INQUIRY-BASED LEARNING AND RESEARCH-BASED TEACHING WITH (SOCIAL) MEDIA Dr. Sandra Hofhues (Zeppelin University, Friedrichshafen, Germany) Prof. Dr. Ulrike Lucke (University of Potsdam, Germany) Prof. Dr. Gabi Reinmann (Zeppelin University, Friedrichshafen, Germany) Ass.-Prof. Dr. Mandy Schiefner-Rohs (TU Kaiserslautern, Germany)
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Inquiry-based learning and research-based teaching with (social) media
Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART Conference
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INQUIRY-BASED LEARNING AND RESEARCH-BASED TEACHING WITH (SOCIAL) MEDIA
Dr. Sandra Hofhues (Zeppelin University, Friedrichshafen, Germany) Prof. Dr. Ulrike Lucke (University of Potsdam, Germany) Prof. Dr. Gabi Reinmann (Zeppelin University, Friedrichshafen, Germany) Ass.-Prof. Dr. Mandy Schiefner-Rohs (TU Kaiserslautern, Germany)
1 Inquiry-based learning: What are core ideas of this approach?
2 The approach and the use of media: How do they fit? | Digital research practices: Do they really change? | Digital research environments: How personal could they be?
3 Outlook: The need of (more) interdisciplinary research
In the Perspective of Science and Research: Understanding and undertaking research from the beginning; growing up‘ in Academia; getting into research habit, ...
In the Perspective of Higher Education: Foster competencies e.g. in critical thinking by supporting students‘ research; implementing innovative teaching and learning scenarios; ...
In the Perspective of Media Pedagogy: Learning to act with (digital) tools, communicate and collaborate in and with media; reflective use of digital environments; “21st century skills”, ...
In the Perspective of Technology: Identify relevant actors, artifacts and processes; assign and/or develop suitable data structures and tools; ensure usability and interoperability; ...
Digital research practices: Do they really change? 1. Students use different technologies for learning purposes, but
not in an extraordinary way (Grosch & Gideon, 2011). 2. PhD-candidates also use different technologies, but only for
information and some communication processes, not for collaboration with others in the academic context at all (Hofhues & Schiefner-Rohs, 2012).
Digital research environments: How personal could they be? Only a few universities have adopted coherent strategies and policies for pedagogical integration of technology and social media (Holotescu & Grosseck, 2012).
Donk, A. (2012). The Global Science Village? Wissenschaftler in der digitalen Welt. medien + erziehung (merz) Wissenschaft. 6, 103–113.
Grosch, M. & Gideon, G. (2011) Mediennutzungsgewohnheiten im Wandel. Ergebnisse einer Befragung zur studiumsbezogenen Mediennutzung. Karlsruhe: KIT Scientific Publishing.
Hofhues, S. & Schiefner-Rohs, M. (2012). Doktorandenausbildung zwischen Selbstorganisation und Vernetzung: zur Bedeutung digitaler sozialer Medien. In G. Csanyi, F. Reichl, A. Steiner (Hrsg.), Digitale Medien – Werkzeuge für exzellente Forschung und Lehre (S. 313–323). Reihe Medien in der Wissenschaft (Band 61). Münster: Waxmann.
Hofhues, S. (2014). Personal Learning Environments aus hochschul- und mediendidaktischer Sicht. (Eingeladener) Impulsvortrag im Workshop “Persönliche Lernumgebungen im Hochschulkontext”. 20.1.2014 (Potsdam).
Holotescu, C. & Grosseck, G. (2012). An empirical analysis of the educational effects of social media in universities and colleges. The 8th International Scientific Conference eLearning and software for Education Bucharest, April 26-27, 2012, 167-174.