{"id":577,"date":"2007-11-29T12:44:04","date_gmt":"2007-11-29T11:44:04","guid":{"rendered":"http:\/\/www.mandyschiefner.ch\/blog\/archives\/1107"},"modified":"2007-11-29T12:44:04","modified_gmt":"2007-11-29T11:44:04","slug":"online-educa-tag-1-einstieg","status":"publish","type":"post","link":"https:\/\/2headz.ch\/blog\/online-educa-tag-1-einstieg\/","title":{"rendered":"Online Educa Tag 1 &#124; Einstieg"},"content":{"rendered":"<p>\ud83d\ude41 Leider habe ich das Input-Referat von Andrew Keen verpasst. Hier der spannende Abstract:<\/p>\n<blockquote><p> The Web 2.0 revolution is a great intellectual seduction. Digital utopians are seducing us into believing that the flattened, radically democratized media of the contemporary Internet is a positive historical development for educators. But the reverse is actually true. In challenging the authority of traditional intellectual gatekeepers (teachers, academics, editors, publishers etc), Web 2.0 information resources like Wikipedia are undermining the very foundations of our meritocratic pedagogical order. These revolutionary Web 2.0 sites are replacing professionals with amateurs, accountable experts with the anonymous mob, experienced knowledge workers with an adolescent lumpenproletariat. The most serious cultural consequence of Web 2.0 is the cult of open source media: an &#8222;economy&#8220; in which it will be increasingly hard to both produce, legitimize and monetize high quality information. In this cacophony of electronic opinion, the most pressing challenge for educators is to authoritatively teach media literacy. As the Web 2.0 revolution threatens to blur the distinction between truth and fiction, educators must teach kids how to critically evaluate the credibility of information.<\/p><\/blockquote>\n<p>Zumindest habe ich das Buch schon mal bestellt, demn\u00c3\u00a4chst also bestimmt mehr zu diesem Thema hier.<\/p>\n<p>Doch weiter geht es mit der Session <strong>Learning Future for Higher Education<\/strong>. Gilly Salmon spricht zu Ver\u00c3\u00a4nderungen an Universit\u00c3\u00a4ten, um Studierende mehr und mehr zu integrieren. Ihre Einsch\u00c3\u00a4tzung: \u00c2\u00abUniversities changes very slowly and especially painfully\u00c2\u00bb.<br \/>\nSie stellt interessante Untersuchungsergebnisse aus Leicester vor:<br \/>\nICT and social school life<\/p>\n<ul>\n<li> 73% access Internet from bedrooms<\/li>\n<li> 91% like up to date technolgy<\/li>\n<li> 95% use some form of social networking<\/li>\n<li> 62% use blogs and wikis<\/li>\n<\/ul>\n<p>\u00c3\u201ehnlich wie bei Oblinger ist auch hier, dass diese Tools nicht als Lernmittel angesehen werden. Auch interessant sind ihre Daten zu \u00c2\u00abExpections of University\u00c2\u00bb:<\/p>\n<ul>\n<li> for everyone<\/li>\n<li> access for all<\/li>\n<li> technical support<\/li>\n<li> profile and presense<\/li>\n<li> resources<\/li>\n<li> backup for lectures<\/li>\n<li> connectivity in halls<\/li>\n<\/ul>\n<p>Ihre Einsch\u00c3\u00a4tzung: \u00c2\u00abpedagogical implications of Future (Learning) Technologies: develop pedagovy and technollgy in tandem\u00c2\u00bb. Eine M\u00c3\u00b6glichkeit, Studierende mehr ins Lernen zu integrieren und zu aktivieren stellen f\u00c3\u00bcr Sie Szenarien dar. Ihr Ratschlag: \u00c2\u00abthinking outside the box\u00c2\u00bb.<\/p>\n<p>Das n\u00c3\u00a4chste Referat besch\u00c3\u00a4ftigt sich mit virtual mobility. Ilse Op de Beeck stellte ihr Projekt \u00c2\u00abVirtual Mobility before and after students exchange\u00c2\u00bb (founded by Socrates) vor. Die Ding, die man <em>vor einem Studienaustausch<\/em> Studierenden bereitstellen kann, sind: orientation guidelindes, course information, pre-selection tools and student selection, preparatory courses (language, culture, digital literacy). Diese Dinge haben sie nun unteschiedlich umgesetzt: Zum ersten in ein virtual Buddy System, zum anderen einen Prep course. <em>Nach einem Austausch<\/em> steht f\u00c3\u00bcr Sie vor allem virtual assessment and evaluation at a distance und virtual alumni im Vordergrund.<\/p>\n<p>Gerade im Rahmen von der angestrebten Mobilit\u00c3\u00a4t im Rahmen von Bologna liegen hier meines Erachtens nach noch einige Arbeitsfelder und Chancen f\u00c3\u00bcr E-Learning an Universit\u00c3\u00a4ten, Stichwort E-Bologna.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\ud83d\ude41 Leider habe ich das Input-Referat von Andrew Keen verpasst. Hier der spannende Abstract: The Web 2.0 revolution is a great intellectual seduction. Digital utopians are seducing us into believing that the flattened, radically democratized media of the contemporary Internet is a positive historical development for educators. But the reverse is actually true. In challenging [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-577","post","type-post","status-publish","format-standard","hentry","category-mandyschiefner"],"_links":{"self":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts\/577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/comments?post=577"}],"version-history":[{"count":0,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/posts\/577\/revisions"}],"wp:attachment":[{"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/media?parent=577"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/categories?post=577"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/2headz.ch\/blog\/wp-json\/wp\/v2\/tags?post=577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}