000 03650nam a22004695i 4500
001 978-3-642-38174-4
003 DE-He213
005 20140220082911.0
007 cr nn 008mamaa
008 130911s2013 gw | s |||| 0|eng d
020 _a9783642381744
_9978-3-642-38174-4
024 7 _a10.1007/978-3-642-38174-4
_2doi
050 4 _aLC5225.A75
050 4 _aLB2822.75
072 7 _aJNKD
_2bicssc
072 7 _aEDU011000
_2bisacsh
082 0 4 _a371.26
_223
100 1 _aEhlers, Ulf-Daniel.
_eauthor.
245 1 0 _aOpen Learning Cultures
_h[electronic resource] :
_bA Guide to Quality, Evaluation, and Assessment for Future Learning /
_cby Ulf-Daniel Ehlers.
264 1 _aBerlin, Heidelberg :
_bSpringer Berlin Heidelberg :
_bImprint: Springer,
_c2013.
300 _aXVIII, 239 p. 38 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
520 _aToday we are seeing a new form of blended learning: not only is technology enhancing the learning environment but formal and informal learning are combining and there is self- and peer-assessment of results. Open learning cultures are challenging the old and long-practiced methods used by educators and transforming learning into a more student-driven and independent activity , which uses online tools such as blogs, wikis or podcasts to connect resources, students and teachers in a novel way. While in higher education institutions most assessments are still tied to formal learning scenarios, teachers are more and more bound to recognize their students’ informal learning processes and networks. This book will help teachers, lecturers and students to better understand how open learning landscapes work, how to define quality and create assessments in such environments, and how to apply these new measures. To this end, Ehlers first elaborates the technological background for more collaborative, distributed, informal, and self-guided learning. He covers the rise of social media for learning and shows how an architecture of participation can change learning activities. These new paradigms are then applied to learning and education to outline what open learning landscapes look like. Here he highlights the shift from knowledge transfer to competence development, the increase in lifelong learning, and the importance of informal learning, user generated content, and open educational resources. He then shows how to manage quality by presenting a step by step guide to developing customized quality concepts for open learning landscapes. Finally, several methods dealing with assessment in these new environments are presented, including guidelines, templates and use cases to exemplify the approaches. Overall, Ehlers argues for assessment as an integral part of learning processes, with quality assurance as a method of stimulating a quality culture and continuous quality development rather than as a simple controlling exercise.
650 0 _aEducation.
650 0 _aComputer science.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aAssessment, Testing and Evaluation.
650 2 4 _aComputers and Education.
650 2 4 _aEducational Technology.
650 2 4 _aHuman Resource Management.
650 2 4 _aComputers and Society.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783642381737
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-642-38174-4
912 _aZDB-2-SCS
999 _c98213
_d98213