@inproceedings{4485, abstract = {{Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers.}}, author = {{Jenert, Tobias}}, keywords = {{educational development, study programmes, approaches to studying}}, location = {{Exeter}}, publisher = {{European Association for Research on Learning and Instruction}}, title = {{{Developing a learning centered model for designing and managing study programmes}}}, year = {{2011}}, } @inproceedings{4489, abstract = {{Over the last two decades, the discussion about innovating teaching and learning at higher education institutions (HEI) has concentrated on various core concepts: such as an increased focus on learning outcomes as competencies and more student-centered teaching. These concepts form part of what Barr and Tagg (1995) have termed the "shift from teaching to learning". However, very few approaches have been proposed so far in the scholarly literature on how to actually transfer such normative concepts into the practice of teaching and learning at HEI. In order to sustainably develop the practices of teaching and learning at HEI, it is necessary to comprehend the prerequisites for educational development. The construct of "learning culture" can be seen as a possible concept to explicate these prerequisites. The aims of this study are to (a) propose an institution-wide approach to educational development at HEI and to (b) present a comprehensive instrument to diagnose learning culture as a starting point for educational development. The findings of the study include a first version of the Learning Culture Inventory for HEI. The students' version of the instrument encompasses 12 scales for the individual, 12 for the pedagogical interactions and 5 for the organizational dimension. The assumed basic factor structure of the instruments could be confirmed. With the institution-wide approach to educational development and the Learning Culture Inventory, this study can provide the basis for sustainable developmental initiatives to innovate teaching and learning at HEI.}}, author = {{Brahm, Taiga and Gebhardt, Anja and Jenert, Tobias}}, keywords = {{higher education, instrument development, strategy, educational development}}, location = {{Exeter}}, publisher = {{European Association for Research on Learning and Instruction}}, title = {{{Learning culture as a prerequisite for an institution-wide approach to educational development}}}, year = {{2011}}, } @inproceedings{4490, abstract = {{Der Beitrag untersucht die Weblog-Arbeit Studierender zur Dokumentation und Reflexion von Praxisprojekten. Zu Beginn und nach Abschluss einer Lehrveranstaltung mit Praxisphase wurden Studierende zur Weblog-Arbeit befragt. Es zeigt sich, dass die Studierenden kaum über Erfahrungen in der Nutzung von Weblogs verfügen und überwiegend negative Einstellungen zum Bloggen aufweisen. Die Blogeinträge erreichen nicht die angestrebte Reflexionstiefe. Es wird diskutiert, wie das didaktische Design gestaltet werden kann, um die gewünschten Effekte ‒ Peer-Feedback und tiefgehende Reflexion ‒ zu erreichen.}}, author = {{Gebhardt, Anja and Jenert, Tobias}}, isbn = {{978-3-8309-2545-3}}, keywords = {{Weblog, Selbststudium, Praxisprojekte, Selbstorganisiertes Lernen}}, location = {{Dresden}}, pages = {{284--392}}, publisher = {{Waxmann}}, title = {{{Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten oder: Spannungsfelder und Teufelskreise beim selbstorganisierten Lernen}}}, volume = {{Band 60}}, year = {{2011}}, } @inproceedings{4491, author = {{Jenert, Tobias and Brahm, Taiga}}, location = {{München }}, title = {{{Institutionsweite Hochschulentwicklung zur nachhaltigen Gestaltung von Lehr-/Lernkulturen}}}, year = {{2011}}, } @inproceedings{4492, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{Hochschulentwicklung}}, location = {{Bochum }}, title = {{{Programmentwicklung zur nachhaltigen Qualitätsentwicklung von Studiengängen}}}, year = {{2011}}, } @inbook{4513, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Wissensgemeinschaften. Digitale Medien - Öffnung und Offenheit in Forschung und Lehre }}, editor = {{Köhler, Thomas and Neumann, Jörg}}, isbn = {{978-3-8309-2545-3}}, pages = {{284--293}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{Besseres Feedback, mehr Reflexion? Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten}}}, volume = {{60}}, year = {{2011}}, } @inbook{4514, author = {{Jenert, Tobias and Zellweger, Franziska}}, booktitle = {{Kompetenzorientierte Hochschullehre: Die Notwendigkeit von Kohärenz zwischen Lernzielen, Prüfungsformen und Lehr-Lern-Methoden }}, isbn = {{978-3-0355-1084-3}}, pages = {{80--117}}, publisher = {{hep verlag ag }}, title = {{{Konsistente Gestaltung von Selbstlernumgebungen}}}, volume = {{1}}, year = {{2011}}, } @inbook{4515, author = {{Jenert, Tobias and Brahm, Taiga}}, booktitle = {{ Lehrbuch für Lernen und Lehren mit Technologien}}, editor = {{Ebner, Martin and Schön, Sandra}}, isbn = {{978-3842340114}}, pages = {{1--8}}, publisher = {{Books on Demand GmbH}}, title = {{{Planung und Organisation -Technologieeinsatz von der Bedarfsanalyse bis zur Evaluation}}}, year = {{2011}}, } @inbook{4524, author = {{Jenert, Tobias and Meier, Christoph and Brahm, Taiga}}, booktitle = {{Wissensgemeinschaften: Digitale Medien, Öffnung und Offenheit in Forschung und Lehre }}, editor = {{Köhler, Thomas and Neumann, Jörg}}, isbn = {{978-3-8309-2545-3}}, pages = {{136 -- 145}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{QualiAss - ein Werkzeug zur Prozess- und Qualitätsunterstützung für schriftliche Prüfungen an Hochschulen : Nutzungsszenarien - Spezifikation - Einführung}}}, volume = {{60}}, year = {{2011}}, } @inbook{4559, abstract = {{Der Beitrag untersucht die Weblog-Arbeit Studierender zur Dokumenta¬tion und Reflexion von Praxisprojekten. Zu Beginn und nach Abschluss einer Lehrveranstaltung mit Praxisphase wurden Studierende zum Weblog-Arbeit befragt. Es zeigt sich, dass die Studierenden kaum über Erfahrungen in der Nutzung von Weblogs verfügen und überwiegend negative Einstellungen zum Bloggen aufweisen. Die Blogeinträge erreichen nicht die angestrebte Reflexionstiefe. Es wird diskutiert, wie das didaktische Design gestaltet werden kann, um die gewünschten Effekte - Peer-Feedback und tiefgehende Reflexion - zu erreichen.}}, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Wissensgemeinschaften : Digitale Medien - Öffnung und Offenheit in Forschung und Lehre}}, editor = {{Köhler, Thomas and Neumann , Jörg}}, isbn = {{978-3-8309-2545-3}}, keywords = {{Weblogs, Selbststudium, Praxisprojekte, Hochschule, Edublog}}, pages = {{284--293}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{Besseres Feedback, mehr Reflexion? – Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten}}}, volume = {{60}}, year = {{2011}}, } @article{6995, author = {{Beutner, Marc and Kremer, H.-Hugo and Zoyke, A. }}, journal = {{bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011}}, title = {{{Workshop 16 Individuelle Förderung. Konzepte und Erfahrungen zur Berufsorientierung im Übergang }}}, year = {{2011}}, } @misc{6999, booktitle = {{bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011}}, editor = {{Kremer, H.-Hugo and Tramm, T.}}, title = {{{Fachtagung 19}}}, year = {{2011}}, } @article{7049, author = {{Kremer, H.-Hugo and Tramm, T. and Tenberg, R.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{20}}, title = {{{Lernfeldansatz - 15 Jahre danach}}}, year = {{2011}}, } @article{7476, author = {{Kremer, H.-Hugo and Frehe, Petra}}, journal = {{Beilage Schule NRW}}, number = {{05/11}}, pages = {{4--8}}, title = {{{Individuelle Förderung - aber wie? Einblicke in das Innovationsprojekt InLab}}}, year = {{2011}}, } @article{7477, author = {{Sloane, Peter F. E. and Kremer, H.-Hugo}}, journal = {{Beilage Schule NRW}}, number = {{05/11}}, pages = {{4--8}}, title = {{{Individuelle Förderung fördern. Das Wirtschaftspädagogische Graduiertenkolleg als Innovation in der Lehrkräfte- und Schulentwicklung}}}, year = {{2011}}, } @article{7483, author = {{Kremer, H.-Hugo and Sandmann, D.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, title = {{{Kooperationsvorhaben berufliches Gymnasium und Bachelor Wirtschaftswissenschaften. Ein Paderborner Modellprojekt zur Berufs- und Studienorientierung}}}, year = {{2011}}, } @article{7604, author = {{Kremer, H.-Hugo and Tramm, T.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, title = {{{Berufliche Bildung 2011, Fachtagung 19}}}, year = {{2011}}, } @inbook{9589, author = {{Beutner, Marc}}, booktitle = {{Lehrerbildung phasenübergreifend denken. Facetten einer bundesweiten Debatte}}, editor = {{Häcker, Th and Bartel, K and Peters, K}}, pages = {{140 -- 158}}, title = {{{Kompetenzbegriff und Evaluation im beruflichen Bildungswesen}}}, year = {{2011}}, } @inbook{6465, author = {{Tramm, T. and Kremer, H.-Hugo and Tenberg, R.}}, booktitle = {{bwp@ Ausgabe 20, Lernfeldansatz 15 Jahre danach}}, editor = {{Kremer, H.-H. and Tramm, T. and Tenberg, R.}}, title = {{{Editorial bwp@ 20}}}, year = {{2011}}, } @inbook{6466, author = {{Beutner, Marc and Kremer, H.-Hugo and Wirth, W.}}, booktitle = {{bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011, Workshop 16}}, editor = {{Beutner, M. and Kremer, H.-H. and Zoyke, A.}}, pages = {{1--26}}, title = {{{Bildungsmaßnahmen zur Berufsorientierung im Justizvollzug - Konzept und Erfahrungen}}}, year = {{2011}}, }