Forschungsschwerpunkt: eLearning

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Greller, Wolfgang; Mag. Dr. Univ.-Doz.
Projektleitung intern
Greller, Wolfgang; Mag. Dr. Univ.-Doz.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2016 – 2018
Beschreibung
E-Learning Maturity Model
Beschreibung (engl.)
URL
Bericht

EKT

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Strasser, Thomas; Univ. Lektor Hochschulprofessor Mag. Dr.
Projektleitung intern
Strasser, Thomas; Univ. Lektor Hochschulprofessor Mag. Dr.
Interne Projektmitarbeiter/innen
Greller, Wolfgang; Mag. Dr. Univ.-Doz.
Himpsl-Gutermann, Klaus; Hochschulprofessor Mag. Dr. MSc. OStR
Sankofi, Martin; Mag. MSc.
Szucsich, Petra; Mag. MSc.
Externe Projektmitarbeiter/innen
Ghoneim, Andrea;
Revyakina, Elena;
Kooperationspartner
Laufzeit
2019 – 2022
Beschreibung
The EKT project aims to improve European higher education and, in particular, the development and experimentation of collaborative educational methodologies and Smart technological framework that aims to impact on a more effective, scalable, sustainable system which is closely linked to the professional contexts for which we train. To do this, we rely on a strategic triangle configured by educational centres (schools and teachers), universities (Faculties of Education and researchers) and technology-based companies and technological institutions (specifically those that offer services and e-learning resources). We propose to work in an articulated way from these three contexts to establish a dynamics of knowledge development based on teaching innovation, educational research and technological development.

The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.

In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.

Beschreibung (engl.)
The EKT project aims to improve European higher education and, in particular, the development and experimentation of collaborative educational methodologies and Smart technological framework that aims to impact on a more effective, scalable, sustainable system which is closely linked to the professional contexts for which we train. To do this, we rely on a strategic triangle configured by educational centres (schools and teachers), universities (Faculties of Education and researchers) and technology-based companies and technological institutions (specifically those that offer services and e-learning resources). We propose to work in an articulated way from these three contexts to establish a dynamics of knowledge development based on teaching innovation, educational research and technological development.

The project is contextualized in the Faculties of Educational Sciences and in particular in the official studies of Initial Teacher Education (ITE) in kindergarten, Primary and Secondary Education. With the implementation of the European Higher Education Area, ITE in Europe converges in the incorporation of a significant period of school teaching practice (in-school placement) that in some cases constitutes up to 25% of the prospective teacher training. EU Commission, in its report “The Teaching Profession in Europe” (European Commission/EACEA/Eurydice,2015), highlights “real classroom experience” as one of the 3 key elements of ITE, emphasizing the importance of “in-school placement” at the same level of the “academic knowledge of their subject” and “teaching approaches”. A proper teacher training requires to be trained in these three elements. Surprisingly, academic policies do not generally value these three equally, and frequently, in-school placement is less valued, understanding that prospective teachers learn these skills naturally just by being placed in a school. This way, key processes to promote reflective learning of the teaching profession, such as collaboration, interaction, monitoring, and counselling processes are neglected.

In-school placement co-participated by university lecturers and non-university teaching tutors has a strategic character in the training of prospective teachers and sets a favourable scenario to promote the interaction between theory and practice, exercise professional skills and experiment proposals for educational innovation monitored by experienced professionals and analysed by educational researchers. However, the experience and the studies carried out on teaching practice show that, despite being a strategic scenario for student teachers training, the training experience can be improved, and this improvement can be implemented through the application of resources and services, delivered through e-learning. We therefore intend to address the needs for improving the training of student teachers during the implementation of in-school placements and therefore develop methodologies and e-learning solutions that have a real impact on the following aspects that clearly need to be improved:
• Dynamics to coordinate work between university and non-university teachers who supervise and accompany the student during the in-school placement period.
• Individualized follow-up of students in practice and their continued monitoring.
• An intelligent system that helps to support the self-learning process that every prospective teacher must record during the period of in-school teaching practice.

URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Strasser, Thomas;
Projektleitung intern
Hofmann-Reiter, Sabine; Hochschulprofessorin Mag. Dr. OStR
Knecht, Harald; Institutsleiter BEd Dipl.-Päd. BA. MA.
Kulhanek-Wehlend, Gabriele; Institutsleiterin Mag. Dr. BEd OStR
Strasser, Thomas; Univ. Lektor Hochschulprofessor Mag. Dr.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2011 – 2013
Beschreibung
Ziel des Forschungsprojektes ist es, selbstorganisiertes Lernen in den Fokus der Ausbildung im Bereich der Schulpraktischen Studien von Lehramtsstudierenden zu setzen. Ausgehend von den theoretischen Überlegungen und den wissenschaftlichen Diskurs über Blended-Learning-Settings mittels Mahara-ePortfolios, sollen Studierende zu Initiatoren und Organisatoren ihrer eigenen, reflektierten Lernprozesse werden. Da ein Großteil der Studierenden im Rahmen des Forschungsprojektes das Unterrichtfach Englisch belegen, liegt ein explizites Forschungsinteresse in der Rolle des Fremdsprachenerwerbs bei EFL-Studierenden mithilfe von ePortfolios. Durch sorgfältige Dokumentation und Online-Umfragen sollen neben dem technisch-administrativen Aufwand, auch Usability und die methodisch-didaktische Vielseitigkeit von Mahara überprüft werden.
Beschreibung (engl.)
The focus of this RP is on self-organized learning in student teacher courses and practical studies at the Vienna University College of Teacher Education. Based on theoretical approaches and the current academic discourse concerning Blended Learning settings using Mahara ePortfolios, student teachers should become initiators and organizers of their own reflected learning processes. Due to the fact that the major part of the student teachers within the context of the research project take English as their main subject, there is an explicit interest in analyzing the role of EFL-acquisition with the help of ePortfolios. Next to technical and administrative efforts, Mahara’s usability and methodological versatility shall be examined through continuous documentation and online-questionnaires,
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Fridrich, Christian;
Projektleitung intern
Fridrich, Christian; Hochschulprofessor Mag. Dr.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2017 – 2019
Beschreibung
e-Tool
Beschreibung (engl.)
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Sankofi, Martin;
Projektleitung intern
Sankofi, Martin; Mag. MSc.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2016 – 2016
Beschreibung
Im Digi4School-Projekt wurden im Auftrag des BMB und des BMFJ durch das Wiener Unternehmen „Knowledge Markets Consulting GmbH“ über 800 Bücher aus der österreichischen Schulbuchaktion von 20 Verlagen den Schulen kostenlos zusätzlich als eBook zur Verfügung gestellt. Die Bücher können online im Webbrowser oder über eine App auf verschiedenen Betriebssystemen abgerufen werden.

Im Zusammenhang mit der Markteinführung im September 2016 wurde das Zentrum für Lerntechnologie und Innovation (ZLI) der Pädagogischen Hochschule Wien beauftragt, eine exemplarische Begleitstudie zu didaktischen Einsatzmöglichkeiten von Digi4School zu erstellen. Dabei wurden in enger Abstimmung mit dem Projektleiter der technischen Implementierung (Knowledge Markets) und in Zusammenarbeit mit E-Learning-erfahrenen Lehrkräften verschiedener Fachgegenstände einzelne Kapitel aus den digitalen Schulbüchern im Unterricht eingesetzt, wobei ergänzende Beispielmaterialien (als Open Educational Resources) entstehen und didaktische Empfehlungen abgeleitet werden.

Beschreibung (engl.)
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Sankofi, Martin; Mag. MSc.
Projektleitung intern
Sankofi, Martin; Mag. MSc.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2015 – 2016
Beschreibung
KidZ Mobile Teaching Devices
Beschreibung (engl.)
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Scheidl, Gerhard; Hochschulprofessor M.Ed. Dr. BEd OStR
Projektleitung intern
Scheidl, Gerhard; Hochschulprofessor M.Ed. Dr. BEd OStR
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Kooperationspartner
Laufzeit
2015 – 2016
Beschreibung
Happy LAB
Beschreibung (engl.)
URL
Bericht