James Yuill , where the music and video just melancholic, happy, the commonplaces of Celebrate life. I only properly "cut cheese, jogging, bite into the cheese bread." Just watch.
Reminds me somehow of the famous Peter light (here's Web 1.0 homepage ) from the new album would also provide time again for great joy.
An event in an extremely relaxed and inspiring atmosphere (yes, the cows amTagungsort Castle Mickeln were also topic of conversation in between). The team from Düsseldorf Anglistik information science and has taken well to time, breaks, structured queries. So be it.
Einsaz of blogs is also in some large companies still have a thing for early adopters.
to establish corporate blogs to be the "credibility" only be developed in the blogosphere; dt bloggers are particularly critical.
social software is used by companies often used to identify new trends or develop themes.
employees blogging twitter, often external, use these media internally but barely. ME is also a problem at the university.
introduction of new media should contribute to the discussion lead with several cultures: market culture, hierarchy culture, Internet culture. Perhaps it is still at the University added the scientific culture.
Qitera the hamster behavior of the users use in finding information (save everything). The data is then divided as follows: I search the contents of which my colleagues have searched and saved first by integration into the Google search screen.
own profiles / content should be taken to other platforms, for example, also important in higher education platforms.
social media services as a river, in the purely one keeps the foot in order to collect information if it has time.
exciting regard to Mark Lombardi, who has shown after Watergate power structures in sociograms.
lot of exciting papers, ideas, projects about Twitter and in the breaks. Do I still rework.
stank After the first break there last Friday at the pretty day of media-aided teaching at Dortmund. Of petrol. The reason: A coordinated business management management project in the eLearning based on the ILIAS team work of over 150 students will soon. This had several Departments joined forces and together developed a racing car, including financing plan, etc.. Impressive.
motivating as the greetings from the Dean for Academic Studies and International Affairs, Prof. Ralf Beck. He was visibly excited by the e-learning, also support from the Dortmund team of e-tutors, teachers at the e-learning implementation. Who reports as he of the simple ways of managing groups and apparently has tried out what he says, is simply an ideal eLearning promoter.
exciting anyway: to align the faces in the ILIAS networks with names you know via forums, email, testing the new ILIAS version. Looking forward way on extremely ILIAS 4 that is already used even in Dortmund. And of course it was important to once again meet at least part of the network and exchange ideas. On Monday, I can unfortunately not be with ILIAS-NRW in Münster here. Other conference here: Social Software @ Work
The most important in my view at the workshop in which I presented then the e-Learning Integration at the University of Dusseldorf and Prof. Goldberg the activities of the Protestant University of Applied Sciences:
e-learning must be part of university teaching or be aimed at least in high school taught
committed people can often with very few human resources same reach (eg, Bochum and Dortmund)
problems, solutions and offerings to (teaching load, desire for exchange of solutions)
students as a supporter / advisor and enabler of e-learning is a very promising approach
are to the latter showed Holger Hansen (Ruhr University Bochum) and Prof. Goldberg, as well, such offers are accepted.
was confirmed also by the well-organized meeting in Dortmund, where the recognizable with black T-shirts and "e-tutoring" inscription students were very active. Can benefit the students here on several levels: recognition of credit points, (some subsequent) payment in supporting work, preparation for professional life. A concept that I know is similar in Frankfurt as " Student Consultants " successful.
paints a bleak picture of science Urs Hafner in the NZZ - and has at least so right that this side should the science be seen:
The path to the exciting knowledge and breakthrough result is often long and tedious Many attempts are in vain, the scientific life is characterized by self-doubt, failed experiments, loneliness at the computer.
are learning Psychologically failed attempts by the way extremely important. It makes sense, then, to create room for error in seminars (and use them accordingly). For this purpose the reference to an interesting presentation by Karsten D. Wolf, including a "Didactic encouragement error" constructive
What I at Hafner but can go only partially compliant, the following:
If they occur [scientists] in public, then just not so, as the scientific ethos actually asked: when the value judgments containing Experts to offer because of their knowledge of the policy for decision-making scenarios, or self-evident to question and develop disturbing ideas.
The plurality of opinions and scenarios created so alone in that experience different scientists with different opinions and interpretations. A social responsibility, it requires virtually to purchase a position - of course, without excluding other perspectives. When collecting, evaluating, and weights of these judgments are essential then the media, even if, as Hafner correctly observes, unfortunately, have often either not necessary expertise or resources to do so.
PS If you would like to point out errors here can do that like (see above). And who cares about a musical background of serious error that / the will find something in this context not entirely serious. Not even
interim report to training etc. eLearning Office Phil-Fak
Yesterday I finally got the empty barrels from our small opening of the new premises of the Office of eLearning Phil-Fak brought back (strangely gabs no deposit).
as of today, the interim report, we had also distributed at the opening, available online. Nice to see what you have done everything ;-). Moreover, something of a milestone.
Also nice: Prezi you can now integrate a embed function in ILIAS.
2009 eCompetence develop interim report July 2009 e-Learning Office of the Faculty of Arts Department of Education Research and Educational Management Education Research Institute, Heinrich- Heine University in Dusseldorf Univ. Dr. Heiner Barz barz@phil-fak.uni-duesseldorf.de eLearning Office of the Faculty of Arts - Interim Report July 2009 2 Contents The eLearning Office: Background .................... .................................................. 3 consulting and training services ............................................. ............................ 4 High School Teaching Training Courses ................... ................................... 4 On-Demand Training ......... .................................................. ............................ 5 key skills e-learning for students ................. .............................. 6 Hot Topics of eLearning ............... .................................................. ................... 6 Outlook - Training Offers ................................................. eLearning .......................... 7 hotline .................... .................................................. .............................. 7 staff training of the KS team .............. .................................................. Networking .............................................. .. 8 .................................................. ............ 10 teaching experiments with future ............................................ ................................... 11 research activities ................................................ ........................................... 13 pulses for HeinEcomp .............................................. ........................................... 13 The HeinEcomp newsletter ............................................... ............................ 14 HeinEcomp Symposium in January 2009 ............................................ ............... 14 Annex ................................................ .................................................. ................ 15 participants of past training data ............................................. ..... 15 Evaluation Introduction eLearning courses .............................................. ............ 16 Evaluation of eLearning course development .............................................. ..................... 17 trends in eLearning Evaluation ............................................. ........................ 18 Evaluation of On-Demand Training ........................................... ........................ 19 Article: "Between deceptive calm ..." ......................................... ................ 20 HeinEcomp Review Symposium on 29.01.2009 ........................................ 23 e-learning - as we understand it ........................................... ......................... 26 The team ............................................... .................................................. ............. 27 Credits ................................................ .................................................. ........... 28 e-Office of the Faculty of Arts - Interim Report July 2009 3 The eLearning Office: Background to e-learning has become a tradition at the HHU. In 2002 launched the first online seminar at the Heinrich Heine University Dusseldorf-based on the www.onlinelehrbuch jugendforschung.de - coordinated by Prof. Dr. Heiner Barz and the team of the Department for Education Research and Educational Management. As a cooperation partner were at the BMBF-funded project, the universities of Munich (LMU) and Freiburg involved. overcome with respect to the bodies of the HHU itself to fear and anxiety associated with the use of eLearningSzenarien in college, (see "e-learning - as we understand it." handout for Rector's meeting on 24.2.2005 in the appendix). Goal of HeinEcomp is the existing e-learning approaches to the HHUD systematically develop and consistently integrated into the teaching. Since the Förderalismusreform somewhat delayed by the project start in April 2008 is the end of 2010 around one million euros available to implement the organizational and substantive requirements for a wide implementation of eLearning at HHUD. HeinEcomp is realized in cooperation with the university-wide multimedia center, ZIM, the Dean of Studies of Medicine and the Center for Studies universal. As part of www.heinecomp.de the Department for Education Research and Educational Management workspace "skills training and support," has taken over. With the establishment of e-Office at the Faculty of Arts and a diverse range of training courses for teachers of all faculties the HHU is already in the famous Juling-Approval required by the central training center for ICT issues - beyond product training - as eCompetenceCenter one step closer. Screenshot of the press release for the first online seminar at the Heinrich-Heine-University Dusseldorf accompanied the of tele tutors seminar was held at the big three universities participating students appreciated: Expert knowledge, pleasure in learning, improving their media literacy and, not least the temporal and spatial independence eLearning were crucial to this success. Unlike many e-learning support projects in the "e-learning course book 2004 - Products from the support program New Media in Education - Universities "1 are listed, the online textbook has been continuously maintained, further developed and expanded with additional partners. Since 2006, eg Prof. Losseff-Tillmanns, FH Dusseldorf, through collaborative research seminars on youth-social workers. Also in 2006, in collaboration with Professor of leguminous Esch teaching materials for the beautiful in Cologne and Dusseldorf exhibition to be seen "to die for! Age, Dance of Death and dying art from 1500 to today, "created and kept available online. End of 2004, the Department for Education Research and Educational Management in charge of designing the project plan HeinEcomp involved. In more than 100 project applications HeinEcomp belonged to the 23 who did not get a funding commitment. Not only were hurdles to overcome on the part of donor funding. It also required a lot of convincing 1 URL: http://www.bmbf.de/pub/nmb_kursbuch.pdf By signing the cooperation agreement with the Institute for Knowledge Media (IWM), on the eTeaching @ University Transfer meeting on 15.10.2004 in Berlin Dusseldorf was one of a select group of the transfer schools (Humboldt-University Berlin, RWTH Aachen, Stuttgart University, LMU Munich), where the use, location, completion and evaluation of the qualification portal e-teaching.org was offered. (Signing of the Cooperation Agreement: Second from left: Professor Barz, in the middle of the Director of IWM, Prof. Hesse) eLearning Office of the Faculty of Arts - Interim Report July 2009 4 consulting and training services since the summer semester of 2007 were from the Department of Educational Research and Education Management (initially funded by student fees) e-learning training opportunities are made for lecturers. Under the HeinEcomp project is made possible since the spring of 2008 university-wide support for all questions on the subject of e-learning. Under the umbrella of HeinEcomp project, the e-learning team of the Faculty of Arts is now a wide Training and consultancy services for teachers and students at. The focus of the training are taught both in the appropriate use of e-learning and in supporting the development of new, innovative courses. The spectrum ranges from e-learning applications for beginners (such as online delivery of texts or film sets) to complex educational scenarios in the blended learning format, on learning platforms like Moodle and ILIAS can be realized. Blended-learning seminars for students to build key skills in eLearning2 offered. These prepare the participants including the teletutorielle care of online events as student assistants before. Since the project began more than 130 participants were able to extend their skills in the field of eLearning. An overview of the numbers of participants and evaluation results can be found in the appendix. Introduction In the Introduction to eLearning eLearning experienced faculty from the participants view clearly demonstrate that communication and learning in a blended learning setting (a mixture of online and face-to) leaves. Screenshot of an online learning module of the introductory course, participants work in supported online small groups of bases on eLearning (features of online communication, use of forums, chats, learning modules, reflection of eLearningIdeen) and receive technical and educational tips for implementation. Higher Educational Training Courses The Team offered by the KS-university educational training for faculty involved in the certificate program for college teachers' performance "3. The cost for the participants between 12 and 20 work units at 45 minutes to the "Advanced Course eLearning courses include both classroom and online phases. Advanced Course in Development eLearning Course eLearning faculty in designing and implementing their e-learning seminars are supported. The content is tailored to the current issues and needs of participants and include for example: Educational opportunities to use e-learning basics of e-planning presentation and discussion of the participants own eLearningProjekte Teaching fundamentals and technical assistance in the preparation of (online) test 2 3 URL: http://tinyurl.com/schluesselkompetenz URL: http://tinyurl.com / teaching skills eLearning Office of the Faculty of Arts - Interim Report July 2009 5 Trends in eLearning in the training "Trends in eLearning", current developments in e-learning (eg use of Twitter, blogs, wikis, ePortfolios, and virtual classrooms) are presented and analyzed. On-demand training on higher educational training also have been a number of on-demand training sessions conducted. This Trainings are offered on demand from individual subjects or groups of teachers. Scope and content are customized to the needs of participants. The offers, which can each be booked separately, at a glance: ILIAS Introduction The ILIAS on-demand training is a classic e-learning offer for Beginners: The participants are in a practical exercise, knowledge of basic functions of the learning (including course facility, file upload , online training) taught. In addition, an overview of other eLearning tools such as online testing and learning modules will be given. Meeting in the virtual classroom this work, the participants during a short-line phase in a wiki and their own content to the educational and technical capabilities of selected e-learning trends. In two accompanying events, the presence of trends in terms of their useful didactic implementation are discussed. Screenshot of a Schulungswiki the KS team is a key approach in the on-demand training to the presented features are not just technically, but always in conjunction with the didactic scenarios and practical examples to present. e-Office of the Faculty of Arts - Interim Report July 2009 6 The creation of tests based on-demand training to the test preparation for students who have completed their course offerings through voluntary online self-tests or want to supplement and online mandatory audits. During the training, the most important types of questions presented and some practical advice on the question wording connected. Subsequently, the participants sat in a training phase to test their own issues with the learning platform ILIAS. The training was in the summer term 2009 for the first time under the "advanced course eLearning offered. Key skills e-learning for students, the seminar is aimed at students, the first 2. 3. 4. To receive an introduction to the possibilities of online-based course Web 2.0 applications use to organize their studies and their knowledge, want new opportunities (and difficulties) of test-based online teaching and want to discuss do understand what e-learning courses at the University of Dusseldorf are offered and how they care for them as student assistants could. ILIAS learning modules of this course will create didactic principles for designing online learning modules discussed and, where practical design tips in areas such as structure, typography and color. In a practical exercise phase, participants learn their own ILIAS learning modules to create. The training has been offered several times during the "introductory course e-learning, but can be booked separately. Hot Topics of eLearning Under the heading "Hot Topics of eLearning has the KSTeam a series of workshops on current issues important eLearning initiated and made relevant. Hot Topic Workshops include: Web 2.0 Copyright Notice faculty and student portal more on-demand training Blended-Learning with ILIAS: Teaching fundamentals for the design of blended learning courses. How to integrate e-learning phase in events? Wikis in eLearning: characteristics, applications and teaching tips for using wikis in higher education Web 2.0 blogs and wikis in education was highlighted at the workshop "Web 2.0" on 30 April 2009 with guest speaker Thomas Molck (FH Dusseldorf) After. Introduction and exemplary examples were the participants of the workshop try in the practical implementation and use of a wiki. The documentation is available on the Web: http://tinyurl.com/th-molck screen shot from a Schulungswiki the KS team eLearning Office of the Faculty of Arts - Interim Report July 2009 7 Copyright Dr. Michael Beurskens (Information Officer Faculty of Law) discussed 28 May 2009, the rules of copyright for eLearning. The team from the Faculty of Arts has recorded this lecture Lecturnity and made available on the net: http://tinyurl.com/beurskens on-demand training by appointment: ILIAS introduction Blended-Learning with ILIAS learning module creation test creation Wikis eLearning in the other properties follow. Privacy Policy For the sensitive topic of "Privacy and e-learning" was the Assistant Supervisor of HHU Dusseldorf, Uwe Hofmann, on the 25th for a workshop June 2009 won. After an initial overview of providers and users of e-learning materials, there was much room for questions and discussion, allowing the different standards will be discussed from various areas of law. View: Courses in the WiSe 09/10 introduction of e-learning courses advanced courses eLearning key skills course for students on-demand training NOW AT: 81-10888 faculty and student portal The portal developers team allowed on 16 July 2009 insights and perspectives on the functional portfolio of the new faculty and student portal of the HHU Dusseldorf. Although the goal a little more in the future: In the final target is the portal to simplify things. eLearning Hotline The team offered by the KS-practical induction training, advanced courses (follow-up workshops) and on-demand training provide important building blocks for the successful transfer of knowledge acquired in everyday work. Alone, they are not sufficient. The use of new media in education is not only technically but also in teaching methods of a challenge that even after successful completion of Training a constant support and advice required. Many questions and problems arise only in a more thorough study of the topic and the first use of new methods. Therefore, it is provided by KS team eLearning own hotline to all staff and students of HHUD is direct and competent support. Outlook - training offered in the coming semester offers the eLearningOffice different courses and training, in which participants learn how they can be an enriching and integrating eLearning in their teaching. Introductory courses eLearning Two 4-hour presence dates with intermediate online phase: Fri, 4 September to Friday, 2nd October 2009 or Friday, 26th February 2010 to Friday, 26 March 2010 Advanced Course eLearning From Monday 29 March 2010, more dates will follow. Key skills e-learning for students - on-line support for the study in WAS 09/10 e-mail hotline: Phone: Office: elearning@uni-duesseldorf.de 0211 / 81-10888 23:03:01 building, space 89 e-Office of the Faculty - Interim Report July 2009 8 of the staff training KSTeams The STS team is continued continuously. For example, two members of the team several months have successfully completed training as teletutor. In addition, training opportunities such as the use of wikis in higher education context to ePortfolios or to visit Web 2.0 in teaching. Wikis in the high school context with the trade forum "Wikis in eLearning" 4 discussed various applications of the use of wikis in higher education. In particular, using the presentations from colleagues, the wiki for some time in their events and have a correspondingly large wealth of experience gave the team KS important ideas for their own training courses. tele-tutor training as part of the eighty-hour training were taught the participants important skills to design and support of blended learning courses. Educational participation of the KS-teams: tele tutor training wikis in higher education context was ePortfolios in teaching Web 2.0 high school teaching in the University Teaching and Learning I and II training multipliers So in the course "Trends in eLearning successfully used its own wiki, and thus the basis for a new on-demand training placed on wikis. For internal documentation, the KSTeam used for over a year, a project wiki. The Düsseldorf participants of the training, from left: Eva Ludowig (. Math.-Nat), Ursula Kessen (Medicine), Michael Beurskens (Jura), Anja Kirby, Mirco cradle (both Phil.) use of ePortfolios in an all-day workshop organized by the Goethe University of Frankfurt (mega digital) learned some of the characteristics of different teams eLearningOffice portfolio species know and exchanged views on a variety of uses from a ePortfolios in teaching. The participants created their own ePortfolio using the freely available Mahara ePortfolio system. ePortfolios include the ability to make the learning process visible, which for example practical reports or research documentation offers interesting perspectives. The knowledge gained from this workshop was successfully conveyed to KS training participants, ideas are the use of ePortfolios in their own teaching already incurred. Blended-learning programs mix classroom with online teaching and thus provide students the opportunity to phases of their learning to be flexible. Combine them - in terms of a constructivist theory of learning self-directed learning with intensive care teletutorieller. Participants sat apart in the training with the theoretical foundations of online communication and knowledge transfer and create their own online-based course design. Tele certified tutors are also in view of the design, implementation and support of blended learning courses in science education at the HHUD of considerable importance. 4 URL: http://tinyurl.com/wikis-lehre eLearning Office of the Faculty of Arts - Interim Report July 2009 9 Web 2.0 in college at the two-day workshop (23.6. And 30.6.2008) Higher Education and the Center of the TU Dortmund opportunities have been developed, applications that would otherwise be used more in informal learning contexts (Web 2.0), involve them in higher education. The challenge is, inter alia, fun and self-motivation, which are present in these contexts to integrate into the university. In the training specific e-learning ideas were reflected on the basis of various criteria, and implementation examples discussed. Teaching and Learning I and II This course consists of three elements: a workshop (February 2009), a practice phase (April-July 2009) and a final evaluation, and depression (June 2009). The first part is for your own Positioning in the field of "Teaching, Learning and Teaching" and the acquisition of basic skills in perception, observation and evaluation of teaching and learning processes. The second part and also the very core of the event consists of an observation experience and a collegial case consultation. Finally, the evaluation at the workshop and the practical phase experience. Training university teaching multipliers The training (April 2009-March 2010) is designed as a train-the-trainer seminar: it is to put the participants in the ring, even in the high school educational training courses and support staff to take over. It also includes teaching experiments and Teaching internships. The offer is implemented by the Higher Education and the center of the TU Dortmund. The development comprises a total of six 2 to 3-day workshops and conduct their own practical workshops. e-Office of the Faculty of Arts - Interim Report July 2009 10 Regular networking meetings and workshop visits, for example GMW08, Danube University Krems, 16.-18. September 20 085 Fernausbildungskongress, Bundeswehr University of Hamburg, 10 September 20 086 e-learning services at the universities of North Rhine Westphalia, University of Duisburg-Essen, 12 December 20 087 ILIAS network NRW day of media-aided teaching, FH Dortmund, 25 September 2009 Social Software @ Work, Castle Mickeln 28-29. September 2009 with original quotes from participants and tele tutors and an estimate of the (often underrated) time need of the tele-tutor for the seminar support, they describe the care of a Blended-Learning Seminar: "Between deceptive calm and feverish work" 8 (attached). Chinese do eLearning The eLearning qualifications for staff of the Faculty of Arts was the planners of the Chinese-German Association (CDV) have noticed: In addition to Muenster and Tuebingen, the 18-member Chinese delegation of decision-makers from different areas of vocational education to University short at the HHU station. Participation in these events is a demonstration of their own ideas and projects and networking with the eLearning community. The monitoring of e-learning strategies of other universities is an essential element of the effort to provide timely advice and training opportunities available. Items in Online Tutoring Journal In a publication of the online tutoring journals represent Nina Göddertz, Timo van Treeck and Mirco Craddock a successful blended learning program for students and vividly demonstrate the typical "cliff" that as teletutor during a semester to "circumvent" applies. Professor Barz and Timothy van Treeck with the gifts, the inevitable Plastic mascot of the Olympics in China. Items in Online Tutoring Journal, Issue 2 (9), April 2008. Organized by the "Chinese-German Association for the International Association of experiences of highly qualified personnel from industry, science and technology and to promote trade and economic cooperation" (Dusseldorf) were just the efforts of broadening the use of eLearning in the center of attention. Prof. Dr. Heiner Barz and Timothy van Treeck (MA) presented on 25.10.2007 for a few hours on the campus situation, scenarios and perspectives of eLearning at the HHU. Officially, the delegation was welcomed by the then Dean of the Faculty of Arts, Prof. Dr. Hans T. Siepmann. 5 6 7 URL: http://tinyurl.com/GMW08 URL: http://tinyurl.com/fernausbildungskongress URL: http://tinyurl.com/nrw-elearning 8 URL: http://tinyurl.com/tutoring -journal e-Office of the Faculty of Arts - Interim Report July 2009 11 teaching experiments in future pilot projects and teaching experiments to test new formats as well as new tools. Currently testing phases run with the virtual classroom and an English web-based courses with international partner universities in the U.S. (Projektbeschreibung9, Ankündigung10). Even in the selection and the trial use of voting systems (see "Public Joker" in "Millionaire?") at the HHUD the KS team was involved. The evaluation data for the winter semester show 08/09, that is the part of students' interest in international cooperation. Here are some voices of the students: "I am very happy with this course because you try to establish new kind of search for courses at the uni Which are much more modern than many others." "I really enjoyed the course and learned a lot"! "I think it was a great experience to be able to go to attend the VC11 with the ladies and the man in the U.S.." "It's very impressive, how much you were engaged, very, very good super vision! - Unfortunately that's something very rare in other courses ... "sociology of education online international To offer students the opportunity to gain even without foreign term cross-cultural learning experiences, the blended learning course "Sociology of Education online international" was developed. Blended learning enables international high school cross-study opportunities, as the seminar is held virtually next few physical meetings. The students get the opportunity with students and lecturers from foreign universities in the virtual space to communicate and inter-cultural exchange. For the winter semester 08/09 as cooperation partners were David John Frank, a professor at the University of California (Irvine), and Ellen Eckman and Heidi Schweizer, are professors at Marquette University (Milwaukee) won. Cooperation partner in WiSe 08/09: Marquette University of Milwaukee cooperation partner in WiSe 08/09: University of California 9 URL: virtual classroom http://tinyurl.com/lehrfoederungsfonds 11 10 URL: http://tinyurl.com/ankuendigung eLearning Office of the Faculty of Arts - Interim Report July 2009 12 e-Office of the Faculty of Arts - Interim Report July 2009 13 Parallel to the research training and consulting services to edit research topics. The proposed research project in the BMBF LeLeCon (teaching-learning Controlling) for controlling formation in eLearning, in August 2008 as a of 30 projects from 170 applications selected for funding. cooperate after the project started in November 2008 under the direction of Professor Barz of Philosophy, Medicine (Prof. decking) and Economic Sciences (Prof. Franz) over a period of three years. The project is an example of the Heinrich-Heine-University Seminar concepts offered a comprehensive comparison of the (teaching) expenses of web-based course offerings conducted with traditional classroom teaching. The raised labor and material resources required for design, creation, implementation and support of various forms of teaching is to provide a more accurate basis for educational planning capacity. The course of the project developed controlling instruments may come into presence and web-based seminars of three faculties are used. The research results will provide a solid scientific and economic basis for decision making teaching at German universities and contribute to anchoring practical education controlling instruments and approaches into mainstream higher education controlling. During our first ILIAS learning platform was still hosted by the IKM-service team of the Faculty of Arts, because the former URZ not offer such a service could be of ILIAS ZIM now available university-wide. That the ZIM in recent months on the elimination of the annoying and threatening certificate warnings works that appear when you reach certain HHU sites ... that the storage capacity of the university email accounts has been increased ... that the mailing lists now (mostly) work without day-long delay ... These are all examples of improvements that we in the interests of have encouraged students and teachers. Furthermore, we have constructive suggestions to improve the user experience can make the student and Dozierendenportals. The university-wide deployment of blogs and wikis has been made at our suggestion already in prospect. More over, the activation of different ILIAS functions, such as feeds, can be excited. International cooperation seminars remain temporarily on the Virtual Classroom software referenced by external providers. Fortunately, the Faculty has with its ICM service team on a service-oriented institution of short distances, responding to technical and pedagogical innovations in real time. This allows teachers and students there, for example to access the remote Moodle, blogs and wikis easily apply and use the high-equipped computer rooms of the Centre for Media Practice (ZMP). We are in cooperation with the Faculty of Arts KIM actively in the development of an "order on the use of tele-media in teaching and learning" and involved with particular emphasis on the consideration the precise requirements for the didactic meaningful e-learning applications. In the tele-media system to the formal legal framework required to be fixed for the use of eLearning at the HHU. The impetus for HeinEcomp HeinEcomp project development has been supported by various initiatives of the registered teams KS substantial progress. The CS team was involved including in the successful implementation of the kick-off event and is currently up for a follow-up workshop to present to its various areas of the project, its interim financial statements and the plans for the future to be clarified. The number of recorded lectures and presentations (Video Lectures) in the meantime HHUD rises steadily - even after the ZIM HHU since 2008 at last an appropriate software and hardware provides. e-Office of the Faculty of Arts - Interim Report July 2009 14 HeinEcomp The newsletter of the STS team designed HeinEcomp newsletter reported in early 2009, four times a year on relevant changes, training opportunities and events from the world of eLearning. The focus is inspiring examples and tools from the HHU even stand, and reports on current eLearning activities at the HHUD. So far over 100 people have subscribed to the HeinEcompNewsletter, the number is growing steadily. The registration facility for the HeinEcomp newsletter can be found here: www.heinecomp.uni-duesseldorf.de/Newsletter HeinEcomp Symposium in January 2009 on the first HeinEcomp Symposium on 29.01.2009 presented with a focus on video lectures HeinEcomp the funded projects, their e-learning developments. Newsletter topics have included: invitation to HHU-grants for innovative e-learning site report on the awarding of grants lecture recording Lecturnity podcasts and screencasts collection of eLearning courses for the current semester Press reviews: eLearning at HHUD date information on e-learning lectures, workshops, training courses, training, Prof. Heinz Mandl said the keynote at the First HeinEcomp The symposium keynote speaking on the Symposium - at the invitation of Prof. Heiner Barz - the renowned Prof. Heinz Mandl (LMU), which drew particular attention to the support problemlösungsorienterter seminar concepts with video lectures. Review and press announcement can be found in the appendix. e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 15 Annex subscriber data of the previous training title of the training semester degree (in AE) 20 12 20 20 2 20 2 12 6 4 12 2 2 34 Number of participants 7 9 11 11 13 6 9 4 4 6 8 10 36 134 participant hours 140 108 220 220 26 120 18 48 24 24 96 20 72 1136 Introduction to eLearning eLearning Course Advanced Course Introduction Introduction eLearning ODS: ILIAS short introduction + outlook eLearning Introduction to eLearning ODS: ILIAS short introduction + Outlook e-learning design course ODS: ILIAS introduction + outlook eLearning ODS: ILIAS introduction + outlook eLearning Trends in eLearning ODS: ILIAS short introduction + outlook eLearning ODS: ILIAS introduction for students of a seminar WAS 07/08 WAS 07/08 SS 08 WAS 08/09 (autumn) WAS 08/09 WAS 08/09 (spring), WAS 08/09 SS 09 SS 09 SS 09 SS 09 SS 09 SS 09 origin of the participants by faculty / Facilities Medical Faculty of Arts Faculty of Mathematics and Natural Sciences University and State Library (ULB) Economic Faculty of Law Faculty Administration Center for Information and Media participants 112 10 4 3 2 1 1 1134 eLearning Office of the Faculty of Arts - Interim Report July 2009 - Annex 16 Evaluation introductory courses eLearning WiSe 07/08, Summer Term 08, WiSe 08/09 eLearning Office of the Faculty of Arts - Interim Report July 2009 - Annex 17 Evaluation Advanced Course eLearning SoSe 09 e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 18 evaluation trends in eLearning SoSe 09 e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 19 Evaluation On Demand training WiSe 08/09, Summer Term 2009 e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 20 Nina Göddertz, Timo van Treeck, Mirco Craddock: "Between deceptive calm and feverish work - caring for Blended Learning seminars" Online Tutoring Journal, Issue 2 (9), April 2008 on the other hand but also the form of seminars themselves, which combines a blended-learning setting as it were the best of classroom and online teaching. Framework and structure - information on education, the concept shown here teletutoriell accompanied Blended Learning is the emerged from 20012003 supported by the BMBF project "online textbook youth research. Then 20 learning modules were about Youth research developed, directed at students of education, developmental psychology, as well as teaching students (Modules at www.online-lehrbuch.de). After the project was further seminars in the subjects of art history, social sciences (Heinrich Heine University in Dusseldorf), and social and cultural sciences (FH Dusseldorf) developed and implemented. Overview of the seminar concept The seminar contents are provided by the learning platform ILIAS student small groups of about five students. The tasks within the learning modules are designed to be different challenges for the division into subtasks and the working group bring with them (collection of links, collection, discussion and presentation of research results, profiles of institutions, reports on educational projects, theory and practice tasks). Through forums, chats, emails and exchange, the participants into small groups for problem solving and maintaining each module has a detailed written response. It includes formal and substantive criteria, but also a feedback on the online documented history of group work. To facilitate the coordination of group work, each takes a group member per module, the role of the group moderator (see Figure 1). Abstract: The authors describe a successful blended learning program for students and vividly demonstrate the typical "cliff" that in the course of a semester as teletutor "circumvent" to apply. Direct quotes from participants and tutors provide tele authenticity of the representation, which is complemented by an estimate of the (often underrated) time need of the tele-seminar tutor for support. A night scenario It is Tuesday evening, 23.56 clock, have only just have a look at the ILIAS learning platform. Just to make sure that everything is going well and then fall into bed reassured. Unless the plan. As you type my name and password creeps me feel uneasy, have been strangely quiet all day: No desperate e-mails, because the work tasks were not found, no panic message via forum posts, because the chat was empty at one time and now supposedly could not be exported. But no sooner arrived on my personal desk, confirmed my premonition, because pile in my mailbox, e-mails and messages on forum posts. Sending messages to the private e-mail account had not been activated during an update, so I was not a single Mail on the new forum entries. So take a deep breath and one by one. The moderator of the group A has been trying to achieve today for lunch and wrote a whole three e-mails with the subject "is maybe just, "" will is in short "and" works in no case ". What is meant is an event that would have been the group with a school should arrange to obtain information via on-site interviews with a dispute resolution program. "To make appointments with teachers just before the Christmas holiday, is simply impossible," writes the group moderator. In a reassuring e-mail, I offer a chat date for the next day to appease the worst trouble and reassure her that the work will be determined yet. An assessment that, given the excellent edited by the task group to happiness then confirmed. Of course, this scenario described is not the norm, but the worst case scenario: the deadline for the students' work is not far away, Christmas is coming up and strike on top of all the technology. is remarkable, however: even if appearing in an e-learning seminar such problems, the assessment of this seminar is to form the Heine University Dusseldorf extremely positive. For the good results are responsible: first, dedicated, time-consuming teletutorielle care, 1: Exchange of information on small group work Selected results of group work are presented in addition to the groups in class lectures and thereby among all the seminar participants discussed in depth (see Figure 2). A presence event at the beginning of the course is an introduction to technology and seminar design and the formation of working groups. In this context, there associated with the seminar as special requirements are taken to the students in the areas of time management, self-directed learning and on-line organization of group processes. e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 21 online and classroom phases are thus closely interrelated. The learning modules will be timed with a processing time of 14 or 21 days consecutively in practical modules released. Active participation in work tasks is necessary for the achievement of equity awards. Further, for example, certificates of final examinations are acquired by additional oral examinations, written exams or written papers. Problems in the startup phase The initial phase - ie the first four to five weeks of the seminar - proved to be the most critical phase of every course, there can come together in this time several challenges. As the students enter immediately after the introductory course in group work for the first online module and to have to coordinate an early stage within their small group, can lead to withdrawals by participants organizational problems (a problem on the points already Nistor 2002): Participants: "Sorry for the late reply, but unfortunately had a lot with my move and to do everything around it. I regret to say that I was not the event this semester can show. This is because I an undergraduate student I too expected have "(anonymous original quote) Figure 2. Sequence online and in-phase care concept in the context of e-learning seminar comes as a rule the following roles to play: lecturer, teletutor, group facilitator, group member. In preparing the learning materials can also be involved authors. The division of roles provides the following functions and responsibilities before: The lecturers are mainly for the content of the learning modules responsible (possibly in collaboration with authors), the preparation and conduct of the class lecture and for the technical feedback to the students. The main task of the tele tutors is to the students organizational and social support (eg assistance with group conflict, remembering deadlines, motivation inactive participants, etc.) and provide technical assistance. Sometimes the roles are filled by the same lecturer and teletutor person or entrust part of the substantive work on the tele-tutors. The group facilitators role essentially involves the coordination of work of their own group. Group moderators formally responsible for the delivery of an adequate quality work report. Experience working as teletutor Our personal experience as a tele-tutors in the previously described concept seminar are very positive. The cooperation and commitment of students and their positive evaluations of the seminar often exceed our expectations (see Seminar Evaluation, p. 1). Some students also work at night you can see online, the future reference of discussion courses in the intensive displays the various topics. Just practice modules often lead to exciting content, or early innovative reclaimed results (eg presentation of the Gothic youth culture with interviews and videos on a scale of seminar participants website). However, here are the smaller problems and screws this e-seminar to the fore, which have emerged during the course of the offer. A working group is possibly too small, so that its members are divided among other groups. Or individual students to remain inactive, register but only after some delay, or only on specific demand from officially out (problems that only occur in this intense form of group work). Thus, uncertainty about the composition of the participants are in their developing working group, which makes the team work well in the initial phase: Tutor: "Love has led workshop participants, as the planned allocation of the group [...] to the fact that the other groups are not quite sure about their composition, are here to clarify: If all groups in this chapter as originally constituted. . Growth there in the next module "In addition, the students at the beginning of the course, especially if you are participating for the first time in an online seminar, not to the operation of the learning platform, a regular forum and e-mail exchange relating to employment levels and - tasks used to. While these topics are presented in the preceding introductory module deals as well as in the first-class lectures CIP in a pool practically rehearsed, yet may remain unclear, must establish communication processes which are established through their own experiences in the seminar practice (see also Salmon 2004, p. 36). To remedy this situation should therefore be done in the future a continued presence event shortly after the start of the first online phase. Here are the participants give a progress report on the progress of your previous group work and solve communication problems face-to-face with the support of the tele tutors. Moreover, can thus easily identify whether hard to reach participants have already been "quietly" signed off the course or whether there are any technical problems. To date, such action seemed unnecessary, time-close BAStudiengänge designed to make such a presence early feedback but necessary. e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 22 simplicity by concentrating on the essentials, it has been shown that the students put much emphasis on the clarity of the learning platform. This forum is preferable to the use of less with a very coarse range of issues of a single structure into many small areas. One to check the activity participants occasionally imported object to expressions of opinion at the beginning of the seminar has been concentrating as being of little proved. She worried instead that had to be reminded of the part of the tele-tutors to many individual tasks without having a positive effect was seen for self-control of the participants: Tutor: Love group [...], you have not yet made any progress report. How is your work? Did you split the tasks already? Please remember to participate in the initial discussion and your profile with a photo to create something more personal. "Participant," Sorry, here is our progress report! The initial discussion we had forgotten. "Participation and communication Nearly all participants to actively work online, online group work can thus be a useful Means for activating the students are considered. It appears, however, that in the groups - emerge very different communication structures - as expected. Some groups operate largely without control by its (n) group presenter, as all members start directly involved in solving problems. For other groups, however, the shows from the research literature known phenomenon of the so-called "Lurker" (English to lurk, sneak), ie participants who did not participate actively through their own contributions to discussions and tasks and then to the tele-tutors active participation had to be asked (see Kerr 2001, p. 297). Audience: "[...] Unfortunately, I must at this point really get rid of something. I do not really want negative comments about other team members, I feel tired now used but really pretty. This is not just me, but in one half of our team right now there is pretty bad mood. I think this is completely understandable, because unfortunately, only half expressed in the forum and only X and Y. .. participated in the chat. "It is extremely important that each had held a party member, the moderators role for a module and no later than the half of the processing time to the tele tutors gave a status report. So the tele tutors can also less active Groups identify problems quickly and to react quickly to ineffective forms of work the group members. While a few participants noticed by low participation and willingness to communicate, we have - although much less frequently - also observed the reverse situation, namely that students their group due to excessive activity on demand. These participants must be slowed down by the tele-tutors something because they demand a response speed of their fellow students who can hardly achieve this. It is important to remind the students to different communication styles. Also from the tele tutors should be paid to an appropriate reaction time. While rapid response times increase to questions / problems feel good care of the participants, which, however, face two disadvantages: a) The students will possibly feel that they have to respond as quickly and feel pressured b) the support of other Students and their own independent search for solutions to be unnecessarily difficult. have as a useful proven in our seminar concept following response times: on issues / problems within 24 hours (reaction here means not always the direct solution of the question), memories of outstanding issues after 2 to 3 days and not complied with deadlines after one to max . 2 days. For solving partial the questions as well of course: participant: "I've searched yesterday and I'm looking again today, but I can not find the said survey. Is this a test? Is It Just Me? :) "Short time later, the participant reports again:" aaaah, now:) - I have found it "elementary it is to communicate the targeted communication flows and response times also clear to the students over.. Quality of work quality and extent of reports by the end of each learning module from the student teams created working papers have surprised us in many cases. However, there is a tendency (as in a conventional classroom group work), it completely within the groups split into individual services, without the group members give each other feedback on the individual performances. What the target is missed to learn through group work and with each other. The tasks must therefore be found that for some of these tasks, the cooperation of all group members is required. This joint work must then be documented as part of the job such as through a chat log, or the reference to the relevant information (see also Arnold and others 2004, p. 153). Support effort is experience, the appropriate time needed for the tele-tutor for the seminar service rather under-than overestimated (See Pullin 2004, p. 103) which ultimately poses a significant risk to the quality of the offers. The following figures are estimates, based on an average e-learning seminar with 15 to 20 participants and three to four working groups or, in the seminar concept. Just as many requests are processed in between, without a detailed logging an accurate cost calculation difficult. e-Office of the Faculty of Arts - Interim Report July 2009 - Annex 23 for the core region of the tutor activity, that is for the organizational and social and technical support to the participants who were on average about three in the starting phase and later in the seminar about two hours per week. Since all the authors have in the role of teletutor already taken over the substantive feedback on the work reports, we can for this effort estimated figures designate: For extensive work tasks that require both a single performance of each participant and a joint performance of the whole group to come even at three groups of five students a total of 18 separated from each other along to be valued partial performances. The feedback in these cases take up to seven hours per module (ie, every two to three weeks) to complete. Less extensive work tasks with approximately five hours to beat Correction time to book. Summing up the amount of work for feedback, together with the organizational and social and technical support to an estimated total time required showed approximately five hours per week at this challenging and feedback-intensive seminar. This should be considered in the planning of traffic facilities - but especially to what hours you want are available and students can. Review HeinEcomp Symposium on 29.01.2009 Both project leaders Prof. Stephan Olbrich, as well as the new Vice-Rector for teaching and study quality Prof. Ulrich von Alemann welcomed the first Düsseldorf HeinEcomp Symposium on 29.1.2009 The numerous staff of the supported e-learning projects, and other interested faculty and students in the lecture hall 2B. Alemann it emphasized the relevance of e-learning for teaching quality. HeinEcomp Symposium: 85 participants in the lecture hall 2B Literature: Arnold, Patricia; Kilian, Lars; Thillosen, Anne; room, Gerhard: E-Learning. Handbook for universities and educational centers. Teaching, organization, quality issue, Gerhard room. Nuremberg 2004th Barz, Heiner; Herrmann, Michael: online textbook youth research. In: Bachmann, Gudrun; Haefeli, Odette, Kindt, Michael (ed.): Campus 2002nd The virtual university in the consolidation phase. Münster Others 2002nd [Media in science, 18] p. 402-407. Kerr, Michael: Multi-media and tele-media learning environments. Design and development. 2. completely revised. Edition. Munich 2001. Nistor, Nicolae: The virtual university in Bavaria: Current status and future prospects. In: Bachmann, Gudrun; Haefeli, Odette, Kindt, Michael (ed.): Campus 2002nd The virtual university in the consolidation phase. Münster etc. 2002nd [Media in science, 18]. P. 168-175. Pullin, Tanya: An expedition in virtual space - a teletutor experience. In: Iris Löhr (eds.): Alice in www.underland. E-learning at German universities. Vision and reality. Bielefeld. 2004th P. 95-106. Salmon, Gilly: E-tivities - the key to active online learning. Zurich 2004th Mandl's approach as a model Prof. Heiner Barz, Head of the Department for Education Research and Educational Management, presented the prominent guest speakers Prof. Heinz Mandl (LMU) as one of the most influential German E-learning pioneers before. The compound represented by Mandl case-based and action-oriented higher education pedagogy with the possibilities of virtual seminars goes far beyond the virtual university of Bavaria, eg also at the HHU in Dusseldorf. Lecture not to get dead that learning and teaching has nothing to do with always intuitive, showed after keynote speaker Mandl by the constructivist theory of learning by means of some Images from the book "Fish is Fish by Leo Lionni said. The picture story of fish and bring his friend the frog constructivist core belief exactly the point: Fish and frogs living peaceably in their first liquid habitat. However, following the frog go wandering out of the water and on his return to the fish tells of his adventures, the inevitable happened: When the frog describes his encounter with birds, created in the minds of the fish, the peculiar structure of the feathered fish abdomen. The fish, which still has never seen a bird, but hears something of feathers and wings, integrated the new information is necessarily in the ideas that are familiar to him. He constructed his new knowledge of the world by Tochni new to existing views. Keep it caused horned fish - the frog had reports of cows - or fish in a suit with a hat on the fish head, because the frog also people had met. More on this presentation you will learn in the video Lecture.12 12 URL: http://tinyurl.com/heinecomp-mandl eLearning Office of the Faculty of Arts - Interim Report July 2009 - Annex 24 About a dozen projects as poster After the presentation of the Education experts invited Prof. Ulrich Decking (Head of HeinEcomp-part project incentive systems) to a poster presentation in which a lively exchange over a dozen e-LearningProjekte13 took place at the HHU. Video Lectures Some of the thematic field of video-lectures selected projects were presented in addition to short presentations. Here were discussed technical, methodological and study-related regulatory issues and solutions discussed. Clear consensus was that e-learning will not replace all other learning scenarios. It was always set to the media mix and eg used in addition to paper and pencil (educational booklet in the Germanic with Dr. Pabst-Weinschenk, Checklist for filing the company law with Dr. Beurskens). The same was also representative of the University of Hagen at the meeting eLearning at NRWHochschulen - Services and Kooperationen14 reported in Duisburg. In urology (Prof. Albers) is the class lectures preparatory use of video lectures allow greater discussion of practical examples. Company Law in an e-learning program presents the jurist Dr. Beurskens playful motivating (collect Law-Stars / leaderboard to revise learning content itself). The presentation of this example, wowed the audience with his many gimmicks, even more so when it became clear that was here designed an e-learning tool with great attention to detail that meets the high standards of layout such as functionality - all in their own work a single dedicated teacher. The fact that Dr. Beurskens then also outed as a supporter of the open source community is likely to lead to this interesting learning platform will soon be used in other subjects. At the end of the new e-learning portal of the Heinrich-Heine University, was presented, which integrates a number of e-learning learning platforms and subsystems. That the issue of video-lectures at other universities is much discussed, can see the blog entry by Prof. Dr. Gabi Reinmann, (University of Augsburg): http://tinyurl.com/reinmann screenshot of the video-Lecture by Prof . Mandl was precisely such a descriptive representation is the entire symposium. If even the good old course is not to get dead - which, according to Mandl already Schleiermacher spruce and 100 years ago as a purely receptive and boring criticized - can then use the "Trojan horse" E-learning may be a different, more meaningful form of teaching and learning introduced into the lectures. Because the need for planning of e-learning events also makes sensitive to instructional and conceptual requirements. Mandl distinguished four forms of video-Lecture Supplement to Video (additive use): This knowledge resource is following up the students helped with the event. You can ask questions, look up what had been missed in the power deep in the morning and in the end in the classroom lecture more on listening rather than on note-taking . Concentrate Directly into the concept of integrated lecture video recordings (inclusive stake): Here are the contents of the class lectures and online phases intertwined. Some things can be better online, others are taught on the ground. Remains for example, wells in the presence of event more time. This approach was also found to project presentations from the urology and Germanic (oral) again. Complete replacement of class lectures through video lectures (substitutive use): A model that favors Mandl and not even that will not come in Dusseldorf used, such as project leader Prof. Olbrich said in his introduction. Recording of class lectures including the student-faculty interaction: Compared to "sterile" in the studio without an audience recorded instructional videos provide records of the real event, a significant increase in life moments of closeness and tension. This approach is realized as the supported e-learning project of the Information Science (Prof. floor). In his remarks Mandl always stressed the importance of the constructivist teaching approach (knowledge is not passed, but the learner, it constructs new) and the importance of caring for teletutoriellen ELearningveranstaltungen out. 13 URL: http://tinyurl.com/Projekte2008 14 URL: http://tinyurl.com/eLearning-NRW eLearning Office of the Faculty of Arts - Interim Report July 2009 - Annex 25 of the world on Sunday 22.02.2009: home visit by the professor online version of the article: http://tinyurl.com/wams-mandl Rheinische Post, 28.01.2009: e-Office of the Faculty of Arts - Interim report July 2009 - Annex 26 e-learning - as we understand it Barz Prof. / Dr. Heydt Stockhausen: handout Rector's meeting on 24.2.2005 eLearning does not ... to pump money into technological projects ("investment ruins") teachers to force them to change proven forms of teaching that the design of sovereignty is found in the doctrine in question that students and teachers have only communicate via the Internet that all content pressed indiscriminately in Internet formats the new edition has been overcome errors are tech-savvy ("programmed learning", "language") that the technique or the technician (data center) and remove the teachers work (unfortunately) eLearning ... combining classroom teaching with online materials and online communications ("blended learning") the competent use of simple tools such as mailing lists, discussion forums, document storage and link lists an important element in the new learning culture of self-organized, self-directed learning or short, self-study part of an offensive to further improve the quality of teaching, which helps ensure sustainability of the University only in exceptional cases, the relocation of entire courses on so-called learning platform or learning management system e-learning offers ... the ability to rapidly update and supplement proven teaching units to new forms of cooperative learning for students through Internet-based communication independent of time and space the integration of multimedia elements, animations, simulations to answer from today's students ("Google generation" ) granted prestigious expectations students additional opportunities of teaching and exam preparation developing new audiences for scientific training eLearning Office of the Faculty of Arts - Interim Report July 2009 - Annex 27 Team Division of Educational Research and Educational Management The HeinEcomp team for skills training and support Univ.-Prof. Dr. Heiner Barz barz@phil-fak.uni-duesseldorf.de +49,211 / 81-15002 Nina Göddertz, MA +49,211 / 81-13507 Timo van Treeck, MA goeddertz@phil-fak.uni-duesseldorf.de Treeck @ phil-fak.uni-duesseldorf.de +49,211 / 81-13507 Mirco Craddock, MA wieg@phil-fak.uni-duesseldorf.de +49,211 / 81-13804 Phillip von Schwerin schwerin@phil-fak.uni- duesseldorf.de +49,211 / 81-13804 The team of the research project LeLeCon Miriam Müller, Päd mueller@phil-fak.uni-duesseldorf.de +49,211 / 81-12859 Dr. Carsten Winkler (also Wiss. Staff at the Department of Business Administration ) carsten.winkler @ uni-duesseldorf.de +49,211 / 81-11881 Alexander Fegler Alexander.Fegler @ uni-duesseldorf.de Nora Vogt nora.constanze.vogt @ uni-duesseldorf.de eLearning Office of the Faculty of Arts - Interim report July 2009 - Annex 28 The project team teaching "Sociology of Education online international" Anja Kirby, MA kirberg@phil-fak.uni-duesseldorf.de +49,211 / 81-12859 brock@phil-fak.uni-duesseldorf.de Melanie Brock Maria Haimerl Maria.Haimerl @ uni-duesseldorf.de Contacts Prof. Dr. Heiner Barz eLearning Office of the Faculty of Arts and HeinEcomp workspace, skills training and support department for Education Research and Management buildings 23:03, Level 01, space 82 eLearning Hotline: Tel: 0211 - 81 10 888 E-mail: elearning @ uni-
an appeal to Ms Schavan duesseldorf.de vefasste recently (16.7, I just dug out of the stack of newspapers.) time: "More money woman Schavan ". Oddly, the article is only on the summary page at University so on the article page then "open account", as in the print edition. Really in a nutshell: Although Schavan
promises things that do not fall as the relaxation rates in the master responsible. Especially as the CDU minister, the rumors, no longer be in office, when the process einschwenkt turn of the year on the 1999 target set straight 2010th Otherwise
is really exciting that the necessary associated with the Bologna process better student-teacher ratio had gone down in the debate in the last time. Question on the edge: Can arrange care actually improved with the capacity of regulation?
In any event, the Rector of the University of Dusseldorf recently had a debate on a 10 year Bologna stressed that the implementation without additional Monies have been braced. So no money for implementation, and no money for better care. Beautiful reform.
new is the requirement of "time" of course not only warmed fresh.
was eerily dark to's. With the words "Praise Satan" by Tocotronic Dirk sent the fans at the Düsseldorf Open Source Festival in the song "Let There Be Rock". The stage in front of the posh setting of the Düsseldorf Racecourse shrouded in impenetrable fog. He began with the promise: "Time to party" and the first text line: "I do not know why I hate you so ..." - Also a beautiful beginning for a concert. Tocotronic with the touch of metal.
revolt is worthwhile even if it goes to the musicians from Hamburg: "We want to be part of the solution not the problem," said Dirk completely out of breath from his voice as an introduction to "conspirators up against you." A song that got compared to the studio recordings extremely melodic and unexpected. Terrific performance. The guitars were hot - though to my mind something to undynamic differentiated. And if you "But thanks to live here, no," then even the Mitskandieren of is called, the evening is perfect. Unfortunately
was previously on the open source, as opposed to the festival two years ago (then this Mouse on Mars, Zoot Woman, Phoneheads) really dead trousers. This time, the music was quite boring and uneventful. "Stable elite" had exactly one good song that they occasionally ". Dusseldorf Dusseldorf" shouted the performance was not better (nice uncommercial against: "Our record is still not able to become ready, ye can indeed be purchased later). The vocals on "It France" was more inclined to be beautiful, "Music Cargo" has probably belongs to much Western Hagen and Heinz Rudolf Kunze, their cry for love simply did hurt only. Penelope's reggae mix on the small stage Carhartt had what was, but quickly repetitive. And the Young Talents Stage in the container was definitely too small. So general mood like in the picture (after the first and only rain showers).
Only "The Streets" offered at least some concert atmosphere - music not quite my thing. And the venue was irritated with his versnobbten Dusseldorf-image - the objects of the small-Inn Düsseldorf fashion stores helped because, unfortunately, not really.
proposal: If already on the track, then break the locality and ironic here offer champagne and strawberries, maybe even with a prescribed wardrobe. It was a strange hodgepodge - who wanted to watch golfers who hit some distance behind the main stage of their balls could even do that! A first impression of the possibilities in this direction, provided the bloody Open Horse Festival poster (a cut in the middle of Pop Art-horse), we had to buy at a stand absolutely.
So again: big thanks Tocotronic. Too bad that the addition was so short.
How should I understand because that, when Ursula von der Leyen in a long interview (at first very much for the teachers strike) asks: Can not
bullying in the network can be tolerated. Respectful treatment must be in chat rooms, blogs [written how small?] Or forums are so natural that we demand in the school day with mediators or trust teachers. Since
occurred to me following questions:
Are not there more than 10 years, the so-called netiquette ?
Should it now etiquette even by the Ministry of Family Affairs commissioned officer giving etiquette?
Or should conduct recommendations be adopted into law: Punishment for uninformative email subject lines? Some even provided as seen in such little respect (for these mail costs an unnecessary amount of time).
should also be checked whether one has really realized that sits on the other side of the net a man? Which of course makes sense as an appeal well (see Netiquette here )
that I was not wrong: a Netiquette is a must. But how will the Minister of Family Affairs to ensure compliance?
subject lines are often an abomination, but one should also regulate such things legally and politically? Where it starts to become meaningless? Feel insulted hit yes even some lecturers at the network-tone, the students. It should also be Jochen Hörisch - otherwise recommended in many places very stimulating book with some high recognition value: The unpopular university. Save the alma mater . There you will find my opinion very innocent mails as an example of rude behavior.
And real bullying should also give the network punishable be.
Maybe the model for the initiative / statement of Mrs. von der Leyen, yes, the United States.
Last Tuesday, we opened the new rooms to our e-Office with a drink (by the way: how much later after an event it actually is still legitimate to write a blog entry).
Of the 10 liters of delicious Füchschen Alto entire 1.5 liters remain. It was also really tight in our two areas 89 and 89A, 30 eLearning-Interessiert/ehemalige training participants had come. In addition, prominent visit:
showed Mr. Aleman of the short Lecturnity recording of his lecture, where we had stepped in quickly with pre-production, so that students will be able to see him on video when he is prevented by other commitments. Then, the lecture was played in two blocks of 20 minutes each, during a break in the lecture hall, students could discuss with a member.
Otherwise, the opening offered many good opportunities for informal exchange among themselves such matters as the presentation software Prezi and challenge in the transfer of learning content from other learning systems in ILIAS (for those who are familiar with it: it was and is still to HTML-Module/ILIAS-Lernmodule).
I think we should create such opportunities for informal exchanges and more moderate then maybe something in order to realize a secure earnings. Get there in time future research towards open space, brainstorming methods, etc. - if there is air time;).
There was also the occasion for a progress report of our work. On the whole, a very successful event. Wonder if it at other universities in the field of eLearning similar informal meetings are ...?
Tom Meighan of Kasabian brought it at the Melt Festival in a nutshell: "Sing Transformers" he said in the euphoric crowd.
The large excavator of the former quarry on the site are really Ferropolis another voice that adds to the breathtaking atmosphere when the excavator or bluish glow with a black and white points of light patterns are coated.
The mood was fine, even if we had from Friday to Saturday fear, our tent would be heaven - make from the field - in the truest sense. Even the vegetarian and organic food was excellent. Unfortunately, the drinking coconuts were made before I had caught one.
Musically?
nerdy Just great, danceable and brilliant mix: James Yuill . He took some time suddenly his cell phone from his pocket and took a photo of his fans because there were so many :-). As a child he was pleased with the 15 minutes more stage time, which were given to him suddenly. Such musicians joys we see you.
Even in Cologne at electronic-beats seen again convinced, especially from the massive movements aggressively advancing to the beat: Filthy Dukes .
contrast, began Gossip not only 15 minutes (so very little, but more highly anticipated) to, but were on the small stage and Gemini manned definitely wrong. In my opinion, otherwise an unexpectedly weak, less stirring performance - the rest are not yet out on their reputation? In Cologne, Beth Ditto initially have to sing without amplification, because there were problems with the speakers. The E-Werk it without micro sonicated with visible use.
My absolute highlight, however, were The Whitest Boy Alive . Perfect show, the audience engagement, electronic reggae mix and a (felt) some Freeze-minutes on stage.
Oasis were then only with the catchy classics like Wonderwall, etc. really well, otherwise as it describes the Intro right:
were at Oasis's then that is as usual "diets like nuts" in them as his own attitude: " Here are our hymns, does what drauss [sic]! " Or maybe not.
Sorry missed ... but still have friends reported it and actually has again eLearning / Web 2.0 terms, ie the Mott "by the consumer to prosumer (producer and consumer):
And what I still question: Why did the return journey on the A9, A38, A44 so damn long time ...?
that the master is not included in the calculation of capacities was not able to present to me (or I've forgotten? Still looking for sources to ....). So much better that Gabi Reinmann this (and other) stresses in their comments on the proposed by Mrs Schavan development of the Bologna reform. What
me in the press release Mrs Schavan still missing, also are a few concrete thoughts on the study required by it to the BA / MA. For studies has been around - if this type of studies are meant Ms Schavan. Thus, the results of a study for BA graduates Sowi the University of Dusseldorf particularly noted that the graduates
the study primarily useful for their current activities [feel .... The group of professionals (53%)] is expressed relative satisfaction with their situation, especially the content and tasks profession are considered good.
Other results describing Martin Leitner (if social scientists classifies as social scientists) in a interview with time, which see themselves humanists often employed as inadequate: The
for their jobs, a high school diploma usually not provided the level of the tasks feel it as too low, the same applies to the professional position they have achieved.
Direct answers to the question of whether students see prepared for the working world, he has not. Another important reform would, in my view point of the BAs, a reduction of the many / continuous tests. 'll Be there looking for opportunity but again, how severe this problem is.
calls the remainder of the Süddeutsche Zeitung in an editorial today - and is also on the line of women's pure man - a "reform from below study.
New section to Sprachverhunzungen or unhappy expressions:
weekend on the radio a very interesting report on the awareness is in plants. Incredible how plants respond differently to each pest infestation or influence their own environment by giving specific substances.
impressive Linguistically:
lack of a brain and faster ways of expression, many scientists refuse to plant described as intelligent - and not just programmed to be intelligent.
than 800 spellings of Britney Speers (sic);) Google has in its database to always have the right proposals with "Did you mean" to submit. This is definitely stuck with me after the lecture, Dr. Stefan Tweraser, Country Director (Sales) Google Inc. in the HHU.
What else? as a Google representative maintains one another lecture culture when I out of college know:
possible personally
I now know that the man has a woman who complained to the Internet via a poor become diaper and that he used a telephone in Vienna with several participants had to share
large images with short sentences on the slides
"Google wants to be serious without a suit." - Where Tweraser restricted, that in his area selling well wear a suit - only this time not at the university. The right is of course: Frames should be used from time to time in PPTs. Also succeeded this PPT from the University context.
facts, figures, numbers
"a sentence that begins with 'I believe' needs, we at Google not to speak to an end," said Tweraser. Why? Because you have to Google the facts and should also be mentioned. Well, yes, they have certainly enough data. Whether the facts are know ... And what that says about creativity culture ...
maintain the myth
What's wrong about it, I know Unfortunately not. Important (ie conducive to retaining power) but it is my opinion the company's history told in stories can be: The Google founders have built PCs with housings made of Lego blocks (money was missing). The first money was to "Google Inc." issued, the only reason why a company was founded because we would not otherwise have come to the check. And: There is a slide from the first floor in the cafeteria at Google Zurich (particularly interesting in that linked review: ". Most important, the real work seems to be a taboo topic at Google," Why? ").
point I in (research) training still like advice: Google case
Nevertheless, yes: This blog runs on Google's Blogger.
More presentation in Dusseldorf on page 7 here (or can at scribd link directly to the page?): Campus Delicti # 303
The most important advance for all non-fans of Nine Inch Nails (NIN) Johnny Cash has not "Hurt" written. The original is by NIN. I knew before the concert in the Philpshalle already, but until then I still thought the cash version is also acceptable. (There is incidentally also a group on Facebook, which is currently that. "Johnny Cash did not write hurt")
But who experienced live, like Trent Reznor sings the oppressed in a rage, pressed voice and an injured tenderness his "Hurt", which may Cash's version is no longer listening. Convince yourself here:
Actually, the perfect mix: Howling guitars to the top, combined with a performance that seems like way. The light simultaneously minimalist and industrial mass suspension, that it sometimes pops up, then quietly underscores.
much more I can not tell you this: It was great, such as electronic synth bass sounds distorted symbioses with concentrated (seriously ironically) played xylophone and the full sound of a piano were received. Pain and ease.
PS Am not sure if it makes sense to write in one and the same blog to study + teaching, and culture (new section toiletry bag). If it turns out ...
a good overview of the requirements of the student strike has the time in her article " be wiser - site education. Each divided into
target
background
forecast
Most estimates I can Connect, something I would like to add: the Initiative statement the demands of the students were "yesterday's" me is something given to very pointed. She referred to my knowledge on the abolition of the Bachelor-Master structure - which was not described in the media always so. That decline Schavan behind this process can not stand is clear. A few days later, they corrected in an interview with Rheinische Post her statement and put accommodating ". We should strike as an opportunity to correct weaknesses in the higher education reform"
improvement she sees in the content in the humanities and at most 3-year BA. Makes sense, because in the Anglo-American he is 4 years old.
was eerily dark to's. With the words "Praise Satan" by Tocotronic Dirk sent the fans at the Düsseldorf Open Source Festival in the song "Let There Be Rock". The stage in front of the posh setting of the Düsseldorf Racecourse shrouded in impenetrable fog. He began with the promise: "Time to party" and the first text line: "I do not know why I hate you so ..." - Also a beautiful beginning for a concert. Tocotronic with the touch of metal. 
"Our record is still not able to become ready, ye can indeed be purchased later). The vocals on "It France" was more inclined to be beautiful, "Music Cargo" has probably belongs to much Western Hagen and Heinz Rudolf Kunze, their cry for love simply did hurt only. Penelope's reggae mix on the small stage Carhartt had what was, but quickly repetitive. And the Young Talents Stage in the container was definitely too small. So general mood like in the picture (after the first and only rain showers). 
Tom Meighan of Kasabian brought it at the Melt Festival in a nutshell: "Sing Transformers" he said in the euphoric crowd. 
