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Die Technik ist lediglich der Motor für die Digitalisierung der Lehre

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Vortrag WKO, Wien, April 2019

Publicada em: Educação
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Die Technik ist lediglich der Motor für die Digitalisierung der Lehre

  1. 1. Die Technik ist lediglich 
 der Motor der 
 Digitalisierung in der Lehre Martin Ebner This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License.
  2. 2. http://www.facebook.com/ martin.ebner http://www.martinebner.at https://twitter.com/#!/ mebner http:// elearningblog. tugraz.at https:// www.researchgate.net/ profile/Martin_Ebner2
  3. 3. Feedback
  4. 4. Kennen Sie die Red Flag Acts?
  5. 5. https://www.flickr.com/photos/hur/174497674
  6. 6. The most draconic restrictions and speed limits were imposed by the 1865 act (the "Red Flag Act"), which required all road locomotives, which included automobiles, to travel at a maximum of 4 mph (6.4 km/h) in the country and 2 mph (3.2 km/h) in the city, as well as requiring a man carrying a red flag to walk in front of road vehicles hauling multiple wagons. https://en.wikipedia.org/wiki/Locomotive_Acts
  7. 7. Infrastruktur Verkehrsregeln, 
 Richtlinien für den Straßenbau Fahrschullehrer/innen Mobilität autonomes Fahren Ohne Auto geht nichts mehr
  8. 8. Digitale Technologien sind
 wesentlich komplexer
  9. 9. Die Bildungsinformatik beschäftigt sich primär informatische Lösungen zu Bildungszwecken einzusetzen unter Berücksichtigung von mediendidaktischen Gesichtspunkten und lerntheoretischen Grundsätzen.
  10. 10. Im Zeitalter von künstlicher Intelligenz, Roboter, Virtual Reality, autonomen Fahren, virtuellem Sex und eben explodierender technischer (digitaler) Anwendungen braucht es digital mündige Bürgerinnen und Bürger. Forderung Bildungskonzil Heldenberg (2017)
  11. 11. 4 wesentliche Fragen /
 Antworten
  12. 12. Warum denn 
 digitale Bildungstechnologien? 1
  13. 13. • WS 2007/2008 n=578 • WS 2008/2009 n=821 • WS 2009/2010 n=757 • WS 2010/2011 n=702 • WS 2011/2012 n=632 • WS 2012/2013 n=715 • WS 2013/2014 n=789 • WS 2014/2015 n=968 • WS 2015/2016 n=889 • WS 2016/2017 n=944 • WS 2017/2018 n=872
 11-jährige Langzeitstudie 
 (n=8667)
  14. 14. Nagler, W., Grandl, M., Haas, M., Schön, M. & Ebner, M. (2018). Should You Go for Smartphones at School? How the Use of Modern Media in Class Influences IT-Competences. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 735-743). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE) Welche Geräte besitzen Sie?
  15. 15. Wie kommunizieren Sie? Nagler, W., Grandl, M., Haas, M., Schön, M. & Ebner, M. (2018). Should You Go for Smartphones at School? How the Use of Modern Media in Class Influences IT-Competences. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 735-743). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)
  16. 16. Nagler, W., Ebner, M. & Schön, M. (2017). Mobile, Social, Smart, and Media Driven The Way Academic Net-Generation Has Changed Within Ten Years. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 826-835). Association for the Advancement of Computing in Education (AACE).
  17. 17. Nagler, W., Ebner, M. & Schön, M. (2017). Mobile, Social, Smart, and Media Driven The Way Academic Net-Generation Has Changed Within Ten Years. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 826-835). Association for the Advancement of Computing in Education (AACE). Verwendung zum Lernen
  18. 18. Ebner, M., Nagler, W., Schön, M. (2015) Why Facebook Swallowed WhatsApp!, In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1383-1392 Chesapeake, VA: AACE. Social-Media-Verwendung
  19. 19. Medieneinsatz auch für Lernzwecke ist für Jugendliche von heute normal und alltäglich - ein integraler Bestandteil ihrer Lernumgebung. Es ist ihr Alltag! 1
  20. 20. Wie bringen wir die Bildungstechnologien in die Institutionen? 2
  21. 21. Nutzen Usability Infrastruktur Vorgaben & Vorlagen Erfolgsfatkoren für Lehrende
  22. 22. 1. Stärkung der didaktischen Ausbildung (insbesondere der Medienpädagogik, Mediendidaktik und Medien- oder Bildungsinformatik)
 2. Organisationelle Verankerung der Online-Lehre (Schaffung von Lernräumen, Lehr- und Lernorganisation) 
 3. Schaffung der Infrastruktur (Ausbau)

  23. 23. Ein umfassender integraler Medieneinsatz ist nur mit entsprechender Medienkompetenz möglich 2
  24. 24. Wie kommt man denn zu Lerninhalten? 3
  25. 25. Urheberrechtsregelungen insbesondere im deutschsprachigen Raum erlauben im Regelfall nicht augenscheinlich freie Materialien im Internet zum Zwecke des Unterrichts einzusetzen.
  26. 26. Quo Vadis
 Digitales Klassenzimmer? http://www.flickr.com/photos/56155476@N08/6660001925
  27. 27. http://www.flickr.com/photos/pilot_michael/6045489564 open source open informationopen data open science open access open content open educational resources
  28. 28. „Materialien für Lehrende und Lernende, welche kostenlos im Web zugänglich sind und über entsprechende Lizenzierung zur Verwendung und auch zur Modifikation freigegeben sind.“ Mruck et. al (2011)
 Open Access, Open Educational Resources und Urheberrecht 
 (http://l3t.eu) Open Educational Resources
  29. 29. For Free
 (Re-) Usable Open Standard
  30. 30. https://microbit.eeducation.at/ wiki/Hauptseite 22 Beispiele 
 mit unterschiedlichen Schwierigkeitsgraden (CC BY lizenziert) erstes offenes OER-Schulbuch in Österreich
  31. 31. Die Öffnung der eingeschränkten Zugänglichkeit von Bildungsinhalten als Basis für Unterricht von morgen 3
  32. 32. Wie setzt man digitale Bildungstechnologien ein? 4
  33. 33. Theoretische Konzepte ü http://rliberni.wordpress.com/2010/02/24/is-education-ready-for-21st-century-learning/ Flipped Classroom SeamlessLearning Mobile Learning
  34. 34. Lehrtechnologien im Präsenzunterricht
  35. 35. Lehr- und Lernsyteme http://tc.tugraz.at http://tube.tugraz.at
  36. 36. Blended LearningOnline Presence Online Presence Online
  37. 37. Flipped Classroom Video based input exercises / interactions in classrooms
  38. 38. MOOC Zugänglichkeit, Flexibilität große Reichweite, schneller Informationstransfer http://imoox.at
  39. 39. Inverse Blended Learning Ebner, M., Schön, S., Khalil, M., Ebner, M., Aschemann, B., Frei, W. & Röthler, D. (2018) Inverse Blended Learning in der Weiterbildung für Erwachenenbildner_innen - Eine MOOC-Fallstudie. Zeitschrift Hochschule und Weiterbildung 1(2018). S. 23-30
  40. 40. MINT- MOOCs als Brückenkurse für die Studieneingangs- phase
  41. 41. MOOC & Learning Analytics Lernen passiert immer und überall http://imoox.at
  42. 42. Lernen wird ubiquitär - überall und jederzeit 4
  43. 43. http://talkvietnam.com/2013/01/hands-on-with-cornings-bendable-willow-glass/ Die
 des Lernens ...

  44. 44. ... • ohne Medien ist für Kinder und Jugendliche undenkbar, • benötigt umfassende Medienkompetenz der Lehrenden und organisatorische, sowie infrastrukturelle Rahmenbedingungen, • ist ohne offen zugängliche Bildungsinhalte kaum umsetzbar, • ermöglicht eine große didaktische Vielfalt • und passiert schlussendlich überall und zu jederzeit.
  45. 45. Graz University of Technology EDUCATIONAL 
 TECHNOLOGY Graz University 
 of Technology Martin Ebner 
 (Bildungsinformatiker) http://elearning.tugraz.at martin.ebner@tugraz.at Slides available at: This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License. https://learninglab.tugraz.at/informatischegrundbildung/ @mebner http://elearningblog.tugraz.at Yes, we care :-)

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