Die Folge haben wir am 24.01.2020 aufgenommen.
Intro & Feedback
O hat Faust gelesen, wir müssen da jetzt alle durch.
Da Esther auf Twitter fragte, welchen Aufwand wir mit der Produktion haben, ein Verweis auf die Edufunkfolge im Open Education Radio.
Florian meint, wir sollten uns einen Thread auf Twitter zum Thema LMS mal durchlesen.
David ist auf eine Podcastepisode zum Thema Lernmythen gestoßen.
Mathias berichtet, wie er seine Lehre ständig weiter entwickelt.
News+Alt+Entf
News+O
- O hat Faust gelesen, wir müssen da jetzt alle durch.
- Außerdem spoilert er ein wenig den aktuellen Star-Wars-Film, lobt dafür Martin Sonneborn Live (hier waren ein paar Anspielungen auf die Lübecker Partei dabei, nicht wichtig, aber lustig).
- Außerdem hat er für H5P was gemacht, will aber nicht drüber reden (super für nen Podcast) – aber es waren halt News …
News+A
Paper+Alt+Entf
Paper+O: Hast du Problem, oder was?
Selwyn, Neil: What’s the Problem with Learning Analytics?. Journal of Learning Analytics, 6 (3), S. 11–19, 2019. (Typ: Artikel | Abstract | Links | BibTeX) CC BY-NC-ND 4.0
Besprochen in Bldg-Alt-Entf #23 @article{Selwyn2019,
title = {What’s the Problem with Learning Analytics?},
author = {Neil Selwyn},
url = {https://doi.org/10.18608/jla.2019.63.3},
doi = {10.18608/jla.2019.63.3},
year = {2019},
date = {2019-12-13},
journal = {Journal of Learning Analytics},
volume = {6},
number = {3},
pages = {11–19},
abstract = {This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective — positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning “data economy.” In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students’ lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts. |
Was geht bei Learning Analytics alles jenseits der technischen Ebene schief? Der Autor des Beitrags versucht dazu, diverse Denk- und Diskussionsanstöße zu liefern.
Paper+A: Psst, liest Du?
Strecker, Dorothea: Nutzung der Schattenbibliothek Sci-Hub in Deutschland. LIBREAS. Library Ideas, 36 , 0000, ISSN: 1860-7950. (Typ: Artikel | Links | BibTeX) CC BY 4.0
Besprochen in Bldg-Alt-Entf #23 @article{Strecker2019,
title = {Nutzung der Schattenbibliothek Sci-Hub in Deutschland},
author = {Dorothea Strecker},
url = {https://libreas.eu/ausgabe36/strecker/},
issn = {1860-7950},
journal = {LIBREAS. Library Ideas},
volume = {36},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Weil der Zugang zu wissenschaftlicher Fachliteratur schwierig und/oder teuer ist, werden Schattenbibliotheken wie Sci-Hub rege genutzt, obwohl sie illegal sind. Auch in Deutschland. Das hat die Autorin mit einer Logfile-Analyse gezeigt.
Fundgrube+Alt+Entf
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Politik+Alt+Entf
Was sind eigentlich faire Tagessätze für Workshops?
Veranstaltungstipps
- 01. Februar 2020: Lichterhafen Lübeck
Die LEDs vom Congress werden in der Lübecker Altstadt verbaut oder so.
- 10. oder 25. Februar 2020: OER Fachexperten Kick-Off (#oerexp)
It was so nice, we do it… again! Die Fachfortbildung zum/zur OER-Fachexpert:in startet mit einem Kick-Off-Webinar, für das die beiden Termine zur Auswahl stehen.
- 20. bis 23. Februar 2020: Hacks and Tools meets OERcamp “classic” und OERcamp Werkstatt in Hamburg (#oercamp)
Ein Hackathon, ToolCamp, BarCamp: alles zusammen. Für OER geht ‘ne Menge in Hamburg, A und O sind sicher auch dabei, die Anmeldung ist offen.
- 3. und 4. März 2020: Hochschulbarcamp – Podcast-Edition in Essen (#hscamp20)
Noch ein BarCamp: Das Hochschulbarcamp bietet vor allem Raum für Themen rund um Hochschulmarketing und Wissenschaftskommunikation. Diesmal liegt ein Schwerpunkt auf Podcasts. Anmeldung ist offen.
Mythos+Alt+Entf
… das erklärt O im Podcast 🙂
Lerch, Donna; Anderson, Thomas: The Mozart Effect: A Closer Look. 2016, besucht am: 25.01.2020. (Typ: Online | Links | BibTeX) Copyright
Besprochen in Bldg-Alt-Entf #23 @online{Lerch2016,
title = {The Mozart Effect: A Closer Look},
author = {Donna Lerch and Thomas Anderson},
url = {https://musicaeadoracao.com.br/recursos/arquivos/ingles/mozart_effect.htm},
year = {2016},
date = {2016-11-29},
urldate = {2020-01-25},
keywords = {},
pubstate = {published},
tppubtype = {online}
}
|
Ivanov, Vesna K; Geake, John G: The Mozart effect and primary school children. Psychology of music, 31 (4), S. 405–413, 2003, ISSN: 1741-3087. (Typ: Artikel | Abstract | Links | BibTeX) Copyright
Besprochen in Bldg-Alt-Entf #23 @article{Ivanov2003,
title = {The Mozart effect and primary school children},
author = {Vesna K. Ivanov and John G. Geake},
url = {https://doi.org/10.1177/03057356030314005},
doi = {10.1177/03057356030314005},
issn = {1741-3087},
year = {2003},
date = {2003-10-01},
journal = {Psychology of music},
volume = {31},
number = {4},
pages = {405–413},
abstract = {This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory. |
Rauscher, Frances H; Shaw, Gordon L; Ky, Catherine N: Music and spatial task performance. Nature, 365 (611), 1993, ISSN: 1476-4687. (Typ: Artikel | Links | BibTeX) Copyright
Besprochen in Bldg-Alt-Entf #23 @article{Rauscher1993,
title = {Music and spatial task performance},
author = {Frances H. Rauscher and Gordon L. Shaw and Catherine N. Ky },
url = {https://doi.org/10.1038/365611a0},
doi = {10.1038/365611a0},
issn = {1476-4687},
year = {1993},
date = {1993-10-14},
journal = {Nature},
volume = {365},
number = {611},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Weltverbesserung+Alt+Entf
Da A immer noch vom 36c3 begeistert ist, fände sie es gut, wenn man mit einer Spende an die CCC-nahe Wau-Holland-Stiftung solche Events oder andere Kampagnen der Stiftung unterstützt.
Diese und andere Weltverbesserungsideen findet man auch gesammelt hier.
Hausmeisterei
Hört Ihr Podcasts über Spotify? Falls ja: uns würde interessieren, warum Ihr das tut.
