Zur didaktischen Konzeption von «Sozialen Lernplattformen» für das Lernen in Gemeinschaften

Kerres, Michael; Hölterhof, Tobias; Nattland, Axel

doi:10.21240/mpaed/00/2011.12.09.x

Cited by 16 publications

(6 citation statements)

References 16 publications

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“…They consistently showed a willingness to reflect on their knowledge based on this and update it if necessary, a central ability for successful learning in networks according to Duke et al (2013). Kerres et al (2011) postulate that learning in social networks takes place primarily through the transfer of knowledge between peers. This was confirmed many times in the interviews.…”

Section: Discussionmentioning

confidence: 99%

“…Social media, including social networks, now offer a huge circle of users the opportunity to participate in social knowledge communication (Kerres et al, 2011). They have revolutionised the dissemination of information and knowledge by enabling a balance between producers and consumers, in contrast to traditional media (Chu, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, by regularly using LinkedIn, users constantly encounter new trends, tools, methods, etc., which they can subsequently analyse in more detail if they are relevant to their own field of work. Kerres et al (2011) already emphasised the high degree of self-control of learning processes in social networks. The fact that this applies to LinkedIn was confirmed by the present study.…”

Section: • Experience Of Autonomy and Competencementioning

confidence: 99%

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Virtual Communities of Practice on LinkedIn: A Study on Self-directed, Work-related Learning

Franc,

Stampfl,

Geyer

2024

MAPEH

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As a career network, LinkedIn offers access to a wide range of job-related information and a low-threshold opportunity for exchange among experts in various fields. The purpose of this study was to find out which LinkedIn functions are particularly useful for self-directed professional development and to what extent users’ motivation to learn is influenced by their virtual community of practice (VCoP) on LinkedIn. Two approaches were taken to answer this question. First, a literature review on four different learning theories was conducted: self-directed learning, situated learning, social learning and connectivism. The learning mechanisms on social media were then put into the context of those four learning theories. Additionally, the specific potential of learning via social media and especially via LinkedIn was considered. Second, a qualitative interview study with LinkedIn users who were categorised as digital learning experts based on their education and/or profession was conducted. According to the results of the study, LinkedIn offers excellent conditions for professional development. Various functions such as consuming others’ posts, writing own posts, comments or private messages and subscribing to hashtags or newsletters support work-related learning processes. The value of the LinkedIn Learning course platform is controversial. The results also show that VCoP activities can influence users’ motivation to learn both positively and negatively. The LinkedIn activities of others can inspire users, but they can also cause social pressure. The results of the interview study represent an addition to the research field of “learning with social media” and can be used as recommendations for dealing with LinkedIn in order to broaden or deepen one’s professional knowledge. This study especially highlights the use of LinkedIn for lifelong learning with the goal of professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: • Experience Of Autonomy and Competencementioning

confidence: 99%

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Virtual Communities of Practice on LinkedIn: A Study on Self-directed, Work-related Learning

Franc,

Stampfl,

Geyer

2024

MAPEH

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“…Die Wahrnehmung von Hinweisen sozialer Präsenz auf Online-Plattformen kann auch das Lernen im Internet wesentlich unterstützen (vgl. Kerres, Hölterhof, und Nattland 2011).…”

Section: Pädagogikunclassified

Virtual Reality: Immersion as an Experiential Dimension in Learning with Visual Information

2022

Self Cite

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Der Begriff der Immersion wird häufig als Merkmal von Technik verwendet. Doch Immersion wird nicht durch eine bestimmte Technologie (etwa eine VR- oder AR-Brille) erzeugt, sondern ist die Leistung des psychischen Systems und eine Dimension des Erlebens einer visuell dargebotenen Information. Eine solche Klärung lenkt den Blick auf die Determinanten des Immersionserlebens und die Frage, wie die mediendidaktische Gestaltung von Lernanwendungen Immersion nutzen kann, um den Lernprozess zu fördern. Der Artikel setzt das Erleben von Immersion in Beziehung zu anderen Dimensionen der visuellen Wahrnehmung (Raum-, Realitäts-, Bewegungs-, Präsenzerleben), um die Besonderheiten des Immersionserlebens herauszuarbeiten. Vorgestellt wird ein Modell des Erlebens visueller Information beim Lernen, das Merkmale der Technik, des Erlebens, des Lernprozesses und des Lernergebnisses separiert und in ihrer Relation verdeutlicht. Das Modell zeigt auf, wie sich Forschungsfragen zu Implikationen des Immersionserlebens anlegen lassen. Für mediendidaktische Konzepte wird deutlich, dass Immersion nicht durch eine bestimmte Technologie eingelöst wird und nicht automatisch zum Lernerfolg beiträgt. Die verschiedenen Dimensionen des Erlebens visueller Information sind im Hinblick auf den Lernprozess und die Lernergebnisse sehr genau zu prüfen und durch die Gestaltung von Lernumwelten und -aufgaben gezielt anzuregen.

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“…Possible directions for future learning systems-in particular meeting the challenges of social learning and social learning environments-are, for instance, described by Michael Kerres et al [KHN11]. Three possible paths to be followed had been identified-that is abandonment of learning systems, utilising community tools, or social learning systems [KHN11,pp.7ff]-whereas the third one-social learning systems-is their declared choice to illustrate future learning. According to Kerres et al, a social learning system will not primarily differ from current learning management systems concerning available functionalities but regarding presentation and focus [KHN11, p.9].…”

Section: Synchronous and Asynchronous Communicationmentioning

confidence: 99%

Information Management for Digital Learners : Introduction, Challenges, and Concepts of Personal Information Management for Individual Learners

Gooren-Sieber

2014

Schriften Aus Der Fakultät Wirtschaftsinformatik Und Angewandte Informatik Der Otto-Friedrich-Universität Bamberg

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Zur didaktischen Konzeption von «Sozialen Lernplattformen» für das Lernen in Gemeinschaften

Cited by 16 publications

References 16 publications

Virtual Communities of Practice on LinkedIn: A Study on Self-directed, Work-related Learning

Virtual Communities of Practice on LinkedIn: A Study on Self-directed, Work-related Learning

Virtual Reality: Immersion as an Experiential Dimension in Learning with Visual Information

Information Management for Digital Learners : Introduction, Challenges, and Concepts of Personal Information Management for Individual Learners

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