Dr. Kerstin Kohl
Dr. Kerstin Kohl
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Development of a Strategy to Didactically Accompany Elearning Projects for the Virtualization of Higher Education Using the Research Project ITO As Example (December 2004)
Using digital media in higher education is connected to varied didactic requirements. In the pioneering phase of media-based teaching, big pilot projects financed by federal and state governments brought experience in the virtualization of teaching content, the development of multimedia elements promoting learning, and the identification of innovative seminar concepts. After most these projects were finished by 2003 problems increased: How to establish this experience, the concepts, and the content that had been produced in a sustainable way? How to further develop the concepts? How to constantly concince teachers of using digital media in teaching?
In addition, in the current establishment phase there's the demand for creating support and promotion structures at higher education institutions, and at the same time keep existing jobs and create new ones respectively. Especially centers of competence in media didactics should be created to keep the expertise of the people involved in the projects in the institutions and guarantee the further development of concepts for virtualization on a broad basis. Goal are changes on curricular and structural level. Concepts for organised support and promotion of elearning teaching projects are necessary.
The pilot projects not only brought patterns for (partly) virtualised teaching but also experience in didactically supporting, accompanying, and promoting elearning projects. Based on this experience, it is possible to derive strategies for the current phase of establishing elearning in higher education.
This thesis presents the conception, realisation, and evaluation of such a strategy of didactically accompaying a project, using the project ITO, short for Information Technology Online, as example. Based on this the thesis develops transferable recommendations for such centres of competence.