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Vortrag im Rahmen des Symposiums der Universitätsbibliothek Frankfurt am Main in Kooperation mit der Frankfurter Buchmesse 2011 "Economy and Acceptance of Open Access Strategies", am 14.10.2011.
The demarcation of authority between parents and the State regarding education of children has become an increasingly complex issue over the past three decades. During the same period the number of parents around the world choosing educational alternatives such as homeschooling has grown exponentially, causing significant legislative and jurisprudential shifts in the United States as well as other Western nations. If the State is responsible for education or has a significant interest therein, then it must have broad authority by which to prescribe the method, mechanism, and acceptable outcomes of education; it must also be able to review and enforce these desired outcomes. If parents, on the other hand, are responsible, then it is the State’s duty to defer to parents absent a compelling reason to interfere. A survey of the philosophical foundations from ancient to modern times demonstrates the tension between the State and parents in the realm of education; however, modern human rights norms contained in post-1945 international human rights documents provide explicit grounds on which the State must defer to parental choice in education.
The paper takes a deeper look at participation rates in cMOOCs. To get a better insight into the behavior of learners in MOOCs, studiumdigitale has developed a tool which helps to analyze the contribution of participants in the so called cMOOCs. These are MOOCs which are fostering the active participation of learners in various tools and which are based on the concept of connectivism [1]. After an approach at each part of the definition of MOOCs and the discussion of the different categories of this quite new phenomena a deeper look will be taken into the analysis of two cMOOCs, OPCO11 and OPCO12 which took place 2011 and 2012 [2].
Diffusion of e-learning as an innovation and economic aspects of e-learning support structures
(2012)
Meanwhile, many universities and educational institutions have implemented an e-learning center or some similar, often smaller institutional units in order to support the usage of new media in teaching and learning processes [1]. This paper addresses questions around the installation of such e-learning support structures at different levels of an institution and also looks at the diffusion of e-learning as an innovation in educational institutions.
The paper presents a study which was based on the hypothesis that wikis that are initiated bottom up by students might be used more deliberately than wikis which are introduced top down by teachers. Therefore it examines the specific effects observed in nine different wiki projects at the university of Frankfurt ranging from student wiki projects up to wikis used in seminars and as information tool for institutions.
Since 2007 the concept of open online courses came up leading to many discussions of this new format in blog posts and articles especially in the US and Canada. 2011, the first German open online course was started addressing the Future of Learning.
The article discusses the concept of open online courses, the experiences with the first German course, and gives some perspectives on further developments which partly were implemented in a new course that was just started in 2012.
AKUE is developed by the e-learning centre of the University of Frankfurt, studiumdigitale, and is a procedure to assure high quality levels of e-learning course design and digital media production. The name AKUE stands for the German words for analysis, concept, implementation and evaluation and describes the four phases of the process. Background of AKUE is the fact, that costs and benefits of e-learning courses are difficult to be quantified. Therefore so called procedure (or process) models are applied in order to improve the quality and effectiveness of e-learning courses. This paper presents the process and steps of AKUE and gives examples for its application.
In: conference proceedings, edulearn 2010, Barcelona 5.-7.7.2010.
In order to design and tutor online and blended learning courses, trainers and teachers need to obtain appropriate qualification. In this paper different competency models for online teaching which developed in Germany 2005 – 2008 will be addressed as well as different settings to qualify teachers and trainers appropriately. Finally the results of an evaluation of two different training settings will be presented in order to compare an in house versus a transorganisational training program.