Browsing by Subject "Unterrichtsplanung"

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Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Educational Patterns
(2005) Köhne, Sandra; Krcmar, Helmut
The dissertation ?Educational approach for blended learning: Conception and implementation of educational patterns? describes the design of blended learning by educational patterns. Blended learning mixes different kinds of teaching and learning with and without using technology. Typically it is understood as a combination of teaching face to face or online. However the mix also includes media, social arrangements and teaching methods to optimise the course arrangement. As the educational arrangement of blended learning courses is not properly researched so far, this dissertation uses patterns for course design. In architecture and software engineering design patterns are already used. Patterns allow novices to transfer a problem-solution-pair of a successful expert to their own problems. Therefore this dissertation analyses educational approaches of face to face courses and first implementations of blended learning to integrate their ideas in the pattern concept. That way, 24 Patterns are created which are designed by a consistent scheme composed of name, solution, forces an consequences. The patterns can be categorised in patterns for analysing the terms and conditions, for designing a framework of a course and for designing the course itself. This allows a user to choose from a category in accordance to his design requirements. A course designer needs to analyse the terms and conditions to get an idea of the situation where learning and teaching takes place. The patterns for designing a framework of a course include the aspects that are not related to the specific course itself. It starts with the decision for the subject of the course and leads to an approximate course design. If the course is innovative or complex it might be necessary to plan an manage a project or to involve the people who are concerned by the course. Planning the test of the designed course finalises the framework, because it helps to draw conclusions from the planning of a course. In order to emphasise the blended learning part of the course its design starts with the phases of a learning process which consist of online lessons, face to face learning and distance learning. This helps to make decisions for other ingredients of the blended learning mix. A procedure for choosing and using these patterns is described for first time users. The developed patterns are tested and evaluated in a blended learning course for governmental employees. This dissertation answers the following questions: To what extend can existing educational models and methods be used for blended learning? ? What do patterns for blended learning look like? ? Is it possible to implement representative patterns in a blended learning course for governmental employees? ? and ? What can be concluded from the implementation of the patterns in a module of information management.