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.
eLearning Office Phil Fak July 2009
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-
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