https://ojs.hbz-nrw.de/dipp_ojs/eleed de-DE e-learning and education https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1801 Previous research and practice efforts on the use of Augmented Reality (AR) in schools have focused on learning with AR. However, to enable students to become active participants in an increasingly digital world, it is necessary to provide opportunities to learn about this technology. This project report addresses this issue and presents a learning design that focuses on learning about AR in computer science classrooms. The core element of the learning design is the conceptualization and development of AR-based solutions to real-world problems. In this project, students developed an AR application that visualizes safety instructions in the school's makerspace. The application was implemented using Vuforia Studio software. There are some challenges in implementing such an AR project, which are summarized as lessons learned. For example, teachers should allow enough time (12 weeks) for the design process and anticipate authentic problems. If students already have experience with AR or programming, the learning design presented can be adapted to the respective learning group. Overall, the project report makes an important contribution to learning about AR technology. The tested, research-based learning design serves as a template for other teachers who want to implement their own AR development projects. Josef Buchner Marc Lachmann Copyright (c) 2023 Josef Buchner, Marc Lachmann https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-05-11 2023-05-11 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1792 Aktuell ereignet sich eine grundlegende neue Relationierung von realer und digitaler Welt, mit der umfassendere Zugriffe auf das Leben jedes einzelnen in der Gesellschaft einhergehen – z.B. größere Kontrolle, größere Beeinflussung und Manipulation. Digitalisierung von Bildung und Bildung für die digitalisierte Welt sind „Mega-Themen“ aktueller Bildungspolitik und Bildungsreformen. Die Beiträge des vorliegenden Buches konturieren diesbezüglich einen Pädagogikunterricht, welcher Schülerinnen und Schüler befähigen soll, die Chancen und Risiken in der digitalen Medienwelt für die Bildung und die Erziehung zu erkennen, und der dazu beiträgt, dass Menschen anderen Menschen – u.a. auch mithilfe digitaler Tools – dabei helfen, sich zu dieser digitalen Medienwelt in ein reflektiertes Verhältnis zu setzen und sie mit zu verändern. Das Buch richtet sich insbesondere an Interessierte aus den Bereichen des schulischen Pädagogikunterrichts, der Fachdidaktik Pädagogik und der Medienpädagogik. Alexander Martin Copyright (c) 2022 Alexander Martin https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-10-17 2022-10-17 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1804 The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition. Norman D. Vaughan Deborah Dell Martha Cleveland-Innes D. Randy Garrison Copyright (c) 2023 Norman D. Vaughan, Deborah Dell, Martha Cleveland-Innes, D. Randy Garrison https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-11-24 2023-11-24 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1795 Die Digitalisierung von Gesellschaft und damit auch von Schule schreitet immer weiter voran. Dabei ist die außerschulische Nutzung von digitalen Anwendungen zu einer Normalität geworden. Schüler:innen, Lehrende, Eltern und viele Akteur:innen nutzen eine Vielzahl digitaler Anwendungen in ihrem Alltag. Das kann und sollte sich im Bereich des institutionellen Lernens als ein Teil der gesellschaftlichen Lebenswelt widerspiegeln. Um die Potenziale digitaler Anwendungen intensiver zu beleuchten, wurden 2021 beim Symposium Lernen digital an der Technischen Universität in Chemnitz zum dritten Mal Ideen und Erkenntnisse führender Wissenschaftler:innen und engagierter Praktiker:innen zusammengetragen und diskutiert. Die forcierte Vernetzung über die Fachdidaktiken hinaus konnte abermals bewirken, dass Aktivitäten und Erkenntnisse zusammengetragen werden, die den Einsatz digitaler Medien nicht nur aus mediendidaktischer bzw. -pädagogischer Perspektive reflektieren, sondern vorrangig fachdidaktische Fragen in den Blick nehmen. In diesem Buch werden die wesentlichen Beiträge zusammengefasst, um sie an Forscher:innen sowie Pratiker:innen in Schulen aber auch der Lehreraus- und -weiterbildung weiterzugeben. Birgit Brandt Leena Bröll Henriette Dausend Copyright (c) 2022 Birgit Brandt, Leena Bröll, Henriette Dausend https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-10-17 2022-10-17 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1793 The criticisms leveled at online education during the Covid-19 pandemic revealed not only a lack of understanding about how educational technology can be deployed effectively, but a lack of imagination. By using metaphors as a mental model, Weller enables educators to move beyond pragmatic concerns into more imaginative and playful uses of technology and to critically examine the appropriate implementation and adoption of ed tech. Martin Weller is professor of educational technology, in the Institute of Educational Technology at the UK Open University. He is the chair of the Open University's multidisciplinary degree, the Open Programme, which is the largest degree in the UK. He is the author of The Battle For Open (2014), The Digital Scholar (2011), and 25 Years of Ed Tech (2020). Martin Weller Copyright (c) 2022 Martin Weller https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-10-17 2022-10-17 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1800 Recent efforts to solve the problems of education—created by neoliberalism in and out of higher education—have centred on the use of technology that promises efficiency, progress tracking, and automation. The editors of this volume argue that using technology in this way reduces learning to a transaction. They ask administrators, instructors, and learning designers to reflect on our relationship with these tools and explore how to cultivate a pedagogy of care in an online environment. With an eye towards identifying different and better possibilities, this collection investigates previously under-examined concepts in the field of digital pedagogy such as shared learning and trust, critical consciousness, change, and hope. Suzan Köseoğlu George Veletsianos Chris Rowell Copyright (c) 2023 Suzan Köseoğlu, George Veletsianos, Chris Rowell https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-01-31 2023-01-31 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1798 Anwar Ahmed advocates for critical thinking and thoughtful technology integration in world language classrooms in his (2022) book, Exploring silences in the field of computer assisted language learning. Ahmed argues that CALL research too often focuses on the benefits of technology integration in language classrooms and ignores potential dangers. Given this tendency, Ahmed offers a framework for examining the silences that surround language learning technology. From social-emotional considerations to an examination of the risks of social media, Ahmed’s work appeals to CALL researchers and teacher educators alike and strives to amplify the silences in language learning technology research by providing a strong foundation for future CALL research. Kylene M. Butler Anwar Ahmed Copyright (c) 2022 Kylene M. Butler, Anwar Ahmed https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-11-30 2022-11-30 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1805 Medien jeglicher Art prägen unseren Alltag und sind mittlerweile unverzichtbarer Bestandteil der menschlichen Kultur weltweit, sei es in analoger oder digitaler Form. Auch und gerade aus pädagogischer sowie fachdidaktischer Sicht eröffnen Medien ein spannendes Feld, das nicht zuletzt auch immer wieder stark durch kontroverse Diskussionen und Debatten geprägt ist. Hier setzt das Buch an und präsentiert auf Basis einer forschungsgeleiteten empirischen Medienpädagogik und -didaktik aktuelle Studien und deren Befunde. Entsprechend finden sich verschiedene Kapitel, die den aktuellen Forschungsstand darlegen und darauf basierend Handlungsempfehlungen geben. Dies umfasst sowohl die Medienpädagogik und -didaktik allgemein als auch fachspezifische mediendidaktische Themen- und Handlungsfelder. Jörg Zumbach Lena von Kotzebue Christine W. Trültzsch-Wijnen Ines Deibl Copyright (c) 2023 Jörg Zumbach, Lena von Kotzebue, Christine W. Trültzsch-Wijnen, Ines Deibl https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-11-24 2023-11-24 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1803 How can researchers and practitioners in education usefully understand technology, education, and their relationship to improve teaching practice? In this volume, Jon Dron articulates a new theory that treats education as a technological phenomenon. He uses this theory to reframe popular families of educational theory and explain a variety of educational phenomena, including the failure of learning style theories, literacies, the prevalence of cheating, and the fundamental differences between online and in-person learning. This timely volume encourages anyone in an educational system, from university presidents to teachers to researchers to learning designers to students to see what they do in a different and, hopefully, more productive and creative way. Jon Dron Copyright (c) 2023 Jon Dron https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-08-02 2023-08-02 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1799 In a technology-rich world, human relations are increasingly mediated through the interfaces of our digital devices. This is also true for certain arenas of the educational sector. More likely than not, a student enrolling in any higher education program today will be confronted with one or more pedagogical situations in which human interaction is not immediate but experienced through technology. While some students may take a class or two online in an otherwise face-to-face program, others may traverse a full learning trajectory without ever physically meeting their instructors or fellow students, as is the case in distance education. While increasingly sophisticated communication technologies may coax our senses, the fact remains: if our communication partner is not really there but physically absent, this will likely have psychological ramifications. Although the peculiarities of this increasingly prevalent mode of communication have long been the subject of investigation, with abounding speculation as to the wide-ranging consequences on communication processes and, in extension, learning processes relying on communication, the actual effects of mediation and their relevance for online distance learning are still not well understood. The notion of social presence is one of the most prominent attempts at understanding the unique psychological properties of mediated communication. It refers to the degree to which we fall for the illusion of non-mediation, or in other words, our failure to perceptually integrate what we know in the abstract: That we are talking to a screen. Notably, even in communication media with modest face-to-face fidelity, for example text-based asynchronous messaging, it is possible to experience relatively high degrees of social presence. That is, we feel that our communication partner is “real” and “there”. Due to this paradox, we cannot deduce a simple and monocausal relation between technological sophistication of the communication medium and the experience of social presence. In fact, it appears that there are multiple processes and determinants at work accounting for this phenomenon, which, however, are still largely uncharted. As evocative and relevant this concept may appear –the sheer volume of studies attest to its popularity–, its practical benefits in advancing our knowledge on the psychology of mediated communication in online distance learning have been relatively small, a fact that may be traced back to a history of inconsistent definitions and the resulting lack of cumulative research progress. Section A “Introduction and Theoretical Foundations” lays out what we currently do and don’t know about the psychology of mediated communication, how this relates to online distance learning and some of its classic issues, as well as the state of research in this educational arena, with a specific focus on the online environments in which mediated learning experiences take place. Following this, a thorough review of the concept of social presence identifies central challenges of the literature and a model to guide the following steps is proposed. Section B “Empirical Studies” lays out the central research questions of this thesis and presents five chapters to answer them. As a whole, the quantitative studies within these chapters are geared toward a better understanding of the phenomenon of social presence, a more comprehensive theoretical modeling around it, as well as practical application of this knowledge toward enhancing online distance learning experiences. To this end, data from a total of 1023 students at FernUniversitat in Hagen was collected and analyzed. Zooming in on each individual study and its contribution, the following steps lead to this thesis’ goals: Building on important previous work, the first investigation, a scale validation study, aimed to put a stake in the ground with respect to the definition and measurement of social presence for the remainder of this thesis and, hopefully, the field more generally. In a second step, the explanatory scope was widened to account for processes and variables, that, together, may provide a more comprehensive picture of social presence and related socio-emotional variables in online distance learning. Structural equation modeling yielded an empirically supported and theoretically sound model with practical implications. In the third study, drawing from the tenets of the previously established model, a central proposition to enhance social presence in online distance learning environments was tested experimentally, further supporting the model through causal evidence while also yielding novel design recommendations. For the remaining two studies, the scope of theorizing was again widened. The fourth study investigated an emerging psychological phenomenon observed in social networking sites, ambient awareness. In a first sample, its prevalence in online distance learning environments was explored and, in a second sample, a theoretically plausible connection to social presence was assessed. Lastly, due to the historic roots of social presence, most empirical investigations have neglected the potential role of individual differences. For this reason, the fifth chapter investigated the merits of a trait-level view of social presence by examining its relationship to personality. The integration and cumulation of newly generated knowledge is especially important, as this synthesizing work has been found to be lacking in much of the literature on social presence. For this reason, a comprehensive discussion is presented in section C “Discussion and Future Directions”, in which the contributions of this thesis toward the challenges of social presence are laid out. Despite some questions remaining unanswered, the interpretation of findings allows us to conclude that significant progress has been made toward a better identification, explanation, and application of social presence. As a visual summary, the final research model is presented in its modified and extended form, detailing all hypotheses examined in this thesis. Further condensing the findings of this thesis, a set of questions informing a tentative theory of social presence are answered succinctly. Through these summaries on different levels of elaboration, we learn that social presence is a complex psychological phenomenon that is multi-causally determined and nuanced in terms of its benefits for online distance learning. Taking into account some limitations within the works presented in this thesis, potential steps for improving future research efforts are discussed in light of recent developments in the field of online distance learning. Critically, however, in order to further build our knowledge of social presence in online distance learning, two major road-blocks on the path to a new phase of social presence research need be considered specifically. The first relates to the dubious connection to learning achievement. The second pertains to a lack of integration of social presence into our broader knowledge base of human psychology. Two frameworks that specifically address these problems are proposed, with consequential implications for future research. The thesis ends with a brief reflection. Joshua Weidlich Copyright (c) 2023 Joshua Weidlich https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-01-24 2023-01-24 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1797 In the context of digitalisation and Industry 4.0, the use of innovative technologies in learning and working processes is associated with multiple potentials. In particular, immersive virtual environments (Virtual Reality, IVR) offer promising possibilities to support learning and working. IVR refers to computer-generated representations that are three-dimensional and interactive. Users can literally "immerse" themselves in a virtual environment via natural user interfaces. However, the state of current research as outlined in the thesis shows that only a little is known about the technology acceptance of IVR and the corresponding promoting and inhibiting factors. Technology acceptance is understood as users‘ positive adoption decision of an innovation (Simon, 2001). Therefore, the central research aim of the present work is to generate descriptive and explanatory knowledge on the technology acceptance of IVR among (potential) users. A theoretical framework on digitalisation processes, virtual reality technologies and technology acceptance, as well as an overview of the corresponding empirical state of research introduce the topic. The thesis includes four empirical studies to investigate the technology acceptance of IVR. In the first study, the theoretical assumptions of the Technology Acceptance Model (TAM) are empirically tested with regard to the technology acceptance of IVR. The TAM assumes that the intention to use information technologies is mainly influenced by perceived usefulness and ease of use. In this context, study 1 investigates technology acceptance and the user-related factors of age and previous experience with the technology in the context of a quantitative questionnaire survey with (potential) users of IVR. The second study focuses on the technology acceptance of a virtual sales room and, in addition to the core factors of the TAM, includes the social norm and perceived behavioural control, as well as the organisational factors of support by management, user training and user support. Data collection is also carried out by means of a quantitative questionnaire. In the third study, a virtual learning application for operator training is formatively evaluated with regard to technology acceptance, user experience and the learning transfer of virtually learned action knowledge to real activities by means of a qualitative video analysis. The fourth study aims to identify further user-related, organizational and, in particular, technology-specific facilitating and inhibiting factors within qualitative interviews with experts. The results show that the TAM can also be used as a suitable basis for investigating the technology acceptance of IVR and that perceived usefulness and ease of use have an influence on the intention to use (Study 1). Similarly, perceived behavioural control influences usage intention and organisational factors are positively related to TAM factors (Study 2). It is made clear that the study of innovative technologies must be accompanied by novel methodological approaches in research efforts (Study 3). Further user-related, organisational and technology- specific factors influencing technology acceptance are identified for the use of IVR in teaching- learning contexts (Study 4). In summary, practice-relevant aspects for increasing the technology acceptance of IVR can be derived on the basis of the research results and taking into account the limitations. Carolin Pletz Copyright (c) 2022 Carolin Pletz https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-11-22 2022-11-22 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1796 Digital transformation processes have become the pace setter for increasing (continuing) vocational education and competence development needs. At the same time, they challenge companies to actively realign their personnel and organizational development, as well as each individual taking charge of their lifelong learning in a self-determined and proactive manner. This need can be addressed by (digital) learning offers that are designed in a participatory way - not only for, but with the learners, whereby the democratization of human-centered design processes takes on a major role. The expectation is that this will lead to a higher user acceptance of corresponding learning opportunities, and thus to increased learning successes. In this study, a model for the participatory design of (digital) learning offers was developed on the basis of six expert interviews, which includes practical recommendations and accompanying materials that support the transfer of the underlying theory and findings into the practice of (continuing) vocational education. The theoretical underpinnings on human-centered design and participatory design in general are embedded in discussions of changing occupational requirement profiles, a definition of digital learning and the development of learning cultures in companies. Matthias Teine Copyright (c) 2022 Matthias Teine https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-11-16 2022-11-16 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1802 Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning courses for healthcare practitioners. Methods: A scoping review was conducted of studies evaluating university level e-Learning courses in healthcare disciplines (2010–2020), following the PRISMA-ScR method for data identification, screening, selection and extraction. The data was prepared according to the study, participants, and course characteristics as well as the evaluation of learners’ success, engagement and perceptions. Findings: Of the 246 identified studies, 12 met the inclusion criteria for this study. The evaluation of the e-Learning courses in the sample was generally positive for both online and hybrid models for all outcome variables. Three factors influencing the structure, process and outcome quality of e-learning courses stood out: the functionality of the learning management system (LMS) (i.e., structure quality); the importance of real-time interaction and feedback (i.e., process and outcome quality); and the influence of initial expectations on process and outcome quality. Originality: A substantial body of research has addressed issues related to outcomes and course design across e-Learning courses. Yet, there is no consensus on what can be defined as a successful, high-quality e-Learning course from an adult learner’s perspective. This research highlights factors to consider when designing e-Learning courses for healthcare practitioners that integrates the adult learner’s perspective. Dana Gaigulo Marika King Juan Bornman Copyright (c) 2023 Dana Gaigulo, Marika King, Juan Bornman https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2023-07-28 2023-07-28 15 https://ojs.hbz-nrw.de/dipp_ojs/eleed/article/view/1794 Professional vision of classroom management comprises the competence to recognize relevant classroom management events and interactions and to interpret them in a theory-based manner (Gold et al., 2016; Sherin & van Es, 2009). Promoting this competence is a main goal of teacher training. The effectiveness of video-based learning arrangements to promote this competence has already been confirmed (Steffensky & Kleinknecht, 2016). However, there is a lack of digital learning opportunities that offer individually adaptable learning paths (Bremer, 2009) to take different performance levels and learning tempi of pre-service teachers into account (Landenfeld et al., 2019). This article therefore describes the development of a digital, video-based learning module to promote the professional vision of relevant classroom management events. It was developed according to proven media-psychological design principles and subjected to usability testing. Representing the potential user groups, two student teachers (novices) and twelve seminar leaders (experts) worked on at least one part of the digital learning module and evaluated its usability in terms of content, operability, and aesthetics. A qualitative content analysis of interview transcripts and notes revealed that design and content of the module were evaluated as aesthetic and meaningful. Additionally, statements on module length, video analyses, support elements, feedback, operating elements, and design aspects were extracted. Based on these findings, the video analyses were modified, and the module was revised. In addition to the possibility of using the digital learning module for the competence development of pre-service teachers, the obtained findings are useful for the construction of future video-based learning modules. Jennifer Janeczko Robin Junker Manfred Holodynski Copyright (c) 2022 Jennifer Janeczko, Robin Junker, Manfred Holodynski https://lizenzen.hbz-nrw.de/f-dppl/3.0/ 2022-10-24 2022-10-24 15