@article {, title = {Curriculumsentwicklung als Antrieb f{\"u}r die Digitalisierung: Ein Blick auf bildungspolitische {\"U}berlegungen im internationalen Kontext}, year = {2024}, publisher = {Forum Bildung Digitalisierung}, address = {Berlin}, abstract = {

Wie und warum wird das Lernen in einer von digitalen Medien gepr\ägten Welt bzw. das Lernen mit Medien in bildungspolitisch initiierten Curricula aufgegriffen? Diese Frage stellen sich Bildungswissenschaftler:innen weltweit. Eine Studie hat die Forschungslage zu diesem Thema in verschiedenen L\ändern untersucht.

}, url = {https://magazin.forumbd.de/rahmenbedingungen/curriculumsentwicklung-als-antrieb-fuer-die-digitalisierung-der-schule-ein-blick-auf-bildungspolitische-ueberlegungen-im-internationalen-kontext/}, author = {Heinemann, Anna and Leber, Jens and Pia C. Sander and Ahmad, Chirine} } @inbook {, title = {Bildung in der digitalen Welt: (Wie) Kann digitale Kompetenz vermittelt werden?}, booktitle = {Lernen in und f{\"u}r die Schule im Zeitalter der Digitalit{\"a}t {\textendash} Chancen und Herausforderungen f{\"u}r Lehrkr{\"a}fte, Unterricht und Lernende}, series = {IFS-Bildungsdialoge}, volume = {6}, year = {2023}, pages = {9-28}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, abstract = {

Die Bandbreite der Definitionsvorschl\äge zu digitaler Kompetenz reicht von dem Verstehen digitaler Datenverarbeitung, der kritischen Analyse medialer Botschaften, der Artikulation in Medien bis hin zur Teilhabe an gesellschaftlicher Kommunikation. Bildungsangebote zur Digitalkompetenz werden immer nur Ausschnitte davon adressieren k\önnen; es bestehen Konfliktlinien im Wettbewerb mit anderen Fachinhalten und Anliegen. Die Entscheidung, wie Digitalkompetenz anzulegen ist, h\ängt mit disziplin\ären Perspektiven, aber auch mit Machtinteressen zusammen. Die Forderung nach digitaler Kompetenz ist eine Antwort auf die aktuelle gesellschaftliche Verunsicherung, die von der Digitalisierung ausgeht. Je mehr sich digitale Technik aber in die Handlungspraktiken einwebt, je weniger l\ässt sich identifizieren, was Digitalkompetenz am Ende ausmacht.

... zum Verlag

}, isbn = {978-3-8309-4790-5}, url = {https://www.waxmann.com/}, author = {Michael Kerres}, editor = {Ramona Lorenz and Thomas Br{\"u}ggeman and Nele McElvany and Michael Becker and Hanna Gaspard and Fani Lauermann} } @article {, title = {Handwerkliches Lackieren mit Virtual Reality (HandLeVR): VR-basierter Kompetenzerwerb in der beruflichen Ausbildung}, journal = {MedienP{\"a}dagogik. Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, year = {2023}, pages = {214-245}, abstract = {

Kompetenzentwicklung in der beruflichen Aus- und Weiterbildung beinhaltet den Erwerb von Wissen, Fertigkeiten und Einstellungen, h\äufig mit einem Schwerpunkt auf psychomotorischer Koordination. Der Kompetenzerwerb in der Ausbildung zum Fahrzeuglackierer bzw. zur Fahrzeuglackiererin wird durch soziale, wirtschaftliche und \ökologische Faktoren behindert. Um diese H\ürden zu \überwinden, entwickelt das Forschungsprojekt HandLeVR (Handlungsorientiertes Lernen in der VR-Lackierwerkstatt) ein Virtual-Reality-Training auf der Grundlage des empirisch validierten 4C/ID-Modells. Der Artikel stellt das Vorgehen und die Resultate des Projekts vor und pr\äsentiert Ergebnisse einer ersten Evaluierungsstudie (z.\ B. zu Akzeptanz und Pr\äsenzerleben).

}, doi = {https://doi.org/10.21240/mpaed/51/2023.01.19.X}, author = {Miriam Mulders and Matthias Weise and Andrea Schmitz and Raphael Zender and Michael Kerres and Ulrike Lucke} } @inbook {, title = {Informationskompetenz von Sch{\"u}ler:innen st{\"a}rken: Wie kann man das Pr{\"u}fen von Informationen durch den Einsatz digitaler Medien f{\"o}rdern?}, booktitle = {Bildung im digitalen Wandel: Die Bedeutung digitaler Medien f{\"u}r soziales Lernen und Teilhabe}, year = {2023}, publisher = {Waxmann}, organization = {Waxmann}, doi = {doi:10.31244/9783830998464.03}, url = {https://www.waxmann.com/?eID=texte\&pdf=4846OpenAccess03.pdf\&typ=zusatztext}, author = {Leber, Jens and Heinemann, Anna and Sander, Pia and Ahmad, Chirine and Meneghinello, Lara and Peters, Louis} } @inbook {, title = {Levels of Immersive Teaching and Learning: Influences of Challenges in the Everyday Classroom}, booktitle = {Immersive Education: Designing for Learning}, year = {2023}, pages = {107-122}, publisher = {Springer Cham}, organization = {Springer Cham}, abstract = {

This chapter discusses theoretical models for immersive learning and immersive teaching. The subjective and objective factors used in these models are distinguished by levels: micro, meso, and macro. We discuss the terms immersive teaching and immersive learning and possible strategies for implementing learning experiences in the everyday classroom.

}, doi = {https://doi.org/10.1007/978-3-031-18138-2_7}, url = {https://link.springer.com/chapter/10.1007/978-3-031-18138-2_7}, author = {Andreas Dengel and Buchner, Josef and Miriam Mulders and Johanna Pirker}, editor = {Paula MacDowell and Jennifer Lock} } @article {, title = {Potenziale und Herausforderungen von Forschungssynthesen im Kontext der Digitalisierung im Bildungsbereich am Beispiel des Critical Reviews}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie Und Praxis Der Medienbildung}, volume = {54}, year = {2023}, pages = {79-102}, abstract = {

Forschungssynthesen haben im Kontext der Digitalisierung im Bildungsbereich, u.\ a. im Hinblick auf die hohe Dynamik der Entwicklungen und Innovationen ein grosses Potenzial, systematische \Überblicke \über den aktuellen Stand zu geben. Sie k\önnen damit sowohl f\ür Forschende als auch f\ür Mitglieder der Praxiscommunity von grossem Wert sein. Critical Reviews stellen eine spezifische Form der Forschungssynthese dar, da zus\ätzlich zu einem strukturierten \Überblick die eingeschlossene Literatur kritisch analysiert und eingeordnet wird. Gegebenenfalls schliessen sie dabei an bestehende Konzepte oder Modelle an und k\önnen damit erg\änzende Perspektiven auf das Forschungsfeld aufzeigen oder zur Modellbildung beitragen. Das Vorgehen orientiert sich dabei an umfassend ausgearbeiteten Systematic Reviews, erm\öglicht durch die in den vorgestellten Fallbeispielen verk\ürzte Bearbeitungszeit aber eine vergleichsweise zeitnahe Reaktion auf aktuelle Bildungsthemen. Die in diesem Beitrag vorgestellten Critical Reviews sind in den Bildungsbereichen Schule und Erwachsenenbildung entstanden. Die Beschreibung der beiden Fallbeispiele sowie die anschliessende Diskussion der methodischen Herausforderungen und Potenziale dienen der Reflexion und Einordnung von Forschungssynthesen, hier am Beispiel des Critical Reviews, im Kontext der Digitalisierung im Bildungsbereich. Zus\ätzlich werden Implikationen auf der Arbeitsebene reflektiert.

}, keywords = {allgemeine Schulbildung, Critical Review, Digitalisierung, Erwachsenenbildung}, doi = {https://doi.org/10.21240/mpaed/54/2023.08.13.X}, url = {https://www.medienpaed.com/article/view/1598}, author = {Heinemann, Anna and Koschorreck, Jan and Wilmers, Annika and Sander, Pia and Leber, Jens} } @inbook {12645, title = {Digital Undergraduate Research}, booktitle = {Cambridge Handbook on Undergraduate Research}, year = {2022}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, isbn = {9781108835923}, url = {https://www.cambridge.org/de/academic/subjects/education/education-history-theory/cambridge-handbook-undergraduate-research?format=HB\&isbn=9781108835923}, author = {Michael Kerres and Otto, Daniel}, editor = {Mieg, Harald A. and Ambos, Elizabeth and Brew, Angela and Deicke, Wolfgang and Haberstroh, Susanne and Lehmann, Judith and Galli, Dominique} } @inbook {, title = {School Development Within Networks in a Digital World: Risky Ride or Beneficial Blessing?}, booktitle = {Partnerships in Education. Risks in Transdisciplinary Educational Research}, volume = {5}, year = {2022}, pages = {13-44}, publisher = {Springer Nature}, organization = {Springer Nature}, edition = {Transdisciplinary Perspectives in Educational Research}, chapter = {2}, address = {Cham, Switzerland}, abstract = {

Networking is a great way to share ideas and learn from one another on a peer-to-peer-basis. This does not only hold true for individuals, but for institutions and organisations\ as well. Especially when tackling complex challenges\ combined knowledge, skills and competences may support development processes. However, as working together is not always easy and may include misunderstandings or lead to stress and conflict, it is also necessary to consider the potential risks and challenges of school networks and collaboration. The main aim of this chapter is to consider potential risks and challenges that schools face when collaborating in networks and to compare this with empirical findings to see whether partnerships between schools rather tend to be a risky ride for the involved actors or are perceived\ as a beneficial blessing for them. These risks are deduced from two conceptual models concerning school development in network structures and teacher collaboration, respectively. In order to examine whether the deduced risks are existent in school networks, data from the German research project\ DigiSchoolNet, was analysed. As the overall project structure is rather complex, a mixed-methods approach is used in this paper to combine findings from different research designs within the project. In the study schools that\ engaged in school networks (with a special focus on digitalization) make up the sample.

On the one hand, established networks that have worked together for several years are analysed using a retrospective, qualitative research\ design by applying content analysis and on the other hand, newly formed networks are researched with a longitudinal, quantitative design using the method of ego-centric network analysis. Both network samples can provide results regarding the work in the school networks and teacher collaboration. The results are discussed against the backdrop of the deduced risks answering the question whether the risks or the benefits from partnerships in education prevail. Our results show that the benefits outweigh the risks as all actors can draw much input from engaging in the school network. Thus, we found reason to conclude that the biggest risk for partnerships in education (here understood as school networks) is to be scared of the mentioned risks and to reject engaging in a school network in the first place.

}, isbn = {978-3-030-98452-6}, issn = {2662-6691}, doi = {https://doi.org/10.1007/978-3-030-98453-3_2}, author = {Gageik, Lisa and Hasselku{\ss}, Marco and Endberg, Manuela}, editor = {Otrel-Cass, Katrin and Laing, Karen J. C. and Wolf, Janet} } @inbook {, title = {Strategien und Ma{\ss}nahmen f{\"u}r die schulische Curriculumsentwicklung im Kontext der Digitalisierung: Ein Critical Review zur vergleichenden Analyse politischer Initiativen}, booktitle = {Bildung im digitalen Wandel: Lehren und Lernen mit digitalen Medien}, year = {2022}, publisher = {Waxmann}, organization = {Waxmann}, doi = {doi:10.31244/9783830996224.03}, author = {Heinemann, Anna and Leber, Jens and Pia C. Sander and Ahmad, Chirine} } @inbook {, title = {Digital Storytelling as Open Pedagogy: a Sustainable Teaching Method in a Digital World}, booktitle = {Handbook on Teaching and Learning for Sustainable Development}, year = {2021}, pages = {238-252}, publisher = {Edward Elgar Publishing}, organization = {Edward Elgar Publishing}, address = {Cheltenham}, keywords = {digital educational media, digital storytelling, Medienkozept, OER}, isbn = {978183910465 7}, doi = {https://dx.doi.org/10.4337/9781839104657}, url = {https://www.elgaronline.com/view/edcoll/9781839104640/9781839104640.00024.xml}, author = {Otto, Daniel}, editor = {Leal Filho, W. and Frankenberger, F. and Salvia, A.L.} } @conference {, title = {Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News}, booktitle = {CHI PLAY {\textquoteright}21: The Annual Symposium on Computer-Human Interaction in Play}, year = {2021}, month = {10/2021}, publisher = {ACM}, organization = {ACM}, abstract = {

Today\&$\#$39;s digital natives easily master new devices, but there is a greater need to provide them with a strong foundation of attitudes, skills and values to interpret the world around them. Moreover, in the context of remote schooling, providing students with opportunities to learn outside of the classroom and in an interactive manner is equally important. In this article, we address these issues by providing an account of Escape Fake, an augmented reality (AR) escape room game for educating young people about fake news. We show how such a game can be designed for playing at home, thereby providing interactive learning opportunities remotely. We discuss how to teach information literacy, by introducing the design process and gameplay of Escape Fake. In our evaluation with teenagers and young adults (n=49), we investigated the flow experience, attitude towards learning effectiveness and interest in learning with an AR escape game. Escape Fake was very well accepted by youth, who are willing to play the game in their free time. These results provide considerations for educators, researchers and designers who develop educational content by means of AR escape rooms.

}, doi = {https://doi.org/10.1145/3450337.3483454}, url = {https://dl.acm.org/doi/10.1145/3450337.3483454}, author = {Paraschivoiu, Irina and Buchner, Josef and Praxmarer, Robert and Layer-Wagner, Thomas} } @book {, title = {The European Union as a Global Actor. Trade, Finance and Climate Policy}, series = {Springer Texts in Political Science and International Relations}, year = {2021}, publisher = {Springer, Cham}, organization = {Springer, Cham}, address = {Berlin }, abstract = {
}, isbn = {978-3-030-76672-6}, doi = {https://doi.org/10.1007/978-3-030-76673-3}, author = {L{\"u}tz, Susanne and Leeg, Tobias and Otto, Daniel and Dreher, Vincent Woyames} } @article {, title = {Der In-Class Flip: Neue Chance f{\"u}r Unterrichtsgegenst{\"a}nde ohne Heimarbeitszeit}, journal = {Medienimpulse}, volume = {59}, year = {2021}, doi = {https://doi.org/10.21243/mi-02-21-14}, url = {https://journals.univie.ac.at/index.php/mp/article/view/5871}, author = {Liftenegger, Mario and Buchner, Josef} } @article {, title = {Die Rettung der Ph{\"a}nomene! Durch Leitfragen sinnstiftendes Lernen initiieren und strukturieren}, journal = {MNU Journal}, year = {2021}, chapter = {140-146}, abstract = {

Im Zentrum des Physikunterrichts stehen nach Wagenschein (1976) die Ph\änomene. Sie sollen den Ausgangspunkt f\ür den sinnhaften Erwerb physikalischen Wissens bilden. Wagenschein l\ässt jedoch offen, wie solch sinnhaftes Lernen zu initiieren und in der Folge zu strukturieren ist. Der vorliegende Beitrag stellt am Beispiel einer sogenannten Leitfrage \„Warum wird ein Laptop manchmal hei\ß?\“ vor, wie man Leitfragen einsetzen kann, um sinnstiftendes Lernen zu initiieren und zu strukturieren.

}, author = {Julian Alexander Fischer and Tatjana Steinmann and Marcus Kubsch and Daniel Laumann and Susanne We{\ss}nigk and Knut Neumann and Michael Kerres} } @proceedings {12281, title = {Action-oriented Learning in a VR Painting Simulator}, volume = {11984}, year = {2020}, month = {February 2020}, publisher = {Springer Lecture Notes in Computer Science (LNCS)}, address = {Cham}, abstract = {

In some trades, the development of complex competencies is difficult to achieve, as for example in the training of vehicle painters. The HandLeVR project therefore underscores the use of Virtual Reality to promote action-oriented learning of skills for carrying out vehicle painting work. This article describes both the instructional and technological aspects of a VR Painting Simulator and presents first results.

}, keywords = {HandLeVR}, isbn = {978-3-030-38777-8}, issn = {1611-3349}, doi = {https://doi.org/10.1007/978-3-030-38778-5}, url = {https://link.springer.com/book/10.1007/978-3-030-38778-5$\#$about}, author = {Raphael Zender and Pia C. Sander and Matthias Weise and Miriam Mulders and Ulricke Lucke and Michael Kerres}, editor = {Popescu, E. and Hao, T. and Hsu, TC and Xie, H. and Temperini, M and Chen, W.} } @proceedings {, title = {energie.TRANSFER {\textendash} Fokus Lehrkr{\"a}fte Implementation digitaler Unterrichtseinheiten}, volume = {40}, year = {2020}, pages = {1014-1018}, publisher = {Gesellschaft f{\"u}r Didaktik der Chemie und Physik}, address = {Wien}, abstract = {

energie.TRANSFER \– Fokus Lehrkr\äfte
Implementation digitaler Unterrichtseinheiten

Steinmann, Tatjana, Fischer, Julian, Laumann, Daniel, Pf\änder, Peter, Kerres, Michael, Neumann, Knut \& We\ßnigk, Susanne

Beitrag auf der GDCP-Jahrestagung 2019

Ver\änderungen im Bildungssektor (wie z.B. die Digitalisierung) sind zeitaufwendige Prozesse, die nicht linear ablaufen. Auch werden Erkenntnisse aus fachdidaktischer Forschung selten dauerhaft oder nur teils im Unterricht umgesetzt. Eine Voraussetzung f\ür die Weiterentwicklung der Unterrichtspraxis ist die Akzeptanz der Lehrkr\äfte. Bisher ist es unklar, inwieweit Lehrkr\äfte digitale in sich geschlossene Unterrichtseinheiten akzeptieren und in ihren Unterricht implementieren.

Ziel des DFG-Transferprojekts \„energie.TRANSFER\“ ist die Entwicklung und Erprobung digitaler am Basiskonzept Energie orientierter Unterrichtseinheiten (CRUs), die in den jeweiligen individuellen Unterricht implementiert werden k\önnen. Zur Vorbereitung der Implementation werden die Lehrkr\äfte im Rahmen einer Fortbildung geschult.

Der vorliegende Beitrag beschreibt die auf theoretischer Grundlage basierende Entwicklung einer Fortbildung f\ür die Implementation der CRUs bis zur geplanten Reflexion des Einsatzes. Im Fokus der Beforschung stehen Akzeptanz und Einstellungen der Lehrkr\äfte zu den CRUs (u.A. Stage of Concern).

}, author = {Tatjana Steinmann and Julian Alexander Fischer and Daniel Laumann and Pf{\"a}nder, Peter and Michael Kerres and Knut Neumann and Susanne We{\ss}nigk}, editor = {Sebastian Habig} } @proceedings {, title = {energie.TRANSFER {\textendash} Identifikation vernetzungsf{\"o}rdernder Unterrichtselement}, volume = {40}, year = {2020}, pages = {1019-1022}, publisher = {Gesellschaft f{\"u}r Didaktik der Chemie und Physik}, address = {Wien}, abstract = {

Die Bildungsstandards f\ür den Mittleren Schulabschluss in Physik fordern den Aufbau strukturierten Fachwissens. Dies soll erreicht werden, indem im Unterricht mittels Basiskonzepten Verkn\üpfungen zwischen Inhaltsbereichen hergestellt werden. Ziel des DFG-Erkenntnistransfer-Projekts \„energie.TRANSFER\“ ist die Entwicklung und Erprobung kurzer digitaler Unterrichtseinheiten (CRUs), die mithilfe des Energiekonzepts Verkn\üpfungen zwischen Inhalten der Sachgebiete der Sekundarstufe I herstellen. Der Beitrag beschreibt eine Teilstudie des Projekts, die einem Design-Based Research-Ansatz folgend die Gestaltung vernetzungsf\ördernder CRUs untersucht. In diesem Rahmen wurden 12 CRUs theoriegeleitet konzipiert, einzelne CRUs in einer au\ßerschulischen Lernumgebung erprobt und weiterentwickelt. Im Anschluss sollen die CRUs von Lehrkr\äften im Regelunterricht erprobt und die Wirkung in Bezug auf die Entwicklung vernetzten Wissens erfasst werden. Neben der Entwicklung vernetzungsf\ördernder CRUs sollen so Erkenntnisse \über die Entwicklung eines an Basiskonzepten orientierten Unterrichts gewonnen werden.

}, author = {Julian Alexander Fischer and Tatjana Steinmann and Pf{\"a}nder, Peter and Daniel Laumann and Susanne We{\ss}nigk and Michael Kerres and Knut Neumann}, editor = {Sebastian Habig} } @proceedings {, title = {Nutzung von GitHub f{\"u}r Open Educational Resources}, volume = {GI-Edition / Proceedings, Lecture Notes in Informatics ; 308}, year = {2020}, pages = {337 - 342}, address = {Online}, author = {Schr{\"o}der, Nadine and Pf{\"a}nder, Peter}, editor = {Zender, Raphael and Ifenthaler, Dirk and Leonhardt, Thiemo and Schumacher, Clara} } @inbook {11439, title = {Digital School Networks: Technology integration as a joint research and development effort}, booktitle = {Integrating Digital Technology in Education: School-University-Community Collaboration}, number = {Current Perspectives on School/University/Community Research}, year = {2019}, note = {

Den Text finden Sie auf Researchgate.\ 

}, pages = {227-241}, publisher = {IAP}, organization = {IAP}, address = {Charlotte, NC}, isbn = {ISBN 978-1641136709}, url = {https://www.amazon.de/Integrating-Digital-Technology-Education-School-University-Community/dp/1641136707}, author = {Michael Kerres and Bettina Waffner}, editor = {R. Martin Reardon and Jack Leonard} } @proceedings {12103, title = {Entwicklung basiskonzeptorientierter Unterrichtseinheiten zur Energie}, volume = {39}, year = {2019}, pages = {815-818}, author = {Laumann, D. and Fischer, J. and Susanne We{\ss}nigk and Michael Kerres and Dirk Wenderoth and Knut Neumann}, editor = {Maurer, C.} } @inbook {12555, title = {Geschichte erleben mit Augmented und Virtual Reality}, booktitle = {"Retten uns die Ph{\"a}nomene?". Lehren und Lernen im Zeitalter der Digitalisierung}, volume = {14}, year = {2019}, pages = {127-135}, publisher = {Logos Verlag}, organization = {Logos Verlag}, edition = {Ph{\"a}nomenologie in der Naturwissenschaft}, address = {Berlin}, author = {Buchner, Josef}, editor = {Sch{\"o}n, Lutz-Helmut and Lesk, Susanne} } @conference {11375, title = {Entwicklung basiskonzeptorientierter Unterrichtseinheiten zur Energie}, booktitle = {Jahrestagung der Gesellschaft f{\"u}r Didaktik der Chemie und Physik 2018: Naturwissenschaftliche Bildung als Grundlage f{\"u}r berufliche und gesellschaftliche Teilhabe 17. bis 20. September 2018, Kiel}, year = {2018}, abstract = {

Die Bildungsstandards f\ür den Mittleren Schulabschluss in den naturwissenschaftlichen F\ächern fordern den Aufbau eines strukturierten Fachwissens mittels Basiskonzepten. In diesem Sinne gilt es Inhaltsbereiche regelm\ä\ßig durch Basiskonzepte zu verkn\üpfen, um somit eine st\ärkere Vernetzung zu erzielen. Ziel des DFG-Erkenntnistransfer-Projekts \„Physikunterricht orientiert an Basiskonzepten: Kumulativer Kompetenzaufbau am Beispiel des Energiekonzepts\“ (energie_transfer) ist die Entwicklung und Erprobung kurzer Unterrichtseinheiten f\ür das Energiekonzept, die von Lehrkr\äften bundesweit in bestehende Unterrichtsg\änge der Mittelstufe integriert werden k\önnen, um so den Aufbau einer vernetzten Wissensbasis zu beg\ünstigen. Die Basis f\ür die Konzeption der Unterrichtseinheiten stellen Kenntnisse zur Entwicklung physikalischer Kompetenz von Lernenden sowie die Ergebnisse einer bundesweiten Lehrplananalyse dar. Der Beitrag beschreibt Hintergrund und Ziele des Projektes, stellt die Ergebnisse der Lehrplananalyse dar und leitet Folgerungen f\ür die Gestaltung der Unterrichtseinheiten ab.

}, author = {Daniel Laumann and Susanne We{\ss}nigk and Michael Kerres and Dirk Wenderoth and Knut Neumann} } @proceedings {12267, title = {Development Process of E-Learning at the University of Duisburg-Essen: Lessons Learnt and Future Tasks}, year = {2017}, month = {2017}, pages = {8646-8652}, publisher = {IATED}, address = {Spain}, doi = {10.21125/edulearn.2017}, url = {https://library.iated.org/publications/EDULEARN17}, author = {Petschenka, Anke and Heinrich, Sandrina and Liebscher, J. and Helmstedt, Cornelia and van Ackeren, Isabell}, editor = {G{\'o}mez Chova, L. and L{\'o}pez Mart{\'\i}nez, A and Candel Torres, I.} } @article {9269, title = {Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning}, journal = {Interactive Learning Environments}, year = {2017}, pages = {1-12}, keywords = {Informal Learning, Network of Practice, social capital, Social Network Analysis, wikipedia}, doi = {http://dx.doi.org/10.1080/10494820.2017.1324495}, url = {http://www.tandfonline.com/eprint/5SACaZ4tCTqPGFB7GnaX/full}, author = {Martin Rehm and Allison Littlejohn and Bart Rienties} } @conference {9273, title = {Seeing the Invisible: Editing Wikipedia for the Public Good}, booktitle = {EARLI}, year = {2017}, address = {Tampere, Finland}, keywords = {Network of Practice, Social Network Analysis, wikipedia}, author = {Allison Littlejohn and Nina Hood and Bart Rienties and Martin Rehm} } @conference {6079, title = {Learning to Develop Open Knowledge: the Edinburgh Editathon}, booktitle = {OER16}, year = {2016}, month = {04/2016}, keywords = {Informal Learning, multimethod approach, open education, social capital, wikipedia}, url = {https://oer16.oerconf.org/}, author = {Melissa Highton and Allison Littlejohn and Martin Rehm and Nina Hood and Bart Rienties and Lou McGill} } @inbook {7027, title = {Open Educational Resources (OER)}, booktitle = {Enzyklop{\"a}die der Wirtschaftsinformatik}, year = {2016}, url = {http://www.enzyklopaedie-der-wirtschaftsinformatik.de/lexikon/uebergreifendes/E-Learning/E-Learning-Technologie/e-learning-standards/open-educational-resources-oer/}, author = {Michael Kerres}, editor = {Gronau, Norbert and Becker, J{\"o}rg and Sinz, Elmar and Suhl, Leena and Leimeister, Jan Marco} } @conference {5213, title = {What are the Driving Forces behind Informal Learning in Social Media?}, booktitle = {Computational Social Science Winter Symposium}, year = {2015}, publisher = {GESIS}, organization = {GESIS}, address = {Cologne}, abstract = {Teachers need to increasingly develop and implement new, collaborative approaches to learning. However, teachers should not rely on formal roles and institutions to support them. Instead, they should rather draw on (informal) learning networks that allow them to share ideas and collaboratively reflect on their practice. Nowadays, an increasing amount of social media platforms are available, wherein individuals can communicate with each another. These platforms constitute social opportunity spaces, which provide the meta-context wherein informal learning processes are stimulated. In order to analyze these spaces, we combine self-regulated learning and social capital theory, thereby integrating two mutually conversant views about how people behave and decide to participate in (in)formal learning activities, from both an individual and a collaborative perspective. Moreover, by employing 1- and 2-Mode social network analysis, based on data from Twitter and Wikimedia, we are able to identify different types of informal learners, which can be considered for other, similar activities that aim at enhancing the professional development of individuals.}, keywords = {Informal Learning, Self-Regulated Learning, social capital, Social Media, Twitter, Wiki}, url = {http://www.gesis.org/css-wintersymposium/home/}, author = {Martin Rehm and Allison Littlejohn and Bart Rienties} } @inbook { 7159, title = {Participatory assessment for organizing inquiry in educational videogames and beyond.}, booktitle = {Orchestrating inquiry learning: Contemporary perspectives on supporting scientific inquiry learning}, year = {2012}, pages = {146-174}, publisher = {Taylor and Francis}, organization = {Taylor and Francis}, address = {London}, isbn = {0415601134}, author = {Hickey, D. T. and Michael Filsecker}, editor = {Scanlon, E. and Sharples, M. and Littleton, K.} } @inbook { 6046, title = {Chancen von E-Learning als Beitrag zur Umsetzung einer Life-long Learning Perspektive an Hochschulen}, booktitle = {E-Learning 2009. Lernen im digitalen Zeitalter. Medien in der Wissenschaft}, volume = {51}, year = {2009}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, abstract = {

Die Engf\ührung der Selbstwahrnehmung des Bildungsauftrages von Hochschulen auf die kurze Lebensspanne zwischen Schulabschluss und Einstieg in den Beruf verhindert eine ad\äquate Antwort auf die Herausforderungen des \„Lebenslangen Lernens\“. Der Beitrag problematisiert die (implizite) Ausrichtung des Studienange-botes in Deutschland auf \„Normalstudierende\“ und beschreibt die Konsequenzen einer Lifelong Learning Perspektive f\ür Hochschulen, die die Vielfalt von Studie-renden anerkennt und ihre Angebote darauf ausrichtet. Dabei wird das Potenzial von E-Learning thematisiert, mit dem sich die Studienor-ganisation flexibilisieren l\ässt und sich offenere Angebote f\ür Zielgruppen mit un-terschiedlichen Voraussetzungen \– etwa berufliche Vorkenntnisse und T\ätigkeiten \– schaffen lassen. Vorgestellt wird das Verbundvorhaben \„Studium und Beruf: Er-folgsfaktoren des Lifelong Learning an Hochschulen (STUBE)\“, das im Rahmen des BMBF-F\örderprogramms zur Empirischen Bildungsforschung / Hochschulfor-schung durchgef\ührt wird. Hierbei werden an den beteiligten Hochschulen Strate-gien entwickelt und erprobt, wie Studienangebote am Paradigma des Lebenslangen Lernens ausgerichtet werden k\önnen.

}, url = {http://www.waxmann.com/kat/inhalt/2199Volltext.pdf}, author = {Michael Kerres and Melanie Lahne}, editor = {Apostolopoulos, Nicolas and Hoffmann, Harriet and Mansmann, Veronika and Schwill, Andreas} } @proceedings { 6054, title = {The Contribution of E-Learning to the Implementation of a Lifelong Learning Perspective in Higher Education}, volume = {5}, year = {2009}, publisher = {EKT - National Documentation Center}, address = {Athens}, abstract = {

The educational mandate of universities in Germany is constricted to the short life span between high school graduation (Abitur) and career entry. This prevents an adequate response to the challenges of \“lifelong learning\”. This paper discusses the implied orientation of study programs towards \‚the normal student\’ and describes the consequences of a lifelong learning perspective at universities, which acknowledges the diversity of students and offers respective programs. Furthermore the potential of e-learning within this context will be highlighted. It is a tool to make the organization of study more flexible and to create open programs for target groups with different requirements, i.e. for students with professional experience and employment. Additionally, the authors introduce the co-operative project \„Study and Work: Aspects of Success of Lifelong Learning in Higher Education (STUBE)\”, which is conducted within the educational research grant program of the Federal Ministry of Education and Research (BMBF). Here the participating universities develop and apply strategies to design study programs within the paradigm of lifelong learning.

}, url = {https://eproceedings.epublishing.ekt.gr/index.php/openedu/article/view/482}, author = {Michael Kerres and Melanie Lahne} } @proceedings { 6056, title = {Gestaltung und Betreuung virtueller Lernszenarien in Second Life}, year = {2008}, month = {03/06/2008}, pages = {300-304}, publisher = {StudienVerlag}, address = {Salzburg}, abstract = {

Online-Tutoren stehen insbesondere vor der Herausforderung, Lernszenarien in Second Life zu gestalten, bei denen die Potenziale virtueller Welten ausgesch\öpft werden. Es wird aufgezeigt, wie sich die Anforderungen an Online-Tutoren durch den Einsatz von Second Life ver\ändern.

}, author = {Nadine Ojstersek}, editor = {Hornung-Pr{\"a}hauser, Veronika and Luckmann, Michaela and Kalz, Marco} } @proceedings { 6069, title = {Spielend Lernen! Spielend Lernen? Eine empirische Ann{\"a}herung an die M{\"o}glichkeiten einer Synthese von Spielen und Lernen}, year = {2008}, month = {07/09/2008}, publisher = {Logos}, address = {Berlin}, abstract = {

Abstract: Dieser Beitrag skizziert theoretische \Überlegungen sowie eine empirische Ann\äherung an eine Synthese von Spielen und Lernen hin zu einem spielerischen Lernen. Dabei wird ausgehend von bisherigen theoretischen Arbeiten ein m\öglicher Widerspruch bei diesem Vorhaben aufgezeigt und auf die Probleme hingewiesen, die der Einsatz spielerischer Lernformen vor allem in formalisierten Bildungskontexten mit sich bringt.

}, author = {Bormann, Mark and Heyligers, Katharina and Michael Kerres and Niesenhaus, J{\"o}rg}, editor = {Seehusen, Silke and Herczeg, Michael and Fischer, Stefan and Kindsm{\"u}ller, Martin Ch. and Ulricke Lucke} } @inbook { stratmann_das_20, title = {Das Studienportal der Universit{\"a}t Duisburg-Essen}, booktitle = {Bildungsportale - Potenziale und Perspektiven netzbasierter Bildungsressourcen}, year = {2007}, publisher = {Oldenbourg}, organization = {Oldenbourg}, address = {M{\"u}nchen}, author = {Stratmann, J{\"o}rg and Michael Kerres}, editor = {Gaiser, Birgit and Hesse, Friedrich W. and Monika L{\"u}tke-Entrup} } @inbook {9875, title = {Lehrer-Online {\textendash} Ein Bildungsportal f{\"u}r die Schule}, booktitle = {Bildungsportal {\textendash} Potenziale und Perspektiven netzbasierter Bildungsressourcen}, year = {2007}, pages = {125 - 140 }, publisher = {Oldenbourg}, organization = {Oldenbourg}, address = {M{\"u}nchen }, author = {Heinen, R.}, editor = {Gaiser, B. and Hesse, F. and Monika L{\"u}tke-Entrup} } @inbook { 6031, title = {Microlearning as a challenge to instructional design}, booktitle = {Didactics of Microlearning}, year = {2007}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, author = {Michael Kerres}, editor = {Hug, Theo and Lindner, Martin} } @inbook { 5991, title = {Lernen und Arbeiten auf dem Digitalen Campus}, booktitle = {Kooperation und Arbeit in vernetzten Welten}, year = {2003}, publisher = {Ergonomia Verlag}, organization = {Ergonomia Verlag}, address = {Stuttgart}, author = {Stratmann, J{\"o}rg and Michael Kerres}, editor = {Luczak, Holger} } @article { 5986, title = {Neue Medien in der Bildung {\textendash} Neue Chancen in der Sportmedizin! Spomedial{\textendash}Sportmedizin interaktiv lernen}, journal = {Deutsche Zeitschrift f{\"u}r Sportmedizin}, volume = {12}, year = {2003}, pages = {361-365}, publisher = {Universit{\"a}t St. Gallen}, author = {Platen, P. and Abel, T. and Friedrich, T. and Michael Kerres and Close, C. and Lalyko, V. and Lebenstedt, M. and Machanek, A. and Menz, C. and Nadine Ojstersek and Schneider, S. and Wienold, Kirsten and Wouters, E.} } @book { kramer_neue_2003, title = {Neue Pr{\"u}fverfahren. Forschungsbericht zum Einsatz moderner Medien bei Pr{\"u}fungen}, year = {2003}, publisher = {wbv}, organization = {wbv}, address = {Bielefeld}, author = {Kramer, B. and Rudorf, F. and Brieden, Th. and Gutschow, Katrin and Michael Kerres and Langer, Stephan and Laschewski, T. and Pascher, U.} } @inbook { kerres_didaktisc, title = {Didaktische Konzeption des Online-Lernens f{\"u}r die Weiterbildung}, booktitle = {Online-P{\"a}dagogik}, year = {2002}, publisher = {Schneider}, organization = {Schneider}, address = {Baltmannsweiler}, author = {Michael Kerres and Petschenka, Anke}, editor = {Lehmann, Burkhard and Bloh, Egon} } @inbook { kerres_didaktisc, title = {Didaktische Konzeption multimedialer Lernumgebungen}, booktitle = {Handbuch Personalentwicklung und Training}, year = {1996}, publisher = {Deutscher Wirtschaftsdienst}, organization = {Deutscher Wirtschaftsdienst}, address = {K{\"o}ln}, keywords = {Multimedia}, author = {Michael Kerres}, editor = {Geissler, K. A. and Landsberg, G. v. and Reinartz, M.} } @article { 6080, title = {Kompo-nenten der Pr{\"u}fungs{\"a}ngstlichkeit und semantisches Ge-d{\"a}chtnis}, journal = {Zeitschrift f{\"u}r P{\"a}dagogische Psychologie}, volume = {5}, year = {1991}, pages = {155-161}, publisher = {Universit{\"a}t St. Gallen}, abstract = {Presents findings of an empirical study on incidental learning in which 48 subjects were presented with adjectives with different emotional content and then asked to judge whether the adjectives described their feelings and thoughts during exam situations. Subsequently the adjectives were to be reproduced. At the end of the experiment, the test anxiety inventory (TAI) by Hodapp, Laux and Spielberger was administered to measure worry and emotionality. The results of analysis of covariance show that persons with high scores on worry or emotionality judge negatively toned adjectives as more descriptive of themselves than persons low on worry or emotionality. High-worry subjects recall more adjectives and make more reproduction errors (intrusions) than persons with low-worry scores. These findings are discussed in the context of a semantic interpretation of test anxiety.}, author = {Michael Kerres and Wrobel, Heike and Gerda Lazarus-Mainka} } @article { 6075, title = {Die {\"A}ngstlich-keits-skala als Indikator pers{\"o}nlichkeitsspezi-fischer Regelsysteme im semantischen Ged{\"a}chtnis}, journal = {Diagnostica}, volume = {35}, year = {1989}, pages = {131-141}, publisher = {Universit{\"a}t St. Gallen}, abstract = {Tested the hypothesis that Spielberger{\textquoteright}s anxiety scale is an indicator of personality-specific systems of rules stored in semantic memory. For this purpose, dependency relationships between anxiety and the usual criteria for analyzing semantic memory were experimentally measured. These criteria were: degree of intensity, typicality, the U-shaped relationship between intensity and decision time, and intrusions. In conjunction with the administration of the State-Trait Anxiety Inventory, the 84 subjects were asked to describe themselves using 60 adjectives, by means of a nine-step scale. Decision time was measured simultaneously. Finally, the subjects had to name the adjectives they could still remember. The results broadly supported the hypothesis. High and low anxious people differed in the intensity of their attributions of adjectives according to the contents of the words (typicality effect) and in type of intrusions. There was a quadratic trend in the relationship between decision-speed and intensity of attribution. The results were taken to indicate that anxiety is manifested not only in a specified interaction with language, but that the specific relationship with language can also have characteristic systems of rules constituted in semantic memory, which are capable of representation in an anxiety scale.}, author = {Gerda Lazarus-Mainka and Wrobel, Heike and Michael Kerres} } @article { 5940, title = {{\"A}ngstlichkeit und die Verarbeitung selbstbezogener Information}, journal = {Archiv f{\"u}r Psychologie}, volume = {140}, year = {1988}, pages = {1-13}, publisher = {Universit{\"a}t St. Gallen}, abstract = {Investigates the influence of semantic structure on processing self-related information and its dependency on anxiety. 82 psychology students were divided into high and low anxiety groups. They had to judge and recall 48 adjectives from various categories (aggression, activity, happiness, anxiety) according to self- or word-related instructions. Judgment, decision time, and free recall performance were recorded. In general, memory performance improved with self-related instructions. High anxiety subjects were faster when anxiety and happiness were judged with reference to themselves. However, their memory performance tended to be poorer than that of low anxiety subjects. It was also found that high anxiety subjects reproduced a larger number of anxiety items that applied to themselves.}, author = {Michael Kerres and Gerda Lazarus-Mainka and Reck, S.} } @article { 5937, title = {Ged{\"a}chtnisstrukturen und -prozesse in Abh{\"a}ngigkeit von {\"A}ngstlichkeit}, journal = {Psychologische Beitr{\"a}ge}, volume = {29}, year = {1987}, pages = {259-269}, publisher = {Universit{\"a}t St. Gallen}, author = {Gerda Lazarus-Mainka and Michael Kerres} }