06 SES 09, Digital Learning Spaces: Hopes and Risks
According to the curriculum of the Master's Program in Primary Education at the Free University of Bozen/Bolzano, the second year of study is designed to enable students to deepen their knowledge in the areas of general didactics and the fundamentals of teaching and learning. In order to facilitate the student’s learning processes, the seminar concept described below takes up the given module planning, transfers it to teaching, and differentiates it in particular to the context of the potential future working environments. The aim is to demonstrate the interdependence of theory and practice and to allow students to develop an action-oriented approach in concrete everyday situations through tangible tasks against the background of the current state of scientific theory and research. At the same time, the academic studies focus on uncertainty, openness of interpretation, conflicts of norms, and crises in pedagogical action and thus promotes the competence to act for non-standardizable moments in everyday working life. The seminar-concept developed and tested in 2018 enables experiential learning and reflective learning (cf. Kirschhock 2008). In its introductory stage, it shows explicit parallels to the first structuring level for teaching drafts according to Klafki (1964) and corresponds to the content and thematic analysis of the development of multimodal teaching and learning materials (Arnold & Koch-Priewe 2010). By selecting one from the materials of the EduSpace learning workshop and describing it with the help of the nine fields of the Universal Design of Learning Guidelines, the students immediately apply the factual knowledge previously acquired through text work and reflect together in small groups on their abilities via linguistic summary. The non-linear procedure of perceiving, classifying, judging and expecting is sufficient, but not absolutely necessary, for learning to be possible and for a highly specialized expertise to emerge from this ability (Neuweg 2000). In the next work stage, the students develop more independence in their field of activity by expanding the selected material medially. The aim is to offer different media and presentation formats in order to promote learning through perception and discovery. In the paper, we explain the combination of this seminar concept with successfully personalized learning process (Haas 2006). Based on evaluation results using the diamond ranking method (Rockett & Percival 2002, p. 99) we found connections between the seminar concept and the learning space, the content and expertise of personalized learning space and process.
Arnold, K.-H./Koch-Priewe, B. (2011). The merging and the future of the classical German traditions in General Didactics: A comprehensive framework for lesson planning. In: Hudson, B./Meyer, M. A. (eds.): Beyond fragmentation: Didactics, learning and teaching in Europe. Opladen: Verlag Barbara Budrich, pp. 252–264 Haas, S. (2006). Vom Schreiben in Bildern. Visualität, Narrativität und digitale Medien in den historischen Wissenschaften. zeitenblicke 5, Nr. 3 Klafki, W. (1964). Didaktische Analyse als Kern der Unterrichtsvorbereitung. In: Roth, H. - Blumenthal, A. (eds.), Didaktische Analyse, Reihe: Auswahl Reihe A, Bd. 1, Hannover: Schroedel, pp. 5-34 Kirschhock, E.-M. (2008), Lernwerkstätten als (Frei-)Raum für Lernende und Lehrende, in: Praxis Forum: unterrichten und erziehen, 1, S. 20-22. Neuweg, G. H. (2000). Wissen – Können – Reflexion. Ausgewählte Verhältnisbestimmungen. Innsbruck/ Wien/ München: Studien-Verlag. Rockett, M. and S. Percival (2002). Thinking for Learning. Stafford, Network Educational Press Schratz, M. & Westfall-Greiter, T. (2010). Das Dilemma der Individualisierungsdidaktik. Plädoyer für personalisiertes Lernen in der Schule. Journal für Schulentwicklung 14(1), S. 18-31. Stadler-Altmann, Ulrike (2018a), EduSpaces – Räume für kooperativen Theorie-Praxis-Transfer. Pädagogische Werkstattarbeit als Ansatz pädagogischer Professionalisierung, in: Peschel, M.; Kelkel, M. (Hrsg.), Fachlichkeit in Lernwerkstätten. Kind und Sache in Lernwerkstätten, Bad Heilbrunn: Klinkhardt, S. 227-245.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.