Zu Ehren von Arthur Dent haben wir heute unsere Handtücher ausgepackt und euch dafür folgendes eingepackt: Einen Mythos zur Bewegung, Flippige Grashüpfer, rumlungernde Daten und ein buntes Potpourri an anderem Krams und Gedöns und so.
Die Folge haben wir am 25.05.2019 aufgenommen.
Oh zerfrettelte Grunzwänzlinge… äh, Hörerinnen und Hörer. Leider scheint es die großartige BBC-Serie zum Anhalter bei keinem Streaming-Anbieter zu geben (sehen wir es positiv: deswegen muss man die SkyTicket-App auch nicht behalten). Auf YouTube gibt es aber ein paar Highlights, die man sich anschauen kann.
Wir danken Jens, dass wir durch seinen Kommentar sein Paper aus Episode 14 besser verstehen konnten, O wird aber dennoch nicht mit Schaubildern warm werden und empfiehlt die Bücher von Nancy Duarte oder Garr Reynolds.
David würde gern eine plattformübergreifende Verlaufsliste haben inkl. seiner Gedanken etc. Beat hat das zumindest bezogen auf diverse Literatur in seinem Biblionetz gemacht und plädiert sehr für Lösungen, die man selbst unter Kontrolle haben kann (Hörempfehlung dazu auch: die #uneigentlich-Episode SOU003 mit ihm).
erste Erfolge mit dem ESP32 und erste Ergebnisse mit Bügelperlen
| Akçayır, Gökçe; Akçayır, Murat: The flipped classroom: A review of its advantages and challenges. Computers & Education, 126 , S. 334–345, 2018, ISSN: 0360-1315. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #16@article{Akcayir2018, title = {The flipped classroom: A review of its advantages and challenges}, author = {Gökçe Akçayır and Murat Akçayır}, url = {http://www.sciencedirect.com/science/article/pii/S0360131518302045 https://doi.org/10.1016/j.compedu.2018.07.021}, doi = {10.1016/j.compedu.2018.07.021}, issn = {0360-1315}, year = {2018}, date = {2018-08-01}, urldate = {2019-05-25}, journal = {Computers & Education}, volume = {126}, pages = {334–345}, abstract = {This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.}, keywords = {}, pubstate = {published}, tppubtype = {article} } This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities. |
Der “flipped classroom” oder “inverted classroom” macht als Neuauflage älterer Ansätze seit nicht ganz 10 Jahren von sich Reden. Das AutorInnen-Duo hat sich 71 wissenschaftliche Beiträge zu Vorteilen und Problemen angesehen und einen Überblick erstellt. Spoiler: Es gibt pro und contra! 🙂
| Hahm, Sabrina; Storck, Johanna: Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen. Zeitschrift für Hochschulentwicklung, 13 (1), 2018, ISSN: 2219-6994. (Typ: Artikel | Abstract | Links | BibTeX) CC BY-NC-ND 3.0 Besprochen in Bldg-Alt-Entf #16@article{Hahm2019, title = {Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen}, author = {Sabrina Hahm and Johanna Storck}, url = {https://www.zfhe.at/index.php/zfhe/article/view/1113}, issn = {2219-6994}, year = {2018}, date = {2018-03-07}, urldate = {2019-05-25}, journal = {Zeitschrift für Hochschulentwicklung}, volume = {13}, number = {1}, address = {Graz}, abstract = {Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert. |
In der Hochschulverwaltung liegen Daten rum, die man auch dazu nutzen könnte, um Hinweise auf den Studienerfolg liefern können. Die Autorinnen von der Humboldt-Universität zu Berlin haben in dem Werkstattbericht verschiedene Möglichkeiten abgeklopft.
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Schulen sind in Sachen Digitalisierung, Medienkompetenz und Technikverständnis ja nun nicht gerade Vorreiter. Deswegen haben sich in der Initiative “Chaos macht Schule” Menschen zusammen geschlossen, die Schülerinnen und Schülern, aber auch Lehrkräften und Eltern Nachhilfe darin geben. Ehrenamtlich engagiert bieten sie Vorträge, Schulungen und Workshops an. Spenden kann man an das Projekt “Alpha-BIT-isierung” (Chaos macht Schule) über die Wau-Holland-Stifung.
Lernt man in Bewegung besser? O löst auf, ob es nur ein Mythos ist oder nicht. Ein paar Studien zum Nachlesen dazu:
| Maillot, Pauline; Perrot, Alexandra; Hartley, Alan: Effects of interactive physical-activity video-game training on physical and cognitive function in older adults. Psychology and Aging, 27 (3), S. 589–600, 2012, ISSN: 0882-7974. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #16@article{Maillot2012, title = {Effects of interactive physical-activity video-game training on physical and cognitive function in older adults}, author = {Pauline Maillot and Alexandra Perrot and Alan Hartley}, url = {https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0026268 https://dx.doi.org/10.1037/a0026268}, doi = {10.1037/a0026268}, issn = {0882-7974}, year = {2012}, date = {2012-09-01}, urldate = {2019-05-25}, journal = {Psychology and Aging}, volume = {27}, number = {3}, pages = {589–600}, abstract = {The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).}, keywords = {}, pubstate = {published}, tppubtype = {article} } The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999). |
| Thomas, Adam; Dennis, Andrea; Bandettini, Peter; Johansen-Berg, Heidi: The Effects of Aerobic Activity on Brain Structure. Frontiers in Psychology, 3 , S. 86, 2012, ISSN: 1664-1078. (Typ: Artikel | Abstract | Links | BibTeX) CC BY-NC 3.0 Besprochen in Bldg-Alt-Entf #16@article{Thomas2012, title = {The Effects of Aerobic Activity on Brain Structure}, author = {Adam Thomas and Andrea Dennis and Peter Bandettini and Heidi Johansen-Berg}, url = {https://www.frontiersin.org/article/10.3389/fpsyg.2012.00086 https://doi.org/10.3389/fpsyg.2012.00086}, doi = {10.3389/fpsyg.2012.00086}, issn = {1664-1078}, year = {2012}, date = {2012-03-23}, urldate = {2019-05-25}, journal = {Frontiers in Psychology}, volume = {3}, pages = {86}, abstract = {Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups. |
| Fedewa, Alicia L; Ahn, Soyeon: The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes. Research Quarterly for Exercise and Sport, 82 (3), S. 521–535, 2011. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #16@article{Fedewa2011, title = {The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes}, author = {Alicia L. Fedewa and Soyeon Ahn}, url = {https://doi.org/10.1080/02701367.2011.10599785}, doi = {10.1080/02701367.2011.10599785}, year = {2011}, date = {2011-01-23}, urldate = {2019-05-25}, journal = {Research Quarterly for Exercise and Sport}, volume = {82}, number = {3}, pages = {521–535}, publisher = {Routledge}, abstract = {Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy. |