Kategorie: Allgemein

@article{12-2014,
title = {Open Educational Resources and Informational Ecosystems: «Edutags» as a connector for open learning},
author = {Michael Kerres and Richard Heinen},
editor = {Norm Friesen and Theo Hug and Dorothee M. Meister},
url = {http://www.medienpaed.com/24/#kerres_heinen1410
http://www.richard-heinen.de/wp-content/uploads/2014/10/kerres_heinen1410.pdf},
issn = {1424-3636},
year = {2014},
date = {2014-10-01},
journal = {MedienPädagogik. Zeitschrift für Theorie und Praxis der Medienbildung - Themenheft: Educational Media Ecologies },
volume = {24},
pages = {154-173},
abstract = {Teaching and learning in school essentially relies on analogous and digital media, artefacts and tools of all kinds. They are supported and provided by various players. The role of these players for providing learning infrastructures and the interaction between them are discussed in the following paper. Increasingly, Open Educational Resources (OER) become available and the question arises how the interaction between these players is impacted. On the one hand, some players implement closed informational ecosystems that might provide a rich and coherent environment for learning, but also lock the users into a defined and often restricted environment. On the other hand, other players are interested in developing an infrastructure that supports open learning without the boundaries of closed informational ecosystems. Such open informational ecosystems must provide interconnections to numerous, in principal, unlimited number of platforms for learning contents. In the context of the project «Edutags» a reference platform is being implemented by way in which the contents of various providers are being connected and enriched through user-generated tags, commentaries and evaluations. The discussion points out that such an independent reference platform, operated separately from content platforms, must be considered as an important element in an open and truly distributed infrastructure for learning resources. Hence, we do not only need open educational resources to support open learning, we also need to establish an open informational ecosystem that supports such approaches.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{10-2014,
title = {Handy erlaubt! Smartphone und Co erobern das Klassenzimmer},
author = {Richard Heinen},
url = {http://www.heise.de/ct/inhalt/2014/14/112/},
issn = {0724-8679},
year = {2014},
date = {2014-06-16},
journal = {c't Magazin für computer technik},
volume = {14},
pages = {112 - 116},
abstract = {Nach Note- u n d Netbooks und dem\"Ende der Kreidezeit\" soll jetzt die Einrichtung von Tablet-Klassen die nächste Revolution im Klassenzim mer auslösen. Doch das bloße Vorhandensein digitaler Medien ändert Unterricht und Lernen nicht. Wohl aber können moderne Geräte neue Unterrichtsformen unterstützen und Schülern beim Lernen helfen - vorausgesetzt, sie werden
systematisch eingeführt und mit Bedacht eingesetzt.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{10-2014,
title = {A Concept to Bridge Personal Learning Environments: Including a Generic Bookmarking Tool into a Social Learning Management Systems},
author = {Tobias Hölterhof and Richard Heinen},
url = {http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/th.pdf},
issn = {1535-0975},
year = {2014},
date = {2014-05-27},
journal = {The Journal of Literacy and Technology - Special Edition: Papers from the 2013 PLE Conference Personal Learning Environments: Learning and Diversity in Cities of the Future.},
pages = {94-116},
abstract = {This conceptual study investigates the ability to connect learners\' Personal Learning Environments (PLE) by a central permeable and social Learning Management System (LMS). Within the exemplary scope of bookmarking tools as elements of learners’ PLE in Higher Education (HE), the relevance of this conceptual idea is shown with reference to the social bookmarking tool “Edutags” as well as to survey results about the heterogeneity and use cases of bookmarking tools in distance learners\'s PLE. As the analysis shows the issue of connecting PLEs – a metaphor which can be adopted from “bridges” in graph theory and social network analyses – refers to a non-dominant and inconsistent design of an LMS. Theoretical questions concerning the relation between personal and social, institutional and private, consistent and heterogeneous are addressed. Both Drupal (Content Management System) and OnlineCampus Next Generation (social Learning Management System) serve as a framework for interfacing PLE and LMS.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{09-2014,
title = {Was können digitale Schulbücher leisten?},
author = {Richard Heinen},
editor = {DGUV},
url = {http://www.richard-heinen.de/wp-content/uploads/2014/05/heinen-schulbuecher-pluspunkt-2014.pdf},
issn = {2191-1827},
year = {2014},
date = {2014-05-14},
journal = {DGUV Pluspunkt},
volume = {2-2014},
pages = {8-9},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{07-2014,
title = {Peerbasierte Medienkompetenzförderung in der Schule: Anstoß zu Partizipation?!},
author = {Asmaa El_Makhoukhi and Richard Heinen and Michael Kerres},
url = {http://www.richard-heinen.de/wp-content/uploads/2014/03/Sh9_04_Forum_06_Makhoukhi-et-al.pdf
http://www.schulpaedagogik-heute.de/index.php/component/joomdoc/SH_9/Sh9_04_Forum_06_Makhoukhi%20et%20al.pdf/download},
issn = {2919-754x},
year = {2014},
date = {2014-02-28},
journal = {Schulpädagogik heute},
volume = {9},
pages = {1-15},
abstract = {Peerbasierte Projekte zur Förderung von Medienkompetenz werden vermehrt durchgeführt. Derartige Programme finden sich sowohl in der außerschulischen Jugendarbeit als auch in Schulen und werden meist mit Konzepten der aktiven Medienarbeit verbunden. Gerade in Schulen ist die Umsetzung eines Peer-Education-Programms mit insti- tutionellen Herausforderungen und traditionellen Rollenbildern konfrontiert, so dass zu fragen ist, wie Partizipation in Schule durch die Integration von Peer-Projekten erreicht werden kann. Am Beispiel eines Peer-Projekts im Kontext von Medienkompetenzvermittlung wird auf Basis eines theoretischen Modells eine Analyse des Grades an Mitbestimmung und Partizipation von Schüler/innen vorgenommen. Es deutet sich an: Peerbasierte Medienkompetenzförde- rung kann Partizipation ermöglichen, hat Einfluss auf Beziehungskonstellationen der Akteure innerhalb einer Schule und bedarf einer organisatorischen Rahmung.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{05-2014,
title = {Unterricht gestalten mit digitalen Bildungsmedien. Bildungsressourcen in informationell offenen Ökosystemen},
author = {Richard Heinen and Michael Kerres and Ingo Blees},
url = {http://mediendidaktik.uni-due.de/sites/default/files/et-cu-OER-%C3%96kosystem-1301014-final.pdf},
issn = {0941-519},
year = {2014},
date = {2014-02-18},
journal = {Computer und Unterricht},
volume = {93},
pages = {12-15},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{06-2014,
title = {Edutags. Social Tagging im Schulalltag und in der Lehrerbildung},
author = {Richard Heinen and Gianna Scharnberg and Ingo Blees},
isbn = {0941-519},
year = {2014},
date = {2014-02-18},
journal = {Computer und Unterricht},
volume = {93},
pages = {47-49},
keywords = {},
pubstate = {published},
tppubtype = {article}
}