Cross-curricular teaching: recommendations for cross-curricular teaching implementation

Projeto europeu 2016-1-FR01-KA201-024206 - The CROSSCUT project aimed at supporting secondary-level teachers’ professional development by training them to develop and implement innovative cross-curricular approaches, in order to enhance the acquisition of transversal key competences by pupils. Transversal competences are not associated with school subjects while secondary teachers are often trained in traditional academic disciplines. Therefore, competence-based learning implies an important shift in teaching methods and practices. Site do Projeto: https://www.france-education-international.fr/expertises/cooperation-education/projets/crosscut?langue=frThis eBook is the fourth and last output of the CROSSCUT project. The main purpose of CROSSCUT is to support the professional development of secondary school teachers by training them to develop the competences necessary for the implementation of cross curricular teaching. The eBook contains key information and tools produced during three years by participating institutions. It aims at providing the project’s targeted audiences with key recommendations backed by research conducted during the three years of the project. This eBook is organised in a way that, depending on who you are, you are directly pointed to the results and messages that may be of interest for you. Nevertheless, the CROSSCUT team invites you to read the eBook in its entirety.info:eu-repo/semantics/publishedVersio

Education Technology Design and Deployment in HCI4D:A Nigerian Perspective

The decolonisation of knowledge has shown significant impact in reframing the understanding of technology as a means to the development of African communities. However, post-development narratives in HCI4D have failed to explicate how situated and grassroot alternatives can inform the innovative design of diverse perspectives and experience. As such, this thesis approaches this fundamental gap in our understanding of the practice of technology design and deployment by problematising conventional approaches for understanding, designing, and deploying educational technologies in the context of Nigeria. Through the adoption of a range of indigenous sensitivities, the thesis seeks to develop candidate approaches for analysing diverse cultural perspectives and for designing technologies that embody and extend them. Through the thematic analysis of empirical data, the thesis shows how stereotypical approaches to educational research and technology design presents postcolonial narratives of innovation in Nigeria as neo-colonial design agenda’s that needed to be appropriated in line with emerging conditions and relations in Africa. The interpretive analysis of the perspective of stakeholders in three Universities shows the relevance of developing context-specific pedagogical approach relevant to the politics of decolonialise blended education. The analysis also attempts to revive the arguments about the processes of technology diffusion and acceptance, showing the relevance and limit of traditional models for understanding the acceptance or rejection of technologies in an educational context. Using the Wittgensteinian approach of Winch and a range of Feminist positionalities, I attempted showing how a situated epistemological orientation can bring about envisioning alternative’s ways of articulating and translating transnational encounters and exchange of technological innovation. The sensitization and evaluation of the mundane practice of three software development firm shows the mythology of design innovation in/from Africa. This led to the consideration of how reframing the basic assumption about creativity from Africa could present African culture of innovation not merely as a passive space for the transfer and appropriation of technology but as a transitional space where innovate practices get regenerated and redistributed across already polarised boundaries of innovation. Finally, the thesis argues for an ‘ontological’ framing of designing localised and indigenous technologies. Through critical reflection on a range of issues associated with post-colonialism and post-development, I examine the possibilities that various historical tropes might offer to the reinvention of the African perspective on innovation. This leads to the consideration of how engaging in critical discussions about the future dimensions of African HCI can allow for grappling with the effect of the coloniality of being, power and knowledge. Developing on the ideas of futuring as a way of dealing with the complexities of the present – in this case the coloniality of the imagination - the thesis ends by discussing three tactical propositions for ‘remembering’ future identities of African innovation where the values of autonomy are known and acted upon

Knowledge Communities in Online Education and (Visual) Knowledge Management: 19. Workshop GeNeMe‘16 as part of IFKAD 2016: Proceedings of 19th Conference GeNeMe

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 25

The rhizome underneath: Promoting the disruption of established practice and the innovation of online teaching, by improving the design of globally disseminated online professional development artefacts.

This thesis exemplifies, through the exploration of a specific case study, how the design of an online professional development resource is capable of penetrating, disrupting, and fostering innovation in online teaching practices within a wide range of existing professional education networks. Following its release in 2009, the ‘Learning to Teach Online’ (LTTO) project spread rapidly around the world via conduits such as Twitter, Facebook, blogs, institutional links and word of mouth — throughout K-12, vocational, higher education and private consultancies across 146 countries and territories. This thesis investigates how the design of LTTO facilitated its discovery, dissemination and integration in a range of educational contexts. There was a large volume of data collected from Web 2.0 activity surrounding LTTO. Using data visualisation techniques, patterns and hidden relationships between individuals sharing and using the resources were revealed, that provided insight into previously invisible relationships between individuals within vastly different established professional networks all over the world. The concept of the rhizome is at the core of this thesis, inspired by the observation of the growing patterns of connection between seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable. Key outcomes include a detailed analysis of the design of an online professional development resource that was effective across a range of disciplines and education sectors; the determination of an effective method of researching the spread and use of similar initiatives; and observations and strategies that can help others to improve the design process for future online professional development resources