Beiträge auf der 9th annual International Conference on Education and New Learning Technologies (EDULEARN17)

Die Professur für Anwendungssysteme und E-Business war mit drei Beiträgen auf der 9th annual International Conference on Education and New Learning Technologies (EDULEARN17), die vom 3. bis zum 5. Juli 2017 in Barcelona stattfand, vertreten.

Jan Moritz Anke hat seinen Beitrag zum Thema "E-learning modules supporting education for sustainable development - state of the art and future research directions" vorgestellt.

  • In today's era, global issues such as climate change and overexploitation of natural resources have made impacts in our daily lives. To address these problems, Education for Sustainable Development (ESD) is an essential component to consider. One important element is to address economic, environmental and social aspects that are interlinked and mutually dependent. Thus, ESD aims to promote not only the fundamental environmental knowledge, but to empower people to deal with such dilemmas. Therefore, individuals need competences for sustainability. These can be learnt but hardly be taught. Hence, learning environments for ESD should enable individuals to develop these competences and think interdisciplinary.
    E-learning addresses these challenges and offers opportunities to design effective learning environments for ESD. For instance, with the help of information and communication technologies (ICTs), e learning can represent the mutual influence of the different dimensions of sustainability. Simulations can offer learner-centered learning scenarios, in which individuals can apply their skills in an authentic situation. This is the basis to gain competences for sustainability. Thus, we expect e learning modules to increase the quality of the learning process.
    However, prior research on e learning modules supporting ESD is limited. A systematic approach of categorising e learning modules into an instruction model is missing. Thus, the main goal of this paper is to present the state of the art of e learning usage in ESD. Therefore, we conducted a literature review by analysing eleven databases, selected 35 articles and classified them according to the Analysis Design Development Implementation Evaluation (ADDIE) instruction model. Afterwards, we used this model to categorize the research methods and e learning tools used by the selected articles accordingly. Based on this, we elaborated research gaps and future research directions.
    The results show that most of the articles primarily focus on the evaluation phase of the ADDIE model. Consequently, they do not provide a complete picture of the ADDIE process of e learning modules to support ESD. Moreover, current research does not show how to create competences as an outcome for ESD. Further research should try to give a complete picture of the e learning modules for ESD from the analysis phase to the evaluation phase. In addition, further research should also focus on how to design learning environments for the development of competences and how to measure them.
  • Quellenangabe:
  • Anke, J. M., Schumann, M.: E-learning modules supporting education for sustainable development - State of the art and future research directions, in: EDULEARN17 Proceedings, Barcelona, Spain, 2017, S. 5777-5786.

Jasmin Decker hat zum Thema "Micro and mobile learning in enterprises - What are benefits and challenges of these learning concepts?" referiert.

  • Modern learning concepts, such as micro and mobile learning, offer great potentials to combine working and learning. According to human resource experts, they are one possibility to enable more
    flexible education and training opportunities for employees. A previous exploratory study revealed seven application scenarios for micro and mobile learning in enterprises, based on qualitative interviews. According to this, micro and mobile learning can be used to support individual, collective, situated and collaborative learning in companies. The most frequently stated potentials of these learning concepts are self-regulated learning and learning on demand. But which benefits and challenges relate to the use of these learning concepts in enterprises?
    Studies that examine the (expected) benefits and challenges of the learning concepts are missing. Thus, the main goal of this paper is to identify benefits and challenges of using micro and mobile learning in enterprises. Therefore, we conducted two qualitative, explorative studies by interviewing 26 experts from 17 enterprises. Based on this, we determined (expected) benefits and challenges, which are associated with the introduction and use of micro and mobile learning in organizational settings.
    The results show that all companies use classroom trainings and 14 companies are already using e-learning to train their employees. Eleven enterprises integrated e-learning into a blended learning concept. Mobile learning is only used in six companies. The results of the interviews show that the experts observe or expect benefits of using micro and mobile learning in their organizations. The identified benefits can be divided into benefits for the employees (e.g. higher flexibility, self-regulated learning) and benefits for the enterprise (e.g. time and cost savings, image/fulfilled expectations of the employees). According to the experts, there are also challenges in the use of micro and mobile learning in enterprises. These can be classified into three categories: technical, economical and didactical challenges (e.g. integration into technological infrastructure, acceptance problems, development and design of learning content).
    The results of this paper contribute to both, research and practice: On the one hand, the identified benefits and challenges can be used as a basis for further research. On the other hand, enterprises get an overview of influencing factors that should be considered when introducing and integrating the new learning concepts within their company.
  • Quellenangabe:
  • Decker, J., Schumann, M.: Micro and mobile learning in enterprises - What are benefits and challenges of these learning concepts? , in: EDULEARN17 Proceedings, Barcelona, Spain, 2017, S. 7292-7301.

Janne Kleinhans hat seinen Beitrag zum Thema "Design criteria of video elements and their effects on simulation based competence measurement" vorgestellt.

  • In recent years, vocational education and training (VET) has changed its perspective from transfer of knowledge towards competency development. This occurs, because the transfer of declarative knowledge is not sufficient to develop skills which are necessary to solve complex tasks in a working environment. Therefore, it is crucial for competence measurement to create authentic action situations to improve the validity of tests, which should result in a higher adaptability of test results on reality and everyday situations. Video elements have the potential to increase the validity of tests for competency measurement significantly, and therefore ensure that test results reflect the test persons skills for actual problem solving.
    The quality of technical equipment used in institutions of VET is constantly improving. Computers and electronical test centres allow the application of video elements on a large scale for training and education. While there is a variety of research on the use of videos in teaching, the determinants of design and use of video elements for assessments is hardly examined. This is the motivation of this contribution.
    For a study on the vocational competencies of qualified medical employees, a computer-based competency test was designed and applied based on ILIAS, a digital learning management system. Nearly 1,000 test persons have been assessed. The purpose of this contribution is to empirically examine the effects of different aspects of video design on the behaviour of the participants, using the results of this competency test.
    First, criteria for classification for the test items and videos are elaborated. Second, the effects of these criteria are tested statistically using correlation analyses. The analyses are based on the data of 21 videos and the related items. Statistical criteria include the parameters of the items and determinants of difficulty levels as well as motivational and emotional aspects. As a result, the contribution shows the effects of different aspects of video design ? like the charisma of the actors or the presence of superiors ? on the difficulty of the item and the motivation of the test persons. Furthermore, technical aspects ? like the length of the videos or the format of the items ? are considered.
    The results are a contribution to the research on test design and the use of video elements in competence measurement. Practically, the findings may be used to improve the construction of video-based items. The results are not limited to the context of VET, they may be relevant for all areas of education.
  • Quellenangabe:
  • Kleinhans, J., Ketschau, T.: Design criteria of video elements and their effects on simulation based competence measurement, in: EDULEARN17 Proceedings, Barcelona, Spain, 2017, S. 7699-7707.