Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2019 ◽  
Vol 34 (2018) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the online-encyclopaedic content is evaluated.

Wikipedaktik: Kollaborative Sachlexikografie als Lehr- und Lerngegenstand im Deutschunterricht

2018 ◽  
Vol 34 (1) ◽  
pp. 37-66
Author(s):  
Eva Gredel
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Field ◽  
Central Issue ◽  
Digital Tools ◽  
Lecture Hall ◽  
Social Web ◽  
Digital Platforms ◽  
The Social ◽  
Digital Skills

AbstractThis paper introduces the research field of Wikipedactics with a focus on the relevance of Wikipedia’s lexicographic aspects for German lessons in higher education: The central issue is to describe one of the most successful digital platforms of the Social Web as a worthwhile teaching and learning subject. It explains Wikipedia’s hypertextual nature, its micro- and macro-structure and details scenarios of use in the classroom and the lecture hall. The paper demonstrates how pupils and students can develop digital skills and information competences when using Wikipedia. Furthermore, the didactic potential of digital tools such as Wikibu and WikiWatchdog enabling the reflected access of Wikipedia users to the onlineencyclopaedic content is evaluated.

Social Media as Technologies for Asynchronous Formal Writing and Synchronous Paragraph Writing in the South African Higher Education Contex

2014 ◽  
pp. 213-241 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Higher Education ◽  
Social Media ◽  
South African ◽  
Teaching And Learning ◽  
Incidental Learning ◽  
Value Added ◽  
Digital Platforms ◽  
Media Technologies ◽  
Class Schedule ◽  
Bachelor Of Education

This chapter reports on a study—conducted in 2011—that employed two social media networks, Facebook and MXit, as educational tools at one university in South Africa. MXit is a South African-based social networking application. The study involved a cohort of second year Bachelor of Education in English undergraduate students at this university as its participants. The latter were required to utilize Facebook and MXit to engage in both asynchronous formal writing and synchronous paragraph writing, respectively. All this took place outside participants’ tutorial class schedule. In this study, participants were able to produce asynchronous formal writing samples in varying degrees using Facebook. Similarly, they were also able to produce synchronous written paragraphs using MXit even though some paragraphs displayed a high degree of linguistic textisms. Other affordances that these two social media technologies offered the participants in this study are: anytime, any day, and anywhere asynchronous and synchronous learning; asynchronous and synchronous feedback; virtual incidental learning; socially situated online learning; and Presence Awareness Learning (PAL). In conclusion, the study suggests that there are further affordances that these two social media technologies can offer higher education. These are: supplemental teaching and learning; cloud storage for teaching and learning materials (in the case of Facebook); virtual platforms for revision; digital platforms for micro-teaching and micro-learning (in respect of MXit); and value-added platforms for just-in-time mobile teaching and learning.

Blockchain Technology in Higher Education

2020 ◽  
pp. 97-112 ◽  
Author(s):  
Irshad Hussain ◽  
Ozlem Cakir
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Distributed Learning ◽  
Social Benefits ◽  
Educational Institutions ◽  
Transfer Of Knowledge ◽  
Blockchain Technology ◽  
Distributed Ledger ◽  
The Social

Blockchain, which is also called a distributed ledger technology (DLT), is an emerging and ever advancing technology having flourishing potential for nourishing and revolutionizing higher education. It stems in decentralization and distributed learning with characteristics of permanence of records, pursuit and transfer of knowledge, authority of institutions, and reliability of teaching and learning. These characteristics of blockchain attract educational institutions particularly the higher education institutions to adopt it. However, in spite of all potential and benefits of blockchain technology, the higher education stakeholders currently seem to be less aware of the social benefits and educational/instructional potential of blockchain technology. It can be addressed through proper advocacy and campaign. The complete chapter will demonstrate possibilities of blockchain technologies in higher education along with its issues and challenges.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

scholarly journals Bond, Bedenlier, Marin & Händel (2021) - ERT in HE pre-print

2021 ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

scholarly journals Digital Competence in Spanish University Education and Its Use by Students

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 47
Author(s):  
Noelia Araújo-Vila ◽  
Lucília Cardoso ◽  
Diego R. Toubes ◽  
Jose Antonio Fraiz-Brea
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
University Education ◽  
Digital Tools ◽  
Digital Competence ◽  
Global Pandemic ◽  
Online Tools ◽  
Digital Skills ◽  
Spanish Higher Education ◽  
The University

Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

Managing the Presence and Digital Identity of the Researchers in a Distance Learning Community

2019 ◽  
pp. 175-193 ◽  
Author(s):  
Nuno Ricardo Oliveira ◽  
Lina Morgado
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Learning Community ◽  
Scientific Community ◽  
Social Web ◽  
Digital Identity ◽  
Online Presence ◽  
The Social ◽  
Digital Skills ◽  
Young Researchers

This chapter is intended to understand the importance of the presence of junior researchers on the social web in establishing contacts with other researchers or specialists. Being present on the social web allows young researchers to create and manage their own digital identity. This study focused on a community of junior researchers from a Portuguese University where the members of the community were asked to answer a questionnaire with the data they used when they registered as researchers. During data analysis, it was observed that this group of researchers coincide with what most of the literature proposes, though deviating in some points from the generality. Yet, researchers give great importance to the development of their digital skills to strengthen their online presence and which gives them credibility and recognition in the scientific community and as open researchers.

Philosophical Guidelines for the Social Studies

2014 ◽  
pp. 53-70 ◽  
Author(s):  
Daniel W. Stuckart
Keyword(s):  
Social Studies ◽  
Teaching Methods ◽  
Human Activities ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Traditional Teaching ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Philosophical Framework ◽  
Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

Adapting the social, managerial and communication activities of Chinese organizations to the digital industry

2021 ◽  
pp. 80-84
Author(s):  
T.V. Karlova ◽  
◽  
A.Yu. Bekmeshov ◽  
E.A. Kirillova ◽  
Tingwei He ◽  
...  
Keyword(s):  
Higher Education ◽  
Web Services ◽  
Education System ◽  
Viral Infections ◽  
Digital Technologies ◽  
Digital Platforms ◽  
Higher Education System ◽  
Online Platforms ◽  
The Social ◽  
Amazon Web Services

The article highlights issues related to the transition of Chinese organizations to digital technologies during the crisis period of the pandemic. The article deals with the development of digital platforms in education, medicine and business.The research examines the development of online platforms conducted by Amazon Web Services, Microsoft, Tencent and Alibaba. Special attention is paid to the development of the protection of the population from viral infections on a corporate basis.In addition, questions on the latest developments of virtual technologies in the higher education system in China are considered. Special difficulties of functioning in the period of a pandemic in the organizations of tourist and logistics directions are designated.

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