Förderung des Transfers in Modellversuchen

Das Dossier 6 für das BLK-Modellversuchsprogramm "Selbst gesteuertes und kooperatives Lernen in der beruflichen Erstausbildung" (SKOLA) befasst sich mit der Förderung des Transfers in Modellversuchen. Mögliche Schwierigkeiten (unzulängliche oder unzugängliche Problemlösungen, personelle und institutionelle Bedingungen des Anwendungsfeldes) und Fördermaßnahmen (im Rahmen der Antragstellung, zur Gestaltung des Transferangebots, zur Gestaltung der Transfernachfrage) werden erörtert. (DIPF/Bu.

Learning with (multi)media - Theoretical foundations and state of the art

Das informationstechnische Potential von Multimedia bietet neue Möglichkeiten zum Lernen mit Medien. Der Beitrag ordnet das Multimedia-Konzept zunächst in den begrifflichen Rahmen des computerunterstützten Lernens ein (1.) und nimmt eine lerntheoretische Einordnung (2.) vor. Dabei wird insbesondere auf die konstruktivistische Lerntheorie eingegangen. Auf dieser Grundlage werden die zentralen Forschungsstrategien (3.) und Forschungsergebnisse (4.) vorgestellt, um mit einigen perspektivischen Anmerkungen zu schließen (5.). (DIPF/Orig.)As information technology is well advanced, the concept of multimedia offers new ways of learning with media. This contribution starts by integrating multimedia in the frame of computer-assisted learning (1.) and outlining the underlying approaches of learning theory (2.). Special emphasis is given to the constructivist theory. It follows a discussion of the major research-methods applied in this field (3.) and a sketch of the main research findings (4.). The article concludes with some prospective remarks (5.). (DIPF/Orig.

Design principles as bridge between scientific knowledge production and practice design

This paper uses design-based research (DBR) to describe an approach that combines scientific knowledge production with the development of innovative practice concepts. The DBR research process begins with the following question: How can an aspired, initially vaguely formulated goal be reached by a yet to be developed design? As the research process progresses, interventions are developed, tested in the field, and evaluated. This process generates increasingly stable practice concepts for reaching the aspired goals through several iterative cycles and statements about the effectiveness of the intervention’s supporting pillars based on theoretical and empirical research. These statements are developed in the form of design principles. In this paper, we describe the characteristics that constitute design principles and how they emerge within a DBR research process

Editorial: Institutionelle Differenzierung und Profilbildung im Hochschulbereich

Mit der Expansion der postsekundären Bildung (sog. "Massification") stellen sich für das Hochschulsystem insgesamt, aber auch für einzelne Hochschulen neue Her-ausforderungen im Spannungsfeld von Differenzierung und Profilbildung (ALT-BACH et al., 2017). Mit der Bologna-Reform verlieren tradierte Unterscheidungen etwa zwischen Fachhochschulen und Universitäten und ihren Studienabschlüssen an Einfluss. Zugleich zeigt sich eine zunehmende Heterogenität in der Studieren-denschaft. Nicht allein der Ur-Typ des 19-jährigen inländischen Abiturienten geht heute in eine Hochschule, sondern auch beruflich Qualifizierte mit beruflichen Erfahrungen, die alleinerziehende Mutter, die internationalen Gaststudierenden sowie Migrantinnen und Migranten mit unterschiedlichen sozialen und kulturellen Verankerungen. Wie reagiert das Hochschulsystem als Ganzes auf diese Entwicklungen? Wie ge-hen unterschiedliche Hochschultypen mit dieser wachsenden Heterogenität um? Kommt es zu äußeren Differenzierungen mit unterschiedlichen Hochschultypen, oder vollziehen sich die Reaktionsmuster primär im Rahmen einer verstärkten Profilbildung innerhalb und zwischen Hochschulen? Innerhalb des skizzierten Rahmens sind drei Entwicklungen von besonderem Interesse: 1. Ausdehnung von privaten Hochschulen 2. Verbindung von akademischer und beruflicher Bildung 3. Profilbildung im Bereich von Studium und Lehre

Responsible leadership in management education: A design-based research study

In recent years, the quality of management education in general, and particularly of MBA and Executive MBA programs, has been called into question. There are serious doubts about universities’ ability to give students the competencies they need to deal with complex problems in modern society. One part of the discussion focuses on ethical issues and the process through which students develop values and attitudes. In line with the economic crisis, there has been increasing interest in the development of learners’ attitudes to responsibility. We report the results of a study that starts with an ambitious and yet ill-structured learning goal in a demanding educational practice area: How can pedagogical interventions in management education be designed to promote learners' attitudes to responsible leadership? As a starting point, there are neither consensual definitions of responsible leadership nor substantial theories available to design promising interventions. De-sign-based research (DBR) provides a structured process to deal with research problems, starting with innovative but imprecisely defined objectives and unknown ways to reach them. We introduce the DBR design and describe the research process and results from a project conducted at St.Gallen University’s Executive MBA program. In close collaboration with practitioners, interventions evolved through multiple cycles of development, testing and refinement with the pursuit of theory-building and practical innovation

Problem-Based Assignments as a Trigger for Developing Ethical and Reflective Competencies

The following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development and testing of the design are linked to the creation of design principles comprising many situations. In conclusion, the paper presents its preliminary research results

Design-based research in economic education

This article describes the phases of a design-based research (DBR) process using the example of an economic education project. The project was carried out in the "urban economics" subject area for economic education in upper secondary schools (15-18 years). The research questions, research design, and central research results are described in detail. Finally, the experiences from the project are incorporated to reflect the DBR's specific performance characteristics

Gestaltungsorientierte Lehrforschung

Dieter Euler widmet sich in diesem Beitrag der Frage, wie eine gestaltungsorientierte Lehrforschung (GF) in einem Hochschulkontext methodologisch grundgelegt und exemplarisch umgesetzt werden kann. GF bezeichnet eine methodologische Konzeption in den Bildungswissenschaften, die eine Entwicklung innovativer Lehrkonzepte zur Erreichung von Bildungszielen mit der Gewinnung wissenschaftlicher Erkenntnisse verbindet. Ausgangspunkt der GF bildet ein Bildungsziel, zu deren Erreichung noch keine Lehrkonzepte bzw. Interventionen vorliegen. Entwicklung, Erprobung und Evaluation von Lehrkonzepten sind innerhalb des Forschungsprozesses miteinander verbunden. Für die Praxisgestaltung zielt die GF auf die Entwicklung robuster, zielgerechter Lehrkonzepte. Zugleich werden über den problemgerechten Einsatz unterschiedlicher Forschungsmethoden Erkenntnisse in Form von Gestaltungsprinzipien generiert. (Herausgeber)In this article, Dieter Euler addresses the question of how design-oriented teaching research (GF) can be methodologically grounded and exemplarily implemented in a university context. GF refers to a methodological conception in educational sciences that combines the development of innovative teaching concepts to achieve educational goals with the acquisition of scientific knowledge. The starting point of GF is an educational goal for which no teaching concepts or interventions are yet available. Development, testing and evaluation of teaching concepts are linked within the research process. For practice design, GF aims at the development of robust, goal-oriented teaching concepts. At the same time, knowledge in the form of design principles is generated through the problem-appropriate use of different research methods. (Editor

Germany's dual vocational training system: a model for other countries?

In the European Union, there are currently 5.7 million young people under the age of 25 without a job. In Greece and Spain, the unemployment rate for this age group is over 50 percent. The affected countries are looking for ways to improve the transition between school and employment and are increasingly turning their sights on the dual vocational training system. Combining theoretical reflection in vocational schools with practical in-company experience not only ensures that the business world will have skilled workers with real-life training, but also facilitates the young people’s transition into the labor market