Das E-Assignment basiert auf einer 2015 von BBC entwickelten interaktiven Applikation mit dem Namen "Syrian Journey: Choose your own route". Die Aufgabe des in ILIAS veröffentlichten E-Assignments war..., das BBC-'Spiel' zu spielen und entlang der jeweiligen Stationen die getroffenen Entscheidungen und deren Auswirkung auf den gewählten Character und seinen Angehörigen schriftlich zu dokumentieren, kritisch zu reflektieren und abschließend in ILIAS auf digitalem Wege einzureichen.

Der Fokus des zweiten Teils der Excel Data Visualization - Serie lag auf 'more sophisticated techniques', also auf fortgeschrittenen Techniken der Datenvisualisierung. Konkret habe ich gelernt: Einbau... dynamischer Dashboards, wertbasierte Formattierung, Einbau von Animationen und Interaktionen u.a., also Dinge, über die ich nie gedacht hätte, dass sie in Excel möglich seien. Ein besonderes Plus auch zur Unterstützung digitaler Lehr-/Lernszenarien!

Mit diesem Kurs hat sich für mich nochmal bestätigt, dass die Möglichkeiten der Datenvisualisierung mit Excel unendlich sind. Auch für die digitale Lehre allgemein und ganz spezifisch z. B. bei der En...twicklung eines hochschulweiten Online-Formats bietet die Software interessante Optionen, um Informationen zu präsentieren und den Entscheidungsträgern zu präsentieren. Durchaus vorstellbar ist der Einsatz von Excel Data Visualisation bei Tracking-Verfahren bezogen auf den Zugriff auf die jeweiligen digitalen Lerninhalte oder aber auch eingebettet in digitalen Lerninhalten selbst, wenn man zum Beispiel mit umfassenden Daten arbeitet. Aus einer anderen Perspektive ist der Online-Kurs auch deswegen interessant, weil es ein meines Erachtens Best Practice Beispiel für ein digitales Lehr-/Lernszenario bietet: fokussiert, inhaltsreich und praxisorientiert. Ob Wasserfall- oder Sunburstdiagramm, dynamisches Dashboard oder Treemap-Diagramm, dieser von Chris Dutton von Maven Analytics geleiteter Kurs ist ein absoluter Gewinn für mich.

In diesem intensiven Online-Kurs habe ich die Grundlagen von Lectora gelernt. Hierzu gehören: Kennenlernen der Benutzeroberfläche, Anlegen einer Kursstruktur (Kapitel und Sektionen) und Layout-Gestalt...ung inklusive linearer und nichtlinearer Navigationselemente, Gestaltung interaktive Lernseiten mit Einblendeeffekten und Links, Einbau konfigurierbarer Buttons, Exportieren ins gewünschte Format, Importieren von PowerPoint, Arbeiten mit Text, Tabellen, Formen, Bildern, Audio- und Videodateien (einfügen und formatieren), Einbettung von Aktionen und Interaktionen, Einstellung von Übergängen zwischen Lernseiten, Änderung der Seitengröße, Arbeiten mit Tests und Quizzen (Kapiteltests, richtig/falsch-Fragen, Multiple-Choice und Multiple Response-Fragen, Lückentexte), Teilnehmermanagement und Zusendung von E-Mails an Kursmitglieder, Veröffentlichung in LMS und HTML etc.

Ich habe diesen Fragesatz inkl. Antwortoptionen zunächst auf Papier notiert und anschließend in das Mentimeter-Tool 'eingespeist'. Dabei konnte man die Option "Voting pace" leicht einstellen: von Pre...senter Pace auf Audience Pace, so dass die teilnehmenden Studierenden im eigenen Tempo und device- und ortsunabhängig mitmachen können.

In diesem Grundlagenkurs mit Corbin Anderson habe ich zahlreiche wertvolle Tipps, Trends und Strategien rundum Wissensvermittlung mit visuellen Elementen und Videos in verschiedenen eLearning-Szenario...s (kennen)gelernt. Der Trainer deckte insbesondere folgende Themen ab: Einsatz von Intros, Zoom, Animationen, Verhaltens- , Übergangs- und weiteren Effekten, Content Editing, Aufnahme von Sprachkommentaren (Voice-Over), Bearbeitung und Fertigstellung des Videos etc. Sehr hilfreich fand ich zum einen die Sektion "Troubleshoot Common Problems" über häufige Fehler, die beim Erstellen von Lernvideos passieren können, zum anderen (wie fast immer bei LinkedIn Learning) die 'mitgelieferten' Exercise Files, die den Lernenden dabei helfen, das Gelernte gleich praktisch zu üben (mit vorinstallierter Camtasia 9, Trial-Version).

With this course, I found out that I am actually using a pretty similar method -- paper-based drafting -- in order to test design ideas, interfaces and interactivity rates before implementing them in... the computer. Well, it seems that I was paper prototyping the whole time, but I didn't know it! Anyways, Chris Nodd took me through the whole process of paper prototyping in user-centred design (UCD), including making separate sketches for each of the interface elements highlighting areas where there will be the interaction between the system and the user, in other words: between the e-learning-course and the learner. The most valuable takeaways: the tips on observing user interactions and adjusting the design based on feedback. I will definitely continue using paper prototyping in my current and future e-learning projects.

In this course, I learned about the fundamental principles and rules of design, as well as the basic components that help the ID to achieve the rules. The course placed an emphasis on contrast, repeti...tion, alignment, proximity/grouping, unity, and simplicity. The most valuable takeaways of this course are the tips and strategies for achieving contrast and visual hierarchy on a slide, proximity/grouping in order to create meaning and strengthen or weaken visual communication and to reduce the cognitive load for the learners. Two good strategic hints for me were the setting up of style guidelines and designing with grids and templates. Besides that, I take from this course a set of rules of thumb which I will definitely follow from now on: 1) No catchy extras! (because they harm learning). Ask yourself repeatedly if each design-element is essential or non-essential. 2) No bullet points! 3) Never underestimate the power of white space! All in one, a helpful course with some interesting reading recommendations as well.

Der Kurs deckte mehrere grundelegende Strategien im Bereich Hochschullehre ab mit besonderem Fokus auf Steigerung der kritischen Denkfähigkeiten der Studierenden, technlogiebasierte Lehre, Einbettung ...externer Ressourcen bei gleichzeitiger Wahrung akademischer Qualitätskriterien. Prof. Kapp zeigte dabei, wie Lehrpersonen im Hochschulbereich auch außerhalb des Klassenzimmers auf dem Laufenden bleiben und sich an die wandelnde Hochschullandschaft anpassen können und dies insbesondere vor dem Hintergrund zunehmender Digitalisierung und Internationalisierung. Vor allem Kapitel 4 "Incorporating Technology into the Mix" war für den Kontext digital gestützter Lehre besonders interessant durch die Vorstellung von Strategien zur Teilnehmeraktivierung innerhalb und außerhalb der Universitätsräume, sei es mit Clickers, Social Media, Seminarblogs usw. Ein insgesamt gelungener Überblick über die wesentlichen Aspekte aktiver und aktivierender Hochschullehre!

In diesem Kurs habe ich die Grundlagen und die wesentlichen Unterschiede zwischen SCORM und xAPI gelernt. Während SCORM speziell eine Reihe von Standards darstellt, die die Kommunikation zwischen E-Le...arning-Kursen und einem LMS ermöglichen, ist Tin Can API eine Application Programming Interface, die es anderer Software ermöglicht, verschiedene Arten von Lernaktivitäten zu verfolgen. Die konkreten Beispiele, gezeigt an den mitgelieferten exercise files, bezogen sich auf Publishing in einem LMS mit Adobe Captivate, Articulate Storyline 2, Lectora Inspire und Camtasia. Insbesondere die Articulate-basierten Beispiele fand ich hilfreich, da ich in einem aktuellen Projekt damit arbeite.

To my big surprise, with this course, I found out, that in order to create infographics one doesn't necessarily need fancy tools and programs, but that PowerPoint is able to do wonders and help to cre...ate an infographic quickly and easily. The most valuable takeaways from this course are changing the slide dimensions and converting from centimetre to pixel; working with the ruler, grid, and guides; formatting a PPT_icon and converting it into a shape in order to use the merge shapes function; an ways of increasing the export resolution, when exporting an infographic to .pdf or .jpeg or .png I really enjoyed the way the instructor guided us through the process and the fact that she worked with several exercise files in order to let the participants learn actively and practically.

In this highly recommendable course with John McWade, I was overwhelmed by the clarity and consistency of the learning contents. First, I gained valuable insights into the core principles that keep a ...layout simple and strong. To look at the physical and phantom properties of a "page", that is the visual field which the designer is supposed to fill in a way that looks attractive. Secondly, I learned about the universal principles of creating layouts. 1) Keep it simple (an overarching rule in every webinar led by JM): limit words, limit images, limit typefaces, ditching every non-communicating element from the layout. 2) Have a focal point and think boldly, no ambiguity allowed. 3) Leverage white space (the "visual silence" of the layout) in order to led the focus to a specific element on the "page". There were also some very helpful tips and tricks about handling images, page margins, and grids; some very interesting typeface and font recommendations. The best part of JMs webinars are the practicals and real life experience: the instructor provided the attendees with two start-to-finish-projects (a campus poster and a magazine article) in order to show how all the above mentioned rules and principles play out in the real life. This was one of the most enriching one-hour webinar so far!

In this course, I received once again the confirmation that a good and pedagogically balanced mix of modes of instruction (face-to-face & online) can lead to effectiveness, flexibility, and to ways of... increasing students' engagement and ownership with the learning process. After taking a look at an interesting pedagogical framework (the 4 Ps: Projects - Peers -Passion - Play), I had the opportunity to explore a variety of tools and techniques that are characteristic for the BL approach. One piece of advice I personally found most helpful was humanizing course materials in order to improve the learner's experience. Besides some tools and techniques which I was already familiar with, I found the hints related to Blending with Google Apps (G Drive, G Slides, G Forms, G Sheets) and Blending with video and voice recording as being most useful. Last but not least, the numerous links to open source tools were a real plus to me.

From this all-rounder online-course on cultural management, I choose only the five above mentioned courses. The courses were led by Western and Eastern European experts in cultural management. The lec...tures provided a variety of valuable insights into the best practice in the cultural and creative sector, and encompassed a solid package of recommandations and tools that can be applied in real life. Most helpful I found the courses Strategic Planning, Digital Communication, and Marketing, as a I am applying a lot of the learning there into my current position.

In diesem durchaus erkenntnisreichen Webinar mit Tara Harvey habe ich vor allem gelernt, welche die Vorurteile und "Mythen" über interkulturelle Kompetenz sind, was tatsächlich interkulturelles Lernen... umfasst und welche Kompetenzen für Lehrende im universitären Bereich gelten optimiert und weiterentwickelt zu werden. Darüber hinaus hatte ich mit der Webinar-Moderatorin Tara Harvey ein inspirierendes Best-Practice-Beispiel für ein professionelles, forschungsbasiertes, interaktives, klar strukturiertes und ausgezeichnet moderiertes Webinar.

Im Rahmen meines Seminars "Globally Competent Citizens: Communicating Across Cultures" durfte ich dieses Online-Tool im Sommersemester als zertifizierte GlobeSmartSM Beraterin in einem akademischen Se...tting einsetzen. Insgesamt 14 Studierende haben die forschungsbasierte GlobeSmart Survey aufgrund von fünf kulturellen Dimensionen online (ortsunabhängig und passwort-geschützt) abgelegt. Jeder TN soll die Ergebnisse des eigenen GlobeSmart Profils dokumentieren. Der nächste, ebenfalls digital unterstützte Schritt ist, dass die Studierende ihr jeweiliges Profilergebnis anhand eines in ILIAS-LMS hochgeladenen e-assignments reflektieren. Zum Abschluss der Online-Phase sollten die Studierende ihre Essays in das zentrale LMS der Universität Konstanz hochladen. Die Online-Phase gilt dann als Vorbereitungsphase für die Debriefing-Session in der darauffolgenden Woche. Mit dem Debriefing haben die Studierende die Gelegenheit, einerseits einen detaillierteren Einblick in die dem GSP zugrundeliegenden kulturellen Dimensionen zu gewinnen (Moderation durch die Lehrperson), andererseits können sie ihre Profile mit denen von anderen Peers (es handelt sich um eine kulturell gemischte Teilnehmergruppe) vergleichen. Auch Gelegenheit zum Austausch und Fragenklärung wird mit der Debriefing Session geboten. Auch das Abstimmungstool Mentimer kommt in der Debriefing Session erneut zum Einsatz.

Die Entwicklung des E-Assignments umfasste die Aufgabenformulierung, Upload aller Materialien (Video und Text) in das zentrale LMS (ILIAS), Einstellungen bezüglich Terminierung, Abgabe, Teilnehmermana...gement, Bestehen und Bewertung, persönliche Nachricht an die MItglieder, Feedback und schließlich LMS Veröffentlichung.

Entwicklung eines E-Assignments mit multimedialem Einsatz (Videomaterial und Textauszüge aus einschlägiger Forschungsliteratur): Aufgabenformulierung, Terminierung, Einstellungen bezüglich Bestehen un...d Bewertung, persönliche Benachrichtigung, Feedbach und schließlich LMS-Veröffentlichung,

Die Entwicklung des E-Assignments umfasste die Aufgabenformulierung, Upload der dazugehörigen Materialien (Text und Verlinkung auf die offizielle Seite der United Nations Sustainable Development Goals...) in das hochschulzentrale LMS, Einstellungen bezüglich Abgabefris, Mitgliederverwaltung, Korrespondenz, Evaluation & Feedback, und schließlich Veröffentlichung in ILIAS.

In this course, I learned the main characteristics of the Modern Learner: time-poor, constantly distracted and very selective when it comes to highly-tailored and high-quality content. I also learned ...that creating a customized, immersive intercultural learning experience that’s mobile, instant and in a micro-format requires innovation, imagination and tools that help to make it happen. In this webinar, I was introduced to an innovative blended approach to modern intercultural learning, underpinned by a three-step flipped-classroom methodology designed to maximize the transfer of learning to the workplace, or: beyond the University's walls.

Thinking critically is seen as an essential 21st-century skill, but what exactly is it and can it be taught? In this webinar, I found the answers to these questions and beyond. The webinar addressed t...hese issues and suggested critical thinking tasks that fit well in communicative classes as they offer interesting opportunities for discussion, teaching language and giving young people a voice. References were made to the National Geographic Learning series, Perspectives. A very insightful! experience!

The most valuable insight of this course was to me to identify what the characteristics of the 21st-century learner are. The successful 21st-century learner has: 1) global awareness, 2) the ability to... think critically and creatively, 3) the ability to navigate academic content, 4) new literacies -- visual, media, technology, 4) the ability to communicate effectively. In order to align with the needs and interests of the modern learner, I as an educator should choose real-world content that is authentic, global, and relevant. In order to do this, I have a variety of options at my disposition: photos, infographics, videos (f.e. TED Talks) etc.

In this course, I learned some valuable do's and don'ts of logo graphic design: how not to design a logo, keep it simple, try repeating elements, avoiding style mix, how to not be swayed by showy type...faces, how to keep name and mark separate, a few trouble spots, and all-in-one: the principles of simplicity, consistency, repetition, and unicity

Erstellung der Fragen und der dazugehörigen Dimensionen, 'Einspeisung' in Mentimeter und Durchführung der Umfrage im Seminar gefolgt von Debriefing (Nachbesprechung)...

In this official PMI online course, I learned how to build my project management skills, grow your project management vocabulary so that I fit in and thrive on my project team, and prepare for the Cer...tified Associate in Project Management (CAPM)® certification exam. Developed and created by PMI and validated by CAPM® and Project Management Professional (PMP)® certification holders, this course is based on the PMBOK® Guide – Sixth Edition. It also included a preparation for the CAPM exam with a three-hour practice exam – developed and validated by PMPs and CAPMs.

After completing this course, I gain official certification as a GlobeSmart Profile consultant which allows me to facilitate and debrief the GlobeSmart in academic and/or organisational settings. Glob...eSmart Profile is statistically validated cultural intelligence software that identifies your personal work style and allows you to compare your results with colleagues, teams, and 97 cultures around the world. It provides user-specific, dynamically generated advice on how to bridge work style differences and leverage similarities, so you can work effectively with individuals both locally and abroad. I already had the opportunity to facilitate and debrief this Cultural Intelligence in one of my seminars at the University of Konstanz, "Globally Competent Citizens: Communicating Across Cultures". Minimize misunderstandings. Maximize success. GlobeSmart Profile is available in 13 languages: Arabic, Chinese, Danish, Dutch, English, French, German, Japanese, Korean, Portuguese, Russian, Spanish, and Thai.

Ich konnte zahlreiche Inputs mitnehmen in puncto Forschendes Lernen und Digitalisierung, die ich in unserem Projektteam in der Zentralen Studienberatung an der Universität Konstanz positiv einbringen ...werde.

In this course, I learned how to go beyond the simple slide deck, and create highly engaging eLearning presentations that increase learner agility and motivation using the features and tools of Articu...late Storyline 360. Plus, I learned how to plan and storyboard my course, use design fundamentals to sharpen the aesthetics of my presentation, develop engaging navigation, incorporate storytelling, and create assessments and quizzes. The key takeaways are: motivating learners with engagement, using storyboards to build my vision, building the template for storyboard, using the align, ruler, and grid features to keep slides neat, working with the corporate brand, developing navigation in Storyline; using buttons, hot spots, and sliders, and last but not least: using gamification to help students learn, working with audio clips, video, and web links; embedding questions, assessments, and quizzes.

In this course, I learned that Storyboarding is one of the most effective tools that elearning authors have at their disposal. It allows me to visualize training and communicate my ideas to stakeholde...rs—before spending hours on the design process. I learned how to effectively storyboard elearning, and different ways to approach it, using a variety of styles and tools, including animation, scenarios, and knowledge checks. Throughout the course, I gain detailed insights into the best practices to ensure the success of my elearning project and get the chance to practical application with the templates provided by the instructor. Plus, I learned what the benefits of storyboarding are, identifying stakeholders and requirements and goals, Storyboard elements, storyboarding with text, animation, scenarios, and knowledge checks, communicating with stakeholders. It was a delightful learning experience.

In this course, I learned how to create engaging, interactive projects using the elearning authoring tool Articulate based on pedagogy and theories of learning. I also learned how to work with the bui...lding blocks of interactivity in Storyline, including slides, layers, and triggers; customize the elearning experience; and guide learners in scenario and situational learning. Plus, I learned how to create interactive videos, work with dials and sliders to let learners explore cause and effect relationships, converting static content into knowledge checks, and creating branching scenarios.

After reviewing the core concepts behind Storyline, I learned how to work with layers, triggers and states, and how to use templates and master slides to decrease the development time and increase the... consistency of my slides. I also learned how to embed web and interactive videos in the slides, and use variables and markers to individualize the learning experience. I found it very helpful to learn about using keyboard shortcuts, working with slide layers and their properties, inserting buttons and scrolling panels, adding a zoom region to an image, and working with scree recordings, and last but not least: using free-form quizzing tools, which is a great thing in higher-educational settings. The publishing options explained at the end are very useful too.

Participation. In this online course, I explored how to switch my teaching strategy to digital, empowering students to access training and teaching materials when they need it and where they need it. ...I took a closer look to digital training options I can implement in my University courses and seminars, including tools like videos, podcasts, wikis, forums, and mobile apps. I also learned how to digitize my pre-existing offerings instructor-led resources and found out how to leverage just-in-time learning content. I also discovered how to overcome common challenges with going digital & got some valuable tips for how to pursue social and collaborative learning, i.g. via Yammer, Slack, or Microsoft Teams. Finally, I reached the following Learning Objectives: digital learning basics; leveraging digital learning customizations; Implementing blended learning strategies; digitizing ILT resources using e-learning and digital social learning; coordinating digital training & selecting a digital learning tool.

Participation. In this online-course I learned essentials about Adobe Captivate, a leading e-learning authoring tool from Adobe that allows for the rapid creation of interactive learning content. I go...t acquainted with the 2017 version. I learned how to create new projects, add assets and interaction, work with audio and video, set up quizzes, and publish my e-learning content in HTML5. Plus, I learned the Captivate 2017 interface, building a project, using assets and interactions, adding animation, adding and programming buttons, adding audio and video, using voiceovers, e-learning assessment basics, setting up a quiz and how to publish my AC project.

Participation. In this course, I learned the essentials about Moodle, a learning management system (LMS), allows you to create online classes, post assignments and assessments, calculate grades, and m...ore. I learned how students can access the class and resources online, complete assignments, and communicate with the instructor. I learned how to set up an instructor profile, how to create a course and adjust course settings, how to add files, post announcements, and make quizzes, how to enroll students and create groups. Additionally, I learned how to grade assignments and run reports.

In this course, I learned that technology can play a critical role in the classroom, promoting engagement and knowledge retention. The instructor gave a list of practical educational technologies that... are easy to incorporate into instruction and that help students be successful both in and out of class. I learned how to evaluate the ed tech landscape, determine what technologies are right for my classroom, and provided concrete examples of how to implement them. The tips covered everything from web resources, apps, and video to maps and ebooks.

In this course, I learned how to turn my classroom upside down and find more time for teaching, that means "flipping" the classroom by initiating learning online before class begins. I learned that th...is new approach allows teachers to reinforce and delve more deeply into content in person, while sending students home with new material. The course offered some real-life examples how and why flipped classrooms work, and addressed the possible drawbacks (like what to do when students don't have technology at home), and provided tips for implementing a flipped classroom.

In this course, I learned the fundamentals of project management such as: Defining the components of a project, What it takes to be a project manager, Using project management software like Micros...oft Project, Managing project scope, budget, and schedule, Managing project resources, including people, Managing project risk, Initiating a project, Identifying and managing stakeholders Identifying requirements and deliverables, Developing a project plan, Building a project schedule, Assigning resources to tasks, Understanding the critical path, Running the project, Managing teams, Monitoring performance, Closing a project.

In this course, I learned how learning management systems are transforming the way companies train their workers and the way teachers educate their students. Administrators can assign and grade work o...nline. Users can access content and resources anytime, inside or outside the classroom or office. I also learned that a learning management system (LMS) can also improve communication, help me track progress, and reduce costs. I learned what an LMS is, what the leading platforms are, and how to choose an LMS system based on learning needs—understanding there are very different use cases for corporate and academic learners. The course also covered the basics of administering, configuring, and curating an LMS, so I can make an informed decision about my academic needs (teaching at the University).

In this course, I learned how to draft and implement an online communication strategy in the cultural sector. The course covered three major topics: how to develop a digital communication strategy, ho...w to effectively manage the website (by developing high qualitative content, exploring different ways of using digital technologies, working on headlines and language), effective use of social media (promoting my website content, using Search Engine Optimisation).

Dieses Online-Seminar ist eine Fortbildungsveranstaltung für Lehrkräfte im Bereich des Sprachunterrichts gewesen und bezog sich insbesondere auf die digitalen Angebote des Verlags Ernst Klett Sprachen.... Dabei habe ich gelernt, dass ich als DaF-Lehrkraft mit den interaktiven digitalen Lehrwerken von Klett den Vorteil habe, ein integriertes Learning Management System nutzen zu können, in welchem ich einen Überblick über die Aktivitäten, aber auch über die verschiedenen Fertigkeiten aller Lernenden auf einen Blick sehen können. Hausaufgaben können über das System versandt werden und die Lerner haben den Vorteil durch die Offlinefunktion immer und überall auf das Buch zugreifen zu können und ein sofortiges Feedback zu erhalten. Darüber hinaus habe ich hier zum ersten Mal das Online-Tool Mentimeter in Erfahrung gebracht, das inzwischen ein treuer 'Begleiter' in all meinen sowohl digital unterstützten als auch präsenzgebundenen Seminaren geworden ist.

Teilnahme, Completion of the final assignment. In this course, I explored the meaning of 'digital' and how it changed the way we work or we build and grow a career in the digital age. I also learn...ed which are the most important skills today in order to thrive in the digital environment.

Teilnahme, Completion of the final assesment...

Leiterin des Seminars und Administratorin des ILIAS-Kurses (Vorbereitung von e-Materialien und e-assignments)...

Teilnehmerin...