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Wozu noch Uni? Es gibt doch das Web!

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Wozu noch Uni? Es gibt doch das Web!
Hilfe die Edupunks kommen… Brauchen wir in Zukunft noch Bildungseinrichtungen?

Die Unzufriedenheit mit den tradierten Bildungssystemen wächst. Eine Elite von „Lernfreaks“, die sogenannten Edupunks finden ihre Alternative im weltweiten Web und manifestieren damit auch so etwas wie Protest oder zumindest Groll gegenüber bestehenden Institutionen und Strukturen. Diese sogenannten „Do-it-Yourself“ Lerner, die vernetzt, selbst ihre Lernpfade erkunden und sich auf diese Weise gemeinsam neues Wissen erschließen, brauchen keine Institution mehr. Und das Besondere ist: Der Lerner lernt nicht mehr auf Vorrat, sondern nach Bedarf seiner Anforderungen oder Anforderungen, die an ihn gestellt werden.
Ein zukunftsweisender Weg liegt also in dem „Anlass-orientierten Selbstlernen“, so wie es seit langem schon in der Berufswelt praktiziert wird, jetzt mit den schier unbegrenzten Möglichkeiten des Webs kombiniert. Lerninteressenten vernetzen sich über soziale Netze und erschließen sich gemeinsam neues Wissen. Werden Institutionen, Lehrende und Trainer in Zukunft überflüssig? ;-)
Der Vortrag stößt zum Nachdenken über folgende Fragen an: Wie können die großen Herausforderungen beim Wandel des Lernens und Lehrens gemeistert werden? Selbstbestimmtes Lernen erfordert ein erhebliches Maß an Selbstlernkompetenz mit entsprechenden Medienkompetenzen gepaart. Welche Rolle haben zukünftig die Lehrenden oder Trainer und wie können sich die Bildungsinstitutionen darauf einstellen? Welchen wertvollen Mehrwert können Bildungseinrichtungen in Zukunft bieten?

Der Vortrag zeigt anhand von Beispielen den aktuellen Stand der Entwicklung auf und gibt Hinweise auf Herausforderungen und Chancen in Blended Learning Szenarien.

Hameln
Volkmar Langer
11. März 2014

Veröffentlicht in: Bildung
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Wozu noch Uni? Es gibt doch das Web!

  1. 1. Volkmar Langer Hameln, 11. März 2014 Wozu noch Uni? Es gibt doch das Web! Brauchen wir in Zukunft noch Bildungseinrichtungen? Dieser Foliensatz steht unter einer Creative Commons Namensnennung-Weitergabe unter gleichen Bedingungen 3.0 Deutschland Lizenz. Fotobyjwvgoehte,http://bit.ly/1j8aJRO
  2. 2. (2) „In 50 years, there will be only ten univerities left in the world.“ Sebastian Thrun (2012) Techcrunch (2013), http://tcrn.ch/NAFvrQ Stand 6.3.2014
  3. 3. (3) Neue Dimension in der Lehre… ca. 160.000 Teilnehmer aus 190 Staaten Aufbau des Kurses: Video Lessons Quizzes Homework assignments Forums/Discussions Exams 23.000 erfolgreich abgeschlossen  Spiegel Online: „Massen-Uni 2.0… Ist das die Zukunft der Hochschulen ihr Tod?“ Bildschirmaufnahme https://www.ai-class.com/, Stand 30.8.2012
  4. 4. (4)SpiegelOnline.de (2012), http://bit.ly/P2AwOm , Stand 9.3.2013
  5. 5. Welt-Online, http://bit.ly/1cikRZ4 Stand 5.3.2014
  6. 6. Web 2.0 ? (6) FotoE.Strauhmanis,http://bit.ly/1hvxa2P,28.02.2014
  7. 7. (7) Web 1.0 „Ich bin online“ Webmaster Konsument vorgegebene Inhalte Inhalte vernetzen Web 2.0 „Wir sind das Web“ Community Prosument (Produzent + Konsument) Nutzer-generierte Inhalte Menschen vernetzen
  8. 8. (8)Picture Gallery FreakingNews, http://www.freakingnews.com/First-Mobile-Phone-Pictures-45324.asp, Stand 5.10.2012 Perspektive Technik …das erste mobile Telefon ;-) The Sydney Morning Harald, March 28, 2008, Martin Cooper, http://bit.ly/OGYRLq , Stand 5.10.2012
  9. 9. (9) http://www.flickr.com/photos/43533334@N07/5153726732/sizes/l/in/photostream/ …heutige Smartphones haben ein Vielfaches an Rechenleistung als alle Computer der NASA im Jahr 1969
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  12. 12. (12)YouTube, https://www.youtube.com/watch?v=0UFsJhYBxzY , Stand 9.3.2014
  13. 13. (13) Twittern: Höchstgeschwindigkeitsvernetzung via Schlagwort (#Hashtag)…geflügelte Worte 
  14. 14. (14) Fotobyjwvgoehte,http://bit.ly/1j8aJRO Bildung ist Selbstbildung, die keiner für einen anderen erbringen kann Wilhelm von Humboldt, 1767- 1835
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  18. 18. (18)Zeit Online (2011), http://www.zeit.de/2011/36/C-Youtube-Mathe , Stand 8.3.2013
  19. 19. (19) Jim Groom, 2008 Flickr, umwdtlt, http://www.flickr.com/photos/umwdtlt/2531015107/sizes/l/ , Stand 3.3.2014
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  21. 21. (21) Massive Open Online Course Der Begriff Massive Open Online Course (MOOC) bezeichnet eine spezielle Form von kostenlosen, frei zugänglichen Onlinekursen mit sehr vielen Teilnehmern. MOOC-Cow,07/2012
  22. 22. (22) Udacity, S. Thrun, AI Course, https://www.udacity.com/course/cs373 Stand 11.3.2014
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  24. 24. (24) Taschenbuch, Knaur TB 02.05.2013, 272 S. ISBN: 978-3-426-78611-6
  25. 25. (25) By Fotograf: Marc Weber (www.thisiswideangle.de) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/commons/1/1d/Twaa-90-1.jpg …das heutige Schulsystem ist das ewig gestrige.
  26. 26. (26) By Fotograf: Marc Weber (www.thisiswideangle.de) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons http://upload.wikimedia.org/wikipedia/commons/1/1d/Twaa-90-1.jpg Bildung sollte Selbstbildung sein.
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  30. 30. (30) Wie wir Schule machen Lernen, wie es uns gefällt ALMA DE ZÁRATE , JAMILA TRESSEL , LARA-LUNA EHRENSCHNEIDER Mitarbeit von Uli Hauser, Evangelische Schule Berlin Zentrum Margret Rasfeld Knaus – Verlag (2014) ISBN: 978-3-8135-0618-1 „Stellt euch vor, es ist Schule, und alle Kinder wollen hin!“
  31. 31. Lernkultur 2.0 (31) Rollenwandel – Lernbegleiter, Fa cilitator, … Peer-to-Peer Lernen OPEN – Teilen und Teilhaben PBL: Anlassbezogenes Lernen Hintergrundbild,Flickr,Kugel,D.,http://www.flickr.com/photos/kugelfisch/3558561251,Stand9.3.2014
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  33. 33. Beispiel: Inverted Classroom Model August 2012 VIT WS 2012 Seite 33 Inhaltsvermittlung, Inhaltserschließung Inhaltsvertiefung, Diskutieren, Üben, Anwenden Phase 1, Präsenzphase Phase 2, Individuelle Phase  Traditionelle Lehre  Inverted Classroom Modell
  34. 34. August 2012 VIT WS 2012 Seite 34 Inhaltsvermittlung, Inhaltserschließung Inhaltsvertiefung, Diskutieren, Üben, Anwenden Phase 2, Präsenzphase Phase 1, Individuelle Phase  Traditionelle Lehre  Inverted Classroom Modell Beispiel: Inverted Classroom Model
  35. 35. (35) HSW, VIT 2013, http://www.youtube.com/user/HSWeserbergland/feed, Stand 3.3.2014
  36. 36. (36) Mehrwertaktivitäten statt Vorlesung! PBL: Projektbasiertes Lernen Lernbegleitung/-beratung Aktivseminare/-plenum LDL: Lernen durch Lehren …
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  38. 38. „Was darf ich heute lernen?“ Kontakt: Hochschule Weserbergland Prof. Dr. Volkmar Langer E-Mail: langer@hsw-hameln.de Twitter: @volkmarla Blog: hsw-learningblog.de Scoopit: zukunft-des-lernens … Am Stockhof 2, 31785 Hameln (38)
  39. 39. Quellen und Bildnachweise Folie 1, 14: Foto by jwvgoehte, http://bit.ly/1j8aJRO, Stand 4.3.2014 Folie 2: Techcrunch (2013), http://tcrn.ch/NAFvrQ Stand 6.3.2014 Folie 3: Bildschirmaufnahme https://www.ai-class.com/, Stand 30.8.2012 Folie 4: SpiegelOnline.de (2012), http://bit.ly/P2AwOm , Stand 9.3.2013 Folie 5: Welt-Online, http://bit.ly/1cikRZ4 Stand 5.3.2014 Folie 6: Foto E. Strauhmanis, http://bit.ly/1hvxa2P , 28.02.2014 Folie 7: Langer, V., in Anlehnung an R. Müller u. W. Schumann, http://bit.ly/1fsSdDL , Stand 9.3.2014 Folie 8, 9 , 11, 15, 19, 25, 26, 28, 32: Vgl. Cc-Bildverweise auf den Folien, Stand 10.3.2014 Folie 12: Twitter, faster than earthquakes, YouTube, https://www.youtube.com/watch?v=0UFsJhYBxzY , Stand 9.3.2014 Folie 13: Hintergrundbild, Rayker, K., http://www.flickr.com/photos/krayker/4962969492 , Stand 12.3.2013 Folie 15: Bild opensourceway, http://www.flickr.com/photos/opensourceway/6555466069 , Stand 12.3.2013 Folie 16: Bildschirmaufnahme, Timms Tübingen, http://timms.uni-tuebingen.de/archive/sose99.aspx , Stand 8.3.2014 Folie 17: Bildschirmaufnahme, MIT OCW, http://ocw.mit.edu/index.htm , Stand 8.3.2014 Folie 18: Bildschirmaufnahme, Zeit Online (2011), http://www.zeit.de/2011/36/C-Youtube-Mathe , Stand 8.3.2013 Folie 20: Langer, V., Bildschirmaufnahmen von Web 2.0 Tools, Stand 12.3.2013 39
  40. 40. Folie 22: Udacity, S. Thrun, AI Course, https://www.udacity.com/course/cs373 Stand 11.3.2014 Folie 23: Bildschirmaufnahme, iversity, https://iversity.org/ , 28.2.2014 Folie 24: Riederle, Phillip (2013), „Wer wir sind und was wir wollen“, Taschenbuch, Knaur TB , 02.05.2013, 272 S. ISBN: 978-3-426-78611-6, Bildschirmaufnahme, Knaur-Verlag, http://bit.ly/1fsYGyD , Stand 9.3.2014 Folie 27: Bildschirmaufnahme, FAZ Online, http://bit.ly/19W4WIU Stand 5.3.2014, Stand 9.3.2014 Folie 28: Feldstein, M. (2013), http://mfeldstein.com/emerging_student_patterns_in_moocs_graphical_view/ ,Stand 9.3.2013 Folie 29: Bildschirmaufnahme, Stifterverband, http://bit.ly/1cxHusB Stand 6.3.2014 Folie 30: de Zárate A. , Tressel, J. , Ehrenschneider, L.-L. (2014), Mitarbeit von Uli Hauser, Evangelische Schule Berlin Zentrum Margret Rasfeld, Knaus – Verlag (2014), ISBN: 978-3-8135-0618-1, Bildschirmaufnahme, http://bit.ly/1gp8NR6 , Stand 9.3.2014 Folie 31: Hintergrundbild, Flickr, Kugel, D., http://www.flickr.com/photos/kugelfisch/3558561251 ,Stand 9.3.2014 Folie 33, 34 : Langer, V. (2013), Hochschule Weserbergland, Erprobung „Inverted Classroom Model“, http://www.hsw- learningblog.de/2013/02/inverted-classroom-modell-im-grundlagenmodul-in-der-wirtschaftsinformatik/ , Stand 9.3.2014 http://bit.ly/1gp8NR6 Folie 35: Bildschirmaufnahme, YouTube Kanal HSW, http://bit.ly/OkUlmc Stand 30.8.2012 Folie 36: Langer, V. , Foto Studiengruppe WI38 im VIT-Aktivseminar, Stand 29.1.2013 Folie 37: Image by S. Jonsson, Flickr, http://www.flickr.com/photos/sfjalar/2931059489/, 20.08.2013 Folie 38: Foto HSW, Langer, V. (2013) (40)

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