About

Sabine Siemsen, M.A. and PhD candidate

ChileProfil (358x398)               PhD Candidate at Philipps University in Marburg, Institute of Educational Science, Area Innovation, Organization, Networks.

Master Thesis:  Globally Networked Learning-Processes in Higher Education: Rethinking and Fusing Terminology and Theories in the Context of Digitalization and Technology

B.A. Educational Science and  M.A. eEducation at the Distance University Hagen, Germany

Currently (Feb 17) working on my PhD project/Doctoral Thesis and looking for a new job challenge in Research and Lecturing.

Publications: 

Siemsen, Sabine (forthcoming): Universities in the Present Age: Obsolecent Institution or Breeding-Ground for Global Enhancement and Change? (Symposium 2017 DGfE Subdivision Organizational Pedagogy)

Siemsen, Sabine (forthcoming): Globally Networked Learning-Processes in Higher Education: Why Virtualization has to become more than Digitalization. (IJLT International Journal for Learning Technology. Invitation for an extended Conference Paper)

Siemsen, Sabine (forthcoming): Towards a New Learning Culture in Distance Education: The Development of Distance Education at the FernUniversität in Hagen using the Example of the Study Course Educational Science. (LTEC 2017)

Siemsen, Sabine (2016). From MOOC to GOAL: Ubiquitous Networked Learning in Higher Education. In: Learning Technology for Education in Cloud – The Changing Face of Education p. 150-161. Springer International Publishing Switzerland. ISBN 978-3-319-42147-6

Siemsen, Sabine (2015): Learning, Knowledge and Competence in Global Online-Universities: How Terminology shapes Thinking  A Theoretical Approach to Innovation and Change in Academic Distance Education. In: Communication in Computer and Information Science – Proceedings 4th International Workshop, LTEC 2015 Maribor, Slovenia. Springer International Publishing Switzerland. 2015

Siemsen, Sabine (2015): Knowledge-Management by »Social Writing«: The Launch and Establishment of an Online-Writing Lab Using the Example of Citavi-Online-Tutorials at the Faculty of Cultural and Social Sciences of the Distance-University in Hagen Germany. In: In: Communication in Computer and Information Science – Proceedings 4th International Workshop, LTEC 2015 Maribor, Slovenia. Springer International Publishing Switzerland. 2015

Siemsen, Sabine / Jansen, Rainer (2014): Connectivism and Interactionism Reloaded: Knowledge Networks in the Cloud. In: Learning Technology for Education in the Cloud. MOOC and Big Data. Springer International Publishing Switzerland 2014

de Witt, C./Psyk, P./Siemsen, S. (2012): Mobiles Wissensmanagement. In: Jahrbuch E-Learning 2013

Talks/Presentations:

LTEC 2016, Hagen, 5th International Conference on Learning Technology for Education in Cloud (Paper Presentation)

Hagener Wissenschaftsgespräche 2016: Lernen und Wissen 2030: Veränderungen von Lernprozessen und Wissensdefinitionen. Videostreaming: https://www.fernunihagen.de/videostreaming/ksw/wg/20160217.shtml

ENTELIS Seminar 2015, Dublin, Keynote »Distance education in the context of mobility, digitalization and technology – Potential and Barriers to bridge the digital divide«. Slides und Audiversion: http://www.entelis.net/en/node/200

LTEC 2015, Maribor, 4th International Conference on Learning Technology for Education in Cloud (2 Paper Presentations)

LTEC 2014, Chile, 3rd International Conference on Learning Technology for Education in Cloud (Paper Presentation)

Hagen 2012, Vortrag im Rahmen des Adobe Connect Nutzertages: „Die Nutzung des Virtuellen Klassenzimmers im Rahmen einer Moodle-Schreibwerkstatt“

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Media, new technologies and especially »Web 2.0 and social media« have strong impact on the World, globalization and social environment of men. This aspect must be considered in educational research and (media) didactics, but also in all institutions who deal with questions and issues of global education.

However, technics and technology should not be regarded as deterministic factors, present learning theories and theories and models of development should not be substituted but complemented and new possibilities and potentials, as well as the differences between F2F-communication processes and cvK must be taken into consideration and be included (media Richness Theory (Daft and Lengel, in 1986), Reduced Social Cues (Kiesler, seal and Mc Guire, in 1984).

In a networked and mobile world it does not make sense to approach problems in a dualistic way, or to search within singular disciplines and sciences for the theory or the model. Learning is development and development is a mutual process on different levels, which proceeds stage-to-stage.

Hence, solutions should be developed, discussed and combined multidisciplinary; should use both, the knowledge from educational science, social sciences, neuroscience, educational policy and the potential and chances of »new media«: Not as »magic bullet« or universal remedy, but as efficient and actual tools. This weblog aims to be such a tool.

The idea for the topic arose from my bachelor’s thesis »structural-genetic conditions for digital literacy«. Against the background of the theories of Piaget, Elias, Oesterdiekhoff and Dux, I wrote about the connection between new media / technologies and cognitive development and made a critical review of global projects of education and development (e.g. UNESCO, OLPC and others). One outcome of this work was the question whether Piagets fourth stage it is still adequate to describe todays cognitive development and educational processes in a networked environment – or whether in a digital and networked society of knowledge, one has to deal with a new, fifth stage which can be clearly defined and differentiated from the fourth stage. I would like to follow up this question here –including topics and new scientific findings.

I opted for a weblog as medium and method for further research, because it provides an ideal platform

• to offer a multidisciplinary overview of the state-of-the-art of science and technology

and

• to »collect« discourses, shows up similarities and differences and challenges contrary arguments to be discussed

In addition, as soon as it has been established and become known through networking with related websites and institutions, it has the potential

• to initiate and activate multidisciplinary discourses

and

• to become a Community of Research.

It offers „’Connectivity’ understood as a possibility to reach other members within the network, as well as ‘Communality’, understood as cooperative and collaborative gathering and sharing of information.“ (Schmid 2006, p. 114 with reference to van den Hooff etAl. 2005)

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