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This paper addresses special skills, learners in Internet-based learning scenarios need. In self-directed learning scenarios, as most Internet-based learning scenarios are designed, learners bear the responsibility for their learning progress. To ease this task, institutions could prime the learners for the situation which may be quite different to their previous learning experiences. Basing on a Delphi-study, conducted with experts from the e-Learning sector in Germany, Austria, and Switzerland, the basic requirements have been determined.
In this paper we summarize our research on international educational contexts and transfer the results to the context of urban life-long learning. We will show that a collection and provision of relevant data can help instructors as well as learners to raise their awareness regarding contextual differences, to develop a higher level of acceptance regarding differences, and thus, in the long term, avoid frustration in educational processes and reduce drop out-rates.
In this paper, we introduce the international program erp4students as general example on how to successfully prepare university students for the world of works without having to give up the basic principle in higher education, i.e., to exclusively provide sustainable education. We start with introducing the basic concept and design of the program and provide information regarding the demographic development over the past decade and implemented quality assurance mechanisms. Subsequently, the scope and design of and hitherto achieved insights from the Learning Culture Survey are outlined. On the basis of found results, we finally discuss how erp4students can deal with possible culture-specific issues that latest might emerge when the program gets available for learners in the Asian context.
For learners, feedback can be both, a strong motivator but in case it fails its purpose, it can be a strong reason for frustration and dropouts as well. Do we have to change our locally implemented feedback strategies when adapting learning contents from national to international settings? In our study, we the investigated learners’ understanding and preferences regarding feedback in scenarios of higher education across the five different national contexts, Bulgaria, Germany, South Korea, Turkey, and Ukraine.
The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
Obwohl kulturbezogene Fragestellungen eine zentrale Rolle für die erfolgreiche Implementierung von Anwendungssystemen und IKT spielen, erfolgen kulturbezogene Untersuchungen in der Disziplin oft zu unkritisch: Kulturelle Kontexte werden in der Literatur häufig nicht klar abgegrenzt, und verwendete Begriffe werden nicht oder nur unzureichend definiert. Darüber hinaus werden kulturbezogene Untersuchungen, die eigentlich Besonderheiten abgegrenzter Gesellschaften (z. B. Kundensegmente) aufdecken sollen, oft ohne weitere Prüfung auf der Ebene von Nationalkultur untersucht. Die Problematik eines zu unkritischen und bisweilen sogar unangemessenen Umgangs mit kulturbezogenen Fragestellungen ist nicht auf die Wirtschaftsinformatik begrenzt sondern zieht sich durch nahezu alle Disziplinen, die "Kultur" als eine unter vielen Einflussgrößen betrachten. In dieser Arbeit wird ein praktischer Ansatz entwickelt, mit dessen Hilfe nicht nur der eigene kulturbezogene Forschungskontext abgegrenzt werden, sondern darüber hinaus auch noch herausgefunden werden kann, ob bereits verfügbare Forschungsansätze ggf. auf den eigenen Kontext passen könnten. Als Ergebnisse der Arbeit wurde ein Schritt-für-Schritt Leitfaden erstellt und eine Vergleichsbasis geschaffen, die auf einer in ihrem Umfang bislang einzigartigen Sammlung bereits verfügbarer Kulturbeschreibungsansätze beruht.
In Anlehnung an die von Leidner und Kayworth (2006) durchgeführte Studie zum Umgang mit Kultur in der angelsächsischen Wissenschaftsdisziplin „Information Systems“ wurde eine entsprechende Literaturstudie für die gestaltungsorientierte Wirtschaftsinformatik des deutschen Sprachraums durchgeführt. In der Studie wurde in den Hauptorganen der Disziplin untersucht, in welcher Häufigkeit kulturelle Einflüsse auf Informationstechnologie thematisiert wurden, wie diese Einflüsse aufgearbeitet wurden und welche Referenzmodel-le/Referenzliteratur verwendet wurden. Nach einer kurzen Darstellung der gewählten Vorgehensweise werden die Ergebnisse und Beschränkungen der Studie präsentiert.
Job-related migration has been fostered across Europe balancing unemployment in one country with demands for employees in others. However, the numbers of early school leavers and university dropouts significantly increased in the hosting countries. We propose a higher measure of cultural sensitivity in education in order to prevent frustration. 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. After a brief introduction, we subsume the steps taken during the past seven years and found results. Subsequently, we introduce a method for the determination of conflict potential, which bases on the understanding of culture as the level to which people within a society accept deviations from the usual. We close with demonstrating the usefulness of the data and insights from our Learning Culture Survey in the context of practical scenarios.
Culture, at least to some extent, is related to particular (individual and collective) experiences. In terms of education, this means that a learner, who experienced particular services in his/her past, might perceive such services as usual for educational culture and thus, expect them to be delivered in any kind of learning scenario. In German universities, education is meant to be a full-time job and usually is designed to provide a broad basis of theoretical and methodological knowledge. Achieving methodological competences is a core goal of German academic education: Once a student leaves the university, he/she is expected to decide about appropriate methods for any kind of problem (in the field of study and beyond) and how to modify the known methods in case of need. In contrast, in professional training, the learners have to study in extra-occupational situations (time is a serious issue) and might expect training that pointedly prepares them for very specific tasks. We assumed that scenarios of professional training have their own educational cultures. When designing learning contents and learning scenarios for professional training, it might be essential for the learning success to meet the learners’ expectations and contextual peculiarities.
We found remarkable differences between the results of the investigated enterprises, but even more significant diversity between the results of the German enterprises and the priory investigated German universities. As a general conclusion we can assume that generalizing research results that were solely achieved from national university students might lead to an inappropriate design of learning scenarios for particular professional contexts. Professional training for a particular enterprise should be developed according to its specific educational culture.
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”.
Open Discovery Space
(2013)
Managing the needs of learners is crucial in order to support their motivation and keep dropout rates on a low level. With the constantly growing level of internationalization in classrooms, the variety of different context-specific requirements from learners increase; without a profound understanding of the learners’ contexts, successfully maintaining a culture-sensitive and learner-focussed education is impossible. A solution to reach this understanding is the open exchange of experiences and knowledge amongst educators of the different contexts. In this paper, we will briefly introduce the two European projects “Open Discovery Space” (ODS) and “Inspiring Science Education” (ISE), which have the aim to foster the establishment and improvement of Open Educational Practices in the context of school education. The purpose of this paper is to attract and invite potential partners to affiliate with, contribute to, and profit from the projects.
Eine internationale Verbreitung von OER ist u. a. davon abhängig, ob bereitstehende Inhalte an den jeweiligen Kontext angepasst werden können. Dieser Beitrag befasst sich mit studierendenspezifischen, kulturell motivierten Einflussfaktoren auf Lernsituationen, die neben u. a. inhaltlichen, technischen, didaktischen und rechtlichen Fragen für eine erfolgreiche Wiederverwendung von bereits etablierten Lernressourcen prüfend berücksichtigt werden sollten.
Open Educational Resources in the Context of School Education: Barriers and possible solutions
(2014)
Due to the increasing professional mobility of their parents, pupils often find themselves in new and unfamiliar learning scenarios in foreign contexts and countries. Besides having to leave their familiar environments, these pupils additionally may face language barriers, different curricula, and have to cope with foreign cultures. Printed textbooks, which are the most commonly used educational resources in schools, provide little support for these pupils to manage the new challenges. Teachers are the professionals designated to provide the necessary support. However, they often may not fully appreciate the pupils’ individual challenges. Possible solutions could be the provision of alternative learning contents in the pupils’ native languages and an international open exchange of knowledge and experiences amongst schoolteachers. These issues are addressed by the Open Discovery Space platform. In order to empower this platform to provide the best possible support to teachers, we explored barriers to adoption of Open Educational Practices in the context of school education and asked for manageable solutions. The investigation took place in an action research scenario. After an introduction of the ODS project, we will present the identified barriers and recommendations for solutions to overcome these, and the mechanisms which we are going to implement in the ODS platform in order to provide the best possible support to the community.
Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. However, if developing countries are to become societies that can compete properly with Western industrialized countries, not only is a fundamental shift in thinking with regard to the value of education and more/better provision of teaching required, but strong support from other countries is needed as well. This article explores questions such as whether Western policymakers can avoid a repetition of some of the failures of the past few decades in terms of providing foreign aid; how educators and providers of educational scenarios and learning contents can foster and manage the creation of a worldwide knowledge society; and in particular, if the provision of open educational resources (OER) can realistically overcome the educational gap and foster educational justice.