Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134, DOI: 10.1080/01587919.2012.700563

Bereitstellen digitaler Inhalte

„Germany has raised a number of fundamental objections to the idea of OER. They question whether a lack of digital content prevents learning, particularly in the case of people with low qualifications, and whether well-educated people will benefit the most from OER.“ (Hylén et al. 2012, p. 7)


Bildungsschere

„As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.” (Patrick White & Neil Selwyn 2012)

Patrick White & Neil Selwyn (2012) Learning online? Educational Internet use and participation in adult learning, 2002 to 2010, Educational Review, 64:4, 451-469

OpenLearnWare – TU Darmstadt

Lecture2Go – Universität Hamburg

http://lecture2go.uni-hamburg.de/veranstaltungen/-/v/15206

Creating OER – Collaboration of 250 people

•  Martin Ebner & Schön Sandra (2013, Hrsg.). Lehrbuch für Lernen und Lehren mit Technologien. 2. Aufl. Berlin: epubli

•  URL:http://l3t.eu.

http://l3t.eu/homepage/das-buch/ebook-2013

Creating OER – Collaboration of 250 people

•  Martin Ebner & Schön Sandra (2013, Hrsg.). Lehrbuch für Lernen und Lehren mit Technologien. Berlin: epubli

•  URL:http://l3t.eu.

Reviewer – Reader/Editor – Illustrator – Art Editor – Co-Worker – Supporter

Authors

Schulbuch-O-Mat

http://www.schulbuch-o-mat.de

Kritik an OER

„The critiques outlined in this paper are motivated by a concern for the ways in which learners are being framed by the promotion of OER.“ (Knox 2013, p. 2)

Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354

Knox’s Kritik an OER

1.  An under-theorisation of the notions of ‘openness’ and ‘freedom’

2.  The rejection and privileging of institutional structure

3.  No place for pedagogy 4.  Assumptions of autonomy and self-direction 5.  Alignment with the needs of capital

(theoretical framework: Foucault’s governmetality)

Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354

Anhäufung von Perspektiven

und eine Vernachlässigung •  der Didaktik •  der bildenden Begegnung

Fotos at the Chinese pavillion at 70th Biennale Venice 2013

Copyright by the artist

Keine Bildrechte!

Xiao, Y., & Lucking R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. The Internet and Higher Education. 11(3-4), 186-193. Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case study in an undergraduate course. In Proceedings of the 39th IEEE international Conference on Frontiers in Education Conference. Piscataway, NJ: IEEE Press, 1408-1413.

I „Although the volume of posts increased due to the obligatory use of the application, students appeared to be ‘playing the game’ rather than using the tool for their own purposes” (Ebner et al. 2010: 97)

“In effect, transformation at the highest level, wherein students become a collaborative community generating and evaluating each other's ideas and altering their own perspectives or viewpoints, typically did not occur.” (Bonk et al. 2009: 132)

Bild: Flickr by hurstville1

Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions of transformation in three cross-institutional wikibook projects. The Internet and Higher Education, 12(3-4), 126-135. Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?. Computers & Education. 55(1), 92-100.

Partizipation ist mehr als Aktivieren oder Aufgaben erfüllen

Partizipation setzt ein Interesse an Partizipation voraus

Hochgesteckte Partizipationserwartungen – Mikrokosmos Hochschullehre

Informationen austauschen, neu mischen und weitergeben

Zusammen an etwas arbeiten (Text, digitales Objekt, Dokumentation)

Beziehungen/Netzwerke knüpfen und pflegen

„Gemeinschaft“ der Lehrenden und Lernenden?

Der Blick auf (die Studierenden und) Nachwuchswissenschaftler/innen

Jorge Cham PHD Comics, „Brain on a Stick“, published 1/26/2009 http://www.phdcomics.com/comics/archive.php?comicid=1126

Zugespitzt illustriert mit einem Cartoon von Jorge Cham (PHD Comics)

Fazit

Wir können die widersprüchlichen Anforderungen und Erwartungen im Hochschulkontext nicht „didaktisch auflösen“. –  Institutionelle Rahmung (Funktionalisierung)

–  Wissenschaft versus Praxis-Handlungskonzept-Erwartungen

–  Zweckoptimiertes Prüfung-Bestehen vs. Erkenntnisgewinn

–  Kollaboration vs. Individuelle Leistungsbewertung

Fazit

Digitale Bildungsräume in der Hochschule können einige grundlegende didaktische Probleme transparenter/sichtbarer machen.

Realitätsangemessene Konzepte für Bildungsräume (und begleitende Fallstudien),für Räume, die Bildung ermöglichen wollen.

Ausbalancieren der Interessen der Studierenden und der Lehrenden aus der Fachdisziplin heraus.

[email protected]

Bild: Flickr by crystaljingsr

Literatur

Anderson, N., & Lin, C., (2009). Exploring technologies for building collaborative learning communities among diverse student populations. In Proceedings of the 14th Annual ACM SIGCSE Conference on innovation and Technology in Computer Science Education. NY: ACM, 243-247. Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions of transformation in three cross-institutional wikibook projects. The Internet and Higher Education, 12(3-4), 126-135. Cole M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education. 52(1), 141-146. Ebner M., & Maurer H. (2009). Can Weblogs and Microblogs Change Traditional Scientific Writing?. Future Internet. 1(1), 47-58. Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?. Computers & Education. 55(1), 92-100. Ehlers, U.-D., Adelsberger, H.H., & Teschler, S. (2009). Reflexion im Netz: Auf dem Weg zur Employability im Studium. In N. Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Hrsg.), E-Learning 2009. Lernen im digitalen Zeitalter. Münster: Waxmann Verlag, 15-29. Grell, P., Rau, F. (2010). Participation under compulsion. In: International Journal of Emerging Technologies in Learning (i-JET) Vol. 5, No. 4, pp. 26-30. [Online zugänglich: http://online-journals.org/i-jet/article/view/1458] Grell, P., Rau, F. (2011). Partizipationslücken. Social Software in der Hochschullehre. In: MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung. Themenheft 21. Halic, O., Lee, D., Paulus T., & Spence Marsha (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. The Internet and Higher Education, In Press, ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.04.001. Hermann, C. & Janzen, A. (2009). Electures-Wiki – Aktive Nutzung von Vorlesungsaufzeichnungen. In A. Schwill & N. Apostolopoulos (Hrsg.), Lernen im Digitalen Zeitalter. DeLFI 2009 – Die 7. E-Learning Fachtagung Informatik. Bonn: Köllen Druck+Verlag GmbH, 127-138. [JIM 2011] Medienpädagogischer Forschungsverbund Südwest (2011): Jugend, Information, (Multi-)Media. Basisstudie zur Medienumgang 12- bis 19J-ähriger in Deutschland. Stuttgart.

Meyer, K.A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, In Press, Corrected Proof, Available online 11 February 2010, ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.02.002. Öner, D. (2009). Pre-service teachers' experiences with Wiki: challenges of asynchronous collaboration. In Proceedings of the 5th international Symposium on Wikis and Open. WikiSym ‘09. New York, NY: ACM, 1-2. Requena-Carrión, J., Rodríguez-González, A. B., Marques, A. G., and Gutiérrez-Pérez, D. (2009). Work in progress - implantation of a collaborative student-centered learning environment in a wireless technology course. In Proceedings of the 39th IEEE international Conference on Frontiers in Education Conference. Piscataway, NJ: IEEE Press, 918-919. Safran, C. (2008). Blogging in higher education programming lectures: an empirical study. In Proceedings of the 12th international Conference on Entertainment and Media in the Ubiquitous. New York, NY: ACM, 131-135. Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case study in an undergraduate course. In Proceedings of the 39th IEEE international Conference on Frontiers in Education Conference. Piscataway, NJ: IEEE Press, 1408-1413. Wheeler S (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces. Future Internet. 1(1), 3-13. Xiao, Y., & Lucking R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. The Internet and Higher Education. 11(3-4), 186-193. Xie, Y., Ke, F., & Sharma, P. (2008) The effect of peer feedback for blogging on college students' reflective learning processes. The Internet and Higher Education. 11(1), 18-25.

Bilder (CC-Lizenzen) „Attention“: http://www.flickr.com/photos/hurstville1/3732218078/ „Kalender“:http://www.flickr.com/photos/crankypressman/4013143056/ „Fragezeichen“: http://www.flickr.com/photos/crystaljingsr/914729343/