Virtual Reality in der Notfallmedizin, Sprachen lernen mit Apps, BMBF braucht Nachhilfe, DSGVO schlägt Wellen
Die Folge haben wir am 22.04.2018 aufgenommen.
Beim Intro haben wir bei einem unserer Lieblingspodcasts geklaut. Immerhin haben sie uns ein eigenes Kapitel in ihrer Episode 51 gewidmet! Hoffentlich sind wir mit Markus und Christian hinterher noch Freunde.
Für unsere erste(!) Folge konnten wir bereits über 100(!!!) Downloads verzeichnen. Ist das nicht cool? Wir haben uns irre gefreut. Dazu haben uns David der Doktorand und Tine Nowak auf Twitter empfohlen, vielen lieben Dank dafür! Ihr seid bestimmt an einigen der 100 Downloads “mitschuld”. Übergangen haben wir in der Anfangsaufregung noch einen Kommentar von Mathias Magdowski. Sorry!
Unser Introsong ist von Nicolai Heidlas für uns komponiert worden. Drüben auf Soundcloud hat er ganz viel tolle Musik unter CC-BY-Lizenz liegen. (Ja, es ist weiterhin der gleiche, aber wir erwähnen ihn gern jedesmal neu.)
A war gerade auf der OER18 in Bristol.
| McGrath, Jillian L; Taekman, Jeffrey M; Dev, Parvati; Danforth, Douglas R; Mohan, Deepika; Kman, Nicholas; Crichlow, Amanda; Bond, William F; Fernandez, Rosemarie; Riker, Shiela; Lemheney, A J; Talbot, Thomas B; Franzen, Douglas; McCoy, Eric C; Chipman, Anne; Parekh, Kendra; Papa, Linda; Harter, Phillip; Frey, Jennifer; Hock, Sara; Kerrigan, Kathleen; Kesawadan, Kesh; Koboldt, Timothy; Kulkornia, Miriam; Mahajan, Prashant; Pusic, Martin; Robinson, Dan; Ruby, David; Kumar, Naveen; Siegelman, Sankaran Jeffrey; Wang, Ernest; Won, Kimberly: Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners. Academic Emergency Medicine, 25 (2), S. 186–195, 2017, ISSN: 1553-2712. (Typ: Artikel | Abstract | Links | BibTeX) Free Access Besprochen in Bldg-Alt-Entf #2@article{McGrath2017, title = {Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners}, author = {Jillian L. McGrath and Jeffrey M. Taekman and Parvati Dev and Douglas R. Danforth and Deepika Mohan and Nicholas Kman and Amanda Crichlow and William F. Bond and Rosemarie Fernandez and Shiela Riker and A. J. Lemheney and Thomas B. Talbot and Douglas Franzen and C. Eric McCoy and Anne Chipman and Kendra Parekh and Linda Papa and Phillip Harter and Jennifer Frey and Sara Hock and Kathleen Kerrigan and Kesh Kesawadan and Timothy Koboldt and Miriam Kulkornia and Prashant Mahajan and Martin Pusic and Dan Robinson and David Ruby and Naveen Kumar and Sankaran Jeffrey Siegelman and Ernest Wang and Kimberly Won}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/acem.13308}, doi = {doi.org/10.1111/acem.13308 }, issn = {1553-2712}, year = {2017}, date = {2017-09-09}, journal = {Academic Emergency Medicine}, volume = {25}, number = {2}, pages = {186--195}, abstract = {Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education. |
Was MedizinerInnen darüber denken, wie “Virtual Reality”-Simulationen in der Ausbildung von NotfallmedizinerInnen eingesetzt werden könnten.
| Huynh, Duy; Iida, Hiroyuki: An Analysis of Winning Streak's Effects in Language Course of "Duolingo". Asia-Pacific Journal of Information Technology and Multimedia, 6 (2), S. 23–29, 2017, ISSN: 2289-2192. (Typ: Artikel | Abstract | Links | BibTeX) Free Access Besprochen in Bldg-Alt-Entf #2@article{Huynh2017, title = {An Analysis of Winning Streak's Effects in Language Course of "Duolingo"}, author = {Duy Huynh and Hiroyuki Iida}, url = {http://ejournals.ukm.my/apjitm/article/view/18800/7040}, issn = {2289-2192}, year = {2017}, date = {2017-12-01}, urldate = {2018-04-22}, journal = {Asia-Pacific Journal of Information Technology and Multimedia}, volume = {6}, number = {2}, pages = {23--29}, abstract = {This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.}, keywords = {}, pubstate = {published}, tppubtype = {article} } This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone. |
| Finardi, Kyria Rebeca; Leao, Roberta Gomes; Amorim, Gabriel Brito: Mobile Assisted Language Learning: Affordances and Limitations of Duolingo. Education and Linguistics Research, 2 (2), 2016, ISSN: 2377-1356. (Typ: Artikel | Abstract | Links | BibTeX) Free Access Besprochen in Bldg-Alt-Entf #2@article{Finardi2016, title = {Mobile Assisted Language Learning: Affordances and Limitations of Duolingo}, author = {Kyria Rebeca Finardi and Roberta Gomes Leao and Gabriel Brito Amorim}, url = {https://doi.org/10.5296/elr.v2i2.9842}, doi = {10.5296/elr.v2i2.9842}, issn = {2377-1356}, year = {2016}, date = {2016-09-11}, urldate = {2018-04-22}, journal = {Education and Linguistics Research}, volume = {2}, number = {2}, abstract = {This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.}, keywords = {}, pubstate = {published}, tppubtype = {article} } This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes. |
| Garcia, Ignacio: Learning a Language for Free While Translating the Web. Does Duolingo Work?. International Journal of English Linguistics, 3 (1), 2013, ISSN: 1923-8703. (Typ: Artikel | Abstract | Links | BibTeX) Free Access Besprochen in Bldg-Alt-Entf #2@article{Garcia2013, title = {Learning a Language for Free While Translating the Web. Does Duolingo Work?}, author = {Ignacio Garcia}, url = {http://dx.doi.org/10.5539/ijel.v3n1p19}, doi = {10.5539/ijel.v3n1p19}, issn = {1923-8703}, year = {2013}, date = {2013-01-25}, urldate = {2018-04-22}, journal = {International Journal of English Linguistics}, volume = {3}, number = {1}, publisher = {Canadian Center of Science and Education}, abstract = {Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Duolingo, a free online language learning site, has as its mission to help users to learn a language while simultaneously using their learning exercises to translate the web. Language is learned through translation with, according to developers, Duolingo being as effective as any of the leading language learning software. For translating the web, machine translation is not good enough and relying only on professional translators, far too expensive. Duolingo, we are told, offers a third way, with translation as a by-product of its language learning. Translation which will be, if as promised, almost as cheap as if done by machines and almost as good as if by professionals. Launched in June 2012, Duolingo boasts already at the time of writing 300,000 active language learners ready for the task. This article independently assesses the extent to which Duolingo, at its current stage of development, meets those expectations. |
| Vesselinov, Roumen; Grego, John: Duolingo Effectiveness Study. City University of New York and University of South Carolina 2012. (Typ: Forschungsbericht | Abstract | Links | BibTeX) Free Access Besprochen in Bldg-Alt-Entf #2@techreport{Vesslinov2012, title = {Duolingo Effectiveness Study}, author = {Roumen Vesselinov and John Grego}, url = {http://static.duolingo.com/s3/DuolingoReport_Final.pdf}, year = {2012}, date = {2012-12-01}, urldate = {2018-04-22}, institution = {City University of New York and University of South Carolina}, organization = {Duolingo}, abstract = {The research study of Duolingo effectiveness was independently conducted in September-November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States. The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study.}, keywords = {}, pubstate = {published}, tppubtype = {techreport} } The research study of Duolingo effectiveness was independently conducted in September-November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States. The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study. |
A hat 4 Paper gelesen um der Frage nachzugehen, ob es denn etwas bringt, mit Duolingo Sprachen zu lernen. Bei Vesselinov & Grego (2012) wurde das ganz gut untersucht, nur leider ist es schon ganz schön lange her. Vermutlich wird sie das Thema in einer späteren Episode noch einmal aufgreifen.
Gute Nachricht: Das BMBF hat auf Twitter auf Veranstaltungen rund um OER hingewiesen. Wir würden uns freuen, wenn die Mitarbeiterinnen und Mitarbeiter auch selbst einmal auf einer solchen wären, dann würden sie keine StockPhotos für Tweets kaufen müssen.
Lehrkräfte wollen Ihre Blogs dichtmachen, Hochschulen bangen um die Rechtskonformität ihrer Lernmanagementsysteme, und kleine Unternehmen müssen sich ranhalten: die Datenschutz-Grundverordnung (DGSVO) bzw. international General Data Protection Regulation (GDPR) kommt und viele kommen nun in Bedrängnis und müssen schnell reagieren.
Rechtliche Infos von denen, die sich damit auskennen gibt es u. a. bei