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Visible students, visible teachers:
Going beyond the accessibility
in distance education
Prof. Dr. Patricia Arnold, Univer...
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Arnold poster oslo_2013

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poster presentation EDEN 2013, Oslo

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Arnold poster oslo_2013

  1. 1. Visible students, visible teachers: Going beyond the accessibility in distance education Prof. Dr. Patricia Arnold, University of Applied Sciences Munich, arnold@hm.edu References 1 Schön, D. (1983) The reflective practitioner. How professionals think in action. New York: Basic Books 2 Lave, J. , Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge: Cambridge University Press 3 Holzkamp, K.(1993): Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt/M.: Campus 4 Hattie, J.A.C. (2009): Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge More Information: http://www.hm.edu/elc http://www.basa-online.de/ http://patriciaarnold.wikispaces.com Context “BASA-online” is a distance education degree program offered for practitioners in the field of social work by a network of seven German universities Students may obtain a” BA Social Work“ alongside with a job in the social realm by 25% face-to-face tuition and 75% online learning Accessibility and flexibility in time and place is a high priority for these working students The program uses the concept of the „reflective practitioner“ (Schön 1983)1 and emphasizes the significance of online tutoring and personalized feedback (Arnold et al. 2013)4 The educational has been elaborated within the university’s research and development project “Well Equipped for the Future”) as part of the “Quality Initiative for German Higher Education, funded by the Federal Ministry of Education and Research in Germany (BMBF) Theoretical Framework Lave and Wenger’s theory of situated learning and communities of practice (1991)2: authentic tasks, sense of belonging, contributing to a shared practice Holzkamp’s critical psychology (1993)3 : expansive and defensive learning, exploring learning reasons Hatties’s study “Visible Learning” (2009)4: active engagement as “guide at the side”, personal involvement, providing personalized feedback Evaluation Results Standard evaluation survey showed high degree of overall student, open questions highlighted the following issues: Personal Intro perceived as highly motivational due to content (biography) AND medium (personal voice) Live classroom participation reached only small numbers due to time constraints, highly appreciated by those participating Surprising: Recordings of live sessions equally highly appreciated though content and feedback was customized to students participating (-> vicarious learning?) Live classroom also used as collaboration space: “audio & video enhances involvement” Workbench cases actually implemented Design Elements Podcast as Personal Intro, analyzing teacher’s own learning biography Summarizing Prior Knowledge & Creating a “Landscape of Questions”, with personalized guidance into the module Reflecting one’s own “Learning Biography” “Seminar Concepts” - Workbench cases from individual professional context “Global Fair” on Adult Education – Showcasing Cases TOOLS: Learning Management System OLAT plus Live Classroom Sessions ADOBE CONNECT (also recorded) for formative feedback and virtual office hours Case Study

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