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The Whole Is More than the Sum of Its Parts - On Culture in Education and Educational Culture
(2015)
The Learning Culture Survey investigates learners’ expectations towards and perceptions of education on international level with the aim to make culture in the context of education better understandable and support educators to prevent and solve intercultural conflicts in education. So far, we found that culture-related expectations differ between educational settings, depend on the age of the learners, and that a nationally homogenous educational culture is rather an exception than the rule. The results of our recently completed longitudinal study provided evidence that educational culture on the institutional level actually is persistent, at least over a term of four years. After a brief introduction of the general background, we will subsume the steps taken during the past seven years and achieved general insights regarding educational culture. Last, we will introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to w hich people within a society accept deviations from the usual. We close with demonstrating the method’s functionality on examples from the Learning Culture Survey.
MOOCs in POM Education
(2016)
Basic demand from enterprises towards academic education: provide students not only methodological/theoretical knowledge, but also prepare them for the future tasks in the world of works! This contradicts academia’s focus on sustainably teaching basic principles. With the extra-curricular international online program erp4students, we successfully managed to bridge this "conflict-of-interest”.
The aim of our research is finding measures to preserve the learners’ initial motivation in educational settings. For that we need to avoid conflicting situations that possibly could jeopardize their joy of learning.
In our thematically comprehensive Learning Culture Survey, we investigate the cultural biasing of students’ attitudes, behaviours, and expectations towards education. Particularly in times of massive international migration and growing numbers of refugees, the relevance to deeply understand cultural aspects in education increases. Just with this understanding, we can raise the awareness towards more cultural tolerance across all involved stakeholder groups and thus, foster the development of more culture-sensitive educational approaches. In this paper we focus on the most relevant aspect of motivation and comparatively discuss our study conducted in Germany and South Korea.
Mit unserer Forschung wollen wir Maßnahmen finden, die dazu beitragen, die anfängliche
Bildungsmaßnahmen zu
Motivation von Lernern bewahren. Zu diesem Zweck
in müssen Konfliktsituationen möglichst vermieden werden, wenn sie das Potential haben, ihnen die Freude am Lernen zu verderben. In unserem thematisch breitgefächerten Learning Culture Survey (Untersuchung von Lernkultur), untersuchen wir bei Lernern das Vorhandensein und den Einfluss kulturspezifischer Prägungen auf deren Verhaltensweisen, Gewohnheiten und Erwartungen bzgl. Bildung. Besonders in Zeiten massiver internationaler Migration und steigender Zahlen von Flüchtlingen wächst der Bedarf nach entsprechender Forschung stetig an. Nur wenn wir die Zusammenhänge zwischen Lernen und Kultur ausreichend verstehen, sind wir in der Lage, auf allen Ebenen die Entwicklung des erforderlichen Bewusstseins bzgl. kultursensibler Bildungsansätze zu fördern. In diesem Beitrag konzentrieren wir uns auf den sehr wichtigen Aspekt Motivation und diskutieren die Ergebnisse, die wir in unserer vergleichenden Studie in Deutschland und Südkorea erzielt haben.
Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning
(2011)
Producing and providing Open Educational Resources (OERs) is driven by the concepts of openness and sharing. Although there already are a lot of free high-quality resources available, practitioners often rather rewrite learning resources than creatively embed (and thus, reuse) existing OERs. In this paper, we analyse the reasons for this in two different educational contexts. As a result of this analysis, we found that the uncertainty on possible adaptation needs is one of the major barriers. In order to overcome this barrier and make different learning contexts comparable, we analysed the context of learners and in particular, in the research project ‘Learning Culture’, we investigated the field of culturally motivated expectations and attitudes of learners. This paper shows the results of this research project and discusses which cultural issues should be taken into consideration when OERs are to be adapted from one to another cultural context.
With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.
Many e-Learning-basedoffers, such as international programs and MOOCs have long since overcome the concept of national education and are designed to attract learners distributed throughout the world. In order to cope with the differences between learners, related offers often include opportunities to support the particular learning styles and learning pace beyond the advantages, which the technology itself naturally provides. Examples arethe individual configuration of the learning platformand display of contents and the provision of stylistically diverse and supplementary learning material. Such measures are relatively easy to implement andonce established, do not generate further expenses. Just, is it appropriate to lay the full responsibility for designing a comfortable (and supportive) learning environment into the hands of the learners and do they get along with such a responsibility? We asked university students from three continents regarding their expectations towards instructor-support and found major differences.
Das Potenzial digitaler Informations- und Schulungsangebote, deren Ausgestaltung zum klassischen Aufgabenportfolio der Teaching Library gehört, hat sich im Zuge der Digitalisierung sowohl technisch als auch didaktisch stark ausdifferenziert. Darüber hinaus übernehmen Bibliotheken die Entwicklung und Betreuung zentraler Service-Strukturen für das digitale Lehren und Lernen an Hochschulen und entwickeln sich so zu E-Learning-Zentren weiter. Welche Chancen diese strategische Neuausrichtung für die Positionierung von Bibliotheken als Ganzes hat, wie sich dies auf die Gestaltung bereits bestehender Schulungsangebote auswirken kann und welcher sich wandelnde Kompetenzbedarf daraus hervorgeht, wird im Folgenden anhand eines praktischen Lehrbeispiels zur Vermittlung wissenschaftlicher Schreibkompetenz aufgezeigt.
This paper examines how students learn to collaborate in English by participating in an intercultural project that focuses on teaching students to work together on a digital writing project using various online tools, and participated in this digital collaboration project. Mixed groups of students, two French and two German, used several synchronous and asynchronous tools to communicate with their counterparts (Facebook, WordPress blog, WIMS e-learning platform, email, videoconferencing). Students had to produce an article together, comparing French and German attitudes about a topic they negotiated freely in their groups. Before publishing their post, students were expected to peer-review the article written by their group. Once published, the stage consisted of voting for the best posts on the e-learning platform, WIMS. A videoconference was also organized to create cohesion between the participants. The result of the student evaluations, together with the administrative, technical vastly differing university setups is presented.