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The means to a blend. A practical model for the redesign of face-to-face education to blended […]
Scheffel, Maren; van Limbeek, Evelien; Joppe, Didi; van Hooijdonk, Judith; Kockelkoren, Chris; […]
Sammelbandbeitrag
| Aus: Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings | Cham: Springer | 2019
39569 Endnote
Autor*innen:
Scheffel, Maren; van Limbeek, Evelien; Joppe, Didi; van Hooijdonk, Judith; Kockelkoren, Chris; Schmitz, Marcel; Ebus, Peter; Sloep, Peter; Drachsler, Hendrik
Titel:
The means to a blend. A practical model for the redesign of face-to-face education to blended learning
Aus:
Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings, Cham: Springer, 2019 (Lecture Notes in Computer Science, 11722), S. 701-704
DOI:
10.1007/978-3-030-29736-7_70
URL:
https://link.springer.com/chapter/10.1007%2F978-3-030-29736-7_70
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Blended Learning; E-Learning; Bildungsangebot; Lerntheorie; Lernplattform; Design; Modell; Tools
Abstract:
Learning design models provide guidelines and guidance for educators and course designers in the production and delivery of educational products. It is seen as beneficial to base learning designs on general learning theories, but these must be operationalised into concrete learning design solutions. We therefore present one such educational design model: the Design Cycle for Education (DC4E). The model has primarily been created to support the shift from traditional face-to-face education to blended learning scenarios. The cycle describes eight steps that can be used iteratively in the (re)design of educational products and provides educators and course designers with a flexible but clearly structured design model that enables them to reinvent traditional course content for blended learning with appropriate learning design tools. (DIPF/Orig.)
DIPF-Abteilung:
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Knowledge acquisition during exam preparation improves memory and modulates memory formation
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Journal of Neuroscience | 2016
36774 Endnote
Autor*innen:
Brod, Garvin; Lindenberger, Ulman; Wagner, Anthony D.; Shing, Yee Lee
Titel:
Knowledge acquisition during exam preparation improves memory and modulates memory formation
In:
Journal of Neuroscience, 36 (2016) 31, S. 8103-8111
DOI:
10.1523/JNEUROSCI.0045-16.2016
URL:
http://www.jneurosci.org/content/36/31/8103.short
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Abschlussprüfung; Gedächtnis; Gehirn; Kognitive Prozesse; Leistung; Lernerfolg; Lernplattform; Medizin; Neurowissenschaften; Student; Test; Wissenserwerb
Abstract (english):
According to the schema-relatedness hypothesis, new experiences that make contact with existing schematic knowledge are more easily encoded and remembered than new experiences that do not. Here we investigate how real-life gains in schematic knowledge affect the neural correlates of episodic encoding, assessing medical students 3 months before and immediately after their final exams. Human participants were scanned with functional magnetic resonance imaging while encoding associative information that varied in relatedness to medical knowledge (face-diagnosis vs face-name pairs). As predicted, improvements in memory performance over time were greater for face-diagnosis pairs (high knowledge-relevance) than for face-name pairs (low knowledge-relevance). Improved memory for face-diagnosis pairs was associated with smaller subsequent memory effects in the anterior hippocampus, along with increased functional connectivity between the anterior hippocampus and left middle temporal gyrus, a region important for the retrieval of stored conceptual knowledge. The decrease in the anterior hippocampus subsequent memory effect correlated with knowledge accumulation, as independently assessed by a web-based learning platform with which participants studied for their final exam. These findings suggest that knowledge accumulation sculpts the neural networks associated with successful memory formation, and highlight close links between knowledge acquired during studying and basic neurocognitive processes that establish durable memories. SIGNIFICANCE STATEMENT: In a sample of medical students, we tracked knowledge accumulation via a web-based learning platform and investigated its effects on memory formation before and after participants' final medical exam. Knowledge accumulation led to significant gains in memory for knowledge-related events and predicted a selective decrease in hippocampal activation for successful memory formation. Furthermore, enhanced functional connectivity was found between hippocampus and semantic processing regions. These findings (1) demonstrate that knowledge facilitates binding in the hippocampus by enhancing its communication with the association cortices, (2) highlight close links between knowledge induced in the real world and basic neurocognitive processes that establish durable memories, and (3) exemplify the utility of combining laboratory-based cognitive neuroscience research with real-world educational technology for the study of memory. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Ausblick und Erwartungen. Welche Faktoren beeinflussen die zukünftige Entwicklung?
Blees, Ingo; Hirschmann, Doris; Muuß-Merholz, Jöran; Seipel, Hedwig; Deimann, Markus
Sammelbandbeitrag
| Aus: Bertelsmann Stiftung (Hrsg.): Whitepaper Open Educational Resources (OER) in Weiterbildung/Erwachsenenbildung: Bestandsaufnahme und Potenziale 2015 | Gütersloh: Bertelsmann Stiftung | 2015
35428 Endnote
Autor*innen:
Blees, Ingo; Hirschmann, Doris; Muuß-Merholz, Jöran; Seipel, Hedwig; Deimann, Markus
Titel:
Ausblick und Erwartungen. Welche Faktoren beeinflussen die zukünftige Entwicklung?
Aus:
Bertelsmann Stiftung (Hrsg.): Whitepaper Open Educational Resources (OER) in Weiterbildung/Erwachsenenbildung: Bestandsaufnahme und Potenziale 2015, Gütersloh: Bertelsmann Stiftung, 2015 , S. 58-65
URL:
http://open-educational-resources.de/oer-whitepaper-weiterbildung/
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Austausch; Betriebliche Weiterbildung; Deutschland; Didaktik; Digitale Medien; Distribution; Elektronisches Publizieren; Fernuniversität; Finanzierung; Forschung; Hochschule; Integration; Kooperation; Kulturgut; Kurs; Lernplattform; Migrant; Nutzung; Öffentliche Trägerschaft; Open Access; Open Education; Qualitätssicherung; Urheberrecht; Verlag; Zukunftserwartung
Abstract:
In diesem Kapitel diskutieren und bewerten die Autorinnen und Autoren mögliche Ereignisse, die die zukünftige Entwicklung von OER in Deutschland beeinflussen können.
DIPF-Abteilung:
Informationszentrum Bildung
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