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Die Monster-MOOC-Weiterbildung. Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum

June 2020

DOI:10.21243/mi-02-20-35

License
CC BY-NC-ND

Authors:

Sandra Schön

Graz University of Technology

Martin Ebner

Graz University of Technology

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einführung von MOOCs (Massive Open Online Courses) für Lehrende an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Anteilen von Interaktion und Gruppenarbeit entwickelt wurde. In der Folge der COVID-19-Krise und Umstellung auf Home Office und Online-Begegnungen wurde versucht, das methodisch-didaktische Konzept möglichst gleichartig in den digitalen Raum zu übertragen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse ausgewirkt haben. Erschienen in: medienimpulse, Jg. 58, Nr. 2, 2020 1

Content uploaded by Sandra Schön

Content may be subject to copyright.

Medienimpulse

ISSN 2307-3187

Jg. 58, Nr. 2, 2020

doi: 10.21243/mi-02-20-35

Lizenz: CC-BY-NC-ND-3.0-AT

Die Monster-MOOC-Weiterbildung.

Erfahrungen

mit der Übertragung

eines interaktiven Präsenzworkshops

in den digitalen Raum

!"#$%"&!'()#

*"%+,#&-.#/%

Im Beitrag wird das Konzept eines Präsenzworkshops zur Einfüh-

rung von MOOCs (Massive Open Online Courses) für Lehrende

an Hochschulen vorgestellt, wie es im Jahr 2013 mit hohen Antei-

len von Interaktion und Gruppenarbeit entwickelt wurde. In der Fol-

ge der COVID-19-Krise und Umstellung auf Home Office und On-

line-Begegnungen wurde versucht, das methodisch-didaktische

Konzept möglichst gleichartig in den digitalen Raum zu übertra-

gen. Im Artikel wird beschrieben, welche Tools dabei zum Einsatz

kamen und wie sie sich auf die Arbeitsweisen und -ergebnisse

ausgewirkt haben.

0/$,/#,01234/5&678&9:5&;%8&<5&<=<= >

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The paper presents the concept of a face-to-face workshop for the

introduction of MOOCs (Massive Open Online Courses) for univer-

sity lecturers, as it was developed in 2013 with a high proportion of

interaction and group work. In the wake of the COVID 19 crisis and

the changeover to home office and online encounters, an attempt

was made to transfer the methodological-didactic concept to the

digital space in as uniform a manner as possible. The article de-

scribes which tools were used and how they affected the working

methods and results.

1. Interaktion und Kollaboration in Online-Seminaren

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3. Entwicklung und Umsetzung eines interaktiven,

eintägigen Seminarkonzepts für potenzielle MOOC-

Erstellerinnen und -Ersteller an Hochschulen

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Abbildung 1: Übersicht über den Workshop-Ablauf.

Quelle: Fotodokumentation eines Workshops

an der Universität Passau (links), Seminarplan rechts.

Anmerkungen: P steht für Präsentation, I für Interaktive Aufgabe und

G für Gruppenarbeit (oder Präsentationen der Gruppenarbeit

durch die Teilnehmenden)

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Abbildung 2: Vorstellung der Teilnehmerinnen und Teilnehmer

nach der MOOC-Methode (jede bzw. jeder stellt sich mit einem

Begriff rund um MOOCs und die Buchstaben M-O-C vor).

Quelle: Fotodokumentation eines Workshops

an der Universität Passau.

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Abbildung 3: Analyse von existierenden MOOCs in Kleingrup-

penarbeit. Quelle: Fotodokumentation eines Workshops an der

Universität Passau.

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Abbildung 4: Plakate der Gruppenarbeit zum Monster-MOOC:

Grobkonzept, Exemplarische Lerneinheit und Kostenplan.

Quelle: Fotodokumentation eines Workshops

an der Universität Passau.

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4. Übertragung des Konzepts in ein eintägiges interaktives

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Abbildung 5: Vorstellungsrunde im Online-Workshop mit der

MOOC-Methode: Die anwesenden sieben Teilnehmenden

haben ihre Begriffe im Google Doc eingetragen.

Quelle: Screenshot vom Online-Workshop

an der FH Salzburg

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Abbildung 6: Ergebnisse einer Gruppenarbeit

zu den Monster-MOOCs.

Quelle: Screenshots vom Online-Workshop

an der FH Salzburg im April 2020

Abbildung 7: Abstimmungsergebnis zur 15-10-5-Methode

mit FeedbackR.

Quelle: Screenshot der Umfrageergebnisse

erstellt mit FeedbackR.

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5. Besonderheiten der Online-Umsetzung im Vergleich zur

Präsenzvariante und ihre Diskussion

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Abbildung 8: Feedbackrunde mit der MOOC-Methode in der

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Quelle: Screenshot des Google-Docs mit Einträgen

aller Teilnehmenden beim Online-Workshop

an der FH Salzburg im April 2020

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Open Tools and Methods to Support the Development of MOOCs

Article

Full-text available

Jun 2021

There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.

Open Tools and Methods to Support the Development of MOOCs A Collection of How-tos, Monster Assignment and Kits

Conference Paper

Full-text available

Jul 2021

There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first inter- est, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz Univer- sity of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.

PREPRINT: Open Tools and Methods to support the development of MOOCs: A Collection of How-tos, Monster Assignment and Kits

Preprint

Full-text available

May 2021

PREPRINT: John Kerr, Anja Lorenz, Sandra Schön, Martin Ebner, Andreas Wittke: Open Tools and Methods to support the development of MOOCs: A Collection of How-tos, Monster Assignment and Kits. In: Proceedings of the EMOOCs Conference 2021, Experience Track. ////////////////// There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in Lübeck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.

Ein konzeptionelles Modell zur Gestaltung von 360°-Video Lehr-Lernszenarien im Kontext der Hochschullehre

Chapter

Feb 2022

Die Gestaltung von videobasierten Lehr-Lernszenarien ist ein komplexer Prozess. 360°-Videos bringen, mit der Möglichkeit die gesamte Umgebung aufzunehmen und diese bei Bedarf auch immersiv zu erleben, neue Ebenen der Komplexität ins Spiel. Dieses Kapitel beleuchtet das Thema 360°-Video in der Hochschullehre aus dem Blickwinkel der Disziplin der Wirtschaftsinformatik. Es werden Potentiale und Herausforderungen der 360°-Video Technologie erläutert, sowie Anwendungsbeispiele in der Hochschullehre präsentiert. Darauf aufbauend wird ein konzeptionelles Modell zur Gestaltung von 360°-Video Lehr-Lernszenarien vorgestellt. Das Modell baut auf dem TPACK Framework auf und verknüpft Educational Objectives, Learning Objects und CSCL-Scripts mit 360°-Video-Based Learning. Es schafft eine Grundlage, um bestehende Szenarien zu erweitern, zu gestalten und zu dokumentieren. Zusätzlich können Anforderungen an zukünftige Lernumgebungen für 360°-Video Anwendungen abgeleitet werden. Das Modell wird anhand von zwei Lehr-Lernszenarien analysiert und exemplarisch angewandt, um abschließend zwei Gestaltungsprinzipien sowie vier Herangehensweisen an die Gestaltung eines 360°-Video Lehr-Lernszenarios zu diskutieren.

EMOOCS 2021 conference proceeding

Book

Full-text available

Jul 2021

Conference proceeding of the EMOCs 2021 confernce in Potsdam (Germany)

ResearchGate has not been able to resolve any references for this publication.

Die Monster-MOOC-Weiterbildung. Erfahrungen mit der Übertragung eines interaktiven Präsenzworkshops in den digitalen Raum

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