scholarly journals Thomas Knaus im Gespräch mit Jörg Keßler

2021 ◽  
Vol 21 ◽  
pp. 1-18
Author(s):  
Thomas Knaus
Keyword(s):  
Professional School ◽  
School Of Education

Es wird Herbst in Ludwigsburg: Drei (pandemiebedingte) Onlinesemester liegen hinter uns und die Blätter im benachbarten Favoritepark färben sich bereits, als sich Prof. Dr. Jörg-U. Keßler (Professor für Englische Sprache und ihre Didaktik) und Prof. Dr. Thomas Knaus (Professor für Erziehungswissenschaft, Leiter der Abt. Medienpädagogik und Herausgeber der LBzM) treffen. Jörg Keßler ist seit 2018 Prorektor für Forschung und Internationales der PH Ludwigsburg sowie (gemeinsam mit Prof. Dr. Christine Sälzer, Uni Stuttgart) einer der beiden Direktor*innen der Professional School of Education Stuttgart-Ludwigsburg (PSE); er wurde außerdem im Sommer zum Nachfolger von Prof. Dr. Martin Fix, dem aktuellen Rektor der PH Ludwigsburg, gewählt.

scholarly journals Pandemiebedingungen als Türöffner für neue Making-Prozesse? Erfahrungen aus dem Verbundprojekt MakEd_digital.

2021 ◽  
Vol 21 ◽  
pp. 1-14
Author(s):  
Jennifer Schmidt ◽  
Nikodemus Gollnau ◽  
Maria Barnhart ◽  
Bettina Gärtner ◽  
Sannah König
Keyword(s):  
Professional School ◽  
School Of Education

Der Beitrag bietet einen Einblick in ausgewählte Making-Projekte des Verbundprojekts MakEd_digital der Professional School of Education (PSE), entstanden und durchgeführt zwischen 2020 und 2021 unter Bedingungen der Covid-19-Pandemie. Anhand dieser Projekte und auf Grundlage einer medienpädagogischen Reflexion von Making wird besprochen, inwiefern Making als Bildungsperspektive im digitalen Raum der beteiligten Hochschulen fruchtbar gemacht werden konnte. Es wird gezeigt, dass sich der Motor für Makingprozesse nicht in physischen Räumlichkeiten verbirgt, sondern im Engagement der Maker*innen für kreativ-ästhetische Making-Projekte zu finden ist.

scholarly journals The Uses of a Bachelor's Degree in Sociology: Careers of Recent Graduates of a Maritime University

1978 ◽  
Vol 8 (3) ◽  
pp. 47-66
Author(s):  
Helen Ralston
Keyword(s):  
Further Education ◽  
Bachelor's Degree ◽  
Policy Implications ◽  
Professional School ◽  
School Of Education ◽  
Administrative Positions ◽  
Recent Graduates ◽  
Service Sectors ◽  
Managerial Positions ◽  
School Of Social Work

What happens to sociology graduates? A mailed questionnaire follow-up study of 267 recent graduates of a maritime university revealed that most of them continue their education in a professional or semi-professional school, usually a school of education or a school of social work. A high proportion of graduates, especially women, become teachers. Many obtain jobs in social welfare agencies, whether or not they continue their education. A small percentage without further education get jobs as research workers for government departments. The women all seem to be oriented to work outside the home, even if presently unemployed. They tend, however, to be in traditional "women's occupations" or "semi-professions," and rarely in supervisory or administrative positions. The graduates in sociology of this maritime university come in high proportions from blue-collar backgrounds. They tend to see their own careers as being upwardly mobile through normal progression to administrative, supervisory, and managerial positions in the educational, social service, and public service sectors of society. They are also geographically mobile, but most migration is within the province or the region. The results are compared with the findings of another study of the careers of 1976 and 1977 graduates in other disciplines and faculties of the same university. Some of the policy implications of the study, (from the perspectives of students, teachers, administrators, and governments) are discussed.

scholarly journals Micro worlds: learning about probabilities in simulated contexts

2021 ◽  
Vol 14 (33) ◽  
pp. e15122
Author(s):  
Angel Salvatierra Melgar ◽  
José Nieto Gamboa ◽  
César Daniel Escuza Mesías ◽  
Paola Gissella Orozco-Vargas ◽  
Linda Shardin-Flores
Keyword(s):  
Learning Strategies ◽  
Professional School ◽  
School Of Education ◽  
Intact Group ◽  
Before And After ◽  
Experimental Type ◽  
Active Learning Strategies ◽  
Student’S T ◽  
High Degree ◽  
Selection Of

In this study, the learning processes of the concepts of the probability topic are based on the use and simulation of the micro world tools by the learning actors, who demonstrated creativity, selection of the objects visible in the interface, and the introduction of basic programming principles associated with the topic in question. For the development of the study, we proceeded by the experimental design of a pre-experimental type of an intact group made up of 50 students from the 5th academic semester of the Professional School of Education of a Public University. The data were collected by an academic test before and after the experimentation, to later be processed and analyzed through the Student's t-statistic expression for related samples, reaching the following conclusion. The experimentation with micro worlds as active learning strategies based on the theory of constructionism, presents a high degree of interactivity associated with sounds, silhouettes, graphics and activities, which allowed to promote the conceptualization, resolution of exercises and problems of the topic in an experiential way in environments natural simulated by the computer.

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