Vortrag auf der Konferenz Campus Innovation am 14. November im Curio-Haus in Hamburg

1. Digitaler Bildungsraum Hochschule –
Perspektiven zwischen wiedererwachter
Faszination und nüchterner Routine
Vortrag auf der Konferenz Campus Innovation
am 14. November im Curio-Haus in Hamburg
14.11.2013| Fachbereich Humanwissenschaften| Institut für Allgemeine Pädagogik und Berufspädagogik | Prof. Dr. Petra Grell

2. Keine Bildrechte!
Fotos at the Chinese pavillion
at 70th Biennale Venice 2013
Copyright by the artist

3. Faszination/Hype: MOOC
Downes 10.11.2013, facebook via
twitter

4. Faszination/Hype: MOOC
„Nothing has more potential to lift
more people out of poverty (...).
Nothing has more potential to
unlock a billion more brains to
solve the world’s biggest
problems. And nothing has more
potential to enable us to reimagine
higher education than the massive
open online course, or MOOC,
platforms“ (Thomas Friedman, New York
https://moocfellowship.org
Times, Jan 26, 2013)

5. Faszination/Hype: OER
„The potential for open educational
resources (OER) to transform the
global educational landscape is
immense.
OER have emerged as one of the most
powerful resources to transverse the
global education landscape (along with
the World Wide Web and
the Internet) in the past century.“
(Olcott 2012, p. 283)
Don Olcott Jr. (2012) OER perspectives: emerging issues for universities, Distance Education, 33:2, 283-290, DOI:
10.1080/01587919.2012.700561; OER Global Logo CC by Jonathas Mello

6. OER Aktivitäten
– OECD Country
Questionnaire
„Thus, only one country
out of 28 does not expect
OER issues to be a policy
priority in the near future.“
(Hylén et al. 2012, p. 9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

7. OER Aktivitäten
– OECD Country
Questionnaire
„Germany has raised a number of
fundamental objections to the idea of
OER.“
„Germany was the only country who
responded that the OER issue is not
expected to become a policy priority
in the near future.
(Hylén et al. 2012, p. 7 & p.9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

8. OER – Möglichkeiten
(OECD
Country Questionnaire 2012)
„There are technological, economic,
social, and legal drivers behind the
expansion of the OER movement. (...)
But, most importantly, there is a strong
sense in different parts of the
educational community that OER
offers a major opportunity to
promote the notion of sharing
knowledge as a public good.“
(Hylén et al. 2012, p. 18)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

9. OER Vorteile –
OECD Country Questionnaire 2012
• Open and flexible learning
opportunities
• Increased efficiency and quality of
learning resources
• Cost-efficiency of OER
• The innovative potential of OER
• Systemic transformative capacity
(Hylén et al. 2012, p. 18f.)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

10. Verschenktes Potenzial:
Materialvielfalt nutzen
„However, despite the rhetoric about new
social and participatory media generally and
OER specifically, the reality is that their
uptake and reuse in formal educational
contexts has been disappointing. “
(Conole 2012, p. 131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563

11. Wer profitiert?
„Furthermore, the ever increasing
technologically rich learning environment in
which today’s learners and teachers are
immersed is raising issues in terms of social
exclusion; the technological divide might be
narrower but it is deeper – those not
connected or not using these new
technologies are being left behind at an
alarming rate.“ (Conole 2012, p. 131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563

12. Bereitstellen digitaler Inhalte
„Germany has raised a number of
fundamental objections to the idea of OER.
They question whether a lack of
digital content prevents learning,
particularly in the case of people with
low qualifications, and whether welleducated people will benefit the most
from OER.“
(Hylén et al. 2012, p. 7)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

13. Bildungsschere
„As with participation in adult learning
more generally, educational Internet
use was structured by age, occupational
class and educational engagement.”
(Patrick White & Neil Selwyn 2012)
Patrick White & Neil Selwyn (2012) Learning online? Educational Internet use and participation in adult learning, 2002 to
2010, Educational Review, 64:4, 451-469

14. OpenLearnWare – TU Darmstadt

15. Lecture2Go – Universität Hamburg
http://lecture2go.uni-hamburg.de/veranstaltungen/-/v/15206

16. Creating OER
•
•
– Collaboration of 250 people
Martin Ebner & Schön Sandra (2013,
Hrsg.). Lehrbuch für Lernen und Lehren mit
Technologien. 2. Aufl. Berlin: epubli
URL:http://l3t.eu.
http://l3t.eu/homepage/das-buch/ebook-2013

17. Creating OER
– Collaboration of 250 people
Authors
Reviewer – Reader/Editor – Illustrator –
Art Editor – Co-Worker – Supporter
•
•
Martin Ebner & Schön Sandra (2013,
Hrsg.). Lehrbuch für Lernen und Lehren mit
Technologien. Berlin: epubli
URL:http://l3t.eu.

18. Schulbuch-O-Mat
http://www.schulbuch-o-mat.de

19. Kritik an OER
„The critiques outlined in this paper are
motivated by a concern for the ways
in which learners are being framed
by the promotion of OER.“
(Knox 2013, p. 2)
Knox, J. (2013) : Five critiques of the open educational
resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354

20. Knox’s Kritik an OER
1. An under-theorisation of the notions of
‘openness’ and ‘freedom’
2. The rejection and privileging of institutional
structure
3. No place for pedagogy
4. Assumptions of autonomy and self-direction
5. Alignment with the needs of capital
(theoretical framework: Foucault’s
governmetality)
Knox, J. (2013) : Five critiques of the open educational
resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354

21. Anhäufung von Perspektiven
Keine Bildrechte!
Fotos at the Chinese pavillion
at 70th Biennale Venice 2013
Copyright by the artist
und eine Vernachlässigung
• der Didaktik
• der bildenden Begegnung

22. Xiao, Y., & Lucking R. (2008). The impact of two types of peer assessment on students’ performance and
satisfaction within a Wiki environment. The Internet and Higher Education. 11(3-4), 186-193.
Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case study in an undergraduate course. In
Proceedings of the 39th IEEE international Conference on Frontiers in Education Conference. Piscataway,
NJ: IEEE Press, 1408-1413.

23. I
„Although the volume of posts increased
due to the obligatory use of the
application, students appeared
to be ‘playing the game’
rather than using the tool for their own
purposes” (Ebner et al. 2010: 97)
“In effect, transformation at the highest
level, wherein students become a
collaborative community generating
and evaluating each other's ideas and
altering their own perspectives or
viewpoints, typically did not
occur.” (Bonk et al. 2009: 132)
Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions of transformation in three crossinstitutional wikibook projects. The Internet and Higher Education, 12(3-4), 126-135.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in Higher Education - A chance to facilitate
informal and process-oriented learning?. Computers & Education. 55(1), 92-100.
Bild: Flickr by hurstville1

24. Partizipation ist mehr als Aktivieren
oder Aufgaben erfüllen
Partizipation setzt ein Interesse an
Partizipation voraus
Hochgesteckte
Partizipationserwartungen –
Mikrokosmos Hochschullehre

25. „Gemeinschaft“ der
Lehrenden und
Lernenden?
Informationen
austauschen, neu
mischen
und weitergeben
Zusammen an etwas
arbeiten (Text, digitales
Objekt, Dokumentation)
Beziehungen/
Netzwerke knüpfen und
pflegen

26. Der Blick auf (die Studierenden und)
Nachwuchswissenschaftler/innen
Zugespitzt illustriert mit einem Cartoon von Jorge Cham (PHD Comics)
Jorge Cham PHD Comics, „Brain on a Stick“, published 1/26/2009 http://www.phdcomics.com/comics/archive.php?
comicid=1126

27. Fazit
Wir können die widersprüchlichen
Anforderungen und Erwartungen im
Hochschulkontext nicht „didaktisch auflösen“.
– Institutionelle Rahmung (Funktionalisierung)
– Wissenschaft versus Praxis-HandlungskonzeptErwartungen
– Zweckoptimiertes Prüfung-Bestehen vs.
Erkenntnisgewinn
– Kollaboration vs. Individuelle Leistungsbewertung

28. Fazit
Digitale Bildungsräume in der Hochschule können
einige grundlegende didaktische Probleme
transparenter/sichtbarer machen.
Realitätsangemessene Konzepte für Bildungsräume
(und begleitende Fallstudien),für Räume, die Bildung
ermöglichen wollen.
Ausbalancieren der Interessen der Studierenden
und der Lehrenden aus der Fachdisziplin heraus.

29. p.grell@apaed.tu-darmstadt.de
Bild: Flickr by crystaljingsr

30. Literatur
Anderson, N., & Lin, C., (2009). Exploring technologies for building
collaborative learning communities among diverse student
populations. In Proceedings of the 14th Annual ACM SIGCSE
Conference on innovation and Technology in Computer Science
Education. NY: ACM, 243-247.
Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions
of transformation in three cross-institutional wikibook projects. The
Internet and Higher Education, 12(3-4), 126-135.
Cole M. (2009). Using Wiki technology to support student
engagement: Lessons from the trenches. Computers & Education.
52(1), 141-146.
Ebner M., & Maurer H. (2009). Can Weblogs and Microblogs Change
Traditional Scientific Writing?. Future Internet. 1(1), 47-58.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in
Higher Education - A chance to facilitate informal and processoriented learning?. Computers & Education. 55(1), 92-100.
Ehlers, U.-D., Adelsberger, H.H., & Teschler, S. (2009). Reflexion im
Netz: Auf dem Weg zur Employability im Studium. In N.
Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Hrsg.), ELearning 2009. Lernen im digitalen Zeitalter. Münster: Waxmann
Verlag, 15-29.
Grell, P., Rau, F. (2010). Participation under compulsion. In:
International Journal of Emerging Technologies in Learning (i-JET)
Vol. 5, No. 4, pp. 26-30. [Online zugänglich:
http://online-journals.org/i-jet/article/view/1458]
Grell, P., Rau, F. (2011). Partizipationslücken. Social Software in der
Hochschullehre. In: MedienPädagogik. Zeitschrift für Theorie und
Praxis der Medienbildung. Themenheft 21.
Halic, O., Lee, D., Paulus T., & Spence Marsha (2010). To blog or not
to blog: Student perceptions of blog effectiveness for learning in a
college-level course. The Internet and Higher Education, In Press,
ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.04.001.
Hermann, C. & Janzen, A. (2009). Electures-Wiki – Aktive Nutzung
von Vorlesungsaufzeichnungen. In A. Schwill & N. Apostolopoulos
(Hrsg.), Lernen im Digitalen Zeitalter. DeLFI 2009 – Die 7. ELearning Fachtagung Informatik. Bonn: Köllen Druck+Verlag GmbH,
127-138.
[JIM 2011] Medienpädagogischer Forschungsverbund Südwest
(2011): Jugend, Information, (Multi-)Media. Basisstudie zur
Medienumgang 12- bis 19J-ähriger in Deutschland. Stuttgart.
Meyer, K.A. (2010). A comparison of Web 2.0 tools in a doctoral
course. The Internet and Higher Education, In Press, Corrected
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10.1016/j.iheduc.2010.02.002.
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Requena-Carrión, J., Rodríguez-González, A. B., Marques, A. G., and
Gutiérrez-Pérez, D. (2009). Work in progress - implantation of a
collaborative student-centered learning environment in a wireless
technology course. In Proceedings of the 39th IEEE international
Conference on Frontiers in Education Conference. Piscataway, NJ:
IEEE Press, 918-919.
Safran, C. (2008). Blogging in higher education programming
lectures: an empirical study. In Proceedings of the 12th international
Conference on Entertainment and Media in the Ubiquitous. New York,
NY: ACM, 131-135.
Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case
study in an undergraduate course. In Proceedings of the 39th IEEE
international Conference on Frontiers in Education Conference.
Piscataway, NJ: IEEE Press, 1408-1413.
Wheeler S (2009). Learning Space Mashups: Combining Web 2.0
Tools to Create Collaborative and Reflective Learning Spaces. Future
Internet. 1(1), 3-13.
Xiao, Y., & Lucking R. (2008). The impact of two types of peer
assessment on students’ performance and satisfaction within a Wiki
environment. The Internet and Higher Education. 11(3-4), 186-193.
Xie, Y., Ke, F., & Sharma, P. (2008) The effect of peer feedback for
blogging on college students' reflective learning processes. The
Internet and Higher Education. 11(1), 18-25.
Bilder (CC-Lizenzen)
„Attention“: http://www.flickr.com/photos/hurstville1/3732218078/
„Kalender“:http://www.flickr.com/photos/crankypressman/
4013143056/
„Fragezeichen“: http://www.flickr.com/photos/crystaljingsr/
914729343/