Post on 21-Dec-2015
Fakultät für InformatikResearch Lab for Educational Technologies
Mission Statement (outline)
We make the difference in researching and facilitating significant, technology enhanced communication and learning.
We promote a process-driven approach with:
Exploitation of technologies and tools for maximum effectiveness; Models for communication, “learn-flow”, knowledge sharing, cognitions and emotions, evaluation, research; Provision of interpersonal presence for deepened meaning; Appreciation of gender differences for synergies; Transfer into practice by living what we research.
Strategies and goals
Combine benefits from considering:
theory and practice
presence and distance,
individual and cooperative learning
cognitions, skills, and feelings/attitudes
Transdisciplinary cooperation and research:
research methodologies from techn. & soc. sciences
International project cooperation and courses/curricula
Build models to improve sharing, reuse, explication.
Goal: From independence to interdependence
Members
Core team:
Cenker Christian, Ass. Prof. Dr.
Derntl Michael (vice-head), Mag. (Dr. in 2005)
Figl Kathrin, Mag.
Hampel Alexander (new to the team), Dr.
Mangler Jürgen (to be employed by TEL-Project)
Motschnig Renate (head), Ao. Univ. Prof.
Transdisciplinary cooperation with colleagues from: educational sciences, psychology, translational science, ...
Topics and Projects
PCeL Person-Centered e-Learning: learning on three levels (Suport: WKO-Preis, 2003)
TEL: Focus – projekt (Univ. of Vienna, 2005 - 2007):Development of Patterns, CEWebS (Cooperative Environment Web Services) and Best-Practice Models;
Knowledge Experts (ESF, - 2005): with Knowledge Media Group; Goal: Transdisciplinary model-curriculum;
Submitted: OENB; EU-IST STREP (RM as coordinator); TEMPUS (G. Quirchmayr), EU-IST IP (Knowledge-Media Res. Group)
potential next steps: FWF submission, FET submission,
BLESS: Blended Learning Systems Structure
Layer 5:
Learning Platforms
Layer 1:
Blended Learning
Courses
Layer 2:
Course Scenarios
Layer 3:
Blended Learning
Patterns
Visualization,Modeling
Modularization,Decomposition
Selection,Implementation
Instantiation,Application
Application
Design,Composition
TECHNOLOGY
LEARNINGTHEORY
Features
Support
TECHNOLOGY
LEARNING THEORY
Layer 0:
Learning Theory &
Didactic Baseline
Application Improvement
Questionnaire
Feedback Item(from Collect Feedback)
QuestionnaireItem Block
QuestionnaireItem
ScaledQuestionnaire
Item
OpenQuestionnaire
Item
QuestionnaireItem Response
1..*
Item Scale*
has scale
1
1..* Participant(from Course)
* respond to *
Feedback
General
Questionnaire
«Pattern»
Publish
«Pattern»
Feedback Phase
«use»
Collect
«Pattern»
(from General)
{optional}
«include» Course
«Pattern»
Feedback Collector Feedback Provider
«Pattern»
Questionnaire
Constructquestionnaire
w
Publishquestionnaire
w Completequestionnaire
w
Analyzequestionnaires
*Publish
«Pattern»
«use»
FeedbackPhase «derive»
Layer 4:
Web Templates
platform-independent
platform-dependent
Layer 4:
Web Templates
platform-independent
platform-dependent
platform-independent
platform-dependent
The first threecourse units are heldby the instructor, therest are moderatedby student teams.
Course unit
Project Management
Soft Skills
Create course space and publishcourse information w
Download andview infos on
topics wPublic reaction
sheets w
Content andnotes
Prepare courseunit B
Initial Meeting
«Pattern»P
Moderatecourse unit
P
Initial questionnairew
OnlineDiscussion
«Pattern»
w
Diary (personal)
«Pattern» w
Uploaddocuments
w
TeamBuilding
«Pattern»
B
AssessmentPhases
«Pattern»
B
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Visual Models of Scenarios &Repository Organization
Platform
Web Services
Knowledge Management
Object Technology
Courses
Adaptation of Theoriesfrom Soft Sciences
StaffDevelopment
Strategies
Action Research Cycles
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Test and EvaluationInstruments
………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………….
Antwortverhalten allgemeinDer Lehrveranstaltungsleiter oder die Lehrveranstaltungsleiterin gibt:O destruktive, demotivierende AntwortenO ineffektive, überhebliche AntwortenO minimal effektive AntwortenO Antworten, die merklich zum Weiterkommen beitragenO Antworten, die einem Mut zusprechen, förderlich sind und in hohem Maß zum Weiterkommen beitragen
Visual Models of Scenarios &Repository Organization
Visual Models of Scenarios &Repository Organization
Platform
Web Services
Knowledge Management
Object Technology
Courses
Adaptation of Theoriesfrom Soft Sciences
Adaptation of Theoriesfrom Soft Sciences
StaffDevelopment
Strategies
Action Research Cycles
... congenial with EU: 7th Framework Programme
"The escalating economic and societal demands ... set a growing agenda for research. ...
To bring technology closer to people and organisational needs means: ... revealing functionality on demand; making technology very simple to use, available and affordable; providing new ICT-based applications, solutions and services that are trusted, reliable, and adaptable to the users’ context and preferences. ...
ICT research activities will also draw on a broader range of scientific and technological disciplines including bio- and life sciences, psychology, pedagogy, cognitive and social sciences."
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EAEA (2004) on new curricula: Attitudes > skills > knowledge
Major challenge:
finding priorities in a field where everything appears exciting and equally important. -
“Thank you for listening!“