Campus IB - a People-Oriented E-learning Environment
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Campus IB - a People-Oriented E-learning Environment

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Presentation at ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, June 30 – July 4, 2008. ...

Presentation at ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, June 30 – July 4, 2008.
Paper by Michael Zeiller, Martina Jelinek & Sebastian Eschenbach

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  • Requirements The didactic concept imposes a number of requirements on an implementation of a learning management tool in software and hardware: web-based: easy access for students from multiple locations (easy registration, no installation of software, short access time) stability: high availability, no downtime administration: platform administration must not require high-level technical skills content: clearly arranged content organisation, hypertext, conjunction of content publication: simple publication procedures rights management: detailed management of access authorisation for individual content items as well as blocks of content, assignment of access rights to individual users up to groups of users thematic differentiation: separation of individual areas for separate management vs. comprehensive usage (single sign-on) communication: support of various communication tools (e.g., chat, discussion forum) simple, easy, and intuitive navigation based on well-known interaction paradigms individualisation: provide an opportunity of individual configuration
  • Requirements The didactic concept imposes a number of requirements on an implementation of a learning management tool in software and hardware: web-based: easy access for students from multiple locations (easy registration, no installation of software, short access time) stability: high availability, no downtime administration: platform administration must not require high-level technical skills content: clearly arranged content organisation, hypertext, conjunction of content publication: simple publication procedures rights management: detailed management of access authorisation for individual content items as well as blocks of content, assignment of access rights to individual users up to groups of users thematic differentiation: separation of individual areas for separate management vs. comprehensive usage (single sign-on) communication: support of various communication tools (e.g., chat, discussion forum) simple, easy, and intuitive navigation based on well-known interaction paradigms individualisation: provide an opportunity of individual configuration

Campus IB - a People-Oriented E-learning Environment Campus IB - a People-Oriented E-learning Environment Presentation Transcript

  •  
  • E -generation E-learning © Rice University
  • Ne x t Generation Collaborative Learning View slide
  • Institution University of Applied Sciences Burgenland View slide
  • Institution Degree programmes / Dept. Information Studies Bachelor‘s degree Information Studies full-time Master‘s degree Applied Knowledge Management part-time search for information structure information communicate information information & communication technologies Supply people professionally with information – using ICT Increase productivity of knowledge work knowledge management concepts knowledge management instruments Online / Electronic Learning information & communication technologies
  • Didactic Concept Requirements Acting on one’s own responsibility Knowledge management within organisations Transdiscipli-nary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements
  • Didactic Concept Implementation Acting on one’s own responsibility Knowledge management within organisations Transdisciplinary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements Self-monitoring and self-determination due to subject-oriented acquirement Collaborative knowledge management by Communities of Practice Theory-based managing by transdisciplinary offer of reflexion and theory Construction & re-construction of knowledge by situated learning Implementation
  • Didactic Concept Blended Learning Acting on one’s own responsibility Knowledge management within organisations Transdisciplinary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements Self-monitoring and self-determination due to subject-oriented acquirement Collaborative knowledge management by Communities of Practice Theory-based managing by transdisciplinary offer of reflexion and theory Construction and re-construction of knowledge by situated learning Implementation 50% 50% Phases of distance learning Phases of attendance Blended Learning
  • Didactic Concept 4 Pillars Subject-oriented approach Trans-disciplinarity Communities of Practice Situated Learning
  • Project Campus IB Community Community of Practice administrative staff students teachers alumnae partners
  • Implementation Requirements
    • web-based : easy access
    • stability : high availability
    • administration : no high-level technical skills required
    • content : clear content organisation, hypertext
    • publication : simple procedures
    • rights management : detailed management of access authorisation
    • thematic differentiation : separation of individual areas
    • communication : support of various tools
    • individualisation : opportunity of individual configuration
  • Implementation Requirements
    • web-based : easy access
    • stability : high availability
    • administration : no high-level technical skills required
    • content : clear content organisation, hypertext
    • publication : simple procedures
    • rights management : detailed management of access authorisation
    • thematic differentiation : separation of individual areas
    • communication : support of various tools
    • individualisation : opportunity of individual configuration
    Communication vs. Administration Openness vs. Supervision Usability vs. Functionality
  • Implementation Factline Community Server implementation based on factline Community Server
  • Implementation Central Platforms about 10 central platforms
  • Implementation ePortfolios > 100 student ePortfolios eP eP eP eP eP eP eP eP eP eP eP eP
  • Implementation Communication & Collaboration Tools factChat forum
  • Implementation Composition of Tools lecture Online Moderation and Communication with fourth term students
  • Teaching Course Organisation learning content: lecturer  students assignments: students  lecturer exchange / communication students teachers
  • Teaching Communication Example: Forum Lecture: Media Didactics Topic: types of own ePortfolio
  • ePortfolios Individual Student Platforms > 100 student ePortfolios Basic principle: individuality ■ individual content ■ individual structure ■ individual management
  • Conclusion
    • learning management system supporting situated learning and communities of practice
    • subject-oriented and experience-oriented didactic concept
    • focus on communication & collaboration
    • highly flexible system  central platforms + ePortfolios