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Bildungsressourcen werden digital - was bedeutet das für Lehrende und Studierende? (Slides: Andreas Lachner)

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Mit der zunehmenden Digitalisierung von Bildungsmaterialien verändern sich die Gestaltung der Materialien und die Lehr-/Lernsettings, in denen sie eingesetzt werden, ebenso wie die Produktions- und Distributionswege. Im Online-Event (http://bit.ly/2pbkEOZ), zu dem diese Slides gehören, wurde darüber diskutiert, welche Auswirkungen sich aus dieser Entwicklung für die beteiligten Personen ergeben, etwa in Bezug auf die Aufbereitung und den Zugang zu digitalen Bildungsmaterialien und deren Rezeption.

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Bildungsressourcen werden digital - was bedeutet das für Lehrende und Studierende? (Slides: Andreas Lachner)

  1. 1. BILDUNGSRESSOURCEN DIGITAL?! Was ändert sich wenn Bildungsressourcen digital werden? Pädagogisch-psychologische Perspektiven 08.05.2017
  2. 2. BISHERIGER DIGITALER ALLTAG
  3. 3. WAS BRINGEN DIGITALE MEDIEN? Lernprozesse individualisieren und fördern
  4. 4. ROLLE DER LEHRPERSON Teilhabe Vermittlung Didaktische Konzepte
  5. 5. FUNKTION DIGITALER MEDIEN (ERTMER ET AL., 2012) Transformation des Lehrens und Lernens Anreicherung des Lehrens und Lernens Transport von Informationen
  6. 6. EINFLUSS VON ÜBERZEUGUNGEN DER LEHRPERSONEN • Überzeugungen als Chance/Barriere bei der Medienintegration (Ertmer, 2005) • Bidirektionales Verhältnis zwischen Überzeugungen über Technologie und Einsatz (Kim, Kim, Lee, Spector, & DeMeester, 2013) • Art des Unterrichts (frontal versus konstruktiv) wird auf digitalen Unterricht übertragen (Tondeur, van Braak, Ertmer, Ottenbreit-Leftwich, 2016) • Unterstützung zur didaktisch-sinnvollen Medienintegration • Vorteile der Mediennutzung (individuell | Lehr-Lernprozess, Ertmer, 2005) • ausgearbeitete Lösungsbeispiele (Renkl, 2014)
  7. 7. BEISPIEL 1: FLIPPED CLASSROOM • Flipped Classroom (Bishop & Verleger, 2013; Strayer, 2012) • Lehrkraft soll nicht ersetzt, sondern ergänzt werden. Gemeinsame Wissensvermittlung Individuelle Nachbereitung Individuelle Wissenskonstruktion Gemeinsame Nachbereitung klassisch geflipped
  8. 8. MÖGLICHKEITEN DER MEDIENINTEGRATION • Lehrkraft soll nicht ersetzt sondern ergänzt werden. • Flipped Classroom (Bishop & Verleger, 2013; Strayer, 2012) Gemeinsame Wissensvermittlung Individuelle Nachbereitung Individuelle Wissenskonstruktion Gemeinsame Nachbereitung klassisch geflipped Digitale Medien zur individuellen Vorbereitung
  9. 9. PROBLEME BEIM FLIPPED CLASSROOM • Unterschiedliche Vorbereitung der Studierenden (He, Holton, Farkas, & Warschauer, 2016) • Heterogenität hat Auswirkung auf Diskurs in der Präsenzphase • Keine Unterschiede zwischen Flipped Classroom und konventioneller Lehre  Auf die Qualität der Implementation kommt es an!
  10. 10. MÖGLICHKEITEN ZUR UNTERSTÜTZUNG • Digitale Medien zur formativen Diagnostik für Studierende • [Selbst-Einschätzungen] • Kurztests (kurz Tests, offene Fragen, Quizzes) • Erklären
  11. 11. LERNEN DURCH ERKLÄREN • Effektive Methode (Plötzner, Dillenbourg, Preier, & Traum, 1999; Roscoe & Chi, 2008; Williams & Lombrozo, 2010) • Auch in individuellen Settings (Fiorella & Mayer, 2013, 2014; Hoogerheide, Loyens, & van Gog, 2014)
  12. 12. MODALITÄT DES ERKLÄRFORMATS (LACHNER, LI, & NÜCKLES, 2017)
  13. 13. ERKLÄREN UND FLIPPED CLASSROOM Erstellung einer Erklärung Peer-Feedback Seminardiskussion Individuelle Vorbereitung mit digitalen Medien
  14. 14. BEISPIEL 2: COMPUTER-BASIERTES FEEDBACK • …, um Lehre zu individualisieren, und • …, um eigene Kompetenzen weiterzuentwickeln (Graham, Harris, & Herbert, 2011; Kellogg & Whiteford, 2009) • Allerdings eher untergeordnete Rolle (Graham, Harris, & Herbert, 2011; Cho & MacArthur, 2010)
  15. 15. COMPUTER-BASIERTES FEEDBACK BEIM SCHREIBEN: DEFIZITE Globale Kohäsion (Lachner & Nückles, 2015) Lokale Kohäsion (Concha & Paratore, 2011) Hans isst mit Peter in der Küche. Er geht zum Kühlschrank? Anordnung der Argumente 1. Einleitung 2. Argument 1. These 2. Begründung 3. Befund 3. Fazit
  16. 16. COMPUTER-BASIERTES FEEDBACK BEIM SCHREIBEN Ziele: • Visualisierung der Defizite der lokalen Kohäsion • Anregung zur globalen Kohäsion
  17. 17. BEFUNDE ZU COMPUTERBASIERTEM FEEDBACK: LERNEN 0 0.5 1 1.5 2 2.5 3 3.5 4 Lokale Kohäsion (Kohäsionslücken) Globale Kohäsion (Prinzipienorientierung) Kohäsion der revidierten Erklärungen Prompt Prompt + C-Map p < .05, η² = .14 p < .05, η² = .11
  18. 18. BEFUNDE ZU COMPUTERBASIERTEM FEEDBACK: KOGNITIVE BELASTUNG 2 2.5 3 3.5 4 4.5 5 Generelles Feedback Outline Feedback Concept Map Feedback p < .01, η² = .04 p < .001, η² = .07
  19. 19. ZUSAMMENFASSUNG • Bildungsressourcen ermöglichen neue Lehr-Lern- Arrangements • „Didaktik“ + Lehrperson müssen sich anpassen • Ko-konstruktive Prozesse fördern • Rolle der Lehrperson als „Lernbegleiter“ • Digitale Medien • Zur Wissenskonstruktion [Lernen durch Erklären] • Zur individuellen Förderung [Feedback] • Wissenskollaboration [Wiki] • …
  20. 20. OFFENE FRAGEN 1. Wie können Lehrpersonen (digital, organisational) unterstützt werden, um digitale Medien zu integrieren? 2. Alternative Ansätze der Medienintegration? 3. Welche technologischen Neuerungen sind für die Hochschullehre besonders geeignet (big data, remote learning)?
  21. 21. HERZLICHEN DANK • für Ihre JProf. Dr. Andreas Lachner Universität Tübingen (Fachbereich Psychologie) Leibniz-Institut für Wissensmedien, Tübingen a.lachner@imw-tuebingen.de

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