The concept of sharable LOs has been around for decades, but implementing repositories, guaranteeing interoperability, managing metadata, and achieving organizational and financial sustainability has proven challenging. The realization that there will likely never be a universal Learning Management System (LMS) made the idea of universally shareable content appear even more illusionary on the one hand, but on the other hand also led to the development of learning system interoperability standards. The paper proposes to use either tool-interoperability or self-sovereignty as key technologies for establishing near-universal content repositories.

The need to be competitive in a fast-changing global job market will likely lead to an increased demand for “just-in-time” educational experiences. Parallel to developments in the medical sector with virtual patient records, the paper presents a model for storing and managing educational data gathered along a lifelong learning journey, such as transcripts, artifacts, and performance analytics. Using the concept of Social Linked Data (“SOLID”), the learners instead of the educational institutions would have sovereignty over their own data, while transactional fingerprints would be used to guarantee data integrity using a federated blockchain.

Was bedeuten die Begriffe „Anästhesie“ und „Narkose?“ Beide Worte stammen aus dem Griechischen: „Anästhesie“ bedeutet „Empfindungslosigkeit“ bzw. „Betäubung“ und das Wort wird am Besten mit „schlafähnlicher Zustand“ übersetzt. Im heutigen Sprachgebrauch werden die beiden Begriff oft synonym verwendet. Gemeint ist immer ein Zustand, in dem keine Schmerzen gespürt werden. So ist es möglich, chirurgische, diagnostische oder therapeutische Eingriffe durchzuführen. Es werden lokale, regionale und generale Anästhesieverfahren angeboten.

The differential benefits of teaching in a SCALE-UP environment are investigated for a class that moved from a combination of Peer Instruction and Just in Time Teaching to a spatial setting typical for SCALE-UP.

Teaching and learning mathematics is often not perceived as being related to literacy, neither by students nor by instructors. However, a lack of certain aspects of literacy might actually severely hinder students' learning of mathematics. This will be exemplified by the analysis of two quite common observations in courses using a specific type of teaching strategy. This teaching strategy is helpful in uncovering literacy-related student difficulties in mathematics as well as providing means to overcome them. It also indicates how to evaluate aspects of students' literacy in a mathematical context during exams. 09.05.2016 | Peter Riegler (Wolfenbüttel)

We describe the implementation of Tutorials in Introductory Physics in a German university course. In particular, we investigate if the conceptual challenges that gave rise to the development of Tutorials are also found among German students, which hurdles to the implementation of Tutorials are encountered in a German context, and how Tutorials are perceived in this different context. To that end, video recordings from workgroup sessions and guided group discussions with students and teaching assistants, as well as interviews with faculty are analysed. It was found that German students enter introductory physics courses with a different set of prior knowledge than their US-American counterparts, which together with implementation hurdles and negative perceptions by students, teaching assistants, and faculty led to the discontinuation of Tutorials after only one semester.

We analyse students' answers to a set of tasks designed to gain information about their ability to reason proportionally. These tasks have been particularly designed to control for false positive, i.e. that students arrive at the correct answer for the wrong reasons, an effect we actually observe with respect to students' ability to reason proportionally in a mathematics bridging course. We describe the rationale behind the test design and discuss implications for bridging courses and test designs in general.

Ausgehend von der Literatur zur Fehlkonzeptforschung und zum Konzeptwandel werden Überlegungen zur Verbesserung des Transfers von Studienreformprojekten in der Mathematik angestellt. Die Analyse der Literatur führt zu einem erstaunlich konsistenten und kohärenten Bild, das erklären kann, warum einerseits das Erlernen von Mathematik und andererseits Reformprojekte in der Durchführung oder im Transfer häufig scheitern. Ausgehend von dieser Analogie im Scheitern und dem aktuellen Forschungsstand zu effektiver Lehre werden Schlussfolgerungen darüber gezogen, wie Studienreformprojekte und deren Transfer besser gelingen können. 10.11.2014 | Peter Riegler (Wolfenbüttel)

Competency has been the buzzword of higher education for at least a decade. The reasonable approach of describing what students should be able to do after completing coursework, however, falls short of the fact that mathematics, like any subject matter, contains inherent difficulties for students. Students usually need assistance in overcoming such difficulties. Competency-driven approaches to the curriculum tend to ignore this issue. In this article, this problematic issue will be exemplified by investigating students’ difficulties with the concept of the empty set on one hand and the framework of the European Society for Engineering Education (SEFI) for a mathematics curriculum on the other hand.