Weltpremiere! Wir haben potenzielle Bildungsmythen im Programm und klären auf, was dran sein könnte. Außerdem dabei: Ein Paper rund um die Frage "Ist das Pädagogik oder kann das weg?", was zu 'nem Papierschnipseldiplom, 'ner Erklärung aus Norwegen, allerlei Politischem und einem Weltverbesserungsvorschlag.
Die Folge haben wir am 15.02.2018 aufgenommen.
Wenn man das akademische Viertel mal abzieht, dann passt unser Intro natĂĽrlich hervorragend zum Valentinstag.
Mit der letzten Episode haben wir für David unseren neuen Service ausprobiert: Instant Service Reading. Im P2P-Hörertreffen mit Julian hat O herausgefunden, dass wir dank A bei Spotify nun in den großen Clubs spielen… ok, da auch eher vor dem Hinterausgang, aber isso!
“In einer Reihe” mit Fest & Flauschig und Herrengedeck!!!
Und dank Arnim haben wir nun auch eine Idee für eine “Sag was am Anfang und löse es gegen Ende auf”-Kategorie: wir werden Bildungsmythen vorstellen – oder Dinge, die doch keine Mythen sind.
A und O inkorrekt live
| Kaynardağ, Aynur Yürekli: Pedagogy in HE: does it matter?. Studies in Higher Education, 44 (1), S. 111–119, 2017, ISSN: 1470-174X. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #13@article{Yuerekli17, title = {Pedagogy in HE: does it matter?}, author = {Aynur Yürekli Kaynardağ}, url = {https://doi.org/10.1080/03075079.2017.1340444}, doi = {10.1080/03075079.2017.1340444}, issn = {1470-174X}, year = {2017}, date = {2017-06-19}, urldate = {2019-02-16}, journal = {Studies in Higher Education}, volume = {44}, number = {1}, pages = {111–119}, publisher = {Routledge}, abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension. |
Lehrende an Hochschulen in Deutschland brauchen keine pädagogisch-didaktische Ausbildung, um Lehren zu dürfen. Im Paper geht Aynur Yürekli Kaynardağ der Frage nach, ob es grundsätzlich trotzdem sinnvoll sein könnte, sich mit Hochschuldidaktik zu beschäftigen – sprich: ob es bei diversen Kriterien “guter Lehre” messbare Unterschiede zwischen Lehrenden mit und ohne pädagogisch-didaktische Kenntnisse gibt.
| Wikipedianer, : Nikolaus Kopernikus. Wikipedia 2018, besucht am: 16.02.2019. (Typ: Online | Links | BibTeX) CC BY-SA 3.0 Besprochen in Bldg-Alt-Entf #13@online{Wikipedia2019Kopernikus, title = {Nikolaus Kopernikus}, author = {Wikipedianer}, url = {https://de.wikipedia.org/w/index.php?title=Nikolaus_Kopernikus&oldid=184010871}, year = {2018}, date = {2018-12-25}, urldate = {2019-02-16}, organization = {Wikipedia}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
| Klexikonianer, : Nikolaus Kopernikus. 2018, besucht am: 16.02.2019. (Typ: Online | Links | BibTeX) CC BY-SA 3.0 Besprochen in Bldg-Alt-Entf #13@online{Klexikon2019Kopernikus, title = {Nikolaus Kopernikus}, author = {Klexikonianer}, url = {https://klexikon.zum.de/index.php?title=Nikolaus_Kopernikus&oldid=83283}, year = {2018}, date = {2018-10-28}, urldate = {2019-02-16}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
Der Sommerurlaub führte A in letztem Jahr nach Thorn und Frauenburg in Polen, und sie hat dort viel über Nikolaus Kopernikus erfahren. Nachhaltig beeindruckt war sie von einer Kopie seines Doktordiploms, das in seinem Geburtshaus ausgestellt war: während aktuell über digitale Kompetenznachweise wie Badges oder Blockchain-gesichterte Zertifikate diskutiert wurde, reichte Anfang des 16. Jhd. offenbar ein etwa A5-großer Zettel (den die meisten ohnehin nicht lesen konnten).
Neben den beiden “Nikolaus Kopernikus”-Seiten im Klexikon und der Wikipedia hat sich A auch durch diese Wiki-Seiten gelesen:
Milch, Eier, ein Doktortitel…
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Laut der Lernpyramide der National Training Laboratories in Bethel in Maine ist die durchschnittliche Behaltensleistung abhängig vom Vermittlungsformat:
Ob das stimmt haben u.a. Lalley und Miller hinterfragt.
| Lalley, James P; Miller, Robert H: The Learning Pyramid: Does it point teachers in the right direction?. Education, 128 (1), S. 64–79, 2007, ISSN: 0013-1172. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #13@article{Lalley2019, title = {The Learning Pyramid: Does it point teachers in the right direction?}, author = {James P. Lalley and Robert H. Miller}, url = {http://www.impudent.org.uk/wordpress/wp-content/uploads/2015/03/Lalley-Miller-TheLearningPyramid-Education-200709-.pdf}, issn = {0013-1172}, year = {2007}, date = {2007-09-01}, journal = {Education}, volume = {128}, number = {1}, pages = {64–79}, abstract = {This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)}, keywords = {}, pubstate = {published}, tppubtype = {article} } This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.) |
Tommy Krappweis hat den das Lied “Entdumm’ Dich” geschrieben und spendet alle Einnahmen an das Deutsche Kinderhilfswerk. Ihr könnt es kaufen oder direkt spenden.