Technology-enhanced learning in Higher Education. Insights from a qualitative study on university-integrated makerspaces in six European countries.

Autor/inn/en	Brandenburger, Bonny; Vladova, Gergana
Titel	Technology-enhanced learning in Higher Education. Insights from a qualitative study on university-integrated makerspaces in six European countries.
Quelle	Aus: Müller Werder, Claude (Hrsg.); Erlemann, Jennifer (Hrsg.): Seamless Learning - lebenslanges, durchgängiges Lernen ermöglichen. Münster; New York: Waxmann (2020) S. 27-37 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Medien in der Wissenschaft. 77
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	1434-3436
ISBN	978-3-8309-4244-3; 978-3-8309-9244-8
DOI	10.25656/01:26544
URN	urn:nbn:de:0111-pedocs-265443
Schlagwörter	Interview; Qualitative Forschung; Subkultur; Digitale Medien; Medieneinsatz; Medienkompetenz; Interview; Lernen; Subkultur; Technologie; Hochschule; Lerntheorie; Werkstatt; Erfahrungsorientiertes Lernen; Qualitative Daten; Medienkompetenz; Werkstatt; Lernen; Lerntheorie; Praktisches Lernen; Erfahrungsorientiertes Lernen; Technologieunterstütztes Lernen; Technologie; Hochschule; Qualitative Daten
Abstract	New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker & Campbell, 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, the authors take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Their research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, the authors collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1