Blackbox Lernprozess und informelle Lernszenarien

Im Kontrast zu weit verbreiteten Auffassungen ist es aus der Sicht von Lernpsychologie und Hirnforschung nicht möglich, individuelle Lernprozesse exakt zu steuern. Im Gegenteil: Der individuelle Lernprozess stellt sich als Blackbox dar, deren Output immer wieder nur erstaunt zur Kenntnis genommen werden kann. Alle Versuche, dieses Problem zu lösen, erweisen sich regelmäßig als Ressourcenverschwendung. Als deutlich effizienter könnte es sich hingegen offenbaren, informelle Lernformen als Methode der Wahl massiv einzusetzen und somit den - ohnehin unrealistischen - Kontrollanspruch als Lehrende endgültig aufzugeben. (DIPF/Orig.

Formal and Informal Technology Enhanced Learning for Initial and Continuing Engineering Education

This presentation was part of the session : Innovation: Implementing New Approaching to Continuing Engineering EducationGottfried S. Csanyi: ELearning Centre, Vienna University of Technology (since 2006). Worked in various European Projects in continuing education and ELearning. Key activities: ELearning, curriculum development, staff development, evaluation and quality management. Jutta Jerlich: project consultant, coach and online tutor at Vienna University of Technology. Degree in international trade from Vienna University of Business and Economics; expertise in technology marketing; more than ten years experiences as a business consultant in business development, international marketing and distribution, and knowledge management systems. Margit Pohl: Associate Professor in Human Computer Interaction (since 2002), Institute for Design and Assessment of Technology, Vienna University of Technology. Main research interests: ELearning, gender studies, information visualisation, usability. Franz Reichl: director of the ELearning Centre of Vienna University of Technology (since 2004); coordinator and representative of Vienna University of Technology in several European Projects on ELearning, distance education and continuing education; published several papers about the application of ELearning.IACEE 11th World Conference on Continuing Engineering EducationThe results of two empirical surveys among students and the experiences from an interdisciplinary course show that the success of stimulating informal learning by formal learning offers is a matter of educational design as well as of attitudes towards learners and their personal development. Dialogue and immediate communication, up-to-date and relevant content as well as assignments that fit to the needs and motivations of learners are some necessary conditions for the success of interfacing formal and informal learning within initial curricula and in continuing education.Distance Learning and Professional Education ; International Association for Continuing Engineering Educatio