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Social Bookmarking als virtuelle kollaborative Praxis für OER Fortbildungen

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Die Präsentation gibt Einblicke in die Möglichkeiten des didaktischen Einsatzes von edutags (www.edutags.de) zum Lehren und Lernen über/mit OER. Als Web 2.0 Tool eröffnet edutags Lehrkräften und Lernenden die Chance (freie) Bildungsmaterialien zu teilen, zu sammeln und sich gemeinsam Themengebiete mithilfe von Schlagwörtern (Tags) zu erarbeiten. Im Vortrag werden Erfahrungen, Herausforderungen und drei Best Practice Szenarien zum Einsatz von edutags als virtuelle kollaborative Praxis erläutert.

Petra Danielczyk, @funky_learning, Wissenschaftliche Mitarbeiterin, Learninglab, Universität Duisburg-Essen

Published in: Education
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Social Bookmarking als virtuelle kollaborative Praxis für OER Fortbildungen

  1. 1. S o c i a l B o o k m a r k i n g a l s v i r t u e l l e k o l l a b o r a t i v e P r a x i s f ü r O E R - F o r t b i l d u n g e n M ö g l i c h k e i t e n d e s d i d a k t i s c h e n E i n s a t z e s v o n e d u t a g s ( w w w. e d u t a g s . d e ) P e t r a D a n i e l c z y k , M . A . L e a r n i n g l a b U n i v e r s i t ä t D u i s b u r g - E s s e n
  2. 2. INHALT Bildungsproblem edutags Tagging Didaktische Szenarien Bildungskollaborationen
  3. 3. W E N I G E W I S S E N S C H A T F L I C H E A B A H N D L U N G E N W I E L E H R K R Ä F T E K O N K R E T M I T H I L F E V O N D I G I T A L E N O N L I N E M A T E R I A L I E N I M S C H U L A L LT A G H A N D E L N U N D O B S I E H I E R B E I KO O P E R AT I V H A N D E L N
  4. 4. EDUTAGS • Community-Ansatz von und für Lehrkräfte, Bildungsakteure und Lernende • Renommierte OER-Partner • Teilen, Finden und Sammeln von (freien) Bildungsmaterialien • Handlungsbereich Unterrichtsvorbereitung und Erarbeitung von Themengebieten
  5. 5. W E L C H E B E D E U T U N G H A B E N D I G I T A L E M E D I E N F Ü R D I E D I D A K T I S C H E P L A N U N G U N D V O R B E R E I T U N G V O N U N T E R R I C H T ?
  6. 6. 5 THESEN NACH VOLLSTÄDT (2003) • Von neuen Lehr- und Lernmedien werden durchaus Impulse für Schulentwicklung erwartet, deshalb wird ihre Entwicklung besonders in der Schulpraxis mit großer Aufmerksamkeit verfolgt (S.12) • Die traditionellen Medien werden durch die neuen elektronischen Medien nicht verdrängt oder gar völlig ersetzt (S. 15) • Weiterentwickelte Lehr- und Lernmedien erfordern und ermöglichen neue Lehnarrangements (S.16) • Die Kompetenzen der Lehrkräfte entscheide maßgeblich über die Innovationskraft der Neuen Medien (S. 18) • Neue Medien werden das Bild und die Aufgaben
  7. 7. - I n d i v i d u e l l e W i s s e n s s a m m l u n g - R e f l e x i o n ü b e r W i s s e n s g e b i e t e - M e h r d i m e n s i o n a l e n B e s c h r e i b u n g e i n e s T h e m e n f e l d e s Tagging
  8. 8. WAS IST EIN TAG BZW. DIE TAGCLOUD? • Je häufiger ein Schlagwort benutzt wird, desto dunkelblauer ist es in der Tagwolke eingefärbt. • Auf der Startseite ist nur ein Bruchteil aller Tags zu sehen. Ein Klick auf "weitere Tags" offenbart den riesigen Umfang an Tags, den die Benutzer in den vergangenen Jahren Projektlaufzeit kollaborativ erschaffen haben. • An dieser Stelle wird das große Potential deutlich, über das Social Boomarking verfügt. Anstatt von Anfang an starre Kategorien vorzugeben, entscheiden die User selbst, quasi im Schwarm, welche Tags von Relevanz sind. • Existiert ein Schlüsselwort noch nicht im System, kann es unkompliziert ergänzt werden.
  9. 9. TAGGING • =action of reflection, where the tagger sums up a series of words into one or more summary tags, each of which stands on its own to describe some aspect of the resource based on the tagger’s experiences and beliefs [ Bateman et al, S. 14]. • learners who use tags show evidence of moving up the hierarchy from the lower “consumption”-based levels of learning (knowledge and comprehension) to higher levels of applied and metacognitive knowledge (application and analysis). • Further, reviewing of tags (i.e. comparing tags used by a community of taggers) would potentially facilitate the move to the highest levels of Bloom's Taxonomy of Learning (synthesis and evaluation). •
  10. 10. SZENARIO 1 „Rundum-Sorglos“ • Verschlagwortete Sammlung durch den Lehrenden • Kontinuierlicher Aufbau im Laufe des Seminars • Lernende als Rezipienten • Passive Nutzung von Social Bookmarking
  11. 11. SZENARIO 2 „Sandkasten - Spielwiese“ • Sammlung des/der Lehrenden ohne / mit wenigen Schlagworte • Tagging durch die Lernenden • Aktive Nutzung von Social Bookmarking • Aktive Auseinandersetzung mit den Ressourcen
  12. 12. SZENARIO 3 „Freischwimmer“ • Eigenständige Recherchen von Lernenden • Selbstständige Themenwahl • Aktive Nutzung • Gemeinsamer Wissenspool
  13. 13. BILDUNGS-KOLLABORATIONEN • “educational communities can facilitate online collaborations more effectively by matching participants not only based on their needs (e.g. shared interest) but also emphasizing comfort (e.g. trusted environment with known peers) and chance to gradually increase openness by inclusion of further participants to the community. “(Pirkkalainena, Pawlowskib, Pappac 2017, S.131) • >[…] “allow closed collaborations to be formed that are based on strong and existing ties.”(ibid)
  14. 14. Der Vortrag von Petra Danielczyk ist lizenziert unter einer Creative Commons Namensnennung Weitergabe unter gleichen Bedingungen 4.0 International Lizenz. Petra Danielczyk petra.danielczyk@uni-due.de
  15. 15. NACHWEISE • Bateman, S., Brooks, C., Mccalla, G., & Brusilovsky, P. (2007, May).: Applying collaborative tagging to e-learning. In Proceedings of the 16th international world wide web conference (WWW2007). • Pirkkalainena, H. Pawlowskib, J.M. Pappac, D. (2017): Educators' open educational collaboration online: The dilemma of emotional ownership. In: Computers & Education 106, S. 119–136. • Vollstädt, W. (2003): Zur Zukunft der Lehr- und Lernmaterilien in der Schule. Eine Delphi-Studie in der Diskussion. Wiesbaden. VS Verlag für Sozialwissenschaften (Schule und Gesellschaft, 31).

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