Experiences during three generations of web based learning. Six years of web based communication.

Autor/in	Ahamer, Gilbert
Titel	Experiences during three generations of web based learning. Six years of web based communication.
Quelle	Aus: Carstensen, Doris (Hrsg.); Barrios, Beate (Hrsg.): Campus 2004. Kommen die digitalen Medien an den Hochschulen in die Jahre? Münster u.a.: Waxmann (2004) S. 157-169 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Medien in der Wissenschaft. 29
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	1434-3436
ISBN	3-8309-1417-2
URN	urn:nbn:de:0111-pedocs-112741
Schlagwörter	Kommunikation; Medieneinsatz; Medienentwicklung; Mediennutzung; Hochschuldidaktik; Hochschullehre; Vorlesung; Hochschule; E-Learning; Web Based Training; Erfahrungsbericht; Österreich
Abstract	This paper tells the story of how a set of university lectures developed during the last six years. The idea is to show how (1) content, (2) communication and (3) assessment have evolved in steps which are named "generations of web learning". The reader is offered a stepwise description of both didactic foundations of university lectures and practical implementation on a widely available web platform. The relative weight of directive elements has gradually decreased through the "three generations", whereas characteristics of self-responsibility and self-guided learning have gained in importance. -Content was in early times presented and expected to be learned but in later phases expected to be constructed for examples of case studies. -Communication meant in early phases to deliver assignments to the lecturer but later on to form teams, exchange standpoints and review mutually. -Assessment initially consisted in marks invented and added up by the lecturer but was later enriched by peer review, mutual grading and voting procedures. How much "added value" can the web provide for teaching, training and learning? Six years of experience suggest: mainly insofar as new (collaborative and selfdirected) didactic scenarios are implemented! (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/2