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Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. If publicly available educational resources (OERs) shall help overcoming the educational gap, localization is one of the major issues we need to deal with. Educators as well as learners need to be supported to determine adaptation needs. This paper provides a list of possible in-fluence factors on educational scenarios which are defined as context metadata. In the given form, the list needs to be understood as an addendum for the paper entitled ‘Open Educational Resources: Education for the World?’ from Thomas richter and Maggie McPherson; It is being published in the volume 3, issue 2 of the Journal Distance Education in 2012.
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.
This study presents the findings of a quantitative study on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The study is based on the results of an online survey targeted at four educational roles: educational policy makers; institutional policy makers/managers; educational professionals; and learners. The report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II discloses the main research questions and models. Chapter III characterises the universe of respondents. Chapter IV advances with a detailed survey analysis including an overview of key statistical data. Finally, Chapter V provides an exploratory in-depth analysis of some key issues: representations, attitudes and uses of OEP. The table of contents and the complete list of diagrams and tables can be found at the end of the report.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
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.
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.
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.
The roadmap for quality and innovation through open educational practices has been conceived as a number of steps, a conceptual document, which can be used by organisations, leaners or professionals in order to improve their open educational practices. After the development of the core concept of the OPAL project, the guidelines for OEP, it became clear that these guidelines, would have to play an important part on the roadmap exercise, because they represent the very essence of how to foster and stimulate open educational practices. The roadmap therefore is meant to be an instrument, a tool which helps the different stakeholders to use the guidelines for their own context and purpose.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
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.
Adaptation of e-Learning Environments: Determining National Differences through Context Metadata
(2008)
The paper shows how existing e-learning modules can be internationalized using structured information on the context and specifically culture. Reusing e-Learning contents is a promising concept for the internationalization or cross-cultural purposes. However, most adaptation efforts are often limited to pure language translation.
As the only alternative is rewriting, reusability allows a massive cost reduction by implementing and adapting already established courses, for example into developing countries on a low-cost level. Our approach provides a basis for international and cross-cultural adaptation. In the approach, we identify, collect and store as many parameters about the source and target context and culture as available. After comparing contexts, we determine changing needs by analyzing the impacting differences.
To implement this approach on a large-scale, we plan a public database containing the necessary information for the comparison process. In our research, we have identified a set of around 170 parameters describing national and, more specifically, cultural attributes related to various situations. Utilizing those in an adequate way will lead to an easier and efficient adaptation process.
This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
Course Profiles
(2018)
The curricula of all degree programs at H-BRS have many different practice-oriented activities and focus on hands-on learning. In labs and small classrooms (30–60 persons), students get a personalized learning environment which is complemented with many individual and group projects that foster collaborative work situations. There are several main areas that students learn from working with industry, local organizations or public institutions.
German African Universities Program (GAUP) is a partnership of three universities encompassing Hochschule Bonn-Rhein-Sieg, University of Applied Sciences in Germany, University of Nairobi in Kenya, and University of Cape Coast in Ghana. Every year, a number of students from each university are competitively selected to take part in the exchange program in a foreign country for three months in the sponsored project. I participated in the exchange program in Germany during the winter semester 2016/2017. The experience was excellent and the benefits cannot be underestimated. The objective was to integrate with the university community in Germany and learn first-hand from their teaching approaches and experiences by attending classes and interacting in- and outside the classroom. It provided an opportunity for cross-cultural learning, hence preparing us to live and work in different parts of the world. Besides the classroom experience, learning was reinforced by exposure tours in the industry including the Coal mine industrial complex in Essen (UNESCO world heritage since 2001) and Rheinbach.
The exchange program enables students to travel from their home countries to a partner university in the German-African University project. Students from the University of Nairobi in Kenya and University of Cape Coast in Ghana travel to the Hochschule Bonn-Rhein-Sieg University of Applied Sciences and stay for three months attending classes and participating in academic activities together with German students. Similarly, students from Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, travel to either West or East Africa and are hosted for three months by universities participating in the project. The program enables Kenyan students to accustom themselves to the German way of life and student-centered learning and disciplines. The program integrates fieldwork into the learning activities making education both a skill-imparting and fun process.
The nature of the program was an exchange program between Hochschule Bonn-Rhein-Sieg, University of Applied Sciences and the University of Cape Coast. The program was advertised and we applied. We were shortlisted for interview and we were selected as the candidates for the exchange program. The program took a period of five months. We set off from Accra, Ghana to Germany on 7th September 2015, and returned to Ghana on 25th January 2016.
The exchange program was aimed at giving students an international exposure through teaching and intercultural communication and to also enhance the existing relationship among the partner schools. The program lasted for a period of six months from September 2016 to February 2017. The main part of the program was the International Management program which comprised of four courses. The program offered us an opportunity to travel to four European countries to broaden our academic and social network.
From September 2016 to February 2017, I did an internship at the University of Cape Coast, Ghana (UCC) as part of my studies in Business Administration at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany (H-BRS). At H-BRS, an internship of five or six months (or, alternatively, one exchange semester) is an obligatory part of the curriculum so students get hands-on experience even before they enter the job market. My internship was also part of the intercontinental partnership between UCC and H-BRS, which has resulted in many different projects.
I had an opportunity to visit Germany in 2016/2017 during which period I was on an exchange staff program between the University of Nairobi, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany, and the University of Cape Coast, Ghana. My visit took me to the city of Bonn where the University of Bonn-Rhein-Sieg is located in the suburban area in the cities of Sankt Augustin, Rheinbach, and Hennef. I was able to interact with faculty members and students. During this period, the discussion I had with faculty mainly focused on various programs offered by the university and how they have been able to interact and partner with the industry and create linkages with various firms in Germany. It emerged from our discussion that the development of the curriculum by the university depends on such partnerships.
Competency-Based Teaching Using Simulation Exercises: Evidence of the University of Cape Coast
(2018)
Tertiary institutions exist to train manpower to solve local, national, and international problems. Products from such institutions should not be a problem to countries as in the case of some Sub-Saharan African countries including Ghana which has a high level of graduate unemployment. Among the causes of the problem is the nature of teaching or the syllabus or the programs students pursue while in such institutions. The paper discusses one of the teaching strategies used to make a course relevant for a program and for the working world. In this course, students are introduced to practice-oriented learning through simulation exercises. The project activities specifically seek to assess the students’ understanding of business formation; examine students’ understanding of sustainability, creativity and innovation of business ideas; assess their understanding of the functional areas of business including marketing & sales, finance, human resource management, operations, and accounting, among others. Feedback from students who have participated indicates the exercise gave much more exposure and meaning to the concepts they learned in class. In this exercise, students build teams, develop a product, learn to set up a business, and design organogram, business vision, mission, and core values. The exercise empowers students to learn by doing. It accords students the opportunity to review their own knowledge and skills with respect to the concepts they have learned in the course. More than 3000 students have participated in this project since its inception in the academic year 2013/2014. It is estimated that 1000 students will participate in this project in the academic year 2017/2018.
The labor market is dynamic and frequently calls for new skills, knowledge, and abilities. The changing needs of industry place a higher demand on institutions of higher learning to monitor trends in labor needs, identify skill gaps, and to use industry insights for developing programs and curricula that mold human resources to create value for employers and society at large. While several institutions of higher learning are responsive to industry needs through curricula reviews and the development of new programs, little attention is given to pedagogical issues that affect the delivery of knowledge and the development of skills intended by various education programs. Consequently, teachers are entrusted with the freedom to decide the teaching methods that are appropriate under each circumstance. Despite the changing face of the labor market, not much energy has been channeled towards adjusting teaching methods for effective delivery of skills required by students. The failure to adjust teaching methods for training graduates has led to what is commonly known as ‘halfbaked graduates’. In other words, graduates who lack the skills and abilities necessary for placement in the industry. However, the success of an institution of higher learning is illustrated by its ability to train people who perfectly match the needs of the industry.
Culture is the constellation of shared believes, mores, values, and traditions that define the behavior of people and it is unique to each community at local and national levels. Culture determines the languages spoken by the people, their attitude towards others, and their behavior. While the family is the immediate point through which culture is learned by children, socialization at institutions such as religious organizations, places of worship, schools, and the society’s dispute resolution system reinforce culture. Unlike the Internet, traditional media in the forms of local and national print and audio-visual content tend to reinforce cultural beliefs, values, and practices of specific communities. The uniqueness of culture creates market penetration challenges to entrepreneurs in international markets. Therefore, intercultural communication is a necessary skill for reducing cultural liability and increasing the success of entrepreneurial ventures.
Multidisciplinary, multicultural, and multitasking has taken center stage in the global educational debate. Globalization and improvement in communication have affected the way organisations operate and hence influenced whom they hire. Today, it is common practice to work with people from diverse backgrounds and it requires competencies that go beyond general project management. Intercultural awareness, networking in different global communities, and learning to develop specific communication strategies for different stakeholders is all part of the package of skills and competencies that are required in today's interconnected world. This has indirect implication on the nature of skills and competencies institutions/universities must equip their students with to enable them to compete successfully in the working world.
Evaluation is of crucial importance and should meet professional standards in its design. In practice, organizational peculiarities and available resources characterize the search for the "right" approach. When used as a quality development tool, internal or self-evaluation should primarily be useful. It should generate information to answer organizational questions and provide results as a basis for discussion in decision-making processes.
The most prominent education reform in Europe started in Bologna, Italy, in 1999, when the European Ministers responsible for higher education met to set the foundation for the European Higher Education Area (EHEA). The following process to reform and unify higher education and its systems in Europe is therefore known as the Bologna Process.
Praxisorientierte, wissenschaftliche Lehre und Forschung in enger Zusammenarbeit mit Unternehmen, Organisationen und gesellschaftlichen Gruppierungen ist das zentrale Leitbild des Fachbereichs Wirtschaftswissenschaften an der Hochschule Bonn-Rhein-Sieg.
Vielfalt ist unser Angebot
(2014)
Der Fachbereich Sozialversicherung der Hochschule Bonn-Rhein-Sieg blickt auf zehn erfolgreiche Jahre zurück. Seit Gründung des Fachbereichs im Jahr 2003 arbeiten Wissenschaftlerinnen und Wissenschaftler verschiedener Disziplinen auf dem Campus Hennef eng vernetzt im Untersuchungsfeld der Sozialversicherung.