Heute aus dem Darknet der Bildung: Was mit Klima, einer cleveren Dame auf T-Shirts, zweimal Vier, nationalen Strategien und wie immer genug Verwunderung über andere und uns selbst
Die Folge haben wir am 27.06.2019 aufgenommen.
Wenn Ihr glaubt, dass man Spam und Phishing nicht verteufeln sollte, dass Droh-E-Mails auch nur ein stummer Schrei nach Liebe sind, dann könntet Ihr an diese Bitcoin-Adresse etwas überweisen – oder Ihr schaut wie wir ab und an rein, ob es Menschen gibt, die zwar auf so seltsame E-Mails hereinfallen, aber Bitcoins überweisen können.
Wenn man das hier nicht mehr lesen kann, war es wohl doch keine leere Drohung. “Du Zerstörer”!
| Otto, Daniel; Caeiro, Sandra; Nicolau, Paula; Disterheft, Antje; Teixeira, António; Becker, Sara; Bollmann, Alexander; Sander, Kirsten: Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs. Journal of Cleaner Production, 222 , S. 12–21, 2019, ISSN: 0959-6526. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #17@article{Otto2019, title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs}, author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander}, url = {https://doi.org/10.1016/j.jclepro.2019.02.190}, doi = {10.1016/j.jclepro.2019.02.190}, issn = {0959-6526}, year = {2019}, date = {2019-06-10}, urldate = {2019-06-27}, journal = {Journal of Cleaner Production}, volume = {222}, pages = {12–21}, publisher = {Elsevier}, abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning. |
Wissen für die Massen. Mit MOOCs! Die Autorinnen und Autoren überprüfen diesen Anspruch am Beispiel von zwei Kursen zum Thema Klimawandel mittels Selbstauskunft durch die Absolventinnen und Absolventen.
| Wikipedianer, : Ada Lovelace. 2019, besucht am: 27.06.2019. (Typ: Online | Links | BibTeX) CC BY-SA 3.0 Besprochen in Bldg-Alt-Entf #17@online{Wikipedianer2019AdaLovelace, title = {Ada Lovelace}, author = {Wikipedianer}, url = {https://de.wikipedia.org/w/index.php?title=Ada_Lovelace&oldid=189780475}, year = {2019}, date = {2019-06-22}, urldate = {2019-06-27}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
| Klexikonianer, : Ada Lovelace. 2018, besucht am: 27.06.2019. (Typ: Online | Links | BibTeX) CC BY-SA 3.0 Besprochen in Bldg-Alt-Entf #17@online{Klexikon2019adaLovelace, title = {Ada Lovelace}, author = {Klexikonianer}, url = {https://klexikon.zum.de/index.php?title=Ada_Lovelace&oldid=88296}, year = {2018}, date = {2018-12-31}, urldate = {2019-06-27}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
Ada Lovelace war die erste Programmiererin der Welt – je nachdem, wessen Ausführungen man glaubt, sind da sogar Männer mitgemeint. In jedem Fall hat sie die Entwicklungen rund um die Rechenmaschinen und fast fertig gestellten Computer von Charles Babbage ein ganzes Stück nach vorn gebracht.
Diagramm zur Berechnung von Bernoulli-Zahlen, 1842 (gemeinfrei)
Projekte, Tools, Apps, … das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Das BMBF hat eine nationale Weiterbildungsstrategie beschlossen. So richtig strategisch über den aktuellen Status quo hinaus liest sich das aber nicht wirklich, meint auch Bernd Käpplinger in einem Gastkommentar auf dem Blog von Jan-Martin Wiarda.
O kann ja gut bei Reinhard Remford von MInkorrekt bzw. AAA einschlafen, aber lernt er was dabei?
Wer wie wir Initiativen zur offenen Bildung fördern möchte, kann bspw. der Open Knowledge Foundation etwas Geld geben, damit sie so tolle Projekte wie Jugend Hackt, Frag den Staat (und alles drumrum), den Prototype Fund oder edulabs auch weiter am Leben hält und sich noch viele weitere ausdenkt.
