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Axel Dürkop

575 days ago
Unfiled. Edited by Axel Dürkop 575 days ago
Digitalized learning and offline/online meetups 
 
905 days ago
Mariam H Digital Learning
Jöran In the sense of "learning in the potential presence of digital media"
Missions statement: collecting examples of best practice
 
Mariam H  Who is involved in the digital learning and how do I approach them?
Christoph K
  • Kids learn with youtube "Cool Hacks" videos although he hates school. He does not call it learning but "hacking", "gaming" or simply "working on sth."
  • Students prefer anlaog flash cards!
  • Students play a game of minecraft while watching an instruction video while skyping with a friend (who plays the same game)
  • Students share video instructions and exam questions on self organized plattforms because the faculty will not let them do that on the universitie's plattform
 
Jonathan W how can learning with the digital add value to the experience for the learner?
 
enabling the learner to build their own problem solving  tools - vs providing fixed and unresponsive solutions.
 
Mariam H --> Its not about building up tools for the people to use them. Listen to them and find out what they are in use of.
 
Christoph K Cluster the Users
  • What is their motivation?
  • "Hack" solve a problem
  • succeed in school
  • play or have fun
  • What are their capabilities?
Christoph K
  • (Liz had a better expression for that)
  • Litteracy in different media
  • having learned to learn
  • What access do they have
  • Do they have the hardware
  • does their institution hat the hardware and the infrstructure (WIFI)
 
  • Prototype 1: "Best Practice Learners"
Jonathan W Axel/jonathan/joran/christian/mariam/Luka
who are our "best practice" learners?
Urgent learners (communities of learners):
  • the terrorist 
  • the youtube cheat-gamer (learning from instructional movies on youtube)
  • refugee (disenfranchised and displaced)
Non-urgent learners:
  • MOOC lurker
  • Serial non-urgent learning moments, information grazers (all of us variously)
 
Axel D If we would have moments for application within a learning instance rather than a starting and ending point. On the internet it is easier to find and have moments of application of knowledge and experiencing self-efficacy. This seems quite motivating and should be fostered in formal education.
 
Jonathan W Teaching as a platform, a safe and mentored space from within which one can understand and reflect on how one learns. But it needs support from teachers/mentors.  
 
 
Mariam H Gain knowledge
Share knowledge
Application of the knowledge
 
Where are the new opportunities in terms of digital learning (learning with the digital)?
Jonathan W
  • Aysnchronous engagement
  • Non-traditional learner demographic
  • distributed and connected/de-centralised  teaching and learning
  • Learning  of the digital whilst learning in the digital and with the digital and  applying that knowledge within that learning environment (example  wikistorming)
 
 
Christoph K
  • Prototype 2: "Refugee from Syria"
Who are they?
Gu N
  • Refugee form syria, 
  • speakes syrish, french english arabic
Christoph K
  • has a syrian degree as an engienieer has worked for 5 years
  • comes alone, his family is still in Syria
 
 
What is their situation?
Gu N
  • bussiy with getting his paperworks with the governmemt done
  • lving in one room with 4 other males, in a building with about 200 persons
  • every one has a smartphone with expensive phone rates
Christoph K
  • has limitated access to computers and internet (4 common PCs in the building)
 
Gu N life topics:
  • has to get accepted as an engeneer
  • has to get his licens accreditated
  • need a person to show him around, get him used to the german way
Christoph K What are their needs?
  • needs to learn german, 
Gu N
  • persons as a giude, options for online learning
  • peers to learn, get around, access to online platform
  • tandem approach he gives his abilities to teach some one or to help some one in trade to get helped and learn him self
 
Christoph K What can we offer them?
Gu N
  • a network of helpers interressted people
  • it- infrastructure
  • online plattform, i.ei (bosch rexrotd online plattform for engeeiring)
  • silent universities
 
Christoph K Partnering companies (organized by the  chamber of commerce) who are willing to invest into helping him and gain him as a hard-working, motivated and not well paid worker.
 
Digital offers need to be
  • mobile ready and low bandwith
  • very low barrier to enty
 
What will they do with it?
He'd start a life!
He would invest enormous amounts of time and energy
He would get his family to Germany
Gu N He would contribute to the local economy
He might help rebuild his homecountry
 
...
905 days ago
Mariam H Futures of the University
Moderated by @lizlosh
 
Felix S MINUS:
  1. How to maintain academic Integrity (Cheating/Credentials/Validation)?
  1. What economic models can support academic institutions if content is free and open?
  1. University as "network organization" has few defenses to osmotic influences of technology. What are suitable policies for adaptation and change?
  1. How do universities deal with legal liabilites?
  1. Sexism, Racism and loss of safe space
Mariam H
  1. How to deal with cultural imperialism and difference?
  1. Reputation systems and quality
Sebastian H
  1. Privacy and Big Data
Liz L
  1. Loss of trust
 
  • Mobility
  • Networked flexibility
  • Open Knowledge Production
  • problem-based/project-based learning
  • collaboration/ social learning
Mariam H
  • 21st century STEM / experimental culture
  • Dialogic + connected learning
  • Life-long learning
Felix S
  • access education to underserved populations (refugees, minorities, etc.)
 
Mariam H Clusters:
 
 
1) Content production
Sebastian H
  • Overemphasised?
Mariam H
  • To keep the trust
  • students <> teachers
  • student > program < teacher
  • Interactive
 
2) Pedagogy / process
  • Changing role of students  / teachers in a digital learning environment
  • How far can online learning go > PBL in problem project-based learning?
  • Pedagogy should come first - technical choices follow (althouhg technical options can stimulate pedagogy but should not dominate them)
  • Pedagogical multiple options!
  • education metrics - index-driven peddagogical teaching
  • audience empowerment- /collaboration
  • learn to teach (digitally)
  • teach to learn (digitally)
  • the demand of control in digital teaching is "stupid" (learning processes)
  • managing the professional development of faculty in adoptive hybrid / digital learning / teaching pedagogics
  • new role - re-balancing power
 
3) Legal Issues
Liz L
  • Overemphasized?
Mariam H
  • OER - who controls edited texts?
  • ECTS system versus digital education
  • certification < acknowledgement, trust in acceptance of certificates, badges and so on
  • the need for the updates in copyright revolutions for the use of digital content in education environments
  • to become outside the legal frame because of innovation
Liz L
  • Fair use (or lack of same) in EU
  • Archiving
  • Disability access
  • Non-discrimination laws
  • Innovation outstripping existing legal frameworks
Mariam H
  • missing workload / capacity incentive models
  • funding models allying EU competition laws
  • national / state frameworks
  • creating (financial) incentives for innovation
 
4) Learning / Social Learning
  • digital allows scaling of teaching, not only UP (>massive) but also DOWN (>individualized)
  • teaching SKILLS other than INFORMATION becomes possible through interaction and peer-learning; missing in the CURICULUM
  • Transparency of the learning and teaching resources / open access to course curriculums and content
  • need to learn to deal with culture of openness; also: network of teachers & organisations learning from each other
 
Liz L 5) Strategies/leadership
  • path dependency
  • criteria for evaluation
Courtney M
  • we cannot expect these criteria to come from the market
Mariam H
  • long-term planning timelines (whats a reasonable timeline for implementation is always tricky; student governance and assistance can also be important drivers)
Liz L
  • faculty governance - tactical/seeking allies - top down vs. bottom up
Mariam H
  • franchising models
Volker K
  • McDonaldization of universities,(Quantity instead of quality, control, standardization, imageneering) 
Liz L
  • Problem of pyramid of digital participation - some faculty do a little, some do a lot
Mariam H
  • Tactics / Followship: 
  • solve the political problems
  • top-down vs. bottom up?
  • access / selection to higher education
 
 
Christian F Universities of the Future
Moderated by Jonathan Worth 
Jöran 0. Procedure
  • Maybe we dedicate the four corners and the one middle of the room to each of the 5 questions and everyone come together at the location of their question?
Christoph K
  • I would very much like that kind of work
 
  • This room here is an authority structure
Jöran
  • Can there possibly be a non-authority structure? #srsly 
Christoph K
  • I do not think so. My point was that this authority structure shapes the conversatoin we have. 
 
Christian F
  • 1. How can we define learning?
Ann-Kathrin W
  • today's emphasis on learning partly neglects the teaching part
  • mediation of learning and teaching processes
...

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