#blog Didaktik1 – Einblick in die Diskussion
¶ 1 Leave a comment on paragraph 1 0 ♯Blog Lernen und Lehren im virtuellen Raum. Herausforderungen, Chancen, Möglichkeiten.
¶ 2 Leave a comment on paragraph 2 0 Elke Lackner, Michael Kopp
¶ 3 Leave a comment on paragraph 3 0 Universität Graz, Österreich
¶ 4 Leave a comment on paragraph 4 0
¶ 5 Leave a comment on paragraph 5 0 Kurzer Überblick über das Paper
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¶ 7 Leave a comment on paragraph 7 0 Neue Lehr- und Lernmedien
¶ 8 Leave a comment on paragraph 8 0 – angepasst und aktuell (man kann statt Buch heute Tablet mitnehmen)
¶ 9 Leave a comment on paragraph 9 0 – verfügbar und mobil (man kann mit den Medien lernen und )
¶ 10 Leave a comment on paragraph 10 0 – gestaltbar und medial
¶ 11 Leave a comment on paragraph 11 0 – vielfältig
¶ 12 Leave a comment on paragraph 12 0 – sozial
¶ 13 Leave a comment on paragraph 13 0
¶ 14 Leave a comment on paragraph 14 0 Lehr- und Lernformen
¶ 15 Leave a comment on paragraph 15 0 – Konstruktivismus
¶ 16 Leave a comment on paragraph 16 0 – Konnektivismus
¶ 17 Leave a comment on paragraph 17 0 – Seamless Mobile Learning
¶ 18 Leave a comment on paragraph 18 0 – Schwarmintelligenz
¶ 19 Leave a comment on paragraph 19 0 – MOOCs
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¶ 21 Leave a comment on paragraph 21 0 Lehr- und Lernkompetenzen
¶ 22 Leave a comment on paragraph 22 0 – Medienkompetenz
¶ 23 Leave a comment on paragraph 23 0 – Mediengestützte Methodenkompetenz
¶ 24 Leave a comment on paragraph 24 0 – Kommunikative Meta-Kompetenz
¶ 25 Leave a comment on paragraph 25 0 – Informationskompetenz
¶ 26 Leave a comment on paragraph 26 0 – Selbstorganisation
¶ 27 Leave a comment on paragraph 27 0
¶ 28 Leave a comment on paragraph 28 0 Diskussion – Gedankenanstösse:
¶ 29 Leave a comment on paragraph 29 0
¶ 30 Leave a comment on paragraph 30 0 Sind Hochschulen auf das Lehren im virtuellen Raum vorbereitet?
¶ 31 Leave a comment on paragraph 31 0
¶ 32 Leave a comment on paragraph 32 0 Denkanstösse aus der Diskussion
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- ¶ 34 Leave a comment on paragraph 34 0
- Begriff der Virtualität muss definiert werden
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- ¶ 36 Leave a comment on paragraph 36 0
- Inhaltliche Diskussion wird vom Medium nicht verändert.
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- Virtuelle Vermittlung ja – mehr jedoch nicht
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- ¶ 40 Leave a comment on paragraph 40 0
- Nein wir sind nicht vorbereitet –> Aspekt von Offenheit und Öffnung
¶ 41 Leave a comment on paragraph 41 0 Der Wechsel kann nicht einfach stattfinden, es braucht mehr dazu.
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- ¶ 43 Leave a comment on paragraph 43 0
- Hochschulen sind besser vorbereitet dafür, als andere Bereiche/Schulen
- Wissenschaft bedeutet – kollektiv denken
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- Entwicklung Buchdruck als Beispiel: Veränderung zulassen!
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- Frage der Disziplin, des Fachbereichs.
Manche Fächer können mit dem virtuellen Raum nichts anfangen. bspw. das Labor, bzw. die Praxis kann nicht ersetzt werden (Zahnarzt – Bohrer) Handlungsorientierte Wissenschaften werden immer auf ihren Praxisbezug bestehen.
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- ¶ 49 Leave a comment on paragraph 49 0
- Hochschulkultur bleibt bestehen.
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- ¶ 51 Leave a comment on paragraph 51 0
- Wie bereit sind die Studierenden?
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- ¶ 53 Leave a comment on paragraph 53 0
- Dozenten an der Uni sind dafür verantwortlich, dass virtuelles Studieren gefördert und unterstützt wird.
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- ¶ 55 Leave a comment on paragraph 55 0
- Diverse Problemstellungen kommen auf; Bsp. Videoaufzeichnungen = Veröffentlichung oder Publikation von Folien = Frage nach dem Urheberrecht
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- ¶ 57 Leave a comment on paragraph 57 0
- Dort wo es anfangt interaktiv zu werden, da wird es schwierig.
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¶ 60 Leave a comment on paragraph 60 0
¶ 61 Leave a comment on paragraph 61 0 Wie effektiv sind aktuelle Lehr- / Lernformen für den virtuellen Raum?
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- ¶ 63 Leave a comment on paragraph 63 0
- Effektiv ja, aber nicht effizient.
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- ¶ 65 Leave a comment on paragraph 65 0
- Einsatz fordert auf Seite der Studierenden und Lehrenden massiven Aufwand (z.T. auch wegen der gegebenen Infrastruktur).
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- ¶ 67 Leave a comment on paragraph 67 0
- Diese Frage ist irrelevant.
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- Unterschiedliche Medien verändern die Effizienz, nicht aber die Effektivität.
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- ¶ 71 Leave a comment on paragraph 71 0
- Effektiv ja, jedoch Effektivität ist nicht medienabhängig.
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- ¶ 73 Leave a comment on paragraph 73 0
- Andere Methode = anderes Ziel (Bsp. Vermittlung anderer Kompetenzen)
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- ¶ 75 Leave a comment on paragraph 75 0
- „Effektiv“ setzt Zielorientierung beim Vorgehen voraus – dies ist nicht immer klar, daher ist es schwierig.
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- ¶ 77 Leave a comment on paragraph 77 0
- Die Frage ist, wie weit die Hochschulen im Verhältnis zu den Studierenden sind. Hochschulen hinken mit der Entwicklung meist hinterher.
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- ¶ 79 Leave a comment on paragraph 79 0
- Vorlesungsaufzeichnung; man hat das gleiche Setting und daher ist eine Vorlesung im virtuellen Raum gleich effektiv.
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¶ 83 Leave a comment on paragraph 83 0 Wie lassen sich Lehr-/Lernkompetenzen an Hochschulen steigern?
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- ¶ 85 Leave a comment on paragraph 85 0
- Es gibt unterschiedliche Kompetenzen. Facebook Bedienungsfähigkeit lässt beispielsweise nicht darauf schliessen, dass sich jemand im Netz allgemein bewegen kann.
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- ¶ 87 Leave a comment on paragraph 87 0
- Wenn jemand gut mit einem Computer umgehen kann, bedeutet dies noch nicht, dass diese Person problemlösungsorientiert ist.
- Wir dürfen nicht mehr nur durch Werkzeuge, sondern müssen durch Problemsettings lernen. Beschreibungen / Manuals, etc. beschreiben Funktionen und keine Problemstellungen.
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- Medienkompetenz ist zu stark auf das Medium konzentriert, didaktischer Mehrwert ist nicht klar.
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- ¶ 91 Leave a comment on paragraph 91 0
- Lehrkultur schaffen / Lernkultur schaffen
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- ¶ 93 Leave a comment on paragraph 93 0
- Austausch der Lehrenden, Angebote zur Weiterbildung
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- ¶ 95 Leave a comment on paragraph 95 0
- Anreize für Lehrende schaffen: Karriererelevanz, Honorar
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- ¶ 97 Leave a comment on paragraph 97 0
- Finanzielle Rahmenbedingungen müssten geändert werden, damit Lehrende und Studierende wieder gemeinsam forschen können (inter pares)
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- Organisationsentwicklung (Politik / Strukturen)
¶ 100 Leave a comment on paragraph 100 0 -> Gesamtheit im Auge behalten
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- ¶ 102 Leave a comment on paragraph 102 0
- Studierende haben kaum Anreize sich Lernkompetenzen anzueignen
¶ 103 Leave a comment on paragraph 103 0 -> Speziell zu Beginn des Studiums ist man mit schädlichen Lernkompetenzen gut bedient, um im Studium zu bleiben.
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- ¶ 105 Leave a comment on paragraph 105 0
- Die Systemlogik im Bildungssystem ist exklusiv nicht inklusiv
¶ 106 Leave a comment on paragraph 106 0 -> Der Wettbewerb ist so konzipiert, dass viele „vor der Tür“ bleiben sollen.
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- ¶ 108 Leave a comment on paragraph 108 0
- Lernkultur durch Austausch
¶ 109 Leave a comment on paragraph 109 0 -> Settings für Freiwillige (didaktisch Interessierte) zum Austausch: funktioniert jedoch nicht! In USA verbreitet, bei uns Wettbewerbsgedanken, Kontrollangst.
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- ¶ 111 Leave a comment on paragraph 111 0
- Wenn ein Forschender etwas erschafft und darauf einen Eigentumsanspruch erhebt, dann bleibt die Weiterentwicklung auf der Strecke.
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