The updated second run of the "Introduction to Land Management" course ended on January Gain insights into the complex nature of land management and learn about terms, tasks and challenges related to our land. Discover TU9! Birgit Vogel-Heuser , Prof. Wolfgang Utschick. The aim of the MOOC TU9 continuation phase was the production of MOOC offerings within the thematic field of engineering sciences which were developed as well as produced cooperatively in collaboration of at least two TU9 facilities each, and afterwards could be used in all facilities.
Aside from German- and English-speaking courses on communication acoustics, transport ecology, and contemporary urban planning, renowned professors of the areas of expertise presented open online courses on aircraft engines and on the development process of technical systems. After successful completion of the course a certificate of participation could be acquired. The courses were curricular embedded for a selection of degree programmes within the network, but students from outside the TU9 alliance and the interested public were addressed with the offer, too.
The project aimed at building up experiences collectively on the issue of MOOCs, and is to be understood as an instrument for an ongoing improvement and extension of the course offerings at TU9 universities. Also, after the end of the project the contents and courses are still available as far as possible, and will be organised again in summer semester MOOCs in action: Our online courses are not intended to replace a regular degree program.
For example, they can be used to prepare for a course of study, to supplement lectures or to complete practical exercises blended learning. They can also support continuing education. To make MOOCs available to the public , the university established non-exclusive partnerships with the following renowned American platform providers:. Our university does not pass any personal data to the platform providers. If you take part in one of our MOOCs, please refer to the data protection guidelines in the terms and conditions of the providers.
Abstract: Increasing globalization and the emergence of disruptive learning technologies have derived a pedagogical paradigm shift from the conventional on-campus higher education to the digital and online higher education. Massive open online courses MOOCs , especially, are the most notable manifestation of educational transformation.
We developed a MOOC entitled Introduction to Land Management ILMx MOOC for potential entrants to the land management domain, or for those who simply want to become aware of land-related challenges and brought together with thousands of participants worldwide with freely accessible course content and rooms for open discussion. Our experience with ILMx MOOC has accumulated new knowledge and insight across a broad range of questioning on how to design and develop alternative courseware and teach using digital learning technologies in land management. We found that the subject of land management in digital higher education affects gender gaps in enrolments.
We also assume that the topic of land management has been globally recognized as an important nexus to guide professionals in international development studies and practices as well as sustainability research. However, new behavioral patterns of learners were also observed. They participated in the learning process very enthusiastically only during the first month of the course and this seems to be due to lack of motivation and interest to induce learners efficiently into the learning content.
We believe that the culture of excellence in land management needs to be accompanied by engaged excellence and new forms of educational culture and work processes. This means that the high-quality and rigorous knowledge we produce and accumulate is coupled closely with new styles of educational development and delivery, new types of resources and hardware, and extensive engagement with countries, localities, people, and practices of those who handle land matters. Abstract: The prerequisite knowledge regarding Computer Science CS varies strongly among freshmen at university and it seems advisable to compensate for these differences before the first lecture starts.
Massive open online courses MOOCs might represent a possible solution.
In addition to the common quizzes, we developed various we-based interactive exercises to enable the learners to experiment and interact directly with the presented concepts. Furthermore, we implemented programming exercises with constructive feedback for the learners using a web-based integrated development environment and additionally an automatic grading system. The target group of the course are prospective students of science or engineering that are due to attend CS lessons in their first terms. The course was conducted as a prototype with a limited number of participants. In a concluding survey, the participants submitted textual feedback on the course; some of them proposed specific improvements for the employed interactive exercises.
Yet, the overall feedback was encouragingly positive. In this paper, we describe the design and the development of the course, as well as our initial results. Daraus wird eine Liste mit Optimierungspotenzial abgeleitet.
Existing assessment systems are not designed for exercises with immediate feedback in large classes. ArTEMiS assesses solutions to programming exercises automatically and provides instant feedback so that students can iteratively solve the exercise. It is open source and highly scalable based on version control, regression testing and continuous integration. ArTEMiS offers an online code editor with interactive exercise instructions, is programming language independent and applicable to a variety of computer science courses.
By using it, students gain experiences in version control, dependency management and continuous integration. We figured out that ArTEMiS is suitable for beginners, helps students to realize their progress and to gradually improve their solutions. It reduces the effort of instructors and enhances the learning experience of students.
Program - BIM World MUNICH
This temporal and spatial separation has several disadvantages. To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience.
It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more efficient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them. We applied interactive learning in two large software engineering classes with students each and evaluated its use qualitatively and quantitatively.
While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching effort for instructors and teaching assistants does not increase. This has a decisive influence on the interactivity of teaching and the learning success in online courses.
While typical online exercises such as multiple choice quizzes are interactive, they only stimulate basic cognitive skills and do not reflect software engineering working practices such as programming or testing. However, the application of knowledge in practical and realistic exercises is especially important in software engineering education. In this paper, we present an approach to increase the interactivity in software engineering MOOCs. Our interactive learning approach focuses on a variety of practical and realistic exercises, such as analyzing, designing, modeling, programming, testing, and delivering software stimulating all cognitive skills.
Semi-automatic feedback provides guidance and allows reflection on the learned theory. Since the beginning of the course, more than 15, learners from more than countries have enrolled. We describe the design of the course and explain how its interactivity affects the learning success.
- Homeless Culture and the Media: How the Media Educate Audiences in their Portrayal of Americas Homeless Culture.
- The Direct Path to Self-Realisation and Beyond: A Spiritual Path for the Twenty-First Century;
The material remains partially available on the respective platforms after the end of the course. First Session: Heidi Minning, Jeremiah Hendren, Dr.
Stephen Starck, Dr. Daniel Cremers. Markus Disse , Prof. Heribert Nacken , Johannes Mitterer. Martin Kleinsteuber. Walter de Vries , Dr. Florian Siegert , Mag. Anna Schopf. New course run. Burkhard Rost , Dr. Guy Yachdav, Dr. Tatyana Goldberg.
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