Open educational resources in Europe: A triptych of actions to support participation in higher education

In contrast to the face-to-face learning of campus based universities and the focus on traditional students, distance teaching universities focus on a mix of distance learning, e-learning, open learning, virtual mobility, learning communities, and the integration of earning and learning. In doing so, they are taking a leading role in helping to increase and widen participation in lifelong open and flexible learning in higher education by non-traditional groups. This paper discusses three leading-edge European Open Educational Resource initiatives. The initiatives are special in nature and differ from the offers of traditional universities in the sense that they: consist of pedagogically-rich learning materials, specifically designed and developed for distance learning and intended for independent self-study; are compiled in the national languages, with the EADTU initiative being multilingual, reflecting the European dimension; and, support and are supported by the policies of the national governments and the European Commission

Liturgický prostor v českém protestantismu a jeho novodobé proměny

Diplomová práce "Liturgický prostor v českém protestantismu a jeho novodobé proměny" neobsahuje český abstrakt.ThesisSpacefin.txt Diploma thesis - Contemporary Protestant Liturgical space Jan Kirschner Resume The changes in Protestant liturgical space and its contribution to the ecumenical dialogue is the main interest in this survey and master thesis. The most important streams and tendencies of contemporary development and historical consequences of the sacral and liturgical environment of the Protestant Church of Czech Brethren are evaluated in the broader context. In the first part of this thesis were discussed the historical and theological development of Protestant /Christian/ liturgical space. Two excursions of this study were to evaluate the liturgical movement during the twentieth century and the Protestant reflection of the Sacrosanctum Concilium, the Constitution of the Sacred liturgy of the Second Vatican Council. The theoretical part was summarized and reflected in the chapter evaluating a sacral space, liturgical symbols, art and mystics in Protestantism. In the second more practical were compared various opinions of theologians regarding the liturgical space and representative samples of the Protestant liturgical environment. Particular buildings were described according to a few selected criteria in the final chapter of this thesis with a number of pictures. Two examples well know to the author were...Department of Pastoral Theology and Law SciencesKatedra pastorálních oborů a právních vědCatholic Theological FacultyKatolická teologická fakult

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Use of expertise by beginning experts solving wicked problems

Unpublished paperIn this paper we study how groups of beginning experts solve a type of problem that has been referred to as ‘wicked’ or ‘social science problem’. An example of such a problem is that of school drop-out, which can be defined as a school and curriculum problem, a socio-economic problem, a cultural problem, a behavioral problem, et cetera. Mono-disciplinary teams of beginning experts in different fields addressed the problem of advising the State Board of Governors on measures to reduce school drop-out. One group demonstrated expert-like behavior in solving the problem. The other groups concentrated on particular aspects of the problem and its proposed solution whilst neglecting other aspects. Their approach contained a mixture of (beginning) expert and novice behavior, demonstrating that the expert-novice continuum is not clear-cut for these types of problem. The use of external representations that signal which aspects of the problem solving process need additional effort is discussed as a promising support, in particular to inter-disciplinary teams

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Dieses Projekt befasst sich mit Fragestellungen zur Anwendung von künstlicher Intelligenz im Bereich der Technischen Sauberkeit.  Durch Literaturforschungen, die einen Ablauf nach Fettke 2006 haben, werden KI-Anwendungen gesucht, die bereits im Zusammenhang mit der Technischen Sauberkeit verwendet werden. Die Forschungen konnten zwölf Literaturquellen ermitteln. Durch diese Literaturanalyse wurde festgestellt, dass 91 Prozent CV (Computer Vision) zur Partikelerkennung verwenden. Aus diesem Grund wurde anschließend ein CV Modell zur Partikelerkennung implementiert. Durch die Konfusionsmatrix konnte eine Treffergenauigkeit von 82 Prozent festgestellt werden. Daraus folgt, dass eine Partikelklassifikation möglich ist. Abschließend wurde eine weitere Literaturforschung zu Text Mining Applikationen durchgeführt, da der Bereich der Qualitätsanalyse im Monitoring laut Aufgabenstellung eingezogen werden sollte. In dieser konnte kein positives Ergebnis erzielt werden, da speziell nach fertigen Anwendungen gesucht wurde, die Analysetexte im Bereich der technischen Sauberkeit kategorisieren können

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Surface spin polarization of the non-stoichiometric Heusler compound Co2Mn(alpha)Si

Using a combined approach of spin-resolved photoemission spectroscopy, band structure and photoemission calculations we investigate the influence of bulk defects and surface states on the spin polarization of Co2Mn(alpha)Si thin films with bulk L21 order. We find that for Mn-poor alloys the spin polarization at EF is negative due to the presence of Co_Mn antisite and minority surface state contributions. In Mn-rich alloys, the suppression of Co(Mn) antisites leads to a positive spin polarization at the Fermi energy, and the influence of minority surface states on the photoelectron spin polarization is reduced

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues