Von der Webseite:
Min. 0:15: Wie stehen Lehrende zu digitalen und sozialen Medien?
Min. 2:05: Warum sind soziale Medien ein Thema für Schulen?
Min. 2:50: Welche sozialen Medien nutzen Jugendliche ganz konkret? Und wozu?
Min. 3:46: Welche Fehler und Probleme im Umgang mit sozialen Medien sollten Lehrende kennen?
Min. 5:53: Wie kann Unterricht konkret vom Einsatz sozialer Medien profitieren?
Min. 7:10: Wie können sich Lehrende über soziale Medien vernetzen?
(https://www.bpb.de/lernen/digitale-bildung/werkstatt/224566/keine-scheu…)
Für manche sind sie nur Störquelle und gehören deshalb aus der Schule verbannt: Soziale Medien wie Facebook, Instagram oder WhatsApp. Wie Lehrende und Lernende vom Einsatz Sozialer Medien im Klassenzimmer profitieren können, haben wir Thomas Langer, Lehrer und Social Media-Beauftragter des Deutschen Philologenverbandes, gefragt.
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The paper describes the concept of a federated ecosystem for Open Educational Resources (OER) in the German education system. Here, a variety of OER repositories (ROER) (Muuß-Merholz & Schaumburg, 2014) and reference platforms have been established in the recent past. In order to develop this ecosystem, not only are metadata standards necessary, but also open Application Programming Interfaces (APIs) are required in order to exchange information. In conclusion, it is essential that all relevant stakeholders agree on an explicit policy to be developed collaboratively. A metadata exchange service can serve to connect all partners.
Open educational resources are not available “as such”. Their provision relies on a technological infrastructure of related services that can be described as an informational ecosystem. A closed informational ecosystem keeps educational resources within its boundary. An open informational ecosystem relies on the concurrence of independent stakeholders that jointly provide (meta-) information also beyond its boundaries. Mechanisms of open informational ecosystems are described and how they contribute to the delivery of educational resources and to opening education. The paper describes the case of the German Bildungsserver that aims at establishing a federated network of providers of open and closed educational resources. It points out that the design of (inter-)national informational ecosystems has a major influence on the future of open educational resources in education.
Gibt es Unterschiede zwischen den Gebissen von fleisch- und pflanzenfressenden Säugetieren? Diese Unterrichtseinheit regt zum Nachforschen an.
Overview studied pedagogics with a focus on adult education additional trainer experiences in adult education (including training of trainers) worked as occasional trainer since 1997 in the field of computer technologies and personal development 2009-2012 lecturer on occasion at the FH Hagenberg on e-learning and lifelong learning since 2014 lecturer at the Austrian wide academic…