Archiv für den Autor: Luci Gommers

IMT blended learning with Edx by Prof. Fleisch (report from the Tag der Lehre)

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On Monday, 21st of March, I went to the ‚Tag der Lehre‘ where I saw a presentation of professor Fleisch. He presented his work with the new teaching method: ‘IMT blended learning with Edx’. In this blog, I will give a short summary of the presentation of professor Fleisch and one of his students who currently participates in the first Pilot.

Fleisch’s willingness to change his way of teaching stems from his eagerness not to tell the same story year after year. He was not happy anymore with his own teaching and wanted to change that. The way he works now, he finds a lot more satisfying and that works out positive, also on the students.

Edx is an online platform where professor Fleisch uploads short videos, which all together replace his lectures. The former real-life lectures changed into consultation hours, where students can come with their questions about the learning content which was presented online. On the platform, not only learning material can be uploaded. Also discussions can be started and different tools can be used (e.g. a calendar where both teacher and student can see how much of the course the student completed already). Even the exams are made online. Fleisch uses a mid-term and end-term online test. The biggest advantage I interpreted out of the presentation was however the continuous feedback loops between the teachers and students.

At the moment there is a pilot with 50 students (volunteers, which means a positive selection). One of the students shared his experiences with the audience. His most important argument that advocated for this learning method, was in my eyes that he said to study much more consequent and engaged. “No more last minute bulimia studying”, he explained, what has a positive effect on studying much more sustainable.

The audience had some critical questions about the differences with the current online system of the university, technical problems with online examining, and especially the time consume of the development of the material. Fleisch indeed invests a lot of time, but sees a lot positive effects with his students and clearly enjoys working this way. He will have a bigger pilot next year and let it grow until the whole course is taught this way. He made me curious to follow it up.

Heterogenität

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In dem Sammelband Pädagogische Hochschulentwicklung, der von Taiga Brahm, Tobias Jenert und Dieter Euler herausgegeben wurde, schrieb Prof. Dr. Helen Knauf einen Beitrag zu Heterogenität (Titel: Heterogenität – ein umfassendes Projekt für Hochschulen und Hochschulentwicklung, P. 327 – 335). Mit diesem Blogbeitrag wird der Beitrag kurz zusammengefasst, um eine weiterführende Diskussion über Heterogenität in der Hochschul(lehr)e anzuregen.

Helen Knauf beschreibt, dass sich im Rahmen der zunehmenden Chancengleichheit die Heterogenität unter den Studierenden erhöht, was Auswirkungen auf das Lehren und Lernen an den Hochschulen hat. Hochschulen müssen sich in dieser Richtung mitentwickeln und Knauf betont, dass alle Ebenen der Organisation bei der Entwicklung einbezogen werden müssen. Die Autorin beschreibt in ihrem Beitrag hauptsächlich den Status Quo des Umgangs mit Heterogenität, teilweise auch Zukunftsperspektiven:
Auf der Ebene der Organisation beschreibt Knauf, dass das Thema vor allem kulturell angekommen scheint zu sein. Sie nennt verschiedene Bespiele von Universitäten, die Diversität wertschätzen und nutzen. Die Organisation besteht neben kulturellen aber auch aus strukturellen Rahmenbedingungen. Auf der strukturellen Ebene wurden gemäß Knauf an vielen Hochschulen für einzelne Gruppen, die als förderungswürdig und –bedürftig angesehen werden, Massnahmen ergriffen (z.B. Beratungsangebote für Studierende mit Kind, Behindertenbeauftragte, Mentoringsprogramme für Studentinnen oder Anlaufstellen für ausländische Studierende).
Auf der Ebene der Studienprogramme beschreibt Knauf, dass die mit dem Bologna-Prozess einhergegangene stärkere Strukturierung des Studiums dazu geführt hat, dass die Flexibilität des/der einzelnen Studierenden reduziert wurde, obwohl diese zur Adressierung der Heterogenität notwendig ist.
Schliesslich erläutert Helen Knauf auf der Ebene der Lernumgebung drei Themen: wenn man voraussetzt, dass jede/r Studierende die Teilnahme an einer Lehrveranstaltung mit unterschiedlichen Zielen verfolgt, so erscheint ein gleichförmiges Angebot für alle Teilnehmenden unangemessen. Eine individuelle Lernvereinbarung mit jedem/jeder Studierenden wäre eine mögliche Reaktion. Daran lassen sich die zwei anderen Themen anschliessen: Asynchronität des Lernens (z.B. Zeitautonomie) und Pluralisierung der Kommunikationskanäle der Dozierenden und Wahrnehmungskanäle für Studierenden (z.B. Podcasts oder Videos neben geschriebene Sprache).

Nach der Lektüre des Beitrags frage ich mich nun, was dies in der Umsetzung an den Hochschulen bedeuten wird. Welchen Einfluss hat die Personalisierung des Lernens auf das soziale Lernen? Und gibt es vielleicht eine Möglichkeit, um diese Interventionen zur Heterogenität stärker zu integrieren, statt verschiedene Angebote für verschiedene spezifische Gruppe zu schaffen? Und darüber hinaus: Wie ‚kundenorientiert‘ kann (und soll) eine Institution wie die Hochschule werden?

A trip to the land of metacognition

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On Wednesday 16.12.2015, I went to Bern to join the workshop ‘A Trip to the Land of Metacognition’ organized by the Swiss Faculty Development Network (SFDN), given by Denis Berthiaume. In this Blog, I will report on the main components we learned about.

Metacognition

 

 

 

 

 

To reach the targets students want to reach, they need to use their metacognitive knowledge, skills and strategies. The metacognitive knowledge stands for the knowledge students have (or do not have) to figure out what to learn (what is important). In my interpretation, the knowledge about ‘how to learn’ (for example that using previous knowledge helps you to learn) also fits in here. The ability to implement this knowledge, however, is what is meant with the metacognitive skills. Both come together when we focus on metacognitive strategies: when and why to use which knowledge and skills.

After the introduction where the model above was explained, we discussed the following question: ‘how can we teach in order to foster the development of students’ metacognition?’ We discussed for example the following methods: modeling (think-aloud protocols), guided practice (coaching, scaffholding and fading), cooperative and collaborative learning and autonomous learning (with learning journal/helpful tools could be Mahara & PeddlePad).

Now the (difficult) question for us as faculty developers is: ‘how do we get teachers’ attention for metacognition?’ ‘How can we help them to integrate fostering metacognition in their lectures and seminars?’ One of the inspiring ideas I learned about in the workshop was ‘scenario writing’, whereby teachers are asked to write out their lectures from A to Z. By making their plans visible, it’s easier to find space / time to implement these methods.

This last question is not easy, and I would appreciate your thoughts on how you try to reach and convince lecturers.

Two months at CEDAR

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A new face writing a blog for CEDAR. When Taiga moved to Oxford for a while, I moved from Belgium to Switzerland to start my internship here. I am thankful to get the chance to introduce myself with this blog too.

About three years ago, little frustrations about the educational system I was studying in, became a target to me. Convinced about the importance of education in our society, I thought that our educational systems could and should be better. I wanted to work in a place where improvement of education is important, a mission. After the bachelor back then, I decided to start the master Instructional and Educational sciences at the University of Antwerp in Belgium, which I finished last February. About two months ago, I started my internship at CEDAR. I am honored to say that I am in a place as I imagined. In the Institute for Business Education and Educational Management (IWP-HSG), educational research, development and innovation on all organizational levels come together. I get challenged to translate all I studied for into practice. For example when I started at the IWP, I got engaged in the research project ‘Lehre hoch n’. That was my first research project outside the study-context. At the moment I am working at the ‘SUK-project’. There I experience what ‘Instructional Design’, which was a subject in my studies, means ‘for real’. And I also learn what ‘change management’ implies in an organization as the University. I don’t think there could be a better transfer from study to work.

‘Already two months’ sounds like a cliché, but I’m afraid that clichés aren’t clichés for no reason. Time flies, while great minds are inspiring me and make me feel happy to go to work every day. Thanks a lot to the CEDAR-team and other IWP-colleagues for giving me this chance.