Attachment: 5bde7a80-9d2f-4f63-a7f9-55d8a73a83b6.pdf

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.

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.

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.

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.

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.

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.

Attachment: 7421939f-1b7c-4c3f-a23f-775650d1551f.doc

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.

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.