TY - CHAP A1 - Dellmann, Frank A1 - Harth, Thilo ED - Bastiaens, T. ED - Van Braak, J. ED - Brown, M. ED - et al., T1 - Beyond the buzzwords: A Strategy to Connect Curricula with the Digital World T2 - Proceedings of EdMedia: World Conference on Educational Media and Technology N2 - Disruption, Machine Learning, Internet of Things, Augmented Reality, Industry 4.0 and Rapid Prototyping are just a selection of the buzzwords that come up in connection with the rapid changes in the professional world and society brought about by digitalisation. As frequently occurs when buzzwords are used, their exact meaning is unknown, or remains unquestioned, but the use of them is nevertheless excessive. In this way, the buzzword ‘digital native’ assumes that an entire generation has a command of digital skills simply because they were born into this world and use digital media naturally. Which skills profiles this generation, and therefore a majority of today’s students, actually command, remains vague however, and is rarely explored systematically. The same is true of the specific formulation of necessary skills profiles in the digital world for higher education graduates. In the debate around higher education institutions, the description of the swift digital transition (with or without buzzwords) is not usually followed by a revision of existing curricula. This article describes strategic considerations for a better fit between the skills demanded of students and the challenges of the digital world. KW - digitalisation KW - skills profiles KW - Skills orientation KW - curriculum development Y1 - 2018 UR - https://learntechlib.org/p/184583/ SP - 2219 EP - 2226 PB - Association for the Advancement of Computing in Education (AACE) CY - Amsterdam ER - TY - CHAP A1 - Burke, Bruno A1 - Weßeler, Peter A1 - te Vrugt, Jürgen ED - Pammer-Schindler, Viktoria ED - Pérez-Sanagustín, Mar ED - Drachsler, Hendrik ED - Elferink, Raymond ED - Scheffel, Maren T1 - A Programming Language Independent Platform for Algorithm Learning T2 - Lifelong Technology-Enhanced Learning, 13th European Conference on Technology Enhanced Learning. EC-TEL 2018 N2 - Teaching People to program is a crucial requirement for our society to deal with the complexity of 21st-century challenges. In many teaching systems, the student is required to use a particular programming language or development environment. This paper presents an intelligent tutoring system to support blended learning scenarios, where the students can choose their programming language and development environment. For that, the system provides an interface where the students request test data and submit results to unit test their algorithms. The submitted results are analyzed by a machine learning system that detects common errors and provides adaptive feedback to the student. With this system, we are focusing on teaching algorithms rather than specific programming language semantics. The technical evaluation tested with the implementation of Mean and Median algorithm shows that the system can distinguish between error cases with an error rate under 20%. A first survey, with a small group of students, shows that the system helps them detect common errors and arrive at a correct/valid solution. We are in the process of testing the system with a larger group of students for gathering statistically reliable data. KW - Language-independent programming KW - Tutoring system KW - Algorithm learning Y1 - 2018 UR - https://link.springer.com/chapter/10.1007%2F978-3-319-98572-5_66 SN - 978-3-319-98572-5 U6 - http://dx.doi.org/10.1007/978-3-319-98572-5_66 SP - 652 EP - 655 PB - Springer, Cham ER - TY - CHAP A1 - Boentert, Annika ED - Mitterauer, Lukas ED - Pohlenz, Philipp ED - Harris-Hümmert, Susan T1 - Systemreakkreditierung als Entwicklungsimpuls. Das Modell der FH Münster T2 - Systeme im Wandel. Hochschulen auf neuen Wegen N2 - Als erste deutsche Hochschule wurde die FH Münster im Sommer 2017 systemreakkreditiert. Grundlage der Akkreditierungsentscheidung war ein Konzept, das die Hochschule im Herbst 2014 im Kontext der Experimentierklausel“ des Akkreditierungsrats entwickelt hatte. Mittlerweile stößt dieses Konzept auf reges Interesse bei anderen systemakkreditierten Hochschulen, bietet doch das geänderte Akkreditierungsrecht seit Januar 2018 explizit die Möglichkeit, in Abstimmung mit dem Akkreditierungsrat und der jeweils zuständigen Wissenschaftsbehörde „alternative Akkreditierungsverfahren“ zu gestalten Vor diesem Hintergrund erläutert der Aufsatz den Kontext der Experimentierklausel, das Reakkreditierungsverfahren der FH Münster und die Neugestaltung des Akkreditierungsrechts. Vor allem aber werden die Gründe, die zur Entwicklung des neuen Ansatzes führten, dargestellt, bevor dann das kumulative Akkreditierungskonzept der FH Münster skizziert wird. Die Ausarbeitung schließt mit ersten Hinweisen darauf, welche Argumente bei der Entscheidung zwischen einem alternativen – hier: kumulativen – und einem konventionellen Reakkreditierungsverfahren abzuwägen sind. KW - Akkreditierung KW - Qualitätsmanagement Y1 - 2019 SN - 978-3-8309-4052-4 SP - 65 EP - 75 PB - Waxmann Verlag CY - Münster ER - TY - CHAP A1 - Pistor, Petra T1 - Studentische Lehrveranstaltungsbewertung – Zeit für Veränderungen T2 - Methoden und Wirkungen zur Qualitätssicherung im europäischen Hochschulraum. Beiträge zur „Herbsttagung“ des Projekts Qualitätsmanagement der Hochschulrektorenkonferenz am 3./4.11.2008 in Bonn Y1 - 2009 SN - 978-3-938738-73-3 SP - 78 EP - 87 ER - TY - CHAP A1 - Pistor, Petra T1 - Quality Culture – Practical Reasoning About an Abstract Concept T2 - Qualitätskultur: Ein Blick in die gelebte Praxis der Hochschulen. Beiträge zur 4. AQ Austria Jahrestagung 2016 Y1 - 2017 SN - 978-3-7089-1549-4 SP - 34 EP - 43 ER - TY - CHAP A1 - Harth, Thilo A1 - Panke, Stefanie ED - Carliner, Saul T1 - Creating Effective Physical Learning Spaces in the Digital Age – Results of a Student-Centered Design Thinking Workshop T2 - Association for the Advancement of Computing in Education (Hrsg.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education N2 - Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning – but what does this mean for the conceptual design and design-in-use of campus spaces as learning locations? Does space really not matter in learning? During a two-day design thinking workshop an interdisciplinary group of 17 students produced ideas for new learning spaces and mapped out their spatial learning journeys through campus offerings and daily routines. The article describes the workshop concept and resulting insights gleaned from interviews, customer journeys, and prototyping. It offers ideas and examples for creating inviting learning spaces and cultures that focus on co-presence both with and without digital tools. KW - Design Thinking KW - Learning Spaces Y1 - 2019 SN - ISBN 978-1-939797-45-2 SP - 284 EP - 294 CY - New Orleans, US ER - TY - CHAP A1 - Boentert, Annika T1 - Rethinking Quality Managament: Designing internal quality assurance and external accreditation as learning opportunities N2 - The quality management system of FH Münster, a German university of applied sciences with 15.000 students, was established ten years ago. The main goal was to systematically foster reflection on quality issues in all faculties. In 2016, the concept was transferred to the level of institutional reaccreditation: A procedure called „cumulative accreditation“ was implemented, including e.g. a public symposium. On both levels, the author experienced that joint reflection on quality issues may encourage academics to change habits and improve study programmes. However, sometimes desirable changes will not happen. Instead of asking for sanctions and incentives, the article suggests another approach: the creation of learning opportunities for university members. KW - quality management, higher education institutions Y1 - 2019 UR - https://www.eairweb.org/paper-and-presentation-leiden ER - TY - CHAP A1 - Pistor, Petra A1 - Lockmun-Bissessur, Neeroo Vimi A1 - Somanah, Radhakhrishna T1 - Digitalisation of Higher Education Institutions in Africa – Paving the Way Towards the Attainment of the SDG T2 - Paper presented at the SARUA Colloquia Series, 09 June 2021: Higher Education Regional Collaboration: Opportunities in Complex Times? N2 - Africa recognised the potential of digital transformation before the COVID-19 pandemic. With the Digital Transformation Strategy, the continent committed itself to support this change in line with the Agenda 2063: The Africa We Want with focus on investment in Information and Communication Technology (ICT) , the promotion of the digital economy and the adoption of open and distance learning in tertiary education. However, the pandemic has given renewed impetus for digital change in higher education. The shutdowns of educational institutions brought about by COVID-19 have demonstrated that teaching and learning can be re-designed and educational institutions developed further, with the sprouting of collaborations in and across countries and continents. The drive for digital transformation, which is now gaining momentum throughout higher education institutions worldwide, is of major significance in giving renewed stimulus to one of the boldest agendas that have been adopted by mankind, the SDGs, the United Nations' Sustainable Development Goals. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-138473 ER - TY - CHAP A1 - Harth, Thilo A1 - Panke, Stefanie T1 - Thinking Inside the Box: Does Design Thinking Fit into Zoom Squares? T2 - Innovative Learning Summit. Theo J. Bastiaens, Gary H. Marks (Eds.) N2 - The article describes and evaluates the concept and format of a 2-day design thinking workshop with vocational teacher candidate students. Drawing from our experiences as instructors as well as the qualitative feedback we received from students, we critically discuss what worked well and what was lost. We contrast the outcomes of this workshop with previous design thinking activities. The results highlight the qualities of design thinking that necessitate interaction in physical spaces, as well as opportunities for design thinking activities in a digitized format. As many regions experience second waves of COVID-19, educational programs will face the challenge of transforming physically co-located instruction to a completely virtual format. Our results can serve as a guide on how to recuperate energy and engagement for highly interactive seminars and workshops KW - Online Learning Y1 - 2020 UR - https://www.learntechlib.org/primary/p/218832/ SP - 423 EP - 434 ER - TY - CHAP A1 - Harth, Thilo A1 - Panke, Stefanie T1 - Playful Pedagogies in Vocational Education: Experimenting with Making, Design Thinking and Serious Play T2 - LearnTechLib. Ed. Theo Bastiaens N2 - The paper describes the design, facilitation and outcomes of a series of workshops with faculty, staff and students from a teacher education program specialized in vocational education and training (VET). We analyze and reflect upon the facilitation techniques, discussion and participation results, and evaluation of the workshop series. Practitioners and researchers alike will find this article a valuable source for contemplating the effectiveness of design thinking, making and serious play in teacher education. While our case study is situated in the particular context of preparing future vocational teachers within the German VET system, the resulting concepts are applicable to other teacher education programs KW - Maker education, serious play, design thinking Y1 - 2023 UR - https://www.learntechlib.org/primary/f/222560/ SN - 978-1-939797-71-1 SP - 642 EP - 656 PB - Association for the Advancement of Computing in Education (AACE) CY - Waynesville, NC, USA ER - TY - CHAP A1 - Lilienthal, Jonas A1 - Sonnenschein, Ines T1 - Exploring future work processes – Conclusions from an interdisciplinary project in Building Information Modeling T2 - ETH Learning and Teaching Journal Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:836-opus-171012 VL - 2 IS - 2 SP - 271 EP - 275 ER - TY - CHAP A1 - Sonnenschein, Ines A1 - Koenen, Jenna A1 - Tiemann, Rüdiger T1 - Naturwissenschaftliches Arbeiten im Labor. Vergleich von Lehramts‐ und Monobachelorstudierenden T2 - Implementation fachdidaktischer Innovation im Spiegel von Forschung und Praxis. Hrsg. Christian Maurer Y1 - 2017 SP - 452 EP - 455 PB - Universität Regensburg CY - Regensburg ER - TY - CHAP A1 - Sonnenschein, Ines A1 - Koenen, Jenna A1 - Tiemann, Rüdiger T1 - Förderung von Scientific Inquiry im Chemie‐Bachelorstudium T2 - Authentizität und Lernen ‐ das Fach in der Fachdidaktik Y1 - 2016 SP - 137 EP - 139 PB - Universität Regensburg CY - Regensburg ER -