Diese Liste beinhaltet Online-Ressourcen (Literaturreferenzen sowie Webseiten) über Architektur. Gelistet sind Online-Bücher, -Datenbanken, -Sammlungen und -Achive, welche bei der Beschreibung und Anlalyse von Architektur hilfreich sind.
I attended the Augmented-Virtual-Mixed Reality Workshop hosted by LDE Centre of Education and Learning and the Leiden Centre for Innovation, where the Aryzon AR Cardboard Headset caught my attention. The Aryzon AR/MR Headset is an interesting alternative to the high-tech AR headsets. It is both available and affordable for average students, schools and universities. Like the Google Cardboard, it uses a smartphone for rendering and displaying virtual models. Different to Google's solution, the Aryzon Headset does not block the field of view.
At the Augmented-Virtual-Mixed Reality Workshop in Leiden we learned about different approaches and solutions for using this technology in higher education. It also hosted a marketplace for sharing ideas and solutions from research and the industry, where I met Ralph van der Meer from Breinwave. Ralph brought some Aryzon Headsets and a bunch of demos that showed possible interactions between HoloLens wearers and cardboard headset wearers. This allowed me to compare the Aryzon Headset directly to the HoloLens 1.
Technology enhanced learning is complex and must be prepared carefully. We all know that. Of course, we also know how to apply constructive alignment and scholarship of teaching for successful courses. But with every new technology it seems that nothing works anymore, and we have to start our course designs from scratch. Even worse, we get impatient if the technology does not work as we expect it. Again, education is complex, and if technology is involved, double so.
Wouldn't it be great, to have a tool that bundles this complexity, which allows to design and re-design blended learning concepts, and is easy enough for everybody to use independently from prior technology enhanced teaching experiences?
This is why we developed the Learning Design Cards (picture 1).
Picture 1: Learning Design Cards, Marion R. Gruber, 2019
Designing learning and teaching with educational technologies is challenging in traditional higher education. In order to successfully blend lectures, it is important to structure learning processes and choose appropriate tools for the learning activities within. However, integrating technology-enhanced learning into individual teaching practices is very often constrained by limited time for rethinking course designs and teaching concepts. Therefore, support is needed for selecting and integrating appropriate technologies into teaching concepts, efficiently. As most teachers are drawing on an existing face-to-face teaching practice, such support needs to consider these transitions as part of transforming conventional teaching to technology-enhanced learning and reverse. The Learning Design Cards (see picture) are a pattern-based approach for preparing and analysing complex learning and teaching that allows professors and lecturers to build their teaching concepts on top of tested didactics. The solution provides a toolkit and a framework that helps to conceptualise, analyse, and communicate learning designs of different scales and speed-up the deployment of richer learning experiences using off-the-shelf LMS functions and features.
Over the last year I had the great opportunity to work with Chee Kit Looi, Lungs Hsiang Wong, and Su Cai on a new Book about Seamless Learning. This book is a follow up on previous book and it includes 10 interesting chapters that address new insights from research and practice about applying seamless learning in education and offers a much-needed update on seamless learning, reflecting the research and development advances in recent years.
Last week I received the information that it is now available online and as a harcover.
I am honored to chair the EC-TEL Doctoral Consortium for the second time. Like every year, the Doctoral Consortium offers Ph.D. candidates a unique opportunity to present their research, receive rich feedback from senior members of the community, and build their networks. Yet, this year things will be slightly different: Firstly, because we link the Doctoral Consortium to the European Conference on Technology Enhanced Learning (EC-TEL) and the World Conference on Mobile and Contextual Learning (mLearn), which are both co-located at the LDE-Centre for Education and Learning in Delft, the Netherlands. Secondly, we decided to offer two tracks: the challenge track addresses advanced PhD students that seek to be challenged regarding their state of research, and the ideas track allows early stage PhD students to get early feedback on their research ideas.
This year the EATEL Summer School will be located in Bari, Italy. For Ph.D. candidates who work on educational technologies the EATEL Summer School is a great opportunity to strengthen their research skills and extent their network to peers across Europe. Last week EATEL published the program for the next Summer School and there is still some time left for interested participants to apply for a place.
The application deadline for Ph.D. students is 22 February 2019 to ensure your places!
Among the key issues of bringing students into a for them new learning environment is that they have to learn and understand the concepts and principles of the environment. Introducing students to these concepts has been popularized by Gilly Salmon as "Sparks". Sparks refer to short introductory learning activities that help learners to get used to the environment of the following learning activities as well as helping educators to understand the capabilities of their students in woring in the learning environment. Such activities can be fully automated and in online marketing these fully automated guides to learn about the environment are subsumised as "Onboaring". In this article I elaborate on one onboarding strategy for the Moodle platform and introduce a small moodle plugin to helps in this process.
«Exhibition catalogues not only contain images and descriptions of the pieces on display, they are chock-full of essays typically written by the exhibition's curator and other specialists in the topic at hand. These articles provide physical, historical and biographical information that puts the show's theme in context.»[1]
Der Ausstellungskatalog zählt heute zu den wichtigsten Publikationen eines Museums oder eines Ausstellungshauses. Neben zahlreichen Informationen zu den ausgestellten Kunst- oder Kulturobjekten und den Künstlern, welche diese geschaffen haben, werden in einer solchen Publikation auch Hintergrundwissen zur Ausstellung und thematische Zusammenhänge vermittelt. Als beliebtes Souvenir wird der Ausstellungskatalog von Museumsbesuchern im Museumsshop oder im Buchhandel käuflich erworben und als Beleg des Gesehenen zu Hause stolz präsentiert. Im Freundes- oder Familienkreis wird über den Ausstellungsbesuch erzählt und die Kunstwerke und Kulturobjekte im Katalog gezeigt, welche in der Ausstellung gesehen wurden. Neben der erneuten Auseinandersetzung mit dem Gesehenen und dem damit verbundenen Zweck der Erinnerung dient das Buch neben der Dokumentation auch als Beleg des Besitzers für dessen Sammlungseifer. Barbara Schröder (2013) fasst die Charakteristik des heutigen Ausstellungskataloges treffend zusammen: er soll «in der Regel Zeugnis eines kulturellen Engagements sein, eine Institution, ihre Sammlung und Aktivität repräsentieren sowie die Möglichkeit zur Erinnerung des Gesehenen und Erlebten und bestenfalls eine vertiefende Auseinandersetzung bieten.»[2] Doch das war nicht immer so.
Scaling educational innovation in higher education is difficult. Besides of managerial support and organizational commitment, developing a practice of learning design as process modelling is among its core success factors. With the increasing digitization and globalization of industrial societies, increasingly there is a demand to develop relevant skills. Among the many slogans related to these new basic skills is computational thinking. In this article, I focus on the question, why is computational thinking not just a learning objective for students but also a capacity of educators?