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Danube University Krems (DUK)
Department for Interactive Media and Educational Technology (IMB)
The slides are licensed un...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
“There is Nothing So
Pract...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Constructivism
Webinar Mar...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Validity claim
Relations t...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
application
portfolio
job ...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
4 Strategy models
Student ...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
“Each pattern describes a problem which occurs over
and over again in our environment, and then describes
the core of the ...
Pattern/Method and Variation
Pattern/Method as
= Model
Master plate, template,
A variation is just a small change of the
s...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Langu...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Langu...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Langu...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Name of Pattern to express...
Danube University Krems (DUK)
Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter B...
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Strategies for implementing ePortfolios in Higher Education

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In the talk I will present a taxonomy of ePortfolio use cases. This taxonomy is one of our results from a research project funded by the Austrian Ministry of Science and Research. During the study we reviewed the state of the art of ePortfolio in the Austrian Higher Education sector. We especially investigated implementation strategies and the use of ePortfolio software.

It turned out that different implementation approaches are prioritising different features of ePortfolio software. Studying the literature on ePortfolio usage we categorised the different features of software functionalities of ePortfolio software and found clues how to match them with different implementation strategies. This approach not only helped us to distinguish different prototypes of use cases but also resulted in an elaborated taxonomy for ePortfolios.

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Strategies for implementing ePortfolios in Higher Education

  1. 1. Danube University Krems (DUK) Department for Interactive Media and Educational Technology (IMB) The slides are licensed under a Creative Commons-license Strategies for Implementing ePortfolios in Higher Education
  2. 2. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 2 Outline rting Point: What? – The Research Question Motivation and Considerations ults: Taxonomy, Software Evaluation & Implementation Strategies Methodology: How? – Theory and Procedures Constructivism: Why a Taxonomy?
  3. 3. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) “There is Nothing So Practical as a Good Theory” http://en.wikipedia.org/wiki/Kurt_Lewin Kurt Lewin (1890-1947) German-American Psychologist Pioneer of Social Psychology
  4. 4. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 4 Recommendations and Guidelines for Implementing ePortfolios in Higher Education: 5 work packages (1) Development of a Taxonomy for ePortfolios (2) Description and Analysis of an implementing Framework (3) Description of the necessary Functionality of Software packages (4) ePortfolios for Competency based education (5) Education Policy and Criteria for Recognition and Acknowledgement Peter Baumgartner, Klaus Himpsl, and Sabine Zauchner A DUK-report under the contract of the Austrian Federal Ministry of Science & Research (January 2007 – December 2008) ePortfolios for Higher Education
  5. 5. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 5 Aftermath publications 2010 2011 2012
  6. 6. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 6 Public under http://www.e-portfolios.org Base: Personal Homepage Tool Weebly after (free) registration at www.mahara.at Examples of ePortfolios
  7. 7. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 7 • Curriculum vitae • Certificates & Diploma • Results of (formal and informal) Assessments • Content of Courses and Participation of Continuing Education • References, Recommendation, Evaluations • Job Descriptions, Job Specifications • Examples, „Show Cases“ (Photos, Documents, Links etc.) • Reflections, Feedback • Development Plans & Strategies for filling in educational gaps Content of ePortfolios
  8. 8. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 8 • Working Portfolio • Assessment Portfolios • Application Portfolios • Interdisciplinary Unit Portfolios • Development Portfolios • Hybrid Portfolios • Learning Portfolios • Presentation Portfolio Many Faces of ePortfolios • Display Portfolio • Showcase Portfolio • Best Practice Portfolio • Process Portfolio • Time Sequenced Portfolios • Reflection Portfolios • Status Report Portfolio • Celebration Portfolio
  9. 9. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Constructivism Webinar March 2014 Peter Baumgartner 9
  10. 10. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 10 ePortfolio is a strategy or tool displayed by any digital system supporting reflexive learning and practice by allowing a person (or an organisation) to collect, manage, and publish a selection of learning evidence in order to have one’s assets recognised and accredited; to plan further learning, create one´s identity, to connect and share based on one´s own /organisational decisions Europortfolio definition (draft), based on EIPIL-PAN (2009) and Guàrdia (2014). Europortfolio definition (draft)
  11. 11. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 11 An ePortfolio is a specific type of a Content Management System (CMS). It works as a collection of digital artefacts, where different types of users have different rights of access provided by the maintainer of the ePortfolio. Peter Baumgartner: Eine Taxonomie für E-Portfolios. Part II of the internal report for the Austrian Federal Ministry of Science & Research, 2008 ePortfolio working definition
  12. 12. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 12 Product Evaluation Michael Scriven (1991), further developed by Peter Baumgartner, Hartmut Häfele and Kornelia Maier-Häfele Learning Management Systems (LMS) Content Management Systems (CMS) Qualitative Weight and Sum (QWS) Baumgartner, P. & Bauer, R., 2010. MedidaPrix Award – An Agent for Changing Higher Education eLearning Practice. In U.- D. Ehlers & D. Schneckenberg, eds. Changing Cultures in Higher Education. Berlin, Heidelberg: Springer, pp. 457–469. Download: http://peter.baumgartner.name/publikationen /liste-abstracts/abstracts-2010/medidaprix- award-agent-for-higher-education/
  13. 13. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 13 Research Design Michael Scriven (1991), further developed by Peter Baumgartner, Hartmut Häfele and Kornelia Maier-Häfele Qualitative Weight and Sum (QWS) Advantages • doesn't need a metric scale • leaves "marks“: each step of the process can be retraced • avoids the disadvantages of other methods by combining several procedures in a smart way Disadvantages • a rather complex procedure • an iterative process • no definite algorithm • results are not necessarily clear without ambiguity
  14. 14. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 14 The method of Qualitative Weight and Sum (QWS) Process flow Well-proven classification • Essential (E) • Extremely important (*) • Very important (#) • Important (+) • Less important (|) • Not important (0) (numbers are avoided deliberately!) Criteria weights Setting up the essential criteria Definition of all criteria Weighting Deleting 0-Dimensions Grouping criteria Assessing evaluands optionally pair- wise comparison Shortlist of recommendable products
  15. 15. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 15 Meta level categories Portfolio processes according to the taxonomy Five meta level categories: (M1) Collecting, organising, selecting (M2) Reflecting, testing, verifying and planning (M3) Representing and publishing (M4) Administrating, implementing, adapting (M5) Usability
  16. 16. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 16 Selection of software products 60 products • WCET study product list • EIfEL product list • Salzburg Research "Vorstudie“ 1 • Contacting the providers • Statements to essential criteria • Providing test accounts 2 18 products 12 products • Evaluation with our checklist • 25 experts alltogether • Detailed analysis by core team 3
  17. 17. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 17 12 recommendable products Key to column "Type“ (M) E-Portfolio Management- Software (L) LCMS/LMS with E-Portfolio functions (I) Integrated systems (A) Other systems like Blogs Key to column "License“ (OS) Open Source (P) Commercial with all-inclusive offer (U) Commercial with licenses per user (PU) Commercial, a combination of P and U
  18. 18. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 18 Shortlist of recommendable products  recommendable with some restrictions  recommendable  highly recommendable
  19. 19. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 19 A taxonomy is a systematic classification scheme to order things, phenomena, processes etc. after consistent and uniform principles, procedures and rules of their inherent logic. Peter Baumgartner: Eine Taxonomie für E-Portfolios. Part II of the internal report for the Austrian Federal Ministry of Science & Research, 2008 Taxonomy working definition
  20. 20. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 20 1. Integration: Isolated phenomena are bundled into groups (Taxa); they are classified. 2. Orientation: A taxonomy provides a consistent framework. 3. Information: Facilitates communication (e.g. LOM). 4. Cost reduction: Uniform description facilitates re-usability. 5. Transfer: Similarities become evident, main types are easier to learn, distinctions between types and variants are easier. 6. Innovation: (So far) unknown methods (User) und systematic frameworks (Experts) come into view. 7. Heuristics: Quest for new types (classes) are inspired (e.g. compare periodic table of the elements). Advantages of a Taxonomy
  21. 21. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 21 Categories: How many and what kind of criteria should be constructed out of the infinite pool of characteristics (attributes)? Operationalisation: How to confine/delimit and how to measure the different characteristics? Structuring: What kind of attributes are to what extend decisive for a new category ? (new class versus variant, version, mutation) Granularity: Which hierarchic level has to be chosen to get a taxonomy serving the desired practical purposes? Troubles with Taxonomies
  22. 22. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 22 Validity Claim Relations to the World subjective objective social Theory of Communicative Action
  23. 23. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 23 Validity Claim Relations to the World subjective Development of the own Personality objective Content, Material social (Co-)Learner Education
  24. 24. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 24 Validity Claim Relations to the World subjective interaktive media assignments, exercises interaktives knowledge objective presentational media presentation receptive knowledge social action communicative media social constructed knowledge Media
  25. 25. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Validity claim Relations to the world pattern of utilisation objective functionality of the software social setting (scenario) ePortfolios Webinar March 2014 25Peter Baumgartner
  26. 26. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 26 Summary Worksheet for distilling Categories (Example)
  27. 27. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 27 L e a rn in g p ro d u c t p o rtfo lio s u m m a tiv e L e a rn in g p ro c e s s p o rtfo lio fo rm a tiv e m e ta c o g n itio n p e rs o n a l p o rtfo lio T y p e A L e a rn in g p o rtfo lio A c q u ire K n o w le d g e & C o m p e te n c e s L e a rn in g p ro d u c t A s s e s s m e n t p o rtfo lio s u m m a tiv e L e a rn in g p ro c e s s ~ m o n ito rin g fo rm a tiv e o rg a n is a tio n a l p o rtfo lio T y p e B A s s e s s m e n t p o rtfo lio E v a lu a te K n o w le d g e & C o m p e te n c e s R e fle c tio n P o rtfo lio (E d u c a tio n a l P o rtfo lio ) q u a lific a tio n p o rtfo lio s k ills & a b ilitie s c o m p e te n c e p o rtfo lio d is p o s itio n fo r s e lf-o rg a n is a tio n p e rs o n a l p o rtfo lio T y p e A p e rs o n a l d e v e lo p m e n t p o rtfo lio d e v e lo p in g p e rs o n a lity jo b p o rtfo lio "g a p a n a ly s is " p ro fe s s io n a l c a re e r p o rtfo lio o rg a n is a tio n a l p o rtfo lio T y p e B c a re e r p o rtfo lio s u p p o rtin g p ro fe s s io n a l c a re e r D e v e lo p m e n t p o rtfo lio Summary: Types of Portfolios Types of Portfolios structured by owner & product/process 3 main types = reflection, development, presentation 2 Types of ownerships = personal (A), organisational (B) summative or formative = product-process distinction = 3 * 2 * 2 = 12 Types of Portfolios application portfolio jobprofile self-promoting portfolio personalportfolio TypeA demonstrationportfolio demonstrateownproducts&competences showcase portfolio bestpracticeexamples representation portfolio trustbuilding organisationalportfolio TypB professionalportfolio demonstratebusinessproducts&competences Presentationportfolio
  28. 28. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 28 Reflection portfolio L e a rn in g p ro d u c t p o rtfo lio s u m m a tiv e L e a rn in g p ro c e s s p o rtfo lio fo rm a tiv e m e ta c o g n itio n p e rs o n a l p o rtfo lio T y p e A L e a rn in g p o rtfo lio A c q u ir e K n o w le d g e & C o m p e te n c e s L e a rn in g p ro d u c t A s s e s s m e n t p o rtfo lio s u m m a tiv e L e a rn in g p ro c e s s ~ m o n ito rin g fo rm a tiv e o rg a n is a tio n a l p o rtfo lio T y p e B A s s e s s m e n t p o rtfo lio E v a lu a te K n o w le d g e & C o m p e te n c e s R e fle c tio n P o rtfo lio (E d u c a tio n a l P o rtfo lio )
  29. 29. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 29 Development portfolio q u a lific a tio n p o rtfo lio s k ills & a b ilitie s c o m p e te n c e p o rtfo lio d is p o s itio n fo r s e lf-o rg a n is a tio n p e rs o n a l p o rtfo lio T y p e A p e rs o n a l d e v e lo p m e n t p o rtfo lio d e v e lo p in g p e rs o n a lity jo b p o rtfo lio "g a p a n a ly s is " p ro fe s s io n a l c a re e r p o rtfo lio o rg a n is a tio n a l p o rtfo lio T y p e B c a re e r p o rtfo lio s u p p o rtin g p ro fe s s io n a l c a re e r D e v e lo p m e n t p o rtfo lio
  30. 30. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) application portfolio job profile self-promoting portfolio personal portfolio Type A demonstration portfolio demonstrate own products & competences showcase portfolio best practice examples representation portfolio trust building organisational portfolio Typ B professional portfolio demonstrate business products & competences Presentation portfolio Webinar March 2014 Peter Baumgartner 30 Presentation portfolio
  31. 31. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 31 Implementation framework: At which level does the implementation take place? Which organisation units are taking part? Motivation, purpose and goal: For which goals are the portfolios implemented? Which competencies should be acquired? Study and examination regulations: Is the portfolio work anchored in the curriculum? How do students gain credit for it? Culture of learning: What do teaching / learning processes look like? What kind of changes result from the introduction of portfolios? Teacher’s competencies: How are they prepared for portfolio work? What competencies do they need? How are difficulties / resistance dealt with? Benefit/effort for students: Which preconditions are necessary? How do they benefit? How are barriers overcome? Software support: Which software is used? Who has what kind of access? Analyses of use cases
  32. 32. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) 4 Strategy models Student Service (A) Learning Tool (B) Curriculum Integration (C) University wide implementation Development (competence p.) Reflection (learning portfolio) Assessment and showcase portf. Reflection & development & presentation Graz, Klagenfurt Salzburg, Vienna Eisenstadt, Krems Vienna Visualisation of own strength, interests and competences Reflecting the learning process, metacognition PLE, PIM, certificates, application (A), (B), application Decrease of drop- out rates, informal learning Analysis, transfer, quality control Submissions of achievements, quality control Increase of employability Mahara, Taskstream choice depends on course goals Factline, Mahara Maraha, PebblePad Webinar March 2014 Peter Baumgartner 32
  33. 33. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 33 Theoretical Consequences PROBLEM: Taxonomy of ePortfolios: Different goals need different type of software and implementation strategy Use cases: Many different aspects, each with many dimensions Software: Complex tool with many functionalities, not easy to learn SOLUTION: Developing a Pattern Language for ePortfolios Knowledge transfer as a collection of patterns Baumgartner, P., 2011. Educational Scenarios with E-portfolios. In P. Sojka & M. Kvizda, eds. SCO 2011, Sharable Content Objects, 7. ročník konference o elektronické podpoře výuky. Brno, Česká republika: muni Press, pp. 3–12. Download: http://peter.baumgartner.name/publika tionen/liste-abstracts/abstracts- 2011/educational-scenarios-with-e- portfolios/
  34. 34. “Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice.” – Christopher Alexander, A Pattern Language, 1977
  35. 35. Pattern/Method and Variation Pattern/Method as = Model Master plate, template, A variation is just a small change of the same pattern Pattern/Method as = Situation Structure, constellation, configuration, Every variation forms a new pattern
  36. 36. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Developing a Pattern Language for ePortfolios I
  37. 37. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Developing a Pattern Language for ePortfolios II
  38. 38. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Developing a Pattern Language for ePortfolios III
  39. 39. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Name of Pattern to express adequately problem and solution Picture to capture (metaphorically) the main idea of the pattern Context: Scenario where the pattern is useful Problem What is the main issue? Forces: What conditions one has to observe? Solution: What is the solution to address the problem? Details: What are the implementation strategies? Stumbling blocks to overcome? Advantages: What is the surplus value of the solution? Disadvantages: What are the negative consequences? Examples: Case studies where the pattern is used successfully User Role: For what type of user is the pattern useful? Tool: What kind of technical support or tool could be helpful? Similar pattern: Relation to other patterns References: Where to find more information? Description Format for ePortfolio Pattern Scenarios Bauer, Reinhard, and Peter Baumgartner. 2012. “Showcase of Learning: Towards a Pattern Language for Working with Electronic Portfolios in Higher Education.” In , 6:1–6:30. EuroPLoP ’11. New York, NY, USA: ACM. Download: http://peter.baumgartner.name/publik tionen/liste-abstracts/abstracts- 2012/showcase-of-learning/
  40. 40. Danube University Krems (DUK) Department for Interactive Media und Educational Technology (IMB) Webinar March 2014 Peter Baumgartner 40 Thank You For Your Attention! Univ.Prof. Dr. Peter Baumgartner http://www.donau-uni.ac.at/imb http://www.peter.baumgartner.name http://twitter.com/pbaumgartner The slides are licensed under a Creative Commons-license

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