Prof. Dr. Ulf-Daniel Ehlers

Professor Fakultät Wirtschaft

Erzbergerstraße 121, Raum D427

Veröffentlichungen

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  • 2011

  • Ehlers, Ulf-Daniel; Richter, Thomas (2011) : Barriers and Motivators for Using Open Educational Resources in Schools In: Open Educational Resources: Proceedings of the Seventh Annual Open Education Conference: Barcelona: March 2011 (eLearning Papers), S. 413-424. Online verfügbar unter https://www.oerafrica.org/resource/barriers-and-motivators-using-oer-schools

     

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    Abstract: [UD Ehlers 2018:] For this study we investigated German teachers to see how they use, reuse, produceand manage OER. The research explored what motivators and barriers effect their use of OER, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools. The survey revealed some unexpected results, notably the fact that participating German teachers do not to feel they need special OER-licenses, since they consider everything available in the Internet as being public ? even their own products. Regarding barriers, insecurity on the correctness of information was one of the biggest issues and also, a concern regarding the lack of expertise and guidance during the adaption processes.

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  • Ehlers, Ulf-Daniel (2011): Extending the territory. From open educational resources to open educational practices. In: Journal of Open Flexible and Distance Learning 15 (2), S. 1-10. Online verfügbar unter http://www.jofdl.nz/index.php/JOFDL/article/view/64/46

     

    Abstract: [UD Ehlers 2018:] This article examines the findings of the recent OPAL report Beyond OER: Shifting Focus from Resources to Practices. In doing so, it defines current understanding of open educational resources and open educational practices, and highlights the shift from open content to open practice. The article includes a framework for supporting open educational practices. The conclusions emphasise that open access is a necessary but not sufficient condition for the opening of education, and foreshadows ongoing moves toward changes in educational architectures that promote increased uptake of open educational resources and wider application of open education.

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  • Ehlers, Ulf-Daniel; Adelsberger, Heimo H.; Schneckenberg, Dirk (2011): Web 2.0 and Competence Oriented Design of Learning - Potentials and Implications for Higher Education. In: British Journal of Educational Technology 5 (42)

    Abstract: [UD Ehlers 2018:] This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e-learning. We review the literature to summarise recent changes in e-learning, identify attributes of web 2.0 technologies, revisit the concept of competence and specify implications for the competence-oriented design of learning environments. By referring to Kolb's learning cycle, we illustrate this view with a case study on the use of Google Apps as collaborative learning environment and recommend how competence-oriented e-learning activities can be created. Our findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e-learning. In particular, the ease of use and intuition of web 2.0 technologies allow creating learning environments, which realise activity-rich pedagogical models and facilitate competence development of students. The paper concludes that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen.

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  • Ehlers, Ulf-Daniel (2011) : Qualitätssicherung des Lernens mit Technologien In: Ebner, Martin; Schön, Sandra (Hg.): Lehrbuch für Lernen und Lehren mit Technologien: L3T: Berlin: Epubli

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  • Ehlers, Ulf-Daniel (2011) : ICT Research Policies in Europe In: Adomi, Esharenana E.: Handbook of research on information communication technology policy: Trends, issues and advancements: Hershey, Pa: IGI Global (701 E. Chocolate Avenue Hershey Pennsylvania 17033 USA)

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  • 2010

  • Ehlers, Ulf-Daniel (2010): Open ECBCheck - Quality for eCapacity Building: Community Based Low Cost Certification for E-Learning // Open ECBCheck. Low cost, community based certification for E-learning in capacity building ; a reader. Bonn: InWent. Online verfügbar unter http://s3images.coroflot.com/user_files/individual_files/394246_Y8WUnCB_wzQnIr72_oN6O2hPq.pdf

     

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  • Ehlers, Ulf-Daniel (2010) : Web 2.0 – Transforming Businesses?! How Corporations use the new Technologies In: Caltone, Margaret P.: Handbook of lifelong learning developments: New York: Nova Science Publishers (Education in a competitive and globalizing world series). Online verfügbar unter https://www.researchgate.net/publication/298078265_Web_20_-_transforming_businesses_How_corporations_use_the_new_technologies

     

    Abstract: [UD Ehlers 2018:] The paper deals with the question "How are companies currently using Web 2.0 applications and technologies?". The relevance of this issue is underlined by numerous current national and international research reports analyzing the present Web 2.0 deployment in businesses. The results indicate that enterprises increase their investments in this area. In Web 2.0 the internet users are no longer only consumers, but they can also produce content themselves. A lot of new internet applications such as wikis, podcasts and blogs enable this new way of participation facilitating communication, interaction and collaboration between users. Realizing the potentials provided by Web 2.0 the number of companies using Web 2.0 applications and technologies in various business contexts increases permanently. Based on a synopsis of empirical findings of several studies this paper provides information about current business use of Web 2.0. Thus it first starts with a short summary about the background on Web 2.0 in corporate setting. In the second chapter information concerning the methodology which has been chosen to answer the research question is provided. The third chapter takes a look on what Web 2.0 solutions are currently deployed in businesses. Then the fourth chapter deals with the various purposes of corporate usage. The fifth chapter contains findings about factors for success and barriers regarding the adoption of Web 2.0. Finally, the last chapter summarizes the key findings and gives an outlook on further fields of research.

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  • Ehlers, Ulf-Daniel; Conole, Gráinne; Mundin, Paul; Veith, Patrick; Connelly, Teresa; dos Santos, Andreia Inamorato (2010) : Quality and Innovation in Open Educational Practice In: European Distance and E-Learning Network: EDEN Conference 2010: Media Inspirations for Learning: Valencia. Online verfügbar unter http://www.eden-online.org/wp-content/uploads/2016/05/Annual_2010_Valencia_BOA.pdf

     

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  • Ehlers, Ulf-Daniel; Helmstedt, Cornelia; Richter, Thomas (2010) : Analysing New Learning Culture In: European Distance and E-Learning Network: EDEN Conference 2010: Media Inspirations for Learning: Valencia. Online verfügbar unter http://www.eden-online.org/wp-content/uploads/2016/05/Annual_2010_Valencia_BOA.pdf

     

    Abstract: [UD Ehlers 2018:] In this paper, we first of all deduce factors for the analysis of learning culture from HOFSTEDE’S onion model of culture (Hofstede, Hofstede, 2005) and build a model of learning culture corresponding to HOFSTEDE’S model. Secondly, we are going to introduce and describe how learning scenarios change from an e-learning 1.0 to an e-learning 2.0 scenario, and – in a third section – describe the latter using elements of a learning culture model for a cultural analysis.

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  • Ehlers, Ulf-Daniel; Steinert, Anne (2010) : Forschendes Lernen mit Netzwerken In: Mandel, Schewa: Digitale Medien für Lehre und Forschung, 55. Gesellschaft für Medien in der Wissenschaft; Jahrestagung der Gesellschaft für Medien in der Wissenschaft: Münster: Waxmann (Medien in der Wissenschaft), S. 376-387. Online verfügbar unter https://www.waxmann.com/?eID=texte&pdf=2385Volltext.pdf&typ=zusatztext

     

    Abstract: [UD Ehlers 2018:] Der vorliegende Artikel beleuchtet die unterschiedlichen Ansätze des situierten sowie forschenden Lernens, ihre Unterschiede und ihre Gemeinsamkeiten. Auf diesen aufbauend wird das Konzept des Netzwerk-Lernens vorgestellt, wie es als digitale Unterstützung Schwierigkeiten des situierten-forschenden Lernens überbrücken und Netzwerke für das forschende Lernen nutzbar machen kann. Abschließend wird das Projekt „Science Connect“ als Umsetzungsbeispiel präsentiert.

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  • Ehlers, Ulf-Daniel; Steinert, Anne (2010) : Networked Learning in a networked world In: European Distance and E-Learning Network: EDEN Conference 2010: Media Inspirations for Learning: Valencia. Online verfügbar unter http://www.eden-online.org/wp-content/uploads/2016/05/Annual_2010_Valencia_BOA.pdf

     

    Abstract: [UD Ehlers 2018:] In many cases a new world of learning is announced due to the many folded actual drivers (e.g. Information overload, rapid information cycles, increasing competence demand). Often, it is hereby referred to the Internet and new technologies in general as well as their implications for learning as learners connect through them and “new learning” is created. (OECD, 2007; Smith et al., 2007; Dutton/Helsper, 2007) These changing learning contexts influence the creation of new learning scenarios and at the same time correlate with existent learning theories. The question arises if new theoretical approaches are needed or whether the existent ones are sufficient to analyze new learning contexts. To discuss this question, “Networked Learning” as a prototypical representation of new learning contexts will be analysed in this paper.

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  • Ehlers, Ulf-Daniel; Steinert, Anne (2010) : "Transfer“-„Tutor“-„Coach“-„Network“ - The emerging social value of learning In: Nunes, Miguel Baptista; McPherson, Maggie (Hg.): MCCSIS 2010: Proceedings of the IADIS International Conference on e-Learning: Freiburg: 26-29 July 2010. IADIS. Online verfügbar unter https://www.researchgate.net/publication/306502241_TRANSFER_-_TUTOR_-_COACH_-_NETWORK_-_THE_EMERGING_SOCIAL_VALUE_OF_LEARNING

     

    Abstract: [UD Ehlers 2018:] The following paper explores the question how self-directed learning can be supported by Networked Learning. Self-directed learning is though not a novelty, its relevance has been discussed with changing perspectives for a long time. The decisive one, for this article, is the paradigm change in education, from instructional to experience based learning, which is attended by a changed perception about learning and instruction styles: Phrasing with Baumgartner (1997), from a " Transfer-oriented style " over a " Tutorial-style " to a " Coaching-style ". However, they are still based under the assumption of an " instructor " , who, how " coaching " he/she may be, is still an " impulse-giver " / " initiator " , who can not always be seen as given in today's world. Networked Learning offers hence an opportunity to learn in a self-directed way when-(what-) and wherever learners want to, whereby they can draw on a worldwide resource-pool of knowledge and " peers " as learning attendants through whom (external) reflection and validation is given.

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  • Ehlers, Ulf-Daniel; Steinert, Anne (2010) : Transfer-Tutor-Coach-Network. The emerging social value of learning In: European Distance and E-Learning Network: EDEN Conference 2010: Media Inspirations for Learning: Valencia. Online verfügbar unter https://www.researchgate.net/profile/Ulf-Ehlers, Ulf-Daniel/publication/306502241_TRANSFER_-_TUTOR_-_COACH_-_NETWORK_-_THE_EMERGING_SOCIAL_VALUE_OF_LEARNING/links/57beae7d08aed246b0f7571a/TRANSFER-TUTOR-COACH-NETWORK-THE-EMERGING-SOCIAL-VALUE-OF-LEARNING.pdf

     

    Abstract: [UD Ehlers 2018:] The following paper explores the question how self-directed learning can be supported by Networked Learning. Self-directed learning is though not a novelty, its relevance has been discussed with changing perspectives for a long time. The decisive one, for this article, is the paradigm change in education, from instructional to experience based learning, which is attended by a changed perception about learning and instruction styles: Phrasing with Baumgartner (1997), from a “Transfer - oriented style” over a “Tutorial - style” to a “Coaching-style”. However, they are still based under the assumption of an “instructor”, who, how“coaching” he/she may be, is still an “impulse-giver”/”initiator”, who can not always be seen as given in today’s world. Networked Learning offers hence an opportunity to learn in a self-directed way when - (what-) and wherever learners want to, whereby they can draw on a worldwide resource-pool of knowledge and “peers” as learning attendants through whom (external) reflection and validation is given.

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  • Ehlers, Ulf-Daniel; Schneckenberg, Dirk; Euler, Dieter (2010) : Moving Ahead - Towards a Humanistic Turn in Management Theory and Education In: European Academy of Management: 10th EURAM Conference "Back to the Future": Tor Vergata University Rome: Rome, Italy: 19-22 May 2010

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  • Ehlers, Ulf-Daniel; Steinert, Anne (2010): Networked Learning – A response to new challenges?. In: eLearning Papers, S. 45-56
  • Ehlers, Ulf-Daniel; Schneckenberg, Dirk (2010): Changing Cultures in Higher Education. Moving Ahead to Future Learning. A Handbook for Strategic Change. New York: Springer International

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  • Ehlers, Ulf-Daniel (2010) : Qualität für digitale Lernwelten: Von der Kontrolle zur Partizipation und Reflexion In: Hugger, Kai-Uwe; Walber, Markus (Hg.): Digitale Lernwelten: Konzepte, Beispiele und Perspektiven: Wiesbaden: VS Verlag für Sozialwissenschaften / GWV Fachverlage GmbH Wiesbaden, S. 59-73

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  • Ehlers, Ulf-Daniel; Joosten, Jochen (2010): Quality evaluation of eLearning through an international peer-review community. In: eLearning Papers (17)

    Abstract: [UD Ehlers 2018:] Summary The purpose of the paper is to present the Open ECBCheck, a new certification and quality improvement scheme for eLearning in the field of Capacity Building. The model supports Capacity Building Organisations to measure how successful their eLearning programmes are and allows for continuous improvement though peer collaboration and benchlearning. Open ECBCheck forms a participative quality environment which allows its members to benefit in a variety of ways by having access to tools and guidelines for their own practice on the one hand, and being able to obtain a community based label on the other hand. The certification scheme has been developed throughout a participatory process with organisations in the field of Capacity Building, who were extensively interviewed regarding their demands towards a new certification scheme. In a second step, existing standards and certificates like UNIQUE, EFMD CEL or ISO/IEC 19796-1 were assessed to see if they meet these demands or if parts of the existing standards and certificates could be incorporated into the scheme. Finally, as presented in this article, a blueprint for a certification has been proposed, including a description of the architecture, the definition of quality criteria and related indicators as well as a definition of a certification process. The results of extensive analysis suggest that organisations in the field of Capacity Building have in general a high interest to obtain a quality label. Mostly, organisations are interested in a tool which supports measuring and improving impact efficiency, helping to ensure the success of eLearning programs and allowing to benchmark with other organisations. The analysis we present in this article also shows that organisations differ in the diffusion of eLearning within their Capacity Building activities. To incorporate these differences a label with two options has been developed: one for single programs and another one for institutions.

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  • Ehlers, Ulf-Daniel (2010) : Open Educational Practices. Unleashing the Power of OER In: UNESCO: UNESCO Workshop: Open Educational Recources: Open Educational Recources: Winhoek

     

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    Abstract: [UD Ehlers 2018:] This paper presents the initial findings of the OPAL initiative, an international initiative of organisations in order to extend the focus from building access to open educational resource to open educational practices. Open educational practices as a phenomenon are discussed in this article on basis of an extensive survey and analysis of case studies of current open educational practices. The articles focuses on three aspects: First it attempts to suggest a working definition how open educational practices can be defined. Secondly it is discussed if and how quality of education is affected if educational practices are opened. Thirdly, case study findings are presented which show how the stakeholders of the educational scenario influence open educational practices.

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  • 2009

  • Ehlers, Ulf-Daniel : Open Educational Resources. Guest Editor. Brüssel. In: eLearning Papers (17)

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  • Ehlers, Ulf-Daniel (2009) : The Open Quality Project. Community-Based Low Cost Quality Certification In: eLearning Africa: Book of Abstracts eLearning Africa Conference 2009: Dakar, Senegal

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  • Ehlers, Ulf-Daniel; Adelsberger, Heimo H.; Schneckenberg, Dirk (2009) : Catching a Moving Target?! Global Quality for eCapacity Building In: Apostolopoulos, Nicolas: E-Learning 2009: Lernen im digitalen Zeitalter, 51. Gesellschaft für Medien in der Wissenschaft; Europäische Jahrestagung der Gesellschaft für Medien in der Wissenschaft: Münster: Waxmann (Medien in der Wissenschaft), S. 15-29. Online verfügbar unter https://www.waxmann.com/?eID=texte&pdf=2199Volltext.pdf&typ=zusatztext

     

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  • Ehlers, Ulf-Daniel; Adelsberger, Heimo H.; Teschler, Sinje (2009) : Reflexion im Netz: Auf dem Weg zur Employability im Studium In: Apostolopoulos, Nicolas: E-Learning 2009: Lernen im digitalen Zeitalter, 51. Gesellschaft für Medien in der Wissenschaft; Europäische Jahrestagung der Gesellschaft für Medien in der Wissenschaft: Münster: Waxmann (Medien in der Wissenschaft), S. 15-29. Online verfügbar unter https://www.pedocs.de/volltexte/2011/3093/pdf/Ehlers, Ulf-Daniel_et_al_Reflexion_im_Netz_D_A.pdf

     

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  • Ehlers, Ulf-Daniel; Joosten, Jochen (2009) : Catching a Moving Target?! Global Quality for eCapacity Building In: International Council For Open and Distance Education: ICDE World-Conference: 23rd ICDE World Conference on Open Learning and Distance Education: Maastrich: 7- 10 June. Online verfügbar unter https://www.researchgate.net/publication/306401111_CATCHING_A_MOVING_TARGET_GLOBAL_QUALITY_FOR_ECAPACITY_BUILDING?_sg=7UhpA1WHZMzQiBWHWk0aa9-ofgLL5LoBB1jKdfpWZm0VB6tvTsW3EKcYnpuRcg5sVnHy1rGPUTSWNjUWoRufJk11qFz9F5uzyiirSXpf.j3WLxlM0ibdArO8zXrpu49Eetf37sLQM6Gc2L4L_PiHYRHn-us59xchilZ9EnYdCB8vvmFmfZ1yfnxt9WQFYFg

     

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  • Ehlers, Ulf-Daniel; Schneckenberg, Dirk (2009) : Bridging the Gap – How Web 2.0 can help Business Education to foster Organisational Learning In: Agterberg, Marlous; Erkelens, Roos (Hg.): OLKC Conference: Organizational Learning, Knowledge and Capabilities Conference 2009: Amsterdam: 26-28 April. OLKC. Online verfügbar unter https://warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/olkc4/papers/4dulfdanielehlers.pdf

     

    Abstract: [UD Ehlers 2018:] This paper presents an experimental approach to use web 2.0 tools for the re-design business courses on the idea of competence development. Web 2.0 technologies have the potential to move education from knowledge transfer to competence development. But while web technologies are currently changing the competitive landscape of companies in modern business, the deployment of interactive learning technologies in management curricula remains weak. By increasing the use of web 2.0-based learning technologies, we think that business education can narrow the gap between the competence development of students in management studies and competence requirements of companies in business practice. We present with close conceptual reference to the work of Donald Schön a case study on reflective practice how web 2.0 tools can be used to create educational scenarios in form of reflective laboratories. To understand the long-term impact of this learning intervention, this study needs to be complemented with psychometric approaches to measure competence acquisition or longitudinal studies to assess change of behaviour like self-responsible learning and reflection processes of participants in their future business environments.

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