Implementing Learning Infrastructures For Sme With Social Software
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Employees are key assets for small- and medium-sized enterprises looking to improve quality and processes through learning. The document discusses implementing learning infrastructures for SMEs using social software to support learning at work through autonomy, participation, variability, complexity, communication, cooperation, feedback, and handling time pressure. It notes that developing a learning culture with supportive leadership and supervisors is the most important factor for success.
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This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.Blending the Social and the Serious for Individual and Organizational Perform...
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
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Forschend Lehren mit Digitalen Medien
Folien der Keynote "Forschend Lehren mit Digitalen Medien" auf der Teaching Trends 2014 an der Universität Oldenburg (der Tagungsband findet sich unter http://www.uni-oldenburg.de/fileadmin/user_upload/c3l/Teaching_Trends_2014/TT2014_Tagungsband.pdf).
In dem Beitrag analysiere ich, wie "Forschendes Lernen" unterstützt werden kann, also wie man "Forschend _Lehrt_".
Warum nicht?! Selbstdarstellung von Kindern und Jugendlichen im Internet
45% aller 14-29 Jähriger teilten 2014 laut BITKOM Studie eigene Bilder im Internet.
Wie und von wem lernen Jugendliche auf YouTube? PB21 Talk
Den Webtalk findet man unter http://pb21.de/2014/06/pb21-webtalk-youtube-shwerpunkt/ mit @Rapucation @joeranDE @mariemeimberg @kadewe
Erklärvideos als Medium der Aneignung von YouTube durch Kinder und Jugendliche
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Wie funktioniert YouTube? Welche Videoformen gibt es und warum sind diese im Speziellen bei Jugendlichen besonders beliebt? Welche Themenbereiche werden am häufigsten rezipiert, wer sind die Trendsetter und welchen Einfluss können diese Trends auf Jugendliche und die ganze Community haben?
Pädagogische Online-Diagnostik funktionaler Analphabeten – technisch machbar...
Vorstellung der Online-Diagnostik otu.lea für funktionale Analphabeten.
Erreichbar unter http://www.otulea.uni-bremen.de
Aneignung und Transformation massenmedialer
und schulischer Erklärstrukture...
Einleitung
Kinder bekommen viel erklärt: von ihren Eltern, von anderen Kindern, später von ErzieherInnen und LehrerInnen, aber auch von massenmedialen Angeboten, insbesondere durch das Fernsehen. Erklär- und Wissenssendungen sind seit der Sendung mit der Maus fester Bestandteil des deutschen Kinderfernsehens. Über die letzten vier Jahrzehnte haben sich die Formate hinsichtlich ihrer medialen Gestaltung (Schnelligkeit, Schnitte), aber auch in ihren grundsätzlichen Erzählstrukturen und ihrem Unterhaltungsfokus verändert (Willi will's Wissen; Wissen macht Ah!).
Forschungsfrage
Zentrale Fragestellung der Studie ist, inwieweit typische Erzählstrukturen aus massenmedialen Angeboten wie dem Kinderfernsehen in den selbsterstellten Erklärvideos von Kindern wiederzufinden sind, ob schulisch-vermittelnde Ansätze gewählt oder ob eigene Ansätze bzw. die von Peers (weiter)entwickelt werden.
Die Hypothesen für die Untersuchung sind, dass
(a) die Wahl des Videoformates eine Orientierung an massenmedialen Erklärskripten wie z.B. den Erklärvideos aus Fernsehsendungen fördert, dies aber themenspezifisch variiert:
(b) beim Erklären typischer Schulthemen sich stark an schulischen Vermittlungsmustern orientiert wird,
(c) bei Themen aus dem Hobbybereich eher alternative, informelle Erklärstile genutzt werden.
Virtualisierung von Bildungsprozessen
Präsentation auf der Exploring Virtuality an der RWTH Aachen 2012.
Video communities and collectives for learning
This presentation is looking into the effects of YouTube and other online video communities. There is also some discussoin about collectives vs. communities. There is a lot of
ZMML
The document summarizes the activities of the Center for Multimedia in Education (ZMML) at the University of Bremen. It discusses how the university has been recognized as a leader in eLearning in Europe since 2000. It outlines the key services provided by ZMML, including the campus WiFi network, eLearning platform, eAssessment center, eGeneral Studies online courses, and support for blended learning. It also discusses challenges in managing these services and the center's approach to continuous service development.
Social media in higher education
Stefan Neitzel Assistant: Anja Maschmann
Tutor: LiM 1 Tutor: LiM 2
Tutee: eSTUDI 4 Tutee: eSTUDI 5
Donnerstag, 22. März 12
Support Concept
‣ lecturer: Prof. Dr. Karsten D. Wolf
‣ key tutors: Stefan Neitzel und Anja Maschmann
‣ tutors tandem: participants of parallel course Learning in read-write web (LiM)
‣ weekly eSTUDI review on the course blog with feedback from the tutors
Donnerstag, 22. März 12
Lernen durch Erklären mit Video - EduCamp Bielefeld
Sneak Peek auf die draufhaber.tv Plattform und Erklärung des pädagogisch-didaktischen Konzeptes hinter der ganzen Sache.
Basis ist die Kombination von Lernen durch Lehrern/Erklären durch die Erstellung von Performanz- und Erklärvideos sowie social bookmarking in Communities of Learning.
Die Plattform ist aktuell private beta, für Invite Codes schreibt mich bitte an.
URL der Plattform http://www.draufhaber.tv
How Video Communities Transform Learning and Teaching
What impact does YouTube have on educational institutions, teaching and learning?
YouTube is becoming YouTubia.
I also present a taxonomy of explanatory videos.
This is my presentation at MindTrek 2011 in the "Future Learning" panel together with Jarmo Viteli, Teemu Arina and Helena Lehtimäki.
YouTube - das neue Bildungsfernsehen
Vortrag im Rahmen der Veranstaltung "Ich glotz YouTube" - Info und Doku unter http://fobi.jugendinfo.de/events.php/308/ich-glotz-youtube.html
Lernerfolg und Lernmotivation fördern mit E-Assessment
Präsentation anlässlich des 7. E-Learning Tages "Assessment drives learning" an der TU Wien am 8. April 2011.
Info und Dokumentation unter http://teachingsupport.tuwien.ac.at/Artikel/ELT_2011
MirandaMod: Learning with Video
My MirandaMod presentation at mobile learning conference at Bremen:
- learning by creating videos
- taxonomy of how-to videos
- create your own short explanatory video
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Folien eines Vortrags anlässlich des Workshops Kompetent prüfen am PC des Testcenter Bremen.
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Präsentation meines Festvortrages anlässlich des 20. Jubiläums der Bremer Sommeruniversität 2010.
Lea Dialog Bremen
Präsentation anläßlich des lea. dialogs bei der Arbeitnehmerkammer Bremen.
Vorstellung des vom BMBF geförderten lea. Teilprojektes 3 Self- und E-Assessment.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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Presented by Vladimir Iglovikov:
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Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
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- 1. Implementing Learning Infrastructures for SME with Social Software Karsten D. Wolf Didactical Design of Interactive Learning Environments SMEs Implementing E-Learning (SIMPEL) conference Brussels, Monday, 14.04.2008 cc by Karsten D. Wolf 2008
- 2. Why Learning in SMEs? quality, processes, technology -> employees are key -> learning at work attribution: Move Lachine on flickr
- 3. How to support learning at work? • Autonomy • Participation • Variability • Complexity • Communication Cooperation • Feedback Information • Time Pressure