Der Impulsvortrag zum Workshop "civicOER" auf der Jahrestagung der Gesellschaft für Medien in der Wissenschaft 2016 gibt zunächst einen Einblick in das Themenfeld des Lernens durch Verantwortung. Vor diesem Hintergrund wird der Ansatz des "Blended Service Learning", eine Kombination von "Blended Learning" und "Service Learning", vorgestellt und diesbezüglich die Potenzial der Nutzung von "Open Educational Ressources" diskutiert.

1. Thomas Sporer
Katholische Universität Eichstätt-Ingolstadt
Impulsbeitrag zum PreConference-Workshop der GMW-Tagung (30.8.2016)
CIVICOER
EINFÜHRUNG IN „SERVICE LEARNING“ UND POTENZIALE
DER VERKNÜPFUNG VON „CIVIC EDUCATION“ UND
„OPEN EDUCATIONAL RESSORUCES“

2. Zugang zum Thema
Dürnberger, H., Hofhues, S.
& Sporer, T. (2011): Offene
Bildungsinitiativen:
Fallbeispiele, Erfahrungen
und Zukunftsszenarien.
Münster: Waxmann.
 Herausgeberband mit
vielfältigen Beispielen für
OER-Initiativen von
Studierenden

3. Agenda und Übersicht
civicOER
Begriffe
Empirie Beispiele
Nutzen

4. Begriffsvielfalt der Debatte
Third Mission
Public Engagement
Service Learning
Community Outreach
Social Entrepreneurship Education
Civic Education
Voluntary Service
Campus-Community Partnerships
University Social Responsibilty
Responsible Science and Innovation
Scholarship of Engagement

5. Didaktische Perspektive
„a form of experiential education in which students engage in activities
that address human an community needs together with structured
opportunities intentionally designed to promote student learning and
development“
Citation: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby &
associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-
25). San Francisco, CA: Jossey-Bass.
„course-based, credit-bearing educational experience in which students
(a) participate in an organized service activity that meets identified
community needs and (b) reflect on the service activity in such a way as
to gain further understanding of course content, a broader appreciation
of the discipline, and an enhanced sense of civic responsibility”
Citation: Bringle, R. G. & Hatcher, J. A. (1995). A service-learning curriculum for
faculty. Michigan Journal of Community Service. (2): 112

6. Didaktische Perspektive
„a form of experiential education in which students engage in activities
that address human an community needs together with structured
opportunities intentionally designed to promote student learning and
development“
Citation: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby &
associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-
25). San Francisco, CA: Jossey-Bass.
„course-based, credit-bearing educational experience in which students
(a) participate in an organized service activity that meets identified
community needs and (b) reflect on the service activity in such a way as
to gain further understanding of course content, a broader appreciation
of the discipline, and an enhanced sense of civic responsibility”
Citation: Bringle, R. G. & Hatcher, J. A. (1995). A service-learning curriculum for
faculty. Michigan Journal of Community Service. (2): 112

7. Strategische Perspektive
„Third Mission activity is a vitally important component of any
university’s role, whether it is pictured as a third mission or as integral
to the core missions of education/teaching/learning and
research/scholarship. (...) It is not new, but narrower notions of research
excellence have overshadowed it, and academics have in many
instances drawn themselves into something of a caste apart.“
„What is important is that the university commits itself to engagement
with and service to society. This implies not that it will make a few
gestures towards the communities outside its campus, but that it will go
about its business of education, learning, research, critique and debate in
such a way as to promote engagement and linkage with society, and put
its intellectual and other assets to work.“
Citation: Green Paper. Fostering and Measuring „Third Mission“ in Higher Education
Institutions. Report of the Project „European Indicators and Ranking Methodology for
University Third Mission“ (E3M). http://www.e3mproject.eu/docs/Green%20paper-p.pdf
Neue Aufgabe
der Hochschulen
Bezugspunkt für
Forschung und Lehre

8. Strategische Perspektive
„Third Mission activity is a vitally important component of any
university’s role, whether it is pictured as a third mission or as integral
to the core missions of education/teaching/learning and
research/scholarship. (...) It is not new, but narrower notions of research
excellence have overshadowed it, and academics have in many
instances drawn themselves into something of a caste apart.“
„What is important is that the university commits itself to engagement
with and service to society. This implies not that it will make a few
gestures towards the communities outside its campus, but that it will go
about its business of education, learning, research, critique and debate in
such a way as to promote engagement and linkage with society, and put
its intellectual and other assets to work.“
Citation: Green Paper. Fostering and Measuring „Third Mission“ in Higher Education
Institutions. Report of the Project „European Indicators and Ranking Methodology for
University Third Mission“ (E3M). http://www.e3mproject.eu/docs/Green%20paper-p.pdf

9. Kooperative Perspektive
„The emergence of service–learning in higher education and the
renewed emphasis on community involvement presents colleges and
universities with opportunities to develop campus–community
partnerships for the common good. These partnerships can leverage
both campus and community resources to address critical issues in local
communities.“
Citation: Bringle, R., & Hatcher, J. (2002). Campus-community partnerships: The terms
of engagement. Journal of Social Issues, 58 (3), 503-516.
„On the outside, campus-community partnerships appear simply to
involve multiple members with a common goal. But each member
enters the partnership with individual interests that are specific and
more important to itself than to others.“
Citation: Cox, D. (2000). Developing a framework for understanding university
community partnerships. A Journal of Policy Development and Research, 5 (1), 9-25.
Zusammenarbeit
in Einzelprojekten
Strategische
Partnerschaften

10. Kooperative Perspektive
„The emergence of service–learning in higher education and the
renewed emphasis on community involvement presents colleges and
universities with opportunities to develop campus–community
partnerships for the common good. These partnerships can leverage
both campus and community resources to address critical issues in local
communities.“
Citation: Bringle, R., & Hatcher, J. (2002). Campus-community partnerships: The terms
of engagement. Journal of Social Issues, 58 (3), 503-516.
„On the outside, campus-community partnerships appear simply to
involve multiple members with a common goal. But each member
enters the partnership with individual interests that are specific and
more important to itself than to others.“
Citation: Cox, D. (2000). Developing a framework for understanding university
community partnerships. A Journal of Policy Development and Research, 5 (1), 9-25.

11. Public Engagement
„Public engagement describes the myriad of ways in which the activity
and benefits of higher education and research can be shared with the
public. Engagement is by definition a two-way process, involving
interaction and listening, with the goal of generating mutual benefit.“
Citation: Website of the National Co-Ordinating Centre for Public Engagement.
http://www.publicengagement.ac.uk/explore-it/what-public-engagement
„Public engagement can best be understood not as a particular set of
activities, but as an approach to the core purposes of teaching, research
and social responsibility. To embed public engagement means to make it
an explicit part of the identity and values of a university. This does not
mean all universities will articulate this in the same way, but clarity of
purpose will enable universities to identify what sorts of PE activities
they want to prioritise and to support them effectively.”
Citation: Manners, P. (2011). Introduction. In D. Burns & H. Squires: Embedding public
engagement in higher education: Final report of the national action research programme.
National Co-Ordination Centre for Publick Engagement.
Wissenschafts-
kommunikation
Partizipative
Wissenschaft

12. Public Engagement
„Public engagement describes the myriad of ways in which the activity
and benefits of higher education and research can be shared with the
public. Engagement is by definition a two-way process, involving
interaction and listening, with the goal of generating mutual benefit.“
Citation: Website of the National Co-Ordinating Centre for Public Engagement.
http://www.publicengagement.ac.uk/explore-it/what-public-engagement
„Public engagement can best be understood not as a particular set of
activities, but as an approach to the core purposes of teaching, research
and social responsibility. To embed public engagement means to make it
an explicit part of the identity and values of a university. This does not
mean all universities will articulate this in the same way, but clarity of
purpose will enable universities to identify what sorts of PE activities
they want to prioritise and to support them effectively.”
Citation: Manners, P. (2011). Introduction. In D. Burns & H. Squires: Embedding public
engagement in higher education: Final report of the national action research programme.
National Co-Ordination Centre for Publick Engagement.

13. Scholarship of Engagement
„a term that captures scholarship in the areas of teaching, research,
and/or service. It engages faculty in academically relevant work that
simul-taneously meets campus mission and goals as well as community
needs. In essence, it is a scholarly agenda that integrates community
issues.“
Citation: Website of the National Review Board for the Scholarship of Engagement.
http://www.scholarshipofengagement.org/about/FAQs.html
„scholarship of engagement means connecting the rich resources of the
university to our most pressing social, civic, and ethical problems, to
our children, to our schools, to our teachers, and to our cities (...) but, at
a deeper level (...) the scholarship of engagement also means creating a
special climate in which the academic and civic cultures communicate
more continuously and more creatively with each other.“
Citation: Boyer, E. (1996). The Scholarship of Engagement. Journal of Public Outreach.
1(1): 11-20.
Charakteristikum
von Exzellenz
Akademisches
Selbstverständnis

14. Scholarship of Engagement
„a term that captures scholarship in the areas of teaching, research,
and/or service. It engages faculty in academically relevant work that
simul-taneously meets campus mission and goals as well as community
needs. In essence, it is a scholarly agenda that integrates community
issues.“
Citation: Website of the National Review Board for the Scholarship of Engagement.
http://www.scholarshipofengagement.org/about/FAQs.html
„scholarship of engagement means connecting the rich resources of the
university to our most pressing social, civic, and ethical problems, to
our children, to our schools, to our teachers, and to our cities (...) but, at
a deeper level (...) the scholarship of engagement also means creating a
special climate in which the academic and civic cultures communicate
more continuously and more creatively with each other.“
Citation: Boyer, E. (1996). The Scholarship of Engagement. Journal of Public Outreach.
1(1): 11-20.

15. Politische Perspektive
„Civic Education in a democracy is education in self government. Democratic self
government means that citizens are actively involved in their own governance; they
do not just passively accept the dictums of others or acquiesce to the demands of
others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is
thought by some, are chiefly to be found in democracy, they will be attained when
all persons alike share in the government to the utmost." In other words, the ideals of
democracy are most completely realized when every member of the political
community shares in its governance.“
Citation:Branson, M.S. & Quigley , C.N. (1998). The role of Civic Ecucation.
URL:https://www.gwu.edu/~ccps/pop_civ.html
„In its broadest definition, “civic education” means all the processes that affect
people's beliefs, commitments, capabilities, and actions as members or prospective
members of communities. (...) Nevertheless, most scholarship that uses the phrase
“civic education” investigates deliberate programs of instruction within schools or
colleges, in contrast to paideia and other forms of citizen preparation that involve a
whole culture and last a lifetime.
Citation: Stanford Encyclopedia of Philosophy. URL: http://plato.stanford.edu/entries/civic-education/
Nicht-formale
Bildungskontexte
Formale
Bildungskontexte

16. Politische Perspektive
„Civic Education in a democracy is education in self government. Democratic self
government means that citizens are actively involved in their own governance; they
do not just passively accept the dictums of others or acquiesce to the demands of
others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is
thought by some, are chiefly to be found in democracy, they will be attained when
all persons alike share in the government to the utmost." In other words, the ideals of
democracy are most completely realized when every member of the political
community shares in its governance.“
Citation:Branson, M.S. & Quigley , C.N. (1998). The role of Civic Ecucation.
URL:https://www.gwu.edu/~ccps/pop_civ.html
„In its broadest definition, “civic education” means all the processes that affect
people's beliefs, commitments, capabilities, and actions as members or prospective
members of communities. (...) Nevertheless, most scholarship that uses the phrase
“civic education” investigates deliberate programs of instruction within schools or
colleges, in contrast to paideia and other forms of citizen preparation that involve a
whole culture and last a lifetime.
Citation: Stanford Encyclopedia of Philosophy. URL: http://plato.stanford.edu/entries/civic-education/

17. Verbreitung in Deutschland
Backhaus-Maul, H. & Roth,
C. (2013): Service Learning
an Hochschulen in
Deutschland. Ein erster
empirischer Beitrag zur
Vermessung eines jungen
Phänomens. Wiesbaden:
Springer VS.
Hinweis:
• Datenerhebung im Jahr 2011!
• Problem mit „Erhebungsartefakt“!

18. Verteilung auf Hochschultypen
9%
6%
35%
50%
Hochschulen mit Service Learning-
Aktivitäten (mit Detailangaben) [35]
Hochschulen mit Service Learning-
Aktivitäten (ohne Detailangaben) [21]
Hochschulen ohne Service Learning [129]
Keine Teilnahme [183]
Hochschulen mit Service Learning Staatlich Privat kirchlich Gesamt
Universitäten 22 3 0 25
Fachhochschulen 19 8 1 28
Kunst- und Musikhochschulen 3 0 0 3
Gesamt 44 11 1 56
KU

19. 6%
8%
9%
20%
51%
6% Rektorat [2]
Fakultät [3]
Institut [3]
Lehrstuhl [7]
Einzelpersonen (Lehrende,
Mitarbeiter usw.) [18]
Organisation außerhalb der
Hochschule [2]
Initiative für Zusammenarbeit
< 30

20. Verteilung nach Fachgebieten
14
40%
6
17%
2
6%
12
34%
1
3% Geistes- und Sozialwissenschaften
(Philosophie, Sprachwissenschaften,
Geschichte, Erziehungswissenschaften,
Soziologie...)
Ingenieurwissenschaften (Architektur,
Elektrotechnik, Maschinenbau,
Verfahrenstechnik...)
Naturwissenschaften (Astronomie, Biologie,
Chemie, Geowissenschaften, Medizin,
Physik, Informatik, Mathematik,
Psychologie...)
Wirtschaftswissenschaften
(Betriebswirtschaft, Volkswirtschaft...)

21. Wertebildung
• Übernahme
gesellschaftlicher
Verantwortung
• Steigerung des Verantwor-
tungsbewusstseins der
Studierenden
Überfachliche
Kompetenzen
• Sozialkompetenz
• Interdisziplinäre
Kompetenzen
• Projektmanagement
Fachliche
Kompetenzen
• z.B. Lehrerbildung, Soziale
Arbeit, Pädagogik
Anwendungsbezug
• Theorie-Praxis-Transfer
• Verbindung von Lehre und
Praxis
• Praxis im Studium
Partizipation
• Teilhabe am
gesellschaftlichen Leben
• Integration am Studienort
Persönlichkeits-
entwicklung
21Mehrwert für Studierende

22. Hochschulkommunikation
• Öffentlichkeitsarbeit
• Profilierung
• Stärkung der Sichtbarkeit
Regionale Vernetzung
• Aufbau von Partnerschaften
mit der Region
• Transfer in die Region
Selbstverständnis
• Öffnung für Belange der
Zivilgesellschaft
• Förderung bürgerschaftlichen
Engagements der
Studierenden und Mitarbeiter
Qualitätsstreben
• Interdisziplinarität
• Verbindung von Praxis und
Studium
• Qualität der Lehre
22Mehrwert für Hochschulen

23. Literaturempfehlungen
Reinders, H. (2016). Service Learning –
Theoretische Überlegungen und empirische
Studien zu Lernen durch Engagement.
Weinheim: Beltz.
Henke, J,; Pasternack, P. & Schmid, S.
(2015): Viele Stimmen, kein Kanon. Konzept
und Kommunikation der Third Mission von
Hochschulen (HoF‐Arbeitsbericht 2’15),

24. www.campus-vor-ort.de
24

25. http://www.hs-augsburg.de/~raps/FFH/Kurzfilm.mp4
Projekt mit dem Fritz Felstensteinhaus in Königsbrunn

26. Mehraufwand durch Komplexität
Lernergebnisse
Über welche Kompetenzen sollen die
Studierenden nach dem Besuch der
Veranstaltung verfügen?
Prüfungsleistungen
Wie sollte die Prüfungsleistung gestaltet
sein, damit die Erreichung der
Lernergebnisse beurteilt werden kann ?
Lehr-Lernmethoden
Welche Lehr-Lernmethoden sollen die
Studierenden beim Erreichen der
Lernergebnisse unterstützen?
Auch gute Projekt-
ergebnisse sind
wichtig!
Praxispartner
Gute Noten mit
angemessenem
Aufwand!
Studierende
Gute Lehre durch
Projektmethode!
Lehrende

27. Blended Service Learning
„Durch neue Formen des
Lernens in Netzwerken
und der internetgestützten
Kollaboration und
Kooperation ermöglichen
OER eine zeitliche
Flexibilisierung und
örtliche Öffnung des
Lehrens und Lernens“
„Service Learning leistet
wiederum eine
pädagogisch angelegte
Verankerung des Lernens
in authentisch-situierten
Kontexten und betont die
soziale Interaktion und
zwischenmenschliche
Kommunikation“
Potenzial der Verbindung beider Lerninnovationen:

28. Ansatz von „civicOER“
(Sporer 2006)

29. Nächster Workshop
Mehrtägige Konferenz „Engagierte Hochschule“:
• Veranstaltung mit verschiedenen Kooperationspartnern im
Themenfeld (Hochschulnetzwerk, Stifterverband, u.a.)
• Workshop-Termin: Donnerstag, 10.11.2016 und Freitag 11.11.2016
• Weitere Infos: http://engagierte-hochschule.org/
Quelle:
Hochschule
Neu-Ulm