E-Learning-Strategie an der Universität Duisburg-Essen - mehr als ein Artefakt?

Liebscher, Julia; Petschenka, Anke; Gollan, Holger; Heinrich, Sandrina; Ackeren, Isabell van; Ganseuer, Christian

doi:10.3217/zfhe-10-02/07

Cited by 4 publications

(10 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As shown in Table 2, one third of the total of 36 tasks can be traced back to two, three or four sources. These include, for example, create framework conditions, which refers in particular to the provision of time, money and resources by HEI Management (Collyer and Campbell 2015;Hutchings and Quinney 2015;Liebscher et al 2015;Van Twembeke and Goeman 2018). HEI Management should also promote exchange between teachers (Liebscher et al 2015;Schoop et al 2016) in order to reduce their prejudices and fears (Van Twembeke and Goeman 2018).…”

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

“…These include, for example, create framework conditions, which refers in particular to the provision of time, money and resources by HEI Management (Collyer and Campbell 2015;Hutchings and Quinney 2015;Liebscher et al 2015;Van Twembeke and Goeman 2018). HEI Management should also promote exchange between teachers (Liebscher et al 2015;Schoop et al 2016) in order to reduce their prejudices and fears (Van Twembeke and Goeman 2018). IT/D Support, on the other hand, should create learning spaces/meeting points that enable interactive learning in large groups (Liebscher et al 2015;Nordquist et al 2016; Van Twembeke and Goeman 2018) or provide a common workspace for teachers to work on digital media (Van Twembeke and Goeman 2018).…”

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

“…HEI Management should also promote exchange between teachers (Liebscher et al 2015;Schoop et al 2016) in order to reduce their prejudices and fears (Van Twembeke and Goeman 2018). IT/D Support, on the other hand, should create learning spaces/meeting points that enable interactive learning in large groups (Liebscher et al 2015;Nordquist et al 2016; Van Twembeke and Goeman 2018) or provide a common workspace for teachers to work on digital media (Van Twembeke and Goeman 2018). While the sources primarily refer to real spaces, during the Corona Pandemic these will be replaced by virtual spaces.…”

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

See 2 more Smart Citations

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses – An Overview of Tasks and Responsibilities

Voigt¹

2020

Proceedings of ‏The 3rd International Conference on Research in Teaching and Education

View full text Add to dashboard Cite

The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.

show abstract

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

Section: Methods Stakeholder Und Tasksmentioning

confidence: 99%

See 1 more Smart Citation

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses – An Overview of Tasks and Responsibilities

Voigt¹

2020

Proceedings of ‏The 3rd International Conference on Research in Teaching and Education

View full text Add to dashboard Cite

show abstract

“…Veränderungsprozesse setzen aber auch bei der Reflektion eines neuen Rollenverständnisses von Lehrenden und Lernenden an und ermöglichen eine neue Debatte über die Kompetenzorientierung und -förderung. Ziel sollte es sein, Bottom-up-und Top-down Prozesse zu verzahnen (Liebscher et al 2015). Dabei ist eine Verschränkung der Digitalisierungsstrategie mit veränderten Strategien in anderen Handlungsfeldern (Lehre, Verwaltung, Infrastruktur etc.)…”

Section: Veränderungsprozesse Mit Blick Auf Digitalisierung Gestaltenunclassified

Zukunft Lernwelt Hochschule

Stang¹,

Becker²

2020

View full text Add to dashboard Cite

show abstract

“…Many studies report positive effects of FC teaching, like improved learning performance and increased student engagement [3]. However, the development of an FC is a challenging task, where different barriers can occur, such as lack of time [4] or the need for technical and media didactic support [5]. FCs always contain an online and offline part, which has to be synchronized.…”

Section: Introductionmentioning

confidence: 99%

Agile Development of a Flipped Classroom Course

Blömer

Voigt

Droit

et al. 2020

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Digital course designs such as the Flipped Classroom (FC) are increasingly enriching university education. However, before implementing such an FC, teachers face the challenge of creating content in the form of materials and activities and finding a suitable development method. This is very time-consuming, which is why circumstances such as lack of time and personnel can make implementation difficult. In other areas, agile approaches have already proven to be effective in enabling flexible and efficient development. We use this opportunity to overcome different barriers in the context of FC development by creating an agile model for FC development. To achieve this, we first examined the previous research on agile development approaches concerning the implementation of an FC by a systematic literature review, concluding that no appropriate model exists yet. Building upon this, we designed an Agile FC Development Model, which can be used by teachers to create their FC. This model is very generally designed so that it can be easily adopted. On the other hand, it can be adjusted to a particular situation without effort. We also illustrate the application of the model using a small case study.

show abstract

E-Learning-Strategie an der Universität Duisburg-Essen - mehr als ein Artefakt?

Cited by 4 publications

References 3 publications

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses – An Overview of Tasks and Responsibilities

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses – An Overview of Tasks and Responsibilities

Zukunft Lernwelt Hochschule

Agile Development of a Flipped Classroom Course

Contact Info

Product

Resources

About