Vernetzte Räume: Vom Bücherregal zur Bibliothek 2.0 - Neue Standorte und Perspektiven

DOI: 10.12685/027.7-1-1-13Bibliotheken erfahren im Zeitalter des Internets neue Dimensionen: Sie existieren materiell, digital und virtuell. Allerorts generieren BibliotheksnutzerInnen mittels mobiler Endgeräte ihre ganz eige­nen individuellen Räume und beteiligen sich gleichzeitig am Diskurs und sind somit Teil einer Community. Der vorliegende Beitrag zeigt Standorte und Perspektiven für die Vernetzung bestehender Bibliotheks­räume zu einer zukunftsweisenden Bibliothek 2.0 auf und verweist auf die Bedeutung einer interdisziplinär angelegten Information Literacy. In the internet age, libraries experience new dimensions: they exist in physical, digital and virtual forms. With the help of mobile devices, library users generate their individual working environment. At the same time they are participating in discourses and thus become members of a community. This ar­ticle outlines the current position and future perspectives for linking existing library spaces to a forward-looking library 2.0. Also, it points out the significance of an interdisciplinary information literacy

Approaches to monitor and evaluate OER policies in higher education : tracing developments in Germany, Austria, and Switzerland

The 2019 UNESCO recommendation on Open Educational Resources (OER) encourages member states to monitor policies and mechanisms in OER across the world. In higher education, there are many initiatives and policies around OER. This contribution gives insights into the current situation concerning OER policy documents that are of national or institutional relevance for public higher education institutions in Germany, Switzerland, and Austria. For each country, a different approach for identifying OER policy documents was chosen, dependent on the availability of documents and different dominant forms of documentation. Whereas digital documents available on the web were found as helpful sources for Germany, and performance agreements between the national ministry and individual universities were used for analysis in Austria, a survey amongst all universities was the chosen research approach in Switzerland to give an overview about potentially OER related policy documents. All these documents are now made available via the OER World Map. With this contribution, the authors also highlight the possibility of using the OER World Map as a powerful tool to collect and evaluate OER policy documents

Approaches to monitor and evaluate OER policies in higher education : tracing developments in Germany, Austria, and Switzerland

The 2019 UNESCO recommendation on Open Educational Resources (OER) encourages member states to monitor policies and mechanisms in OER across the world. In higher education, there are many initiatives and policies around OER. This contribution gives insights into the current situation concerning OER policy documents that are of national or institutional relevance for public higher education institutions in Germany, Switzerland, and Austria. For each country, a different approach for identifying OER policy documents was chosen, dependent on the availability of documents and different dominant forms of documentation. Whereas digital documents available on the web were found as helpful sources for Germany, and performance agreements between the national ministry and individual universities were used for analysis in Austria, a survey amongst all universities was the chosen research approach in Switzerland to give an overview about potentially OER related policy documents. All these documents are now made available via the OER World Map. With this contribution, the authors also highlight the possibility of using the OER World Map as a powerful tool to collect and evaluate OER policy documents

Im Auge des Subjekts: Festschrift zum 65. Geburtstag von Wolfgang Wittwer

Reimer RTD, Walber M, eds. Im Auge des Subjekts: Festschrift zum 65. Geburtstag von Wolfgang Wittwer. Berlin: wvb, Wiss. Verl.; 2008

Das mehrfache Subjekt – Lernen in unterschiedlichen Wirklichkeiten

Walber M. Das mehrfache Subjekt – Lernen in unterschiedlichen Wirklichkeiten. In: Reimer RTD, Walber M, eds. Im Auge des Subjekts. Berlin: wvb, Wiss. Verl.; 2008: 71-84