Presentation at ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, June 30 – July 4, 2008.
Paper by Michael Zeiller, Martina Jelinek & Sebastian Eschenbach
5. Institution Degree programmes / Dept. Information Studies Bachelor‘s degree Information Studies full-time Master‘s degree Applied Knowledge Management part-time search for information structure information communicate information information & communication technologies Supply people professionally with information – using ICT Increase productivity of knowledge work knowledge management concepts knowledge management instruments Online / Electronic Learning information & communication technologies
6. Didactic Concept Requirements Acting on one’s own responsibility Knowledge management within organisations Transdiscipli-nary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements
7. Didactic Concept Implementation Acting on one’s own responsibility Knowledge management within organisations Transdisciplinary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements Self-monitoring and self-determination due to subject-oriented acquirement Collaborative knowledge management by Communities of Practice Theory-based managing by transdisciplinary offer of reflexion and theory Construction & re-construction of knowledge by situated learning Implementation
8. Didactic Concept Blended Learning Acting on one’s own responsibility Knowledge management within organisations Transdisciplinary and theory-based knowledge management Knowledge management applicable in practice Personal-related requirements Content-related requirements Didactic Requirements Self-monitoring and self-determination due to subject-oriented acquirement Collaborative knowledge management by Communities of Practice Theory-based managing by transdisciplinary offer of reflexion and theory Construction and re-construction of knowledge by situated learning Implementation 50% 50% Phases of distance learning Phases of attendance Blended Learning
9. Didactic Concept 4 Pillars Subject-oriented approach Trans-disciplinarity Communities of Practice Situated Learning
10. Project Campus IB Community Community of Practice administrative staff students teachers alumnae partners
Requirements The didactic concept imposes a number of requirements on an implementation of a learning management tool in software and hardware: web-based: easy access for students from multiple locations (easy registration, no installation of software, short access time) stability: high availability, no downtime administration: platform administration must not require high-level technical skills content: clearly arranged content organisation, hypertext, conjunction of content publication: simple publication procedures rights management: detailed management of access authorisation for individual content items as well as blocks of content, assignment of access rights to individual users up to groups of users thematic differentiation: separation of individual areas for separate management vs. comprehensive usage (single sign-on) communication: support of various communication tools (e.g., chat, discussion forum) simple, easy, and intuitive navigation based on well-known interaction paradigms individualisation: provide an opportunity of individual configuration
Requirements The didactic concept imposes a number of requirements on an implementation of a learning management tool in software and hardware: web-based: easy access for students from multiple locations (easy registration, no installation of software, short access time) stability: high availability, no downtime administration: platform administration must not require high-level technical skills content: clearly arranged content organisation, hypertext, conjunction of content publication: simple publication procedures rights management: detailed management of access authorisation for individual content items as well as blocks of content, assignment of access rights to individual users up to groups of users thematic differentiation: separation of individual areas for separate management vs. comprehensive usage (single sign-on) communication: support of various communication tools (e.g., chat, discussion forum) simple, easy, and intuitive navigation based on well-known interaction paradigms individualisation: provide an opportunity of individual configuration