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Die Folge haben wir am 10.10.2025 aufgenommen. News+Alt+Entf News+O O hat auf dem OERcamp in Hannover einen Einstiegs-Workshop zu H5P gegeben (Doku) Er hat wie immer eine ganze Reihe H5P-News: H5P-Happening in Hamburg Catharsis und WordPress-Plugin Plugin WP Local-User-Data 2 neue Inhaltstypen: Chat-Simulator & Idea Board … und noch ein paar Gerüchte News+A A hatte mit der MoodleMOOT DACH in Lübeck gut zu tun: 296 TN aus 20 Ländern, 80 BarCamp-Sessions, 22 DevCamp-Projekte Eigene Session mit Kollegin Tina zur DLC-mintSH-Anbindung via LTI Advantage SummarAIzer erstmalig eingesetzt und Ergebnisse getestet (Angelehnt an Lösung von Andreas Sexauer) Es gab Gelasertes: Awards, Aufsteller, Wegweiser Grafiken zur BarCamp-Sessionplanung Summer School „Feedback neu gedacht“ in Hamburg Doku im DLC-Kurs, Podcast Update Hochschule Methodisch Inkorrekt Live Paper+Alt+Entf Paper+O: Jetzt ist es aber genug! Parker, Michael J.; Bunch, Matt; Pike, AndrewHow Much is Enough? Formative Assessment Dynamics Artikel In: Journal of Learning Analytics, Bd. 12, Ausg. 2, S. 196–210, 2025, ISSN: 1929-7750.Abstract | Links | BibTeX@article{Parker2025, title = {How Much is Enough? Formative Assessment Dynamics}, author = {Michael J. Parker and Matt Bunch and Andrew Pike}, url = {https://doi.org/10.18608/jla.2025.8753}, doi = {10.18608/jla.2025.8753}, issn = {1929-7750}, year = {2025}, date = {2025-07-04}, urldate = {2025-07-04}, journal = {Journal of Learning Analytics}, volume = {12}, issue = {2}, pages = {196–210}, abstract = {While the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much assessment is needed for accurate prediction. Using a large dataset encompassing over 20,000 student enrollments across 127 course runs of 15 online biomedical sciences courses, we examined the correlation between intermediate assessment scores and final exam performance. Our results show that after completing about 40% of the formative assessments in a course, student scores demonstrate a strong correlation (Pearson r > 0.7) with their final exam scores. The correlation after taking additional formative assessments reaches a maximum of approximately 0.75. This finding was consistent across different course types and lengths, suggesting that the relative amount of assessment taken, rather than the absolute number, is key. Surprisingly, we found that random sampling of assessments was even more predictive than chronological sampling, suggesting that the proportion of questions used, relative to the total number of assessment questions, is more important than their specific sequence. These findings contribute to a deeper understanding of the predictive capabilities of formative assessment, and enable educators to identify at-risk students earlier, optimize assessment design, and develop more efficient and targeted interventions.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenWhile the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much assessment is needed for accurate prediction. Using a large dataset encompassing over 20,000 student enrollments across 127 course runs of 15 online biomedical sciences courses, we examined the correlation between intermediate assessment scores and final exam performance. Our results show that after completing about 40% of the formative assessments in a course, student scores demonstrate a strong correlation (Pearson r > 0.7) with their final exam scores. The correlation after taking additional formative assessments reaches a maximum of approximately 0.75. This finding was consistent across different course types and lengths, suggesting that the relative amount of assessment taken, rather than the absolute number, is key. Surprisingly, we found that random sampling of assessments was even more predictive than chronological sampling, suggesting that the proportion of questions used, relative to the total number of assessment questions, is more important than their specific sequence. These findings contribute to a deeper understanding of the predictive capabilities of formative assessment, and enable educators to identify at-risk students earlier, optimize assessment design, and develop more efficient and targeted interventions.Schließenhttps://doi.org/10.18608/jla.2025.8753doi:10.18608/jla.2025.8753Schließen Wie viele Übungsaufgaben eines Kurses muss ein Studi eigentlich bearbeiten, bevor man automatisch mit hoher Genauigkeit die Endnote voraussagen kann? Paper+A: Irren lohnt sich Sinha, Tanmay; Kapur, ManuWhen Problem Solving Followed by Instruction Works: Evidence for Productive Failure Artikel In: Review of Educational Research, Bd. 91, Ausg. 5, S. 761–798, 2021, ISSN: 1935-1046.Abstract | Links | BibTeX@article{Sinha2021, title = {When Problem Solving Followed by Instruction Works: Evidence for Productive Failure}, author = {Tanmay Sinha and Manu Kapur}, url = {https://doi.org/10.3102/00346543211019105}, doi = {10.3102/00346543211019105}, issn = {1935-1046}, year = {2021}, date = {2021-06-18}, urldate = {2021-06-18}, journal = {Review of Educational Research}, volume = {91}, issue = {5}, pages = {761–798}, abstract = {When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenWhen learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).Schließenhttps://doi.org/10.3102/00346543211019105doi:10.3102/00346543211019105Schließen Ab der weiterführenden Schule muss man den Lernstoff nicht immer nur vorkauen: Es kann effektiver sein, wenn man die Lernenden erst selbst versuchen lässt, den Lösungsweg selbst zu finden. Selbst das Scheitern an einer gestellten Aufgabe ohne vorheriger Anleitung kann produktiv wirken. Das zeigt die Metastudie aus der Schweiz. via Ines Bieler (damals noch auf Twitter) Pressemeldung von der ETH Zürich dazu Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: Worst Moodle Test ever als Ressource und im Video Ergebnisse Community-Konsultation zu OEP auf dem OERcamp hier Spracheingabe über Windows-Taste + H – klappt erstaunlich gut: über Windows Taste und h kann man die spracheingabe öffnen. Wenn man sie aktiviert und dann bei der Most Cursor in den Editor oder ein Google Dokument oder sonstiges Textdokument geht schreibt die Spracheingabe das alles mit. Das klappt ganz ordentlich. Dieser Text hier wurde damit geschrieben. Comet Browser – spannend für barrierefreie KI-Nutzung Podcasts (alle Podcast-Empfehlungen auf fyyd) T3N Meisterprompter Nachgefragt Nicht mehr mein Land Veranstaltungstipps 23.–24.10.2025: KnowledgeCamp in Berlin 07.–08.11.2025: OERcamp extra München (Schwerpunkt Musik) 25.–26.11.2025: OERcamp.global 26.11.2025: ORCA.nrw-Tagung 27.11.2025: Open MFC VII 28.11.2025: BarCamp Lübeck Weltverbesserung+Alt+Entf Der Chaos-Theater-Club will mit “Ich will Pirat werden” im April 2026 in Halle in See stechen – mit Guybrush! Unterstützt das Projekt auf Startnext. Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Folge haben wir am 21.07.2025 aufgenommen. Intro & Feedback Früher waren Sommerinterviews langweilig. Danke ZPS! (LNP 516) Feedback gab es wieder von Mathias (Kommentar bei Mastodon), leider ebenfalls nur wenig aufbauend und positiv: X ist auch zunehmend ein rechtsfreier Raum. DokuWiki der Uni Magdeburg mit Link-Sammlung zu KI-Tools, auch zum Ressourcenverbrauch. News+Alt+Entf News+O O war im Kino und hat genetflixt: Jurassic World, Superman, 28 Years Later, Squid Game Finale Obwohl er in Spanien war (und es dort viel zu warm ist), hatte er immer noch keine Zeit für Urlaub. News+A Kleine und große Updates zum Digital Learning Campus MoodleMoot DACH 2025: Vorbereitungen laufen weiter, mit erfreulich vielen Anmeldungen. Im JuniorLab soll das Rollwerk weiter Form annehmen. A liest wieder mehr Bücher dank Bibliothek/Zeitdruck und Reado-App, Urlaubsempfehlung: Elternabend von Sebastian Fitzek Paper+Alt+Entf Paper+O: Kurz macht dumm Otto, ThorstenShould educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis Artikel In: Computers & Education, Bd. 234, Ausg. September 2025, Nr. 105330, 2025, ISSN: 1873-782X.Abstract | Links | BibTeX@article{Otto2025, title = {Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis}, author = {Thorsten Otto}, url = {https://doi.org/10.1016/j.compedu.2025.105330}, doi = {10.1016/j.compedu.2025.105330}, issn = {1873-782X}, year = {2025}, date = {2025-04-23}, journal = {Computers & Education}, volume = {234}, number = {105330}, issue = {September 2025}, abstract = {Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenShort videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.Schließenhttps://doi.org/10.1016/j.compedu.2025.105330doi:10.1016/j.compedu.2025.105330Schließen Thorsten Otto untersucht die Auswirkungen der Nutzung kurzer Videos auf rationales Denken, akademische Selbstkontrolle und Lernverhalten und zeigt negative Effekte wie eine Tendenz zum oberflächlichen Lernen und geringere kognitive Leistung. Paper+A: Spielend zum Thema Stampfl, Rita; Prodinger, MichaelKI-Planspiel zur Themendisposition: ChatGPT als Assistent zur Themenfindung für wissenschaftliche Arbeiten Artikel In: R&E-SOURCE, Bd. 11, Ausg. 4, S. 119–130, 2024, ISSN: 2313-1640.Abstract | Links | BibTeX@article{nokey, title = {KI-Planspiel zur Themendisposition: ChatGPT als Assistent zur Themenfindung für wissenschaftliche Arbeiten}, author = {Rita Stampfl and Michael Prodinger}, url = {https://doi.org/10.53349/resource.2024.i4.a1345}, doi = {10.53349/resource.2024.i4.a1345}, issn = {2313-1640}, year = {2024}, date = {2024-10-15}, journal = {R&E-SOURCE}, volume = {11}, issue = {4}, pages = {119–130}, abstract = {Der Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenDer Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.Schließenhttps://doi.org/10.53349/resource.2024.i4.a1345doi:10.53349/resource.2024.i4.a1345Schließen Es klingt, als wäre es eine gute Idee, wissenschaftliche Fragestellungen für Masterarbeiten mittels ChatGPT zu konkretisieren, könnte recht haben. Das Paper zeigt ein Beispiel dafür, wie es klappen könnte. Einen Hinweis, ob der Ansatz wirklich gut ist, bleibt das Paper leider schuldig. Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: skribbl.io – Zeichenspiel für Bildungszwecke und Quatsch ZDF goes Schule – Materialien unter freier Lizenz, Pressemeldung hier Podcasts (alle Podcast-Empfehlungen auf fyyd) Übers Podcasten Deutschland 3000: Episode mit Cornelia Funke Schreiben und Schreddern: Marc Uwe Kling trifft Karoline Herfurth Politik+Alt+Entf CC Signals: Ein rechtliches Rahmenwerk zur KI-Nutzung von Inhalten, Beteiligungsprozess läuft The Decoder: Forscher verstecken LLM-Prompts in Papern, um bessere Bewertungen zu erhalten Weltverbesserung+Alt+Entf Der Adenauer SRP+ hat es nochmal in diese Rubrik geschafft – verdient! Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Folge haben wir am 11.06.2025 aufgenommen. Intro & Feedback Für Eure XBox: The Great Gina Sisters – Turrican – Zack McKracken – Poly-Play (nicht Nu Pagadi!) – Gorillas – Summer Games – Winter Games Wie Mathias hybride Lehre macht, erzählt er hier sehr gut: Video vom ZKI-Workshop, oder hier zum Lesen und hier sein Technikaufbau. News+Alt+Entf News+O O war im Kino und kann einiges empfehlen, anderes nicht. Er will wieder mit Karate anfangen und laufen. O schimpft über Microsoft und Westfield. Es gibt auch Neues zu H5P: Kelly Choi ist neue Community-Managerin. Die D2L-Fusion hat einen H5P-Track; vom 21. bis 23. Juli. Rabatt-Code: H5PVIP505 Es wird einen H5P-Workshop auf dem OERcamp in Hannover geben. Es gibt ein Update von Lumi. Es kommt noch Catharsis, ein Caretaker-Update und noch 2 (bis 5) beinahe fertige neue Inhaltstypen in der Warteschleife. News+A A gefällt Os Selbstvorstellung auf seiner Webseite. A war beim EduCamp in Essen: Session zur Online-Kurserstellung mit KI-Tools.  Für Herbst 2025 und Frühjahr 2026 gibt es noch freie Slots! Rollenkarten für OER-Workshops kann man hier anschauen und herunterladen. A war bei der OER-Statuskonferenz in Jena und dem University:Future Festival in Jena. Alle Links zu den Talks samt Slides und Aufzeichnungen hier. Sie empfiehlt eine frühzeitige Anmeldung bei der MoodleMOOT DACH. Paper+Alt+Entf Paper+O: Kritische Kreuze Hetz, Heidi; Hattam, SarahUsing the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students Buchkapitel In: Jarldorn, Michele; Hudson, Cate (Hrsg.): Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities, S. 167–176, Springer, Singapore, 2025, ISBN: 978-981-96-4349-3.Abstract | Links | BibTeX@inbook{Hetz2025, title = {Using the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students}, author = {Heidi Hetz and Sarah Hattam}, editor = {Michele Jarldorn and Cate Hudson}, url = {https://doi.org/10.1007/978-981-96-4349-3_19}, doi = {10.1007/978-981-96-4349-3_19}, isbn = {978-981-96-4349-3}, year = {2025}, date = {2025-05-17}, urldate = {2025-06-11}, booktitle = {Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities}, pages = {167–176}, publisher = {Springer}, address = {Singapore}, abstract = {Teaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.}, keywords = {}, pubstate = {published}, tppubtype = {inbook} } SchließenTeaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.Schließenhttps://doi.org/10.1007/978-981-96-4349-3_19doi:10.1007/978-981-96-4349-3_19Schließen Beispiel dafür, was man mit H5P machen kann – oder mit jedem x-beliebigen vergleichbaren Werkzeug. Paper+A: Typisch gefährlich Sun, Xin; Norton, Owen; Nancekivell, Shaylene E.Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential Artikel In: npj Science of Learning, Ausg. 8, Nr. 46, 2023, ISSN: 2056-7936.Abstract | Links | BibTeX@article{Sun2023, title = {Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential}, author = {Xin Sun and Owen Norton and Shaylene E. Nancekivell}, url = {https://doi.org/10.1038/s41539-023-00190-x}, doi = {10.1038/s41539-023-00190-x}, issn = {2056-7936}, year = {2023}, date = {2023-10-17}, journal = {npj Science of Learning}, number = {46}, issue = {8}, abstract = {Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenThree experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.Schließenhttps://doi.org/10.1038/s41539-023-00190-xdoi:10.1038/s41539-023-00190-xSchließen Der Mythos, dass Lerntypen-gerechte Angebote das Lernen verbessern, hält sich leider hartnäckig. Nun scheint es nicht mehr „nur“ Ressourcenverschwendung zu sein, wenn man seine Lehre danach richtet – es kann sich auch negativ auf die Einschätzung der Lernenden auswirken. Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: Unschuldig – Mr. Bates gegen die Post in der ARTE-Mediathek noch bis 24.06.2025, hier auch via Mediathekwebview Commodore zum Kaufen Digitaler Stuhlkreis: zufällige Fragen für Checkin, Kennenlernen, Entweder oder, Zielsetzung, Teamarbeit, Kontroversen, Gruppenreflexion, Checkout Finanzierungskonfigurator zum Grundeinkommen Views von Marc-Uwe Kling Podcasts (alle Podcast-Empfehlungen auf fyyd) Der KI-Podcast Die Entdeckung des 21. Jahrhunderts Fokus Schleswig-Holstein (KI-gestützt produziert) Gesellschaft+Alt+Entf BITKOM-Umfrage (Achtung: nicht neutral) Schülerinnen und Schüler wollen digitale Lernangebote mit dem Smartphone nutzen Schulen wollen Smartphones loswerden, wegen Ablenkung und KI Schülerinnen und Schüler würden gerne “kritische Mediennutzung”, aber das Angebot hinkt hinterher – umgekehrt beim Programmieren OER-Barbie or not? Veranstaltungstipps TODO (Nachfolgendes als Template) 21. bis 23. Juli 2025: D2L-Fusion mit H5P-Track Rabatt-Code: H5PVIP505 02. bis 05. September 2025: MoodleMOOT in Lübeck 2 Tage DevCamp + 2 Tage BarCamp = 4 Tage rund um Moodle 4. bis 6. September 2025: OER-Camp Hannover für alle, die es nicht zur MoodleMOOT schaffen Weltverbesserung+Alt+Entf Die ZUM e.V. ist eine der langlebigsten OER-Initiativen in Deutschland. Das finden wir gut und das soll gerne so bleiben. Hier kann man das unterstützen. Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Folge haben wir für den 01.04.2025 aufgenommen. Intro & Feedback Quelle: ChatGPT News+Alt+Entf Beide krank. Beide gearbeitet. Beide beim EduCamp in Essen (Doku ist aktuell noch hier) Paper+Alt+Entf Paper+O: Hva skjer i Norge? Was geht ab in Norwegen? Und was lernen wir daraus für Deutschland? Bleiklie, IvarNorwegian higher education futures Artikel In: Higher Education, Bd. 89, S. 311–330, 2023, ISSN: 1573-174X.Abstract | Links | BibTeX@article{Bleiklie2023, title = {Norwegian higher education futures}, author = {Ivar Bleiklie}, url = {https://doi.org/10.1007/s10734-023-01107-8}, doi = {10.1007/s10734-023-01107-8}, issn = {1573-174X}, year = {2023}, date = {2023-09-25}, journal = {Higher Education}, volume = {89}, pages = {311–330}, abstract = {The paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenThe paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.Schließenhttps://doi.org/10.1007/s10734-023-01107-8doi:10.1007/s10734-023-01107-8Schließen Paper+A: Ein Drittel Forrest Gump Mal über den Rand der Pralinenschachtel geschaut: In Krankenhäusern braucht es durchschnittlich 51 Minuten, bis eine Schachtel Pralinen leer ist. Im Bildungsbereich ist diese Fragestellung noch völlig unerforscht. Interessenten für Co-Autorenschaften: bitte bei A melden! Gajendragadkar, Parag R; Moualed, Daniel J; Nicolson, Phillip L R; Adjei, Felicia D; Cakebread, Holly E; Duehmke, Rudolf M; Martin, Claire AThe survival time of chocolates on hospital wards: covert observational study Artikel In: BMJ, Bd. 2013, Ausg. 347, 2013.Abstract | Links | BibTeX@article{Gajendragadkar2013, title = {The survival time of chocolates on hospital wards: covert observational study}, author = {Parag R Gajendragadkar and Daniel J Moualed and Phillip L R Nicolson and Felicia D Adjei and Holly E Cakebread and Rudolf M Duehmke and Claire A Martin}, url = {https://www.bmj.com/content/347/bmj.f7198}, doi = {10.1136/bmj.f7198}, year = {2013}, date = {2013-12-14}, journal = {BMJ}, volume = {2013}, issue = {347}, abstract = {Objective To quantify the consumption of chocolates in a hospital ward environment.Design Multicentre, prospective, covert observational study. Setting Four wards at three hospitals (where the authors worked) within the United Kingdom.Participants Boxes of Quality Street (Nestl{'e}) and Roses (Cadbury) on the ward and anyone eating these chocolates.Intervention Observers covertly placed two 350 g boxes of Quality Street and Roses chocolates on each ward (eight boxes were used in the study containing a total of 258 individual chocolates). These boxes were kept under continuous covert surveillance, with the time recorded when each chocolate was eaten.Main outcome measure Median survival time of a chocolate.Results 191 out of 258 (74%) chocolates were observed being eaten. The mean total observation period was 254 minutes (95% confidence interval 179 to 329). The median survival time of a chocolate was 51 minutes (39 to 63). The model of chocolate consumption was non-linear, with an initial rapid rate of consumption that slowed with time. An exponential decay model best fitted these findings (model R2=0.844, P<0.001), with a survival half life (time taken for 50% of the chocolates to be eaten) of 99 minutes. The mean time taken to open a box of chocolates from first appearance on the ward was 12 minutes (95% confidence interval 0 to 24). Quality Street chocolates survived longer than Roses chocolates (hazard ratio for survival of Roses v Quality Street 0.70, 95% confidence interval 0.53 to 0.93, P=0.014). The highest percentages of chocolates were consumed by healthcare assistants (28%) and nurses (28%), followed by doctors (15%).Conclusions From our observational study, chocolate survival in a hospital ward was relatively short, and was modelled well by an exponential decay model. Roses chocolates were preferentially consumed to Quality Street chocolates in a ward setting. Chocolates were consumed primarily by healthcare assistants and nurses, followed by doctors. Further practical studies are needed.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenObjective To quantify the consumption of chocolates in a hospital ward environment.Design Multicentre, prospective, covert observational study. Setting Four wards at three hospitals (where the authors worked) within the United Kingdom.Participants Boxes of Quality Street (Nestl{'e}) and Roses (Cadbury) on the ward and anyone eating these chocolates.Intervention Observers covertly placed two 350 g boxes of Quality Street and Roses chocolates on each ward (eight boxes were used in the study containing a total of 258 individual chocolates). These boxes were kept under continuous covert surveillance, with the time recorded when each chocolate was eaten.Main outcome measure Median survival time of a chocolate.Results 191 out of 258 (74%) chocolates were observed being eaten. The mean total observation period was 254 minutes (95% confidence interval 179 to 329). The median survival time of a chocolate was 51 minutes (39 to 63). The model of chocolate consumption was non-linear, with an initial rapid rate of consumption that slowed with time. An exponential decay model best fitted these findings (model R2=0.844, P&lt;0.001), with a survival half life (time taken for 50% of the chocolates to be eaten) of 99 minutes. The mean time taken to open a box of chocolates from first appearance on the ward was 12 minutes (95% confidence interval 0 to 24). Quality Street chocolates survived longer than Roses chocolates (hazard ratio for survival of Roses v Quality Street 0.70, 95% confidence interval 0.53 to 0.93, P=0.014). The highest percentages of chocolates were consumed by healthcare assistants (28%) and nurses (28%), followed by doctors (15%).Conclusions From our observational study, chocolate survival in a hospital ward was relatively short, and was modelled well by an exponential decay model. Roses chocolates were preferentially consumed to Quality Street chocolates in a ward setting. Chocolates were consumed primarily by healthcare assistants and nurses, followed by doctors. Further practical studies are needed.Schließenhttps://www.bmj.com/content/347/bmj.f7198doi:10.1136/bmj.f7198Schließen {Fundgrube|Politik|Veranstaltungstipps}+Alt+Entf Nix Neues. Weltverbesserung+Alt+Entf Krieg verhindern: Eier an Trump schicken! Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Folge haben wir am 10.03.2025 aufgenommen. Intro & Feedback Rico hat A darauf gebracht, dass es bei MediathekViewWeb auch direkt Links zum Film/Download gibt (und A dankt Nils fürs Angebot). Danke! Kalender von OERinfo EinstiegH5P für kurze Tests, längere Bereitstellung vielleicht auf EduSharing-basierten Repos wie Twillo oder ZOERR News+Alt+Entf News+O XR-Energy-Projekt in Graz Noch mehr von den H5P-Content-Typen Das GameMap-Update ist endlich da. H5P Caretaker H5P Choice Explorer News+A ISy-Jahresauftakt mit Stadt-Land-Fluss Digital Learning Campus (DLC) Intelligente Suche Brandschutzkurs Doku der KI-Workshopreihe Freiraum-Ausschreibung Paper+Alt+Entf Paper+O: In allen Grenzen ist auch etwas Positives Corbin, Thomas; Dawson, Phillip; Nicola-Richmond, Kelli; Partridge, Helen‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment Artikel In: Assessment & Evaluation in Higher Education, S. 1–13, 2025.Abstract | Links | BibTeX@article{Corbin2025, title = {‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment}, author = {Thomas Corbin and Phillip Dawson and Kelli Nicola-Richmond and Helen Partridge}, url = {https://doi.org/10.1080/02602938.2025.2456207}, doi = {10.1080/02602938.2025.2456207}, year = {2025}, date = {2025-01-24}, journal = {Assessment & Evaluation in Higher Education}, pages = {1–13}, abstract = {As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenAs higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.Schließenhttps://doi.org/10.1080/02602938.2025.2456207doi:10.1080/02602938.2025.2456207Schließen Schön, mal über die Grenzen der Nutzung von KI beim wissenschaftlichen Arbeiten gesprochen zu haben … Paper+A: Der morphologische Mitmachkasten Brandenburger, BonnyA multidimensional and analytical perspective on Open Educational Practices in the 21st century Artikel In: Frontiers in Education, Bd. 7, 2022.Abstract | Links | BibTeX@article{Brandenburger2022, title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century}, author = {Bonny Brandenburger}, editor = {Ana Luísa Rodrigues}, url = {https://doi.org/10.3389/feduc.2022.990675}, doi = {10.3389/feduc.2022.990675}, year = {2022}, date = {2022-09-26}, journal = {Frontiers in Education}, volume = {7}, abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenParticipatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.Schließenhttps://doi.org/10.3389/feduc.2022.990675doi:10.3389/feduc.2022.990675Schließen So langsam umkreisen wir das Konzept OEP, die Matrix aus dem Paper ist sicher hilfreich. Aber vermutlich kam das Thema nicht zum letzten Mal in diesem Podcast vor … In Episode 55 hatte sich A ein Literaturreview zu OEP angeschaut. Umsetzung als Selbsttest in https://howtoopen.education/. Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: Prompt to SVG BarCamp Bot Liste der Nominierten bei den H5P Awards Obsidian-Copilot Ronja Räubertochter in der ARD-Mediathek Update Hochschule #40 USA und die Wissenschaftsfreiheit LNP516 Man darf alles auf dem Dach haben Podcasts (alle Podcast-Empfehlungen auf fyyd) Geld für die Welt von Maurice Höfgen SPRINGERSTIEFEL – Die 90er sind zurück anderssein von Minh-Khai Phan-Thi Politik+Alt+Entf Wer zieht ins Bildungsministerium ein? A und O raten … Veranstaltungstipps 22. bis 23. März 2025: Linux-Tage in Chemnitz Die einzige gute Ausrede, wenn man nicht zum EduCamp kommen kann. Rico hat auch einen Talk dort. 02. bis 05. September 2025: MoodleMOOT in Lübeck 2 Tage DevCamp + 2 Tage BarCamp = 4 Tage rund um Moodle Weltverbesserung+Alt+Entf Heute gleich 2: Hey, Alter! Auch neulich bei minkorrekt genannt. Gegründet in Braunschweig, agiert bundesweit Zentrum für politische Schönheit muss den Adenauer finanzieren. Bitte diesen Song beim Spenden im Hintergrund laufen lassen! Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Sprecher teilen amüsante Erlebnisse mit Katzen und diskutieren die Herausforderungen der digitalen Bildung. Es wird über innovative Ansätze im Textunterricht und den Einsatz künstlicher Intelligenz bei Klausurkorrekturen gesprochen. Eine interessante Debatte über Büro-Neugestaltung und Farbwahl sorgt für kreative Impulse. Zudem werden Sicherheitslücken in Bildungssystemen thematisiert und die Bedeutung von konstruktivem Feedback kritisch beleuchtet. Empfehlungen für Hörspiele und Tools für den Offline-Zugriff runden das abwechslungsreiche Programm ab.

Die Folge haben wir am 16.12.2024 aufgenommen. Intro & Feedback Guido wünscht sich mehr H5P, O wird liefern. News+Alt+Entf News+O O  war beim Executive Roundtable in Oslo (Blogbeitrag zur Übernahme von H5P durch D2L). Neuer Inhaltstyp: Animator H5P Group stellt Director Product Management, Community Manager und Entwickler*innen ein H5P Game Map News+A In Lübeck wurde der DLC-Lernort im Übergangshaus eröffnet. Dazu wurde die Plattform gelauncht und startet damit in die Beta-Phase: dlc.sh. A war auf dem OERcamp in Essen. OER-Statistik von WLO Community-Beratschlagung zu KI und OER: Vorgehen und Ergebnisse BarCamp Lübeck im Übergangshaus. MyScore (VR-Umsetzung des Campus der RWTH Aachen) Paper+Alt+Entf Paper+O: H5Paper schöner schreiben Yao, Xue; Shao, Ying; Luo, RongThe Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing Artikel In: European Journal of Teaching and Education, Bd. 6, Ausg. 1, S. 35–45, 2024, ISSN: 2669-0667.Abstract | Links | BibTeX@article{nokey, title = {The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing}, author = {Xue Yao and Ying Shao and Rong Luo}, url = {https://doi.org/10.33422/ejte.v6i1.1221}, doi = {10.33422/ejte.v6i1.1221}, issn = {2669-0667}, year = {2024}, date = {2024-01-01}, journal = {European Journal of Teaching and Education}, volume = {6}, issue = {1}, pages = {35–45}, abstract = {This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenThis study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.Schließenhttps://doi.org/10.33422/ejte.v6i1.1221doi:10.33422/ejte.v6i1.1221Schließen Lernt man mit interaktiven Videos besser als mit PowerPoint das akademische Schreiben? Vielleicht ja, vielleicht liegt es aber auch nicht an der Technik … Paper+A: Emerging Platzhalter UNESCO,Draft Dubai Declaration on OER: Digital Public Goods and Emerging Technologies for Equitable and Inclusive Access to Knowledge Sonstige Declaration Draft, 2024.Links | BibTeX@misc{nokey, title = {Draft Dubai Declaration on OER: Digital Public Goods and Emerging Technologies for Equitable and Inclusive Access to Knowledge}, author = {UNESCO}, editor = {UNESCO}, url = {https://oerdynamiccoalition.org/resources/draft-dubai-declaration-oer-digital-public-goods-and-emerging-technologies-equitable-and#draft-dubai-declaration-on-oer-digital-public-goods-and-emerging-technologies-for-equitable-and-inclusive-access-to-knowledge](https://oerdynamiccoalition.org/resources/draft-dubai-declaration-oer-digital-public-goods-and-emerging-technologies-equitable-and#draft-dubai-declaration-on-oer-digital-public-goods-and-emerging-technologies-for-equitable-and-inclusive-access-to-knowledge)}, year = {2024}, date = {2024-11-20}, address = {Dubai}, howpublished = {Declaration Draft}, keywords = {}, pubstate = {published}, tppubtype = {misc} } Schließenhttps://oerdynamiccoalition.org/resources/draft-dubai-declaration-oer-digital-pu[...]Schließen Die UNESCO hat einen Entwurf der Declaration aus Dubai veröffentlicht und legt dabei einen besonderen Schwerpunkt auf KI-gestützte Tools. Blogbeitrag „Where Open Education Metts Generative AI: OELMs“ von David Wiley. Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: Minkorrekt Mi318: Interview mit Henri von ScienceOS, Datteltäter: “Sag mir…” Deutsche Synchronstimmen Podcasts (alle Podcast-Empfehlungen auf fyyd) Teurer Fahren Tatort Kunst Nerds at Work Veranstaltungstipps 28. bis 03. März 2025: Edunautika in Hamburg Weltverbesserung+Alt+Entf aula (gGmbH, kein Verein) bringt die Demokratisierung in Schulen voran. Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.

Die Folge haben wir am 04.11.2024 aufgenommen. Intro & Feedback Danke an Mathias für die ausführliche Kommentierung der letzten Folge. Wir empfehlen auch seinen Blogartikel zum (Un-)sinn von KI-Richtlinien an Hochschulen. LNP 505 zur Elektronischen Patientenakte Zum Mitspielen: News+Alt+Entf News+O Marc Rebillet im Hamburger Stadtpark (Wikipedia, YouTube) Halbmarathon in Hamburg, Marathon in Berlin O arbeitet an einigen Neuigkeiten rund um H5P Nach Norwegen mit dem Flixbus, zurück mit Covid News+A BarCamp Lübeck in Vorbereitung, Anmeldung läuft Tag der Lehre in Lübeck mit Keynote von Doris Wessels Das Projekt DiSEA ist abgeschlossen, Tutorial-Kurs für Lehrende und Studienberatung EduCamp Calberlah, das nächste ist vom 21. bis 23.03.2025 Essen Der Digital Learning Campus steht in den Startlöchern. Freibeutermukke ist cool Paper+Alt+Entf Paper+O: Ohne Titel Kakish, Shereen; Makhamreh, Zeyad; Madanat, ReemThe Post-Pandemic Future of Digital Learning Artikel In: Ubiquitous Learning: An International Journal, Bd. 18, Ausg. 1, S. 201–217, 2024, ISSN: 1835-9795.Abstract | Links | BibTeX@article{Kakish2024, title = {The Post-Pandemic Future of Digital Learning}, author = {Shereen Kakish and Zeyad Makhamreh and Reem Madanat}, url = {https://doi.org/10.18848/1835-9795/CGP/v18i01/201-217}, doi = {10.18848/1835-9795/CGP/v18i01/201-217}, issn = {1835-9795}, year = {2024}, date = {2024-10-04}, journal = {Ubiquitous Learning: An International Journal}, volume = {18}, issue = {1}, pages = {201–217}, abstract = {The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenThe challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.Schließenhttps://doi.org/10.18848/1835-9795/CGP/v18i01/201-217doi:10.18848/1835-9795/CGP/v18i01/201-217Schließen Paper+A: Methodisch Inkorrekt Haddaway, Neal R.; Bethel, Alison; Dicks, Lynn V.; Koricheva, Julia; Macura, Biljana; Petrokofsky, Gillian; Pullin, Andrew S.; Savilaakso, Sini; Stewart, Gavin B.Eight problems with literature reviews and how to fix them Artikel In: Nature Ecology & Evolution, Bd. 4, S. 1582–1589, 2020, ISSN: 2397-334X.Abstract | Links | BibTeX@article{Haddaway2020, title = {Eight problems with literature reviews and how to fix them}, author = {Neal R. Haddaway and Alison Bethel and Lynn V. Dicks and Julia Koricheva and Biljana Macura and Gillian Petrokofsky and Andrew S. Pullin and Sini Savilaakso and Gavin B. Stewart}, url = {https://doi.org/10.1038/s41559-020-01295-x}, doi = {10.1038/s41559-020-01295-x}, issn = {2397-334X}, year = {2020}, date = {2020-10-12}, journal = {Nature Ecology & Evolution}, volume = {4}, pages = {1582–1589}, abstract = {Traditional approaches to reviewing literature may be susceptible to bias and result in incorrect decisions. This is of particular concern when reviews address policy- and practice-relevant questions. Systematic reviews have been introduced as a more rigorous approach to synthesizing evidence across studies; they rely on a suite of evidence-based methods aimed at maximizing rigour and minimizing susceptibility to bias. Despite the increasing popularity of systematic reviews in the environmental field, evidence synthesis methods continue to be poorly applied in practice, resulting in the publication of syntheses that are highly susceptible to bias. Recognizing the constraints that researchers can sometimes feel when attempting to plan, conduct and publish rigorous and comprehensive evidence syntheses, we aim here to identify major pitfalls in the conduct and reporting of systematic reviews, making use of recent examples from across the field. Adopting a ‘critical friend’ role in supporting would-be systematic reviews and avoiding individual responses to police use of the ‘systematic review’ label, we go on to identify methodological solutions to mitigate these pitfalls. We then highlight existing support available to avoid these issues and call on the entire community, including systematic review specialists, to work towards better evidence syntheses for better evidence and better decisions.}, keywords = {}, pubstate = {published}, tppubtype = {article} } SchließenTraditional approaches to reviewing literature may be susceptible to bias and result in incorrect decisions. This is of particular concern when reviews address policy- and practice-relevant questions. Systematic reviews have been introduced as a more rigorous approach to synthesizing evidence across studies; they rely on a suite of evidence-based methods aimed at maximizing rigour and minimizing susceptibility to bias. Despite the increasing popularity of systematic reviews in the environmental field, evidence synthesis methods continue to be poorly applied in practice, resulting in the publication of syntheses that are highly susceptible to bias. Recognizing the constraints that researchers can sometimes feel when attempting to plan, conduct and publish rigorous and comprehensive evidence syntheses, we aim here to identify major pitfalls in the conduct and reporting of systematic reviews, making use of recent examples from across the field. Adopting a ‘critical friend’ role in supporting would-be systematic reviews and avoiding individual responses to police use of the ‘systematic review’ label, we go on to identify methodological solutions to mitigate these pitfalls. We then highlight existing support available to avoid these issues and call on the entire community, including systematic review specialists, to work towards better evidence syntheses for better evidence and better decisions.Schließenhttps://doi.org/10.1038/s41559-020-01295-xdoi:10.1038/s41559-020-01295-xSchließen Fundgrube+Alt+Entf Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube: Paperpanda bitte nicht nutzen EduBuchKlub initiiert von Nele Hirsch und Gabi Fahrenkrog Podcasts (alle Podcast-Empfehlungen auf fyyd) Bytes und Bildung Schreiben und Schreddern von und mit Marc-Uwe Kling, Empfehlung zum Reinhören: Episode mit Inka und Markus Brand Puppkultur, “Der Podcast mit Stoff und Herz” von Martin Reinl (Jan von Jan & Henry) und Julian Schlichting Politik+Alt+Entf PDF to Podcast via NotebookLM, Bericht bei Matthias Kindt Andreas Sexauer: KI-generierte Zusammenfassungen und Analysen in Veranstaltungen: praktische Erfahrungen und Empfehlungen zum Nachmachen Mermaid: Markdown-ähnliche Sprache für Diagramme, Mindmaps etc. Mindmap zum Paper aus der letzten Episode Veranstaltungstipps O war bereits auf dem Buch-Release von Jörans neuem Buch „Digitale Zusammenarbeit 4.0 – die Gebrauchsanleitung!“ in zwei Bänden. 08. November 2024: Grand Opening des DLC-Lernorts Lübeck 08. & 09. November 2024: NOOK Lübeck 11. bis 15. 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Die O-Töne für die Episode wurden am 29.09.2024 aufgenommen. Links zur Folge EduCamp in Calberlah, Sessionpläne und -dokus Live-Coding mit Sonic Pi Makey-Makey Podcast-Tipps, Robotik – Theorie, Robotik – Industrieroboter Prüfungskultur Episode „22 – EduCamp in Minden“ vom Podcast „Denkanstöße“ von Melanie Mohr Edunautika BarCamp Education Ost Ich habe mit Tobias, Felix Werthschulte, Charleen-Vivien Wacker, Susa Alles und Lars Reitze gesprochen. Danke für Eure Eindrücke!

In dieser Ausgabe sind O und A zu Gast. O ist ein Fan von Deadpool und Wolverine und findet die Hafencity spannend, auch wenn ihn Podcast-Berater nerven. A berichtet von einem Soft Opening des Digital Learning Campus in Lübeck und hebt innovative Ideen zur Nutzung von Leerstand hervor. Außerdem diskutieren sie über Herausforderungen in der Stadtentwicklung und die spannende Welt der digitalen Bildung. Von witzigen Anekdoten bis zu tiefen Einblicken in neue Technologien – diese Unterhaltung ist lebhaft und voller interessanter Ideen!