Vortrag auf der E-Learning-Fachtagung am 02. Dezember an der Hochschule Darmstadt

1. Digital und interaktiv in der
Hochschuldidaktik – internationale
Perspektiven
Vortrag auf der E-Learning-Fachtagung am
02. Dezember an der Hochschule Darmstadt
02.12.2013| Fachbereich Humanwissenschaften| Institut für Allgemeine Pädagogik und Berufspädagogik | Prof. Dr. Petra Grell

2. Faszination/Hype: MOOC
„Nothing has more potential to lift
more people out of poverty (...).
Nothing has more potential to
unlock a billion more brains to
solve the world’s biggest
problems. And nothing has more
potential to enable us to reimagine
higher education than the massive
open online course, or MOOC,
platforms“ (Thomas Friedman, New York
https://moocfellowship.org
Times, Jan 26, 2013)

3. http://de.slideshare.net/SHofhues/vielspuk-um-moocs

4. Faszination/Hype: OER
„The potential for open educational
resources (OER) to transform the
global educational landscape is
immense.
OER have emerged as one of the most
powerful resources to transverse the
global education landscape (along with
the World Wide Web and
the Internet) in the past century.“
(Olcott 2012, p. 283)
Don Olcott Jr. (2012) OER perspectives: emerging issues for universities, Distance Education, 33:2, 283-290, DOI:
10.1080/01587919.2012.700561; OER Global Logo CC by Jonathas Mello

5. OER Aktivitäten
– OECD Country
Questionnaire
„Thus, only one country
out of 28 does not expect
OER issues to be a policy
priority in the near future.“
(Hylén et al. 2012, p. 9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

6. OER Aktivitäten
– OECD Country
Questionnaire
„Germany has raised a number of
fundamental objections to the idea of
OER.“
„Germany was the only country who
responded that the OER issue is not
expected to become a policy priority
in the near future.
(Hylén et al. 2012, p. 7 & p.9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

7. OER – Möglichkeiten
(OECD Country
Questionnaire 2012)
„There are technological, economic,
social, and legal drivers behind the
expansion of the OER movement. (...)
But, most importantly, there is a strong
sense in different parts of the
educational community that OER
offers a major opportunity to
promote the notion of sharing
knowledge as a public good.“
(Hylén et al. 2012, p. 18)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

8. OER Vorteile –
OECD Country Questionnaire 2012
• Open and flexible learning
opportunities
• Increased efficiency and quality
of learning resources
• Cost-efficiency of OER
• The innovative potential of OER
• Systemic transformative
capacity
(Hylén et al. 2012, p. 18f.)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

9. Verschenktes Potenzial:
Materialvielfalt nutzen
„However, despite the rhetoric about new
social and participatory media generally
and OER specifically, the reality is that
their uptake and reuse in formal
educational contexts has been
disappointing. “
(Conole 2012, p. 131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563

10. Wer profitiert?
„Furthermore, the ever increasing
technologically rich learning
environment in which today’s learners
and teachers are immersed is raising
issues in terms of social exclusion; the
technological divide might be narrower
but it is deeper – those not
connected or not using these new
technologies are being left behind
at an alarming rate.“ (Conole 2012, p.
131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563

11. Bereitstellen digitaler Inhalte
„Germany has raised a number of
fundamental objections to the idea of
OER. They question whether a lack
of digital content prevents learning,
particularly in the case of people
with low qualifications, and
whether well-educated people will
benefit the most from OER.“
(Hylén et al. 2012, p. 7)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en

12. Bildungsschere
„As with participation in adult learning more
generally, educational Internet use was
structured by age, occupational class and
educational engagement.”
(Patrick White & Neil Selwyn 2012)
Patrick White & Neil Selwyn (2012) Learning online? Educational Internet use and participation in adult learning, 2002 to
2010, Educational Review, 64:4, 451-469

13. „Digital Natives“
http://www.zhw.uni-hamburg.de/uploads/schulmeister_net-generation_v3.pdf

14. ARD/ZDF-Onlinestudie
Wert über 90%

15. Jugendliche: Wege der Internetnutzung
in den letzten 14 Tagen
73
49
Handy/Smartphone
29
13
87
96
99
99
Computer/Laptop
0
20
Medienpädagogischer Forschungsverband Südwest:
Basisstudie zum Medienumgang 12- bis 19-Jähriger
Medienpädagogischer Forschungsverband Südwest:
Basisstudie zum Medienumgang 12- bis 19-Jähriger
40
60
80
2013
2012
2011
2010
100
JIM-Studie 2012. Jugend, Information, (Multi-)Media
in Deutschland. Stuttgart 2012.
JIM-Studie 2013. Jugend, Information, (Multi-)Media
in Deutschland. Stuttgart 2013. S. 30
15

16. ARD / ZDF Onlinestudie 2013
„Für zwei von drei
jungen Menschen
gehört „always on“
zum Alltag.“
(Eimeren 2013, S. 389)

17. Mobil Online 2009 bis 2013

18. Internetzugang via ... 2013

19. „Digital Natives“
JIM-Studie 2013, S. 54, http://www.mpfs.de/fileadmin/JIM-pdf13/JIMStudie2013.pdf

20. „Digital Natives“
http://www.zhw.uni-hamburg.de/uploads/schulmeister_net-generation_v3.pdf

21. Faszination/Hype: Web 2.0
Kreis, bunt mit Zacken: http://infos.mediaquell.com/files/2010/09/conversation_by_topgold.jpg
Kreis, bunt und Netz: http://www.nextgenerationseo.de/2011/warum-social-media/
Kreis, bunt mit Linse: http://www.projektwerk.com/en/blog/tag/social-media/page/2

22. How Technology is Making Doctor-Patient
Communication Easier, 2012
The Social Media Guide to Growing Your
Personal Learning Network, 2012
“Current social software allows users to
communicate, collaborate and publish in a number
of ways, in a variety of media, and it also helps
learners act together to build knowledge bases that
fit their specific needs.”
(Owen et al., 2006: 28)
Owen, M., Grant, L., Sayers, S. & Facer, K. (2006). Social software and learning. Futurelab, HAL, 1, 1-36.
Bild: http://www.onlinecollege.org/wp-content/uploads/2012/09/The-Social-Media-Guide-to-Growing-Your-Personal-Learning-Network.png
Bild: http://www.careerealism.com/technology-communication-doctor-patient/
Faszination/Hype: Web 2.0

23. • Klassische Rezeption
• Eins-zu-eins-Kommunikation
• Streuen und Remixen
• Lebensweltbezogene
Artikulation
• Online-Kooperation
http://www.flickr.com/photos/bibgirona/6799895064 |http://wirreworte.files.wordpress.com/2011/07/
kontakt-dosentelefon.jpg http://www.flickr.com/photos/hertzen/6587817621 (bearb. 3x) | http://
www.youtube.com/HerrTutorial (2011) | http://de.wikipedia.org/
Social Web … wie nutzbar

24. Anwendungen &
Einsatzmöglichkeiten
Blogs
Basis für Reflexionen
Microblogs
Pointierte Denkanstöße
Social Bookmarking
Kooperative Form der
Recherche
Wikis
Gemeinsames
Strukturieren von Texten
Sharing-Plattformen
Feedback einer
«authentic audience»
Social Communities
Gruppen bilden

25. Anwendungen &
Einsatzmöglichkeiten
Blogs
• Schriftliche Darstellungen
schaffen eine Basis für
Reflexionen und
Rückmeldungen
• Wechselseitiges
Kommentieren baut PeerNetzwerke zur aktiven
Wissensgenerierung auf
• Hinaustreten aus dem
universitären
Schonraum und
Hineinwirken in die «echte
Welt»
Wikis
• Gemeinsames Arbeiten an
Ideen und gemeinsames
Strukturieren von Texten,
Materialien und Quellen
(Wechselspiel von
individueller Arbeit und
Arbeit in Gruppen)
• Einüben des
kooperativen
Schreibens (z.B. in Form
von Wikibooks)
• Gestaltung einer
Umgebung für qualitatives
Peer Feedback

26. Anwendungen &
Einsatzmöglichkeiten
Microblogs
Sharing-Plattformen
• Pointierte Hinweise
und Rückmeldungen, die
konkrete Denkanstöße
geben
• Initiieren ergänzender
Diskussionen im
virtuellen Raum
• Einem Experten/ einer
Expertin folgen, um
Netzwerkverbindungen
aufzubauen
• «Sharing» von
Material – Nutzung
bestehender
Materialien
• Kommentieren von
Materialien zu
Lehrveranstaltungen
• Einstellen eigener
Präsentationen, um
Feedback von einer
«authentic
audience»
zu erhalten

27. Anwendungen &
Einsatzmöglichkeiten
Social Bookmarking
• Kooperative Form
der Recherche
• Annotieren und
Kommentieren der
Quellen
• Identifizieren von
Personen und
Gruppen, die
ähnliche
Interessen
verfolgen
u.v.a.
• „Sharing“ von
Material
• Kooperation
• Lerngemeinschaften
/ Communities bilden
• Wissenskonstruktion
• Wechselseitiges
Kommentieren
• „authentic audience“,
Heraustreten aus
dem Schonraum

28. Mediendidaktik & Lerntheorien
Situiertes Lernen
– Komplexe
Ausgangsprobleme
– Authentizität und
Situiertheit
– Multiple
Perspektiven
– Artikulation und
Reflexion
– Lernen im
sozialen
Austausch
Konstruktivismus
Konnektivismus
Communities of Practice
Subjektwissenschaft
Pragmatismus
– Erfahrung
– Bezug zur
Lebenswelt
– Temporaler
Perspektivenwechsel
– Lernende
Gemeinschaft

29. Anhäufung von …
Keine Bildrechte!
Fotos at the Chinese pavillion
at 70th Biennale Venice 2013
Copyright by the artist
und eine Vernachlässigung
• der Didaktik
• der bildenden Begegnung

30. Partizipationsmöglichkeiten entstehen
– Inhaltlich mitbestimmen
– Die eigene Perspektive einbringen
„Sharing“ in einer lebendigen Community
– Über den Tellerrand
Kritisches Denken und Reflexivität
– Aktive (Re-)Strukturierungen

31. Sichtung + Analyse
(Grell & Rau 2010,2011)
Drei internat. Zeitschriften, Jg. 2008, 2009, 2010
- Computer & Education
- The Internet and Higher Education
- Future Internet (Open Access Journal)
Digital Library der “Association for Computing as a
Science and Profession” (ACM) 2008, 2009, 2010
Zwei Tagungsbände: GMW 2009, DeLFI 2009
11 Keywords:„social software“, „Web 2.0“, „wiki“,
„blog“, „microblog“, „eportfolio“, „collaborative
learning“, „blogging“, „peer feedback“ or
„learning communities“
105 Texte
Drei Kriterien
Empirische Basis (Fallstudie, Evaluation etc.)
Im Rahmen von Hochschule
Verbunden mit einer Lehrveranstaltung
16 Texte

32. Blogs
Anderson & Lin (2009)
Bonk et al. (2009)
Cole (2009)
Ebner et al. (2010)
Ebner & Maurer (2009)
Ehlers, Adelsberger & Teschler
(2009)
Halic et al. (2010)
Hermann & Janzen (2009)
Meyer (2010)
Öner (2009)
Requena-Carrión et al. (2009)
Safran (2008)
Sarkar (2009)
Wheeler (2009)
Xiao & Lucking (2008)
Xie, Ke & Sharma (2008)
Microblogs
Wikis

33. Anderson & Lin (2009)
Bonk et al. (2009)
Cole (2009)
Ebner et al. (2010)
Ebner & Maurer (2009)
[3] Cole M. (2009). Using Wiki
technology to support student
engagement: Lessons from the trenches.
Computers & Education. 52(1), 141-146.
Ehlers, Adelsberger & Teschler
(2009)
Halic et al. (2010)
Hermann & Janzen (2009)
Meyer (2010)
Öner (2009)
Requena-Carrión et al. (2009)
Safran (2008)
Sarkar (2009)
Wheeler (2009)
Xiao & Lucking (2008)
Xie, Ke & Sharma (2008)
[16] Xie, Y., Ke, F., & Sharma, P.
(2008) The effect of peer feedback for
blogging on college students' reflective
learning processes. The Internet and
Higher Education. 11(1), 18-25.

34. Bild: Flickr by
crankypressman

35. Xiao, Y., & Lucking R. (2008). The impact of two types of peer assessment on students’ performance and
satisfaction within a Wiki environment. The Internet and Higher Education. 11(3-4), 186-193.
Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case study in an undergraduate course. In
Proceedings of the 39th IEEE international Conference on Frontiers in Education Conference. Piscataway,
NJ: IEEE Press, 1408-1413.

36. I
„Although the volume of posts increased
due to the obligatory use of the
application, students appeared
to be ‘playing the game’
rather than using the tool for their own
purposes” (Ebner et al. 2010: 97)
“In effect, transformation at the highest
level, wherein students become a
collaborative community generating
and evaluating each other's ideas and
altering their own perspectives or
viewpoints, typically did not
occur.” (Bonk et al. 2009: 132)
Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions of transformation in three crossinstitutional wikibook projects. The Internet and Higher Education, 12(3-4), 126-135.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in Higher Education - A chance to facilitate
informal and process-oriented learning?. Computers & Education. 55(1), 92-100.
Bild: Flickr by hurstville1

37. Partizipation ist mehr als Aktivieren
oder Aufgaben erfüllen
Partizipation setzt ein Interesse an
Partizipation voraus
Hochgesteckte
Partizipationserwartungen –
Mikrokosmos Hochschullehre

38. „Gemeinschaft“ der
Lehrenden und
Lernenden?
Informationen
austauschen,
neu mischen
und weitergeben
Zusammen an etwas
arbeiten (Text, digitales
Objekt, Dokumentation)
Beziehungen/Netzwerke
knüpfen und pflegen

39. Fazit
Wir können die widersprüchlichen
Anforderungen und Erwartungen im
Hochschulkontext nicht „didaktisch auflösen“.
– Institutionelle Rahmung (Funktionalisierung)
– Wissenschaft versus PraxisHandlungskonzept-Erwartungen
– Zweckoptimiertes Prüfung-Bestehen vs.
Erkenntnisgewinn
– Kollaboration vs. Individuelle
Leistungsbewertung

40. Fazit
Digitale Bildungsräume in der Hochschule
können einige grundlegende didaktische
Probleme transparenter/sichtbarer
machen.
Realitätsangemessene Konzepte für
Bildungsräume (und begleitende
Fallstudien),für Räume, die Bildung
ermöglichen wollen.
Ausbalancieren der Interessen der
Studierenden und der Lehrenden aus der
Fachdisziplin heraus.

41. p.grell@apaed.tu-darmstadt.de
Bild: Flickr by crystaljingsr

42. Literatur
Anderson, N., & Lin, C., (2009). Exploring technologies for building
collaborative learning communities among diverse student
populations. In Proceedings of the 14th Annual ACM SIGCSE
Conference on innovation and Technology in Computer Science
Education. NY: ACM, 243-247.
Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G. (2009). The tensions
of transformation in three cross-institutional wikibook projects. The
Internet and Higher Education, 12(3-4), 126-135.
Cole M. (2009). Using Wiki technology to support student
engagement: Lessons from the trenches. Computers & Education.
52(1), 141-146.
Ebner M., & Maurer H. (2009). Can Weblogs and Microblogs Change
Traditional Scientific Writing?. Future Internet. 1(1), 47-58.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010) Microblogs in
Higher Education - A chance to facilitate informal and processoriented learning?. Computers & Education. 55(1), 92-100.
Ehlers, U.-D., Adelsberger, H.H., & Teschler, S. (2009). Reflexion im
Netz: Auf dem Weg zur Employability im Studium. In N.
Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Hrsg.), ELearning 2009. Lernen im digitalen Zeitalter. Münster: Waxmann
Verlag, 15-29.
Grell, P., Rau, F. (2010). Participation under compulsion. In:
International Journal of Emerging Technologies in Learning (i-JET)
Vol. 5, No. 4, pp. 26-30. [Online zugänglich:
http://online-journals.org/i-jet/article/view/1458]
Grell, P., Rau, F. (2011). Partizipationslücken. Social Software in der
Hochschullehre. In: MedienPädagogik. Zeitschrift für Theorie und
Praxis der Medienbildung. Themenheft 21.
Halic, O., Lee, D., Paulus T., & Spence Marsha (2010). To blog or not
to blog: Student perceptions of blog effectiveness for learning in a
college-level course. The Internet and Higher Education, In Press,
ISSN 1096-7516, DOI: 10.1016/j.iheduc.2010.04.001.
Hermann, C. & Janzen, A. (2009). Electures-Wiki – Aktive Nutzung
von Vorlesungsaufzeichnungen. In A. Schwill & N. Apostolopoulos
(Hrsg.), Lernen im Digitalen Zeitalter. DeLFI 2009 – Die 7. ELearning Fachtagung Informatik. Bonn: Köllen Druck+Verlag GmbH,
127-138.
[JIM 2011] Medienpädagogischer Forschungsverbund Südwest
(2011): Jugend, Information, (Multi-)Media. Basisstudie zur
Medienumgang 12- bis 19J-ähriger in Deutschland. Stuttgart.
Meyer, K.A. (2010). A comparison of Web 2.0 tools in a doctoral
course. The Internet and Higher Education, In Press, Corrected
Proof, Available online 11 February 2010, ISSN 1096-7516, DOI:
10.1016/j.iheduc.2010.02.002.
Öner, D. (2009). Pre-service teachers' experiences with Wiki:
challenges of asynchronous collaboration. In Proceedings of the 5th
international Symposium on Wikis and Open. WikiSym ‘09. New
York, NY: ACM, 1-2.
Requena-Carrión, J., Rodríguez-González, A. B., Marques, A. G., and
Gutiérrez-Pérez, D. (2009). Work in progress - implantation of a
collaborative student-centered learning environment in a wireless
technology course. In Proceedings of the 39th IEEE international
Conference on Frontiers in Education Conference. Piscataway, NJ:
IEEE Press, 918-919.
Safran, C. (2008). Blogging in higher education programming
lectures: an empirical study. In Proceedings of the 12th international
Conference on Entertainment and Media in the Ubiquitous. New York,
NY: ACM, 131-135.
Sarkar, S. (2009). Wiki-enhanced social scribing of lectures: a case
study in an undergraduate course. In Proceedings of the 39th IEEE
international Conference on Frontiers in Education Conference.
Piscataway, NJ: IEEE Press, 1408-1413.
Wheeler S (2009). Learning Space Mashups: Combining Web 2.0
Tools to Create Collaborative and Reflective Learning Spaces. Future
Internet. 1(1), 3-13.
Xiao, Y., & Lucking R. (2008). The impact of two types of peer
assessment on students’ performance and satisfaction within a Wiki
environment. The Internet and Higher Education. 11(3-4), 186-193.
Xie, Y., Ke, F., & Sharma, P. (2008) The effect of peer feedback for
blogging on college students' reflective learning processes. The
Internet and Higher Education. 11(1), 18-25.
Bilder (CC-Lizenzen)
„Attention“: http://www.flickr.com/photos/hurstville1/3732218078/
„Kalender“:http://www.flickr.com/photos/crankypressman/
4013143056/
„Fragezeichen“: http://www.flickr.com/photos/crystaljingsr/
914729343/

43. [1] Anderson, N., & Lin, C., (2009). Exploring
technologies for building collaborative learning
communities among diverse student populations
[2] Bonk, C. J, Lee, M. M., Kim, N., & Lin, M.-F. G.
(2009). The tensions of transformation in three crossinstitutional wikibook projects.
[3] Cole M. (2009). Using Wiki technology to support
student engagement: Lessons from the trenches
[4] Ebner M., & Maurer H. (2009). Can Weblogs and
Microblogs Change Traditional Scientific Writing
[5] Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I.
(2010) Microblogs in Higher Education - A chance to
facilitate informal and process-oriented learning
[6] Ehlers, U.-D., Adelsberger, H.H., & Teschler, S.
(2009). Reflexion im Netz: Auf dem Weg zur
Employability im Studium.
[7] Halic, O., Lee, D., Paulus T., & Spence Marsha
(2010). To blog or not to blog: Student perceptions of
blog effectiveness for learning in a college-level course.
[8] Hermann, C. & Janzen, A. (2009). Electures-Wiki
– Aktive Nutzung von Vorlesungs-aufzeichnungen
[9] Meyer, K.A. (2010). A comparison of Web 2.0
tools in a doctoral course.
[10] Öner, D. (2009). Pre-service teachers'
experiences with Wiki: challenges of asynchronous
collaboration
[11] Requena-Carrión, J., Rodríguez-González, A.
B., Marques, A. G., and Gutiérrez-Pérez, D. (2009).
Work in progress - implantation of a collaborative
student-centered learning environment in a wireless
technology course
[12] Safran, C. (2008). Blogging in higher education
programming lectures: an empirical study.
[13] Sarkar, S. (2009). Wiki-enhanced social scribing
of lectures: a case study in an undergraduate course.
[14] Wheeler S (2009). Learning Space Mashups:
Combining Web 2.0 Tools to Create Collaborative and
Reflective Learning Spaces.
[15] Xiao, Y., & Lucking R. (2008). The impact of
two types of peer assessment on students’ performance
and satisfaction within a Wiki environment.
[16] Xie, Y., Ke, F., & Sharma, P. (2008) The effect
of peer feedback for blogging on college students'
reflective learning processes.

44. Knox’s Kritik an OER
1. An under-theorisation of the notions of
‘openness’ and ‘freedom’
2. The rejection and privileging of institutional
structure
3. No place for pedagogy
4. Assumptions of autonomy and self-direction
5. Alignment with the needs of capital
(theoretical framework: Foucault’s
governmetality)
Knox, J. (2013) : Five critiques of the open educational
resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354