scholarly journals Crowd Management in der Lehre

2022 ◽  
pp. 123-132
Author(s):  
Rebekka Axthelm ◽  
Stefan Luppold ◽  
Marcus Moroff
Keyword(s):  
Design Based Research ◽  
Crowd Management ◽  
Seamless Learning

ZusammenfassungWer schon einmal dicht gedrängt vor der Konzertbühne stand kann sich die aussichtslose Lage, wenn die Stimmung kippt und Panik aufkommt, gut vorstellen. Damit eine öffentliche Veranstaltung reibungslos verläuft ist eine gründliche Planung, also ein qualitativ hochwertiges Crowd Management unabdingbar. Im Studiengang „BWL-, Messe-, Kongress- und Eventmanagement“ der dualen Hochschule Ravensburg Baden-Württemberg (DHBW) ist das Thema Crowd Management ein wichtiger Bestandteil. Für dieses Fachthema wurde im Rahmen des IBH-Labs Seamless Learning das Lernobjekt Cman_event erstellt, das im oben genannten Studiengang entwickelt und erprobt wurde. Die Entwicklung des didaktischen Konzepts basiert auf dem Design Based Research (DBR) Ansatz, wie es im IBH-Lab Seamless Learning entwickelt und definiert wurde. Im Sinne des grenzenlosen Lernens werden in diesem Lernobjekt die Übergänge in den Brüchen „Theorie – Praxis/Realität“ adressiert. Auf verschiedenen Ebenen und in verschiedenen Dimensionen wird neben der Vermittlung theoretischer Kenntnisse den Lernenden ermöglicht, bestimmte Situationen auf verschiedene Weisen zu betrachten, die einer besseren Vorstellung der realen Situation dienen. Dazu gehört das Modellieren in zwei und drei Raumdimensionen auf dem Tisch über Visualisierung durch computergestützte Simulationen bis hin zum Fühlen eines Gedränges am eigenen Leib.

scholarly journals A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

2016 ◽  
Vol 9 (5) ◽  
pp. 206 ◽  
Author(s):  
Elham Mohammadi Foomani ◽  
Mohsen Hedayati
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Information Communication ◽  
Design Based Research ◽  
Mobile Assisted Language Learning ◽  
Seamless Learning ◽  
Teachers And Students ◽  
Recent Developments ◽  
E Learning ◽  
Iranian Context

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

scholarly journals BiLeSA: Mathematik mit digitalen Bildern sichtbar machen

2022 ◽  
pp. 133-145
Author(s):  
Rebekka Axthelm
Keyword(s):  
Smartphone App ◽  
Design Based Research ◽  
Seamless Learning

ZusammenfassungDie Frage „Wozu braucht man das?“ vonseiten der Studierenden oder Aussagen wie „Das habe ich im Beruf später nie mehr benötigt.“ von ehemaligen Studierenden ist den meisten Mathematikdozierenden sehr vertraut. Im Projekt BiLeSA wird dem Wunsch nach Integration von Praxisnähe im Mathematikunterricht mithilfe einer Smartphone-App, welche ausgewählte Themen in der Mathematik anhand von digitalen Bildern sichtbar macht, umgesetzt. Bei den ausgewählten Themen handelt es sich um (affin) lineare Abbildungen, Ableitungen in höheren Raumdimensionen und Potenzen von Komplexen Zahlen. Die Konzeptionierung des Lernobjekts erfolgte mit dem Design Based Research (DBR) Ansatz, welches im Basisprojekt des IBH-Labs „Seamless Learning“ konzipiert und entwickelt wurde.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

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