Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage

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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 1 1 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN SELEAC project International Seminar and Workshop on Creating and Sharing E-learning Content Information design - methods for structuring and designing learner motivating e-learning content
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 2 2 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Structure of the Workshop Didactical aspects (context for creating and using content) Information Mapping (design of content) Exercise as an example for structuring a learning object Summary
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 3 3 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Didactics Didactics deals with the question who is to learn what when with whom where how and why? (Hilbert Meyer, Didaktische Modelle 1994). Didactics is a sub-discipline of pedagogics and is considered by some to be at its core. It is concerned with the design of learning offers, techniques of learning and its transfer, independent of specific learning content. (Wikipedia). Interaction of learner, teacher, content and context human being technology human beeing interaction with a system interaction based on a system
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 4 4 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Short Reflection Remember your own experiences with e-learning: Where did you see or use a learner motivating e- learning content? What did it make exceptional or motivating to use?
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 5 5 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Interaction of didactical aspects Learning content (1) Learner (4)Teacher (3) Learning context (2) - selection of content and tasks - design of interaction - offer of support - way of feedback - bias for certain style of learning - standard of knowledge - interest in the field - feeling of success, motivation - quality (up to date, professionally correctness, information design...) - access (aivailability of metadata,..) - individual or in groups - embedded in vocational training - availability of technologies - standard of knowledge within a group
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 6 6 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Interaction of didactical aspects Learning content (1) Learner (4)Teacher (3) Learning context (2) - selection of content and tasks - design of interaction - support and feedback - individuals or groups - embedded in vocational training - availability of technologies Examples for support creating and using e-learning content in Seleac chief evaluators, validators, metadata support transferring SCOs in different LMS metadata, guidelines, models for aggregations - quality (up to date, professionally correctness, information design...) - access (aivailability of metadata,..) - bias for certain style of learning - level of knowledge and interest in the field - motivation and success integration of students
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 7 7 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Learning content (1) Didactical Metadata: gift-wrapping of content to enhance accessibility How can didactical metadata support teachers 1) to focus on methodological aspects of teaching as in traditional classroom settings, 2) to build more coherent aggregations for SCOs. Metadata within the Seleac system: media type, educational material type, educational activity type, interactivity level,.... -> Metadata are data about content to make it easy to find the suitable content for the right situation Further information in the learning units: Learning goal at the beginning and a conclusion at the end of an SCO.
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 8 8 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Learning context (2) The context is important for succesfull learning. One aspect of context concerns how e-learning is implemented into teaching scenarios. For an optimal blended-learning scenario there should be a good balance between different parts, e.g.: 1. Expository phase of web-based learning Infomrmation is offered to acquire knowledge -> content-oriented or teacher-oriented learning 2.Team-based learning with tasks Learners can construct their knowledge, check it in comparison with peers and correct it if necessary 3.Discussion-oriented learning Discusssion in a larger group or in a web-based environment 4.Individual exercise-oriented learning Entry-level tests (close to real life tasks) and self-assessment
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 9 9 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Teachers (3) and Learners (4) New requirements for teachers and learners: research techniques, media literacy competencies, methodological and social competencies Instruction methods Teacher roleLearner role directed learning active leader (authority) -> gives instructions rather passive consumer / listener self-directed learning facilitator / coach -> observation and help open minded concerning different ways to achieve learning goals active recipient collaborative learning moderator -> guidance for cooperation agent, committed to active acquisition of knowledge Necessary motivation growing importance
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 10 SELEAC 2003-4715/001-001 EDU-ELEARN10 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Experiences in universities Why does content often remain unused? Main results of the evaulations of new media projects in universities* Less than 10% of the teachers at universities use e-learning for teaching. Major shortcomings: - support by tutors - discussion with others - learn and study groups, social communities (team spirit) Motivating e-learning content does not exist as such motivation is a result of the combination of the factors e-learning content, leaning context, teacher concept and learner personality. *Arnold, R. et al., E-Learning, 2004
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 11 SELEAC 2003-4715 /001-001 EDU-ELEARN11 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Information Mapping
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 12 SELEAC 2003-4715/001-001 EDU-ELEARN12 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Originator of Information Mapping Method The Information Mapping Method was developed by Prof. Robert E. Horn (Harvard University, Boston) in order to facilitate the process of writing documents and support the increase of information perception. For 30 years this method has been used by many enterprises all over the world and has been further developed and optimised. Knowledge about the Information Mapping Method is offered in worldwide seminars.
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  • Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten Titelmasterformat durch Klicken bearbeiten Formatvorlage des Untertitelmasters durch Klicken bearbeiten SELEAC 2003-4715 /001-001 EDU-ELEARN 13 SELEAC 2003-4715/001-001 EDU-ELEARN13 Workshop Seleac SELEAC 2003-4715 /001-001 EDU-ELEARN Basics o

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