Suchergebnisse

Wie können Medien Lehr- und Lernprozesse unterstützen? Der Studientext gibt einen systematischen Einstieg in die Grundlagen der Mediendidaktik und vermittelt Handlungswissen, das zur Gestaltung medienbasierter Weiterbildungsangebote benötigt wird. Die Autoren liefern einen kompakten Überblick von den medienpädagogischen Ansätzen bis hin zu gegenwärtigen Trends des E-Learnings ("WIKIS" und "Podcast"). Die Handreichung für alle, die Medien reflektiert in Lehr-Lern-Prozessen einsetzen.

Wie können Medien sinnvoll Lehr- und Lernprozesse unterstützen? Die Autoren geben einen kompakten Überblick von den ersten mediendidaktischen Ansätzen bis zu gegenwärtigen Trends des E-Learning und Mobile Learning. Behandelt werden - kontextunabhängig und grundlegend - die Funktionen von Medien sowie die didaktischen Methoden für einen Lernerfolg versprechenden Einsatz von Medien. Der Studientext geht insbesondere auf Potenziale ein, die digitale Medien für Lehr- und Lernprozesse Erwachsener bieten, und orientiert sich dabei an den Bedürfnissen und Fragestellungen der Zielgruppe. Auf Basis aktueller Erkenntnisse der Medienforschung wird das zur Gestaltung medienbasierter Weiterbildungsangebote benötigte Hintergrund- und Handlungswissen vermittelt. Didaktisch aufbereitete zusätzliche Lernmaterialien finden Sie unter Gratisdownload.

""This book focuses on the didactics of social sciences and ITCs including issues related to innovation, resources, and strategies for teachers. It also includes strategies and resources related to virtual reality, augmented reality, videogames, 3D printing, m-learning, b-learning, and virtual classrooms"--Provided by publisher"--

In clause results of experimental researches of elements and the constants of didactics described earlier in work of the author «Elementary didactics» are resulted. Speed of comprehension of the information, speed of mastering of new knowledge, the base constant representing the attitude of quantity of base knowledge to quantity of that it is supposed to master during training are carried to them, quantity of the characteristics forming an image, and an age threshold of training. Quantum character of storing at a level of operative memory (at a level of consciousness) and average disorder of volumes of formation of long-term memory (at a level of subconsciousness) at modern youth is established.

"Forging the Didactics of Sefardic Language and Literature" attempts to
establish criteria for the instruction of Judeo-Spanish and its literature
as a didactic unit. The problem of the future of the Sefardic language
lies, among other factors, in our capacity to develop adequate projects
for the language learning process. From February to April 2000 a course
was given at the University of Tartu, Estonia, thanks to the generosity
of the Soros Foundation. This article establishes the objectives,
the methodology, and the themes for classroom instruction. The final
objective of the course is to demonstrate that the Judeo- Spanish language
and its culture are suitable material for instruction at any university.

Intro -- Didactics of Military Ethics: From Theory to Practice -- Copyright -- Contents -- From Theory to Practice: The Short Long Path -- Discours d'introduction de la 4ème conférence annuelle d'Euro-ISME -- Introduction to the 4th Annual Conference Euro-ISME -- List of Contributors -- 1: Responsibility Towards Myself and My Conscience: Leadership Responsibility between Ethics and Purpose -- 2: Didactics of Military Ethics: From Theory to Practice -- 3: 'What I Have Learned' -- 4: Ethics and the Changing Character of War -- 5: Why Address the 'E'-Word in Military Ethics Education?: The Role of Emotions in Moral Judgement and Decision-Making -- 6: Values -- Attitude -- Education: Military Ethics Education Formats at ZEBIS -- 7: Menschengerechte Soldaten -- Soldatengerechte Ethikausbildung: Am Beispiel der Unteroffiziersausbildung im Österreichischen Bundesheer -- 8: Moral Judgement in War and Peacekeeping Operations: An Empirical Review -- 9: Explaining Military Ethics to Young People: Role and Teaching Methods of Youth Information Officers -- 10: Ethics of War as a Part of Military Ethics -- 11: Leadership for Mere Mortals -- 12: Less Lethal Weapons in Military Operations -- 13: A Dichotomy of Conflicting Duties -- 14: Conveying Ideas and Values in Education! Challenges in Teaching Military Ethics -- 15: Sound Moral Psychology behind Ethics Education -- 16: Legitimacy of Military Deployments Especially in Asymmetric Conflicts -- 17: Attitudes of Military Academy Cadets on Code of Honour of the Serbian Army -- Index of Names -- Index of Subjects

This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

<i>Recently we have been witnesses to the creation of information society. Knowledge is becoming
the most important value of the contemporary civilization. Scientific Information Centres
and libraries equip their collections with new carriers of information. The changes observed
in libraries in recent years have resulted in the development of information search skills of
library users. The advancement of IT gave the users new possibilities of information gaining.
The most important task of NDU's Library – beyond the traditional duties connected with
gathering, preparation and providing sources of information – is the assurance of direct
network access to information through systems and computer networks. The development
of Information Technology is still giving new information retrieval possibilities which
allow fast searching of the library computer catalogues gathering information about the
collection. It also results in easier access to the resources of the Internet as well as access to
source and factual information at the oreat speed.</i>

Rudolf Engelhard presents a lesson model in his article How to Deal with Party Politics at School? that dates back to the 1960s, when civic education was revived in the Federal Republic of Germany (West-Germany). In order to improve civic education at school, the former Ministers of Education of German states reached a joint decision on the new subject. This was as a reaction against the first massive scribbling of Nazi propaganda since the end of World War II. Therefore, a new subject in secondary education was introduced to serve this purpose. This subject was called Sozialkunde1 (civic education) or Gemeinschaftskunde2 (social studies).

The Iron Curtain fell over a quarter of a century ago. With it fell also the relatively straightforward Western assumption that war was going to be a bi-polar, symmetrical affair, albeit one with nuclear overtones - an assumption around which the training and education of military officers had hitherto been built. The immediate post Cold War period showed officers wearing a blue, rather than a green helmet, negotiating with opponents whom they ought not to call enemies and keeping the peace in situations where there was no peace to keep. Added to this was the phenomenon of international terrorism, which manifested itself on the strategic, rather than merely the tactical level. Counter-insurgency operations in Iraq and Afghanistan demonstrate how difficult it is to win the hearts and minds of the local population while subduing the enemy at the same time. With the distinction between what is morally right and wrong becoming ever more blurred, the moral dilemmas of officers and men have begun to multiply and the need to reconsider the basic assumptions and practices of military ethics education in this highly unpredictable world has become ever more urgent. This volume, arising out of a conference held at the Centre for Leadership Development and Civic Education of the German Armed Forces, attempts to address that need. It offers the insights both of officers with combat experience and academics closely familiar with military training, and uniquely bridges the gap between theory and practice in the teaching of military ethics.

The article offers a review of the most important trends in language didactics as revealed by the consistent development of academic thought in the field over the period of 20th-21st centuries. The aforesaid process has laid foundations for modern didactic practices in foreign language teaching, as it addresses media and competence approaches to cross-cultural understanding of functional characteristics, highlighting the new generation didactic materials.

Die Fähigkeit, sowohl vernetzt, in Zeitabläufen und in Modellen zu denken als auch systemgerecht zu handeln – kurz: systemisch zu denken – wird in den meisten natur- und gesellschaftswissenschaftlichen Fächern als wichtiges Lernziel angesehen. Besonders geeignet zur Förderung des systemischen Denkens sind Wirkungsdiagramme und System Dynamics, die im Zentrum des vorliegenden Buchs stehen. Die ersten Beiträge widmen sich den theoretischen Grundlagen des systemischen Denkens, der Gestaltung von Wirkungsdiagrammen, dem Lernen mit System Dynamics, dem Modelliertool Insight Maker und generischen Strukturen bzw. Systemarchetypen, die sich sich in vielen unterschiedlichen Situationen finden und somit ein hohes Transferpotenzial aufweisen. Die weiteren Artikel zeigen die Bedeutung des systemischen Denkens und die Unterrichtsgestaltung anhand exemplarischer Beispiele in mehreren Fächern auf: - Deutsch - Biologie - Physik - Geographie - Geschichte - Politik - Wirtschaft Auf der Website des Buchs (www.wirtschaft-lernen.de/systemisches_denken) finden sich Materialien wie Aufgabenblätter, Screencasts und die verwendeten Modelle. ; The ability to think in terms of time, in models, and to act in a systematic way is regarded as an important learning goal in most natural and sociological subjects. Particularly suitable for the promotion of systemic thinking are causal loop diagrams and system dynamics, which this book focuses on. The first contributions address the theoretical foundations of systems thinking, the design of causal loop diagrams, learning with system dynamics, the modeling tool Insight Maker, and generic structures or system archetypes, which are found in many different situations. The other articles show the importance of systems thinking and the design of learning environments in several several subjects: - Biology - German - Physics - Geography - History - Politics - Economy