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The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings.
Seit der Eröffnung des Lernzentrums 2014 werden die Gruppenräume im Lernzentrum der Hochschule Reutlingen intensiv genutzt. Aus dem Feedback der Studierenden ging hervor, dass es im Lernzentrum insgesamt zu wenig Raum für Gruppen gab. Um Platz zu schaffen für weitere Gruppenräume wurden 2021 Regale abgebaut und auf der frei gewordenen Fläche 2022 eine Einheit von 5 großen und 5 kleinen Kabinen eingebaut.
All around the world, there are numerous academic competitions (e.g., “Academic Olympiads”) and corresponding training courses to foster students’ competences and motivation. But do students’ competences and motivation really benefit from such courses? We developed and evaluated a course that was designed to prepare third and fourth graders to participate in the German Mathematical Olympiad. Its effectiveness was evaluated in a quasi-experimental pre- and posttest design (N = 201 students). Significant positive effects of the training were found for performance in the academic competition (for both third and fourth graders) as well as mathematical competences as measured with a curriculum-oriented test (for fourth graders only). Differential effects across grade levels (with more pronounced positive effects in fourth-grade students) were observed for students’ math self-concept and task-specific interest in mathematics, pointing to possible social comparison effects.
Digitalisierung und Mediatisierung prägen die Gesellschaft und auch die Erwachsenenbildung/Weiterbildung. Der Beitrag geht der Frage nach, wie Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung gelingt. Damit wird ein Fokus auf den Einsatz digitaler Medien gelegt. Dazu werden die Angebotsentwicklung für Adressatinnen und Adressaten sowie Teilnehmende, medienbezogene Inhalte, Lehr- und Lernarrangements mit digitalen Medien, der Einsatz digitaler Medien und die Zugänglichkeit von Lehr- und Lernmaterialien als relevante Merkmale identifiziert. Insgesamt zeigen die analysierten Interviewdaten, dass der Einsatz digitaler Medien in Angeboten eine Erweiterung der didaktischen Aufgaben darstellt, da Angebote mit digitalen Medien zielgenau auf die Bedarfe und Möglichkeiten von Adressatinnen und Adressaten sowie Teilnehmenden abgestimmt werden müssen.
This article describes the concept and the implementation of an interdisciplinary seminar that was held at the University of Education in Freiburg, Germany. Student teachers for elementary school subjects were first taught in Design Thinking. Then they used their acquired knowledge to create learning scenarios for the subjects Art/Crafts and General Science and Social Studies. The article highlights the results and offers the opportunity to discuss the potentials of Design Thinking with regard to its transfer to classroom and teacher education against the background of fostering children’s creativity, problem-solving skills, and collaborative work.
Successful transitions to a sustainable bioeconomy require novel technologies, processes, and practices as well as a general agreement about the overarching normative direction of innovation. Both requirements necessarily involve collective action by those individuals who purchase, use, and co-produce novelties: the consumers. Based on theoretical considerations borrowed from evolutionary innovation economics and consumer social responsibility, we explore to what extent consumers’ scope of action is addressed in the scientific bioeconomy literature. We do so by systematically reviewing bioeconomy-related publications according to (i) the extent to which consumers are regarded as passive vs. active, and (ii) different domains of consumer responsibility (depending on their power to influence economic processes). We find all aspects of active consumption considered to varying degrees but observe little interconnection between domains. In sum, our paper contributes to the bioeconomy literature by developing a novel coding scheme that allows us to pinpoint different aspects of consumer activity, which have been considered in a rather isolated and undifferentiated manner. Combined with our theoretical considerations, the results of our review reveal a central research gap which should be taken up in future empirical and conceptual bioeconomy research. The system-spanning nature of a sustainable bioeconomy demands an equally holistic exploration of the consumers’ prospective and shared responsibility for contributing to its coming of age, ranging from the procurement of information on bio-based products and services to their disposal.
Die Belastung mit Polychlorierten Biphenylen (PCB) war Anlass für die grundlegende Sanierung des Gebäudes 3 auf dem Reutlinger Hochschulcampus, in dem bis 2012 das Rechenzentrum im zweiten Stock, ein Teil der Fakultät Technik im ersten Stock und die Bibliothek im Erd- und im Untergeschoss untergebracht waren. Die Sanierung bot die Chance einer grundlegenden Nutzungsanpassung. Das zentral gelegene Gebäude wurde in den Jahren 2012 bis 2014 zu einem Servicegebäude umgebaut, in dem jetzt das Präsidium, die Verwaltung, das Auslandsamt und das Lernzentrum der Hochschule Reutlingen untergebracht sind.