Educational Science Join, share and create knowledge-contexts!

core2zero in Sabine Siemsen (core2zero)

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Educational Science MOOCs, CAPs, U.Labs & Co: Update PhD Project

MOOCs_Caps_Ulabs

http://www.wortwolken.com/

 

Another important step is done – I successfully submitted my proposal for my PhD Project at the Institute for Educational Science and am now officially PhD Student at the area Innovation, Organization, Networking! While submitting a paper together with my supervisor, and a symposium for next years DGfE Conference on “Movements”, as well as for the Conference-Papers of this Years Congress of the Commission of Organizational Pedagogy, the working title of my project meanwhile has changed and now is »MOOCs, CAPs, U.Labs and Co: Enhancing and transforming Learning and Knowledge in (Higher Education) Networks«.

As the title shows, the focus has shifted a little from a “mere” discussion of changes in learning-processes in Higher Education towards “new” forms and their potential in regard to innovation, transformation and movements/change. Theories and approaches for learning and development will be analyzed in regard to the question, which suggestions and practices they offer to provide translation in heterogeneous global learning scenario, and how these translational suggestions differ between being reflexive/analytical and/or experience-orientated/dialogical approaches. It seems promising, to analyze them within their specific cultural qualities of referenciality, community and algorithmicity and different notions of the political (Stalder 2016). The thesis will be a predominately theoretical study, including empirical (cumulative) and conceptual work and aims to analyze processes of change in Higher Education in the context of Globalization and Digitalization.

Following a vision of an “Open Global Net-worked Online University”, it discusses and connects on a meta-reflective-level different theories and praxis-approaches on changes and innovation of learning and knowledge in Higher Education, to answer the question: How to enable traditional universities to become an active and creative part of a » networking global online university«”,

 

  •  how to describe, to enable, and to foster adequate processes of learning in highly heter-ogeneous learning-communities,
  •  how to define and create a new learning-culture for global networked academic learning
  •  how to describe the future role of such an “Open Global Networked Online University” for Societal Change and Innovation

and to develop

  •  a typology of forms of networking learning-scenarios as an analytical framework/matrixFrame
  •  and a competence-grid which proposes a “tool-kit” for appropriate/adequate translational settings and translational strategies

The framework therefore is

  •  My published papers on these questions which based on the theories of Gregory Bateson (Learning-Levels and Theory of Change) and Connectivism, and
  •  theories and approaches which look at the same questions from a different angle of view and argue with different types of causation (Transformative Learning, Theory U, Organizational Pedagogy)

It will be a challenging and pulsating process, as I am also about to start a new job (75%) where I will be part of a team working on a project on the quality of teaching in Higher Education and especially on the question how to support and foster “freshmen” at universities to successfully and satisfyingly start (and remain) in their academic life. I am sure that both, my new job and my PhD Project will interrelate and mutually benefit from each other. I will keep you updated and motivated to dare to follow up your professional visions and goals – no matter what age and background you have!   Literatur Stalder, Felix (2016): Kultur der Digitalität, Suhrkamp Verlag, Berlin

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Educational Science Submitting an international symposium – Further steps in context with my phd-project

MotionRecently ideas and plans for my PhD Project shape and become more concrete – I am really motivated and enjoy working on it, enhancing and enlarging frames and steps, including them into concrete project-planning-steps.

To connect my project with networks and create connections and affiliations we think about a research-project and about submitting a symposium for a conference in 2018. The latter is recently “work in progress” and from the angle of not only writing about, but actually doing research in the context of new learning (and research) cultures – which are open, creative, innovative, and interdisciplinary, and implement the potential of networking and digitalization – I would love to use this research-community to share the idea with my networks.

As submissions for symposia will be reviewed anonymously, I will not share our detailed outline here, but post the links to the congress and the call.

Congress

Call

If some of you (they should be post-graduated or graduated) are interested to participate you could contact me via e-mail (s.siemsen  at outlook.de), or Facebook , or Twitter (@CoRe2dot0 ), or LinkedIn, or Xing ) … whatever channel you prefer! I would be happy to send you detailed information and the outline of the intended international symposium.

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Exposé and Writing-Challenge Dissertation

IMG_20111029_152605_thumb.jpgAs I wrote in my post “PhD Projekt becoming concrete – Project Planning” I decided to write a cumulative Dissertation instead of a Monographie. Meanwhile my new exposé is almost ready and last week we had a doctoral-candidates-meeting in Marburg, where all of us can discuss the recent state of their projects, ask for (and get) feedback and argue on open questions – a really great offer and very efficient to have a group of other candidates around your research area and nevertheless with different topics and foci as “critical friends” and resource for the research process!

While preparing my exposé I joined a Facebook Writing Challenge in a FB Writing Lab – I already did so two times before, once finishing my M.A., and to meet the deadline for a research-paper. And as it was really motivating, but always limited to some weeks, I now decided to open a new Facebook-Group for a permanent Challenge for long-term projects like dissertations. You can find and join the group here.

In the context of this group and of my phd project I have another idea and would love, if some of you would “come along”. As an “open University”, a new culture of learning and research, and a new role of science are important aspects of my phd project, I would like to implement this weblog deeper into what I am doing – and vice-versa. It was always planned and conceptualized as a place of sharing and creating interdisciplinary knowledge, but up to know it is only me who is writing here, the posts are linked to Facebook and there most discussions take place. I love Facebook and my community there, but for longer texts and the discussion of them I think a weblog is a much better place (besides it is connected and all posts here are linked to FB).

So I would like to invite all members of my Facebook-Group “Writing Challenge Dissertation” to be co-author and to introduce their projects and proposals here – to receive feedback and support from the community. Please just contact me in the FB-Group via PN and I can create writing-rights for you here.

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Educational Science Universities in the Present Age: Obsolescent Institution or Breeding Ground for Global Enhancement, Social Change, and Innovation

These are the slides of my Hildesheim Presentation, held at the 10th annual conference of the GERA-Commission Organizational Education “Organization and Networks” on 23.02.2017 in Hildesheim, Germany
(audio and subtitles added afterwards) .

I got very helpful and enhancing comments and next steps will be to enhance my PhD proposal by better embedding it into (or clearer differentiate it from) existing theories on culture and heterogeneity, which is still a “weak point” …

another great input I got from the conference, for upcoming research, was the final keynote on network analysis including qualitative methods, respectively mixed-methods (which already had been my favorite) … and to hear about different views on its potential compared to field-analysis.

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Educational Science PhD Project becoming concrete – Project Planning

WP_20170126_10_46_43_ProFollowing up my last post on my PhD Project here the latest news and an outlook on next concrete steps: Since recently I got in closer contact with the working area Innovation, organization and networks at the institute of educational science of the Philipps University in Marburg, and by now we decided that my PhD Project will be supervised there. I have learned that it has really been a good decision to take time for search and reflection and to see the question of who will/can supervise such a complex and important project as highest priority. I look forward very much to the coming time-frame and all concrete steps connected with it. I feel encouraged and supported and I am about to enlarge my network and my personal reflection on my research with raising speed :-)!

The project itself has also changed structure and form, without abandoning its core-content and focus. At the moment it is quite sure that it will be a cumulative dissertation, basing on my publications and reflecting, enhancing and enlarging those, by connecting the papers foci to work out interrelations, weakness and excellence (so a theorectical work ) and desiderata for post-doctoral work (empirical, mixed method – here a big part of my former proposals ideas on methodology and research will be conducted).

Since January I have finished a submission for an invitation to extend last years LTEC-Paper, I am about to finish a submission for the LTEC in 2017 and I am working on a presentation for a Symposium of the commission of organizational pedagogy at a DGfE conference end of February. It feels good “to be back” with concrete plans and structures and new enhanced ideas for my research. From now on I will also try to report on the progress, upcoming reflections and question, on a more regular basis here.

 

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Educational Science May 2017 become the best year ever!

Guten Rutsch! A Happy New Year! Bonne Année! 贺年 [賀年] ! καλή χρονιά! سنة جديدة سعيدة selamat tahun baru! hyvää uutta vuotta! gott nytt år! head uut aastat! bhliain nua sásta! srečno novo leto! Šťastný Nový Rok! chúc mừng năm mới! Gelukkig Nieuwjaar! Feliz ano novo! あけましておめでとうございます!

 

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Educational Science Digitale Hochschul-Revolution … (as an exeption in German*)

OERMOOCETCDie aktuelle Titelstory der Internetseite des Deutschen Studentenwerks befasst sich mit der „Digitalen Hochschul-Revolution“. Ein spannender Artikel, der viele aktuelle Entwicklungen streift und aufführt, dessen Schlussfolgerungen aber meiner Ansicht nach doch eine sehr „deutsche Brille“ tragen und nicht immer vertieft hinter die Konzepte sieht, die angesprochen werden.

Denn vor allem sind (können/sollten sein) digitale Studienprogramme eben nicht einfach „das Aufnehmen von Vorlesungen“, sondern, wie im Artikel auch angesprochen, „Erklärvideos“ – ein Medium das viel mehr ist (sein kann/sollte) als eine „Vorlesungs-Aufzeichnung“. Hinter dem ein völlig anderes didaktisches Konzept steckt (stecken kann/sollte). Das bedeutet aber eben auch, dass sich Hochschul-„Lehrende“ vom klassischen Rollenbild des „sage on the stage“ verabschieden müssen und sich für neue Rollen und Aufgaben öffnen – die sicherlich wesentlich spannender und herausfordernder sind. Die angesprochenen humanoiden Avatare, oder auch physisch „reale“ Roboter (wie in Marburgs neues Projekt „HEART“) nehmen dann keine Jobs weg, sondern machen frei von Routineaufgaben und schaffen Freiraum für das Generieren neuer Ansätze und das Konzentrieren auf Interaktionen und Begleitung statt Belehrung. Deshalb schafft sich Handke mit seinem Konzept eben auch nicht ab :-).

Ja, im Gegensatz zu Neuerungen die das Traditionelle möglichst erhalten und nur ein bisschen „aufpeppen“ sollen (»sustaining«) sind diese innovativen Ansätze »disruptive«. Was impliziert, dass Bisheriges nicht erhalten bleibt, sondern etwas wirklich Neues entsteht. Was aber eben nicht bedeutet, dass Erfahrungen und Theorien nichts mehr wert sind. Sie werden eben neu gedacht, neu kombiniert, erweitert, korrigiert usw. – eben Emergenz.

Vielleicht muss einfach auch „Präsenz“ neu gedacht werden, denn die vielfältigen synchronen Tools zum synchronen Kommunizieren unter Nutzung von Kamera und Mikrofon und gemeinsamem Bearbeiten von Inhalten fördern „Präsenz“ in Form von Aufmerksamkeit, Kollaboration, Kooperation und Vernetzung vielleicht mehr, als eine physische Präsenz im selben Hörsaal das jemals konnte? Blended Learning könnte dann statt »Präsenz + Online« eben »Synchron Online + Asynchron« (online und offline selbstorganisiert lernen) bedeuten.

Und zur Frage „Wie muss kann man sich eine Universität 2.0 eigentlich vorstellen“: Abgesehen davon, dass „2.0“ längst überholt ist (ich überlege auch ob und wie ich das im Titel meines Weblogs ändern oder wenigstens klarmachen kann …) geht der Antwortversuch „Ohne Vorlesung, Bibliothek, Mensa und Campus? Ohne Prof, HiWis und notorisch abschreibende Kommiliton/innen?“ meines Erachtens an der Realität vorbei. Ohne Vorlesung? Vorlesungen gehen auch digital, wenn sie in der traditionellen Form eben auch längst überflüssig sind. Statt dessen gibt es ja längst gute didaktische neue Konzepte. Ohne Bibliothek? Wann gab es denn jemals eine größere und flexibler und freier zugängige „Bibliothek“ als heute? Und Medienkompetenz brauchte man auch in den klassischen Bibliotheken schon. Heute eben anders. Ohne Mensa und Campus? Gut, gemeinsam mit den Kommilitonen eine Mahlzeit einnehmen geht dann eher nicht J – aber für den Campus gibt es dagegen schon wieder Möglichkeiten, die über Kontakte und Kontexte die ein Präsenzcampus ermöglicht, weit hinausgehen. Professoren und wissenschaftliche Mitarbeiter werden andere Aufgaben und Rollen haben und Abschreiben … dazu möchte ich mich hier jetzt mal nicht äußern J.

Ob die Universität der Zukunft eher eine Volkshochschule ist, ist sicherlich wieder eine Frage der Definition. Wenn es heißt, dass jeder die Chance hat, sie besuchen zu können, warum nicht? Wenn es aber heißt, dass das Niveau der freien Universitätsbildung Kursen heutiger VHS entspricht und „die besten Köpfe“ viel Geld haben müssten um Bildung auf Universitätsniveau zu erwerben, dann bitte nicht!

Hier noch zwei  andere   Artikel, die sich mit ähnlichen Fragen anders befassen.

* Exeptionally this article is published in German as it is an answer to a German Website post and it written under (my impression) a very German point of view and joins a very “German Discurs”. In short it is about changes from Brick and Mortar Universities towards a Digital University and an article that gives different examples of University approaches that already exist but partly is oversimplifying the already existing concepts. For example digital study Programms is described giving the impression that those are merely technologically produced lectures and it “plays” with the anxiety of traditional institutions and their members that the might become obsolet through really innovative concepts, new roles, big data, virtuality and so on …

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Educational Science Some thoughts on and in between learning and research

fbToday I had a Twitter conversation with a colleague and somehow the discussion turned from dealing with a book respectively its content :-) toward a discussion on theories or terminology transporting an ideology or enabling enhancement.

It made me think about my own project, as a new/altered terminology (like my definition of GOAL as Global Online Academic Learning, of a new learning level as reaching “enhancement-competence” and of “Metacommunication as tool”) plays an important rule for enabling learners in global online learning to create new knowledge. Global networked learning-processes cannot be described, defined or enabled if we comfortably rest in traditional methods, theories, definitions. Research on something new needs the courage to leave comfortable pathways of re-assuring traditions. And maybe this may look like “ideology” at the first glance. But one of my favourite quotations is from Nora Bateson when she defines learning as the moment we realize that something we used to define and see in a specific way may be totally different.

An at which place, if not in research and in science, could be the right place to start re-thinking, re-defining and re-creating definitions and theories? Or – in Gregory Batesons words – to reframe situations and to commonly set new context markers. Defining a definition as ideology is a context marker. Others could mark the same context as “disruptive innovation” (of a terminology, a theory, whatsoever). And talking about these individual punctuations makes those conscious … this is Metacommunication on Learning. This is what enables enhancement.

Finally, research and science is a learning process on this level, isn’t it? I remember a moment of my own studies when I talked to my professor about a thesis or a homework and he told me that my work shows a clear understanding of the theories but remains explaining and describing  and he would miss my critic on them. I was astonished as I would not have dared at this moment to criticise a scientific “proven” theory as a “little student”, even so I had a lot of ideas and critics which I never would have dared to “officially” write down. He said: As a student doing research you are already a scientist and not only allowed to but obliged to think critically and to give arguments using your own thoughts. This was one of (maybe the) most important moments of my studies and the most beautiful thing a teacher or professor ever said to me! And it started a process of learning that was different from all the others before. And a process of research on what exactly is so different and how we can foster and enable others to those kind of learning processes.

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Educational Science Update (II 26.9.16): Project Planning for PhD Project – Part II

RecentIMG_20120728_122438ly I wrote about my search for a useful project-planning software to structure my PhD-Project into milestones, tasks, timeframes and so on …

My first choice to test was smartsheet (http://www.smartsheet.com: see post). I liked the usability very much and smartsheet offers a lot of very helpful tools to manage a “single project” too (as project tools often focus on collaborative work and managing business projects etc.).

BUT: The customer “service” or “support” was lousy :-/ … first of all answers awoke the impression to come out of a “answer-toolkit”, they ignored given information in further mails and most suggestions were mere links to the website – information I am really able to find myself without contacting a support/service …

Second problem: After the trial period I nevertheless decided I would like to buy respectively rent the software even being disappointed that the company was not able to connect my request that scientific work I want to do is non-profit with their own offers/criteria for non-profit-“organizations”. As I do not have a credit card and do not want to use Paypal I asked for an invoice or a bankaccount to transfer the fee. First I was assured I can get an invoice. Later they told me, for a single licence they can not invoice … without creditcard or PayPal I cannot use the software …

Resümee: Especially when “renting” a software and using software as a service I expect to receive a service that earns to be called service ;-) … so “smartsheet” felt out of my options.

Next step was to ask my university if there is a reduced or free version of Microsoft project but there isn’t. Right now I am in contact with “Wrike” (http://www.wrike.com)  and not only do they have a very informative website with plenty information, forum, faq, tutorials etc., but also, even  before having tested the software itself,  I receive a perfect, prompt, friendly and individual support to fulfil my needs. I will update this post as soon as I have been able to work with the software itself.

UPDATE 18.09.2016: Writing the above post I shared it (and the first one on my project-planning) with Smartsheet. Some days later I received a mail from the management, telling me they wanted to look into the discussion of the mails to improve their service. And they offered me a free student version, even if my university does not seem to have a contract with them. Meanwhile I am already testing Wrike and it is a great software. By now I am not yet sure if it is not even “too good” :-) for my project, as it offers a huge resource of tools for teamwork and collaboration, which I probably will not really need. On the other hand, for an external PhD they may become great and helpful. What I miss up to now is a field that shows me in percentage the progress of project-milestones, tasks etc. – but I am still exploring the tool and will participate in a free workshop next week.

So at the moment both, Smartsheet and Wrike are still considered to accompany my planning during the next 2 up to 3 years. I will post on news :-) - and I would love to get to know your experiences on it!

UPDATE 26.09.2016

After “playing” with both, Wrike and Smartsheets, I decided that for my Project I will go on working with smartsheet. Regarding the tool itself, both are great but smartsheet focusses on Sheets, similar to Excell, which are easily customizable and they meet my way of working better than Wrike that focusses on cardviews and has (at least in the Student Version) no customizable Sheet. And – that was the most important reason – it is (my Impression) really “too good”, respectvely too complex for working “just” on an individual Project. For Projects with Teams working collaborately I would really recommend it, it has great and very easy to use Features for working together.

From the very beginning of my “test-Trial” I loved to work with smartsheets but as I wrote above was disappointed about the Service. Here I have to make a correction: I send links to my two Posts to Smartsheet as a Feedback and very soon I got an answer from the Management who wanted to know more about what went wrong. They appologized and offered me a free Student Version (nevertheless the Fernuniversität does not have any contract with them) which includes everything I need to do a really good and structured projectplaning within the time I will need for such a project. Fazit: Everyone deserves a second chance and I thank smartsheed for the free version and will go on telling you about working with it.

 

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Educational Science PhD Project: Theoretical/conceptual/empirical – “Two souls are dwelling in my breast”

IMG_20120728_122438

First Draft of my ideas on a phd project (drawn 2013 during my MA studies )

During the last two weeks I did a lot of planning and reading in regard to my PhD-Project. This included testing a software for project-management (smartsheet) as meanwhile I know my learning/working patterns and a structured plan (even if it has to be changed several times and is enhancing and changing permanently during a long-time-project) always helped to discover strength and weaknesses in drafts and ideas on a long-term project.

Splitting my proposal therefor into milestones (1) and into a 2, max. 3 year-timeframe awoke doubts about the intended use of my methodological design I described in my proposal up to now. I  am still committed to the Mixed Methods Design and the Project Plan itself, as a whole. But I think the project would benefit from splitting it into the PhD project (theoretical/analytical/conceptual) and a post-doctoral phase of conceptualization/implementation/evaluation and papers on those.

I could imagine two differente scenario:

The research questions would remain the same:

  • How can changes in learning processes in higher education, caused through the impact of digitalization and network and global online learning-communities, be described in a way that justifies to enlarge the Piagetian stages so as to define a fifth stage of development –  individually (ontogenesis) as well as social-cultural (phylogenesis respectively sociogenesis)
  • To which of Piaget’s cognitive Stages of Development could recent approaches of MOOCs be assigned to? And how would a model or approach have to be conceptualized to outrun recent models or approaches of MOOCs to enable students to reach this newly defined fifth stage?

Either:

the criteria would be defined and described basing on a “mere” fusion and (hypothetical) enhancement of existing (interdisciplinary) theories – Focus on Piaget, enlarged through Bateson, Systemtheories, Theories on Communication and Change, (educational-)sociology, -psychology, anthropology, linguistic … leading to a model similarly structured as one I described in my M.A. Thesis (2) –

or:

as above, and then conceptualizing a competence-grid (similar/enhancing the one of my M.A. (3)) and giving concrete and detailed examples for digital tools and didactial (mathetical?) scenario to enable and foster enhancement competence through a consequent use of metacommunication on different levels and blueprints.

–> both meaning that the described Mixed Method Design would be the methodological frame of post-doctoral work and papers (review on existing data, own data through interviews and questionaires, conceptualizatin, implementation and evaluation of a GOAL on Enhancement Competence to combine with MOOCs of different universities from different learning-cultures) – basing on the criteria defined in the PhD Thesis.

 

The alternative would be, to cut back the theoretical part and to limit it in regard to interdiciplinary  theories and approaches. It would be possible but at the moment it makes me feel uncomfortable …

I would be happy to receive feedback on the idea of a “mere” theoretical/analytical/conceptual PhD – did someone do it in educational science?

(1)

smartsheet3

 

 

 

 

 

 

(2)

Learning_Contexts

 

 

 

 

(3)

competencegridec

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