YouTube-Videos: innovativ-traditionelle Textsorten für den Sprachunterricht

Seitdem im 18. Jahrhundert entstehenden Wandel in der Lesehaltung hat die Befriedigung des menschlichen Informationsbedürfnisses einen medialen Wandel durchgemacht. Radio und Fernsehen haben die Zeitschrift als Informationsquelle eingeholt und werden ihrerseits durch das Internet abgelöst: Jugendliche bevorzugen webbasierte Informationsangebote (Medienpädagogischer Forschungsverbund Südwest 2015) und haben in den Videos einzelner YouTube-Stars wichtige Quellen gefunden, die zentraler Teil ihrer Lebenswelt sind (Ault 2014). Der Beitrag betrachtet das Phänomen YouTube-Stars in der Schnittmenge zwischen Literatur- und Kulturwissenschaft (Jost 2003; Knaller/Müller 2006) und unterrichtlicher Praxis und beantwortet folgende Fragen: Wo lassen sich die Videos der sog. YouTube-Stars in einem traditionellen (journalistisch-literarischen) Mediensystem verorten? Wie lassen sich ihre Videos für den Sprachunterricht fruchtbar machen

Designing a MOOC to foster critical thinking and its application in business education

This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The “Dr. Internet” MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge

The Flipped Classroom approach as engine for OER? An analysis of the German-speaking teaching community

Open Educational Resources und Flipped Classroom sind zwei in der aktuellen Bildungsforschung diskutierte Konzepte, die verstärkt auch den Weg ins Klassenzimmer finden. In sozialen Netzwerken, wie bei der Twitter-Community der Bildungspunks, werden Ideen mehr oder weniger offen getauscht und geteilt. In einer quantitativen Untersuchung wurde untersucht, inwieweit sich Flipped Classroom Anwenderinnen und Anwender von Nicht-Anwenderinnen und -Anwendern hinsichtlich der Einstellung zu OER unterscheiden. Es zeigt sich, dass Flipped Classroom Nutzerinnen und Nutzer eher bereit sind, freie und offene Bildungsressourcen zu produzieren und dann auch zu teilen.Open Educational Resources and the Flipped Classroom approach are two concepts that are actually very present in the discussion about education and educational change. In social networks, like the Twitter community Bildungspunks, ideas and materials are shared and exchanged. In this research it is analysed, if Flipped Classroom practitioners differ from non-practitioners regarding their attitude to OER. The analysed data reveals that teachers, who use the Flipped Classroom approach, are more willing to create and share their resources with the teaching community

A case study on narrative structures in instructional MOOC designs

Purpose - The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC). Design/methodology/approach - MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC. Findings - Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate. Research limitations/implications - With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account. Originality/value - This publication reports about a case study MOOC and gives practical hints for further research

Virtuelles Pubquiz: (k)ein Kahoot! mit Mehrwert

In diesem Beitrag wird vor dem Hintergrund der aktuellen Situation der Fernlehre an Hochschulen das virtuelle Pubquiz als methodisch-didaktisches Format vorgestellt, das sich von traditionellen Quiz-Formaten vom Typ Kahoot! durch Konzeption und Design unterscheidet.Against the background of the current situation of distance learning at universities, this article presents the virtual pub quiz as a methodological-didactic format that differs from traditional quiz formats of the Kahoot! type in conception and design

Lernen trotz Corona

Die PH Niederösterreich bietet in einem kurzfristig initiierten Projekt Hilfestellungen, damit auch in der Zeit von Schutzmaßnahmen das Lernen gelingt. Es geht um die Prozesse beim Lernen zu Hause und das Kontakthalten der Lehrenden mit den Kindern – und untereinander. Organisatorische Hilfestellungen und didaktische Empfehlungen sind schnell in den Fokus gerückt, Informationen zur technischen Umsetzung des Distance Learnings wurden dabei aber nicht außer Acht gelassen. Die beachtliche Resonanz, die Vielzahl der Rückfragen, -meldungen und die hohe Anzahl an Seitenaufrufen während der Zeit der Schulschließungen bestätigen den Bedarf. Mit der Phase der Teilöffnung der Schulen stellt sich nunmehr die Frage, was von der Umsetzung von Distance Learnings nachhaltig im System Schule erhalten bleibt. In diesem Artikel wollen wir die Gründe, die Ziele und die Entstehungsgeschichte des Projektes Lernen trotz Corona beschreiben.In a project initiated at short notice, the University College of Teacher Education of Lower Austria offers assistance to ensure that learning is also successful during the period of protective measures. It is about the processes of learning at home and keeping the teachers in contact with the children - and each other. Organisational support and didactic recommendations quickly came into focus, but information on the technical implementation of distance learning was not neglected. The considerable response, the large number of queries and messages and the high number of page views during the school closures confirm the need. With the phase of partial opening of the schools, the question now arises as to what will be retained in the system school in the long term by the implementation of distance learning. In this article we want to describe the reasons, the goals and the history of the project Lernen trotz Corona

Characterization of a naturally-occurring p27 mutation predisposing to multiple endocrine tumors

<p>Abstract</p> <p>Background</p> <p>p27Kip1 (p27) is an important negative regulator of the cell cycle and a putative tumor suppressor. The finding that a spontaneous germline frameshift mutation in <it>Cdkn1b </it>(encoding p27) causes the MENX multiple endocrine neoplasia syndrome in the rat provided the first evidence that <it>Cdkn1b </it>is a tumor susceptibility gene for endocrine tumors. Noteworthy, germline p27 mutations were also identified in human patients presenting with endocrine tumors. At present, it is not clear which features of p27 are crucial for this tissue-specific tumor predisposition in both rats and humans. It was shown that the MENX-associated <it>Cdkn1b </it>mutation causes reduced expression of the encoded protein, but the molecular mechanisms are unknown. To better understand the role of p27 in tumor predisposition and to characterize the MENX animal model at the molecular level, a prerequisite for future preclinical studies, we set out to assess the functional properties of the MENX-associated p27 mutant protein (named p27fs177) <it>in vitro </it>and <it>in vivo</it>.</p> <p>Results</p> <p><it>In vitro</it>, p27fs177 retains some properties of the wild-type p27 (p27wt) protein: it localizes to the nucleus; it interacts with cyclin-dependent kinases and, to lower extent, with cyclins. In contrast to p27wt, p27fs177 is highly unstable and rapidly degraded in every phase of the cell-cycle, including quiescence. It is in part degraded by Skp2-dependent proteasomal proteolysis, similarly to p27wt. Photobleaching studies showed reduced motility of p27fs177 in the nucleus compared to p27wt, suggesting that in this compartment p27fs177 is part of a multi-protein complex, likely together with the degradation machinery. Studies of primary rat newborn fibroblasts (RNF) established from normal and MENX-affected littermates confirmed the rapid degradation of p27fs177 <it>in vivo </it>which can be rescued by Bortezomib (proteasome inhibitor drug). Overexpression of the negative regulators microRNA-221/222 plays no role in regulating the amount of p27fs177 in RNFs and rat tissues.</p> <p>Conclusion</p> <p>Our findings show that reduced p27 levels, not newly acquired properties, trigger tumor formation in rats, similarly to what has been observed in mice. The molecular characteristics of p27fs177 establish MENX as a useful preclinical model to evaluate compounds that inhibit p27 degradation for their efficacy against endocrine tumors.</p

OER and Flipped Classroom – Do they match?

Bastiaens, T. (Ed.). (2019). Proceedings of EdMedia + Innovate Learning,, Jun 24, 2019 in Amsterdam. Waynesville, NC: Association for the Advancement of Computing in Education (AACE), pp. 190-198