Wie viel E-Learning darf sein?

black and white blackboard business chalkboard

Photo by Pixabay on Pexels.com

Eine wichtige Frage in die Runde: Durch unsere Digitalisierungsaktivitäten digitalisieren sich die Studiengänge immer intensiver. Nun kommt die Frage auf, bis zu welchem Grad das eigentlich möglich ist, ohne dabei in Akkreditierungsprobleme zu geraten. Hat jemand dazu schon eine gute Konzeption oder Ausarbeitung vorliegen?

Beim Akkreditierungsrat heisst es dazu bisher lediglich:
“Was E-Learning-Anteile in traditionellen Studiengängen betrifft hält der Akkreditierungsrat 2007 fest, „dass E-Learning-Anteile in traditionellen Studiengängen bis zu einem gewissen Ausmaß sinnvolle Ergänzungen und methodische Variationen darstellen können, den Studiengang aber noch nicht zu einem besonderen Studiengang machen und deshalb auch nicht gesonderte Beurteilungen erfordern oder im Mittelpunkt der Akkreditierung stehen sollten.“ (Quelle: Abschlussbericht AG E-Learning 18.06.2007).”

Tja… aber bis zu welchem Grade denn?

Über Hinweis bin ich sehr dankbar und stelle die Sammlung dann auch wieder allen zur verfügung!

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EDEN Conference 2018

The EDEN conference 2018 has been a very active time for me,  and a truly great experience. It was located in the beautiful Genova – a city which I had not been to so far, and which turned out surprisingly beautiful. We spent great evening networking with colleagues, thanks to Fabio Nascimbeni, knowing his way around.
I have been elected into the Executive Committee of EDEN during the General members Assembly on day one, and gave two paper presentations on Microcredentials. Together with Anthony Camilleri I organized a workshop for both our projects, OEPass and MicroHE – also on micro credentials, which we divided into two parts, one on changing landscape of higher education and a second one on future tech architectures for credentialing in higher education.
I had been asked to chair the jury for the EDEN Best research paper Award by Ulrich berth and coming with that, also held the laudation for the  Award. Congratulations to Paul Prinsloo, Sharon Slade and Mohammad Kalil for  their Best Research Paper Award at #eden18! I was asked about the laudatio text – so here it is…
 
“Stuck in the Middle? Making Sense of the Impact of Micro, Meso and Macro Institutional, Structural and Organisational Factors on Implementing Learning Analytics”
 
by
 
Paul Prinsloo, University of South Africa, South Africa,
Sharon Slade, The Open University, United Kingdom,
Mohammad Khalil, Delft University of Technology, Netherlands
 
Laudatio:
“Mindful of this year’s workshop theme, Jury members were sensitive to the contribution of papers finding insights into the Micro, Meso and Macro level of the digital learning landscape. Among the many deserving papers that were submitted, one in particular was felt to have rigorously, articulately, and thematically captured the spirit of the conference theme in research. Given that, Jury members unanimously voted for Stuck in the Middle? Making Sense of the Impact of Micro, Meso and Macro Institutional, Structural and Organisational Factors on Implementing Learning Analytics.
 
The paper deals with a fresh view on learning analytics. Learning Analytics is often seen as the new opportunity for providing content in a more suitable way to learners for more personalized and individualized learning. The dream of educators seemed to have come true. However, the contribution takes a different angle at learning analytics and demystifies the field. It suggests that learning analytics as it is viewed today is not looking comprehensive enough into the matter, and needs to take more factors into account. It differentiates micro, meso and macro factors and thus suggests a framework for a more holistic view into the future of analyzing learning behavior. Excellent and courageous contribution!“
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Lehr-/Lerninnovationen… von BaWü nach NRW

Nachdem ich letzte Woche, am 8. Mai den Workshop „Nachhaltige Verankerung digitaler Lerninnovationen“ für die 13 derzeit vom MWK geförderten Baden-württembergischen Hochschule-Digitalprojekte moderiert habe, in Tübingen, am IWM, geht es heute in den Norden, ins Ruhrgebiet!

Heute also Uni Duisburg-Essen.

Ich freue mich auf einen Vortrag zum Thema Lehr-/Lerninnovationen zu dem ich im Rahmen einer Netzwerkkonferenz der Universität Duisburg-Essen eingeladen wurde. Ich freue mich besonders, da ich dort selber einmal 10 Jahre gearbeitet habe. Es fühlt sich an, wie nach Hause kommen… zu meiner alten Hochschule!!

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Nachhaltigkeit von digitalen Innovationen an Hochschulen.

blockchain2Mit dem Programm „Digital Innovations for Smart Teaching – Better Learning” fördert das Land Baden-Württemberg seit 2016 zehn innovative Digitalisierungsprojekte an Hochschulen in Baden Württemberg, die sich  regelmäßig vernetzen. Die evaluative Projektbegleitung ist am Institut für Wissensmedien der Universität in Tübingen angesiedelt.
Heute moderiere ich einen Workshop, an dem alle 13 geförderten Projekte teilnehmen. es geht darum, die Frage zu diskutieren, wie diese Projekte in ihren Hochschulen nachhaltig verankert werden können.
Die Projekte sind alle sehr unterschiedlich und es wird sehr stark darum gehen, über Potenziale, Barrieren, Stakeholder und darum gehe, den Mehrwert heraus zu arbeiten, den das Projekt jeweils anbietet.
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Die Badische Meile… sowas gibt’s…

Heute laufe ich die „Badische Meile“, ein Volkslauf, hier in Karlsruhe.

Die Badische Meile ist ein historisches Längenmaß. Bis 1819 bestimmte der “Königliche Fuß” wie das Volk in Baden Entfernungen zu berechnen hatte. Acht Kilometer, 888 Meter und 89 Zentimeter legte Markgraf Carl Friedrich anno dazumal mit seinem Gefolge in zwei Wegstunden durch den Hardtwald zurück und definierte somit die längste Landmeile Deutschlands. Mit Einführung des Metersystems ging die Umrechnung des alten Maßes nicht ganz auf, so dass die “krumme Zahl” von 8,88889 Kilometer als Badische Meile festgelegt wurde.

Um 10:30 geht’s los!

Www.badischemeile.de

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Keynote an den 29. Glienicker Gesprächen an der HWR Berlin

 

Heute habe ich eine Keynote gehalten, in einem sehr interessanten Meeting – den 29. Glienicker Gesprächen, einer Konferenz für Mitglieder aus Verwaltungshochschulen im deutschsprachigen Raum.

Es hat um Digitalisierung der Lehre und Forschung n der Hochschule. Hier meine Folien.

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The digital turn for future higher education

The_digital_turn_for_future_higher_education___Ulf-Daniel_EhlersToday I keynoted at the 28th EURASHE annual conference. I was asked to talk about the challenges of digital higher education in Europe and had the plan to bring in digitalization and the 4 grand challenges for higher eduction as I see it.

The conference was wonderful and the presentation well received. Thank you for the comments and tweets! I was asked to share the presentation which I would like to do here:

One passage which was discussed during coffeefbreaks is about the certification issue and the dwindelling power of academy certificates. Because it can be. noted since some time that the  predictive power of academic certifications for job success is eroding. It has never been outstanding but for a long time it was felt to be an important – at least hygienic – factor for job applications to have an academic or a good academic certificate. This starts to erode recently. Following an internal Ernst & Young UK study demonstrating that degrees had no correlation to job performance, degrees will henceforth be disregarded in that firm’s hiring process (Atlanta 2015). Google is America’s most outspoken company on this issue with its Senior Vice-President of People Operations stating that grades in degree programs are “worthless as a criterion for hiring” (source?). More and more alternative credentials start to come into focus and develop value. Different pathways from the traditional higher education system emerge and become increasingly relevant for employers. These different pathways are often credentials earned in post-secondary education or professional training after initial academic graduation. The Lumina Foundation has built a platform called the “Credential Engine” used to count all credentials of value in the labour market (not just degrees). The Foundation wants to ensure that by 2025 60% of adults have postsecondary credentials. Similar to that, the UK government has announced a $200M+ investment in new postsecondary institutions with the aim to offer 15 distinct pathways tailored to the needs of regional industries and employers, and develop credentials different from the traditional academic ones.

 

Although alternative forms of credentialing are only just emerging, the tools, platforms and concepts associated with it are already starting to develop fast. For the area of technology, for example, a platform called “GitHub” has become the standard platform for showcasing code to potential employers. In finance, students are using “EquitySim” to demonstrate trading and portfolio management skills to investment banks. Across a wide range of dynamic sectors of the economy, students are uploading papers, presentations and problem sets to “Portfolium” to demonstrate capabilities. And skill passports on “Viridis”, or digital credentials from “Credly” are allowing employers to find exactly the competencies they’re seeking.

 

In addition “LinkedIn” is currently building a competency marketplace that has potential to influence higher education stronger than any prior digital technology: By assembling profiles of people and their learning experiences on the one hand side and of jobs on the other hand – and then matching one to the other on the basis of competencies, the “LinkedIn” competency marketplace has the potential to become a network of education and human capital development. On this note, it becomes important to thoroughly debate the question of ownership of competency metadata. “LinkedIn” is already providing tools like e.g. the “Field of Study Explorer” and the “University Finder” to recommend programs and universities to its audience. It also allows students to automatically add competencies to their profiles from select online training providers and universities. In 2014, “LinkedIn” spent $120M+ on “Bright.com, a company that focusses on developing algorithms for parsing competencies from job descriptions and resumes, and matching them. And finally, now “LinkedIn” has announced to spend $1.5B+ to acquire the online training company “Lynda.com” and to take this strategy further. In comparison: So far, “Uber” has not launched its own fleet of self-driving taxis. And “Airbnb” hasn’t built its own hostels. But by acquiring “Lynda.com”, “LinkedIn” has signalled ambitions beyond owning the marketplace.

 

 

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