Asienkompetenz – auf dem Weg zu einer globalen Kompetenz

ist es uns gelungen, mit dem ASBE-Programm der Fakultät für Wirtschaftswissenschaften an der Universität Paderborn, ein innovatives Programm für Studierende zu gestalten, die sich fit für relevante Zukunftsmärkte machen wollen. Das Programm bietet die idealen Voraussetzungen um den eigenen Erfahrungshorizont in China, Japan und Korea zu erweitern und Karrieremöglichkeiten mit dem Schwerpunkt Asien zu erschließen.

Unsere Entwicklungen der letzten vier Jahre haben anspruchsvolle didaktische Szenarien für bislang über 60 Studierende hervorgebracht, die digitale Medien wie Blogs, Podcasts und Wikis verwenden, um einen interkulturellen Kompetenzerwerb effektiv zu fördern. Insgesamt folgen die Szenarien einem designbasierten diaktischen Ansatz und bieten Anregungen, interkulturelle Problemstellungen zu bearbeiten. Die Aussagen der Studierenden zeigen nicht zuletzt, dass der “Fun-Faktor” auch eine große Rolle spielt!

Hier das Promotionvideo zum Programm:

ASBE Flyer und Website

Über das Buch:
“Vor dem Hintergrund der aktuellen Diskussion zu den Entwicklungen des Web 2.0 steht die bisherige Bestimmung von Medienkompetenz aus verschiedenen Perspektiven auf dem Prüfstand. Angesichts neuer Techniken und Anwendungen in Verbindung mit Social Software sowohl bei der Gestaltung als auch bei der Nutzung diskutieren die Beiträge des Bandes theoretische und konzeptionelle Bestimmungen, spezifische Kompetenzen, Standards in der Medienbildung, die empirische Erfassung von Medienkompetenz sowie die Praxis innerhalb verschiedener Bildungskontexte.”

Look for them on Facebook, YouTube, Flickr, and iTunes. Subscribe to their blog feed. See their information section for details on how to submit videos, add one of our players to your site, and collaborate with them.

Browse over 300+ video archive by theme or by show!

After Ed TV is a web-based video channel produced by EdLab at Teachers College, Columbia University. New content is published weekly, including news, documentary, and editorial segments.

After Ed TV is syndicated – you can get code to put our syndicated player on your website – and available for free. EdLab produces weekly content for After Ed TV, supports collaborative production at Teachers College, and invites submissions. We publish content for students and teachers of all ages who want to better understand the education sector and the changing nature of education.

Teachers College, with its research and teacher preparation missions, is a resource of diverse and innovative thinking about education and advancements in the understanding of learning. After Ed’s mission is to organize this knowledge production and bring it to the attention of a new audience attuned to the post-industrial era of education.

http://edlab.tc.columbia.edu/

or join our events and seminars on wednesdays at the EdLab Atelier:

http://edlab.tc.columbia.edu/index.php?q=node/415

What´s EdLab:

EdLab is a research, design, and development unit at Teachers College, Columbia University. EdLab envisions and pilots knowledge projects for a fundamentally different education sector that is attuned to the emerging post-industrial world. EdLab engages in work that has the potential to contribute to the improvement of educational institutions today and the broader evolution and reconfiguration of future educational services.

Our work is divided into five foundational areas: Reimagining Schooling, Innovations for Online Learning, New Directions for Online Publishing, Efficiencies in Educational Research, and Charting the Future of Libraries. Please visit the Projects page for more information.

Our Mission:

The possibilities for enhancing education in all its forms are greater than they have ever been. Driven in part by new technologies of communication and knowledge representation and in part by new understandings of how individuals and groups learn, the prospects for advances in the design of educational tools, processes, and institutions have never been brighter. However, with new possibilities come new challenges to develop educational opportunities that truly meet individual and societal needs. The EdLab addresses those challenges directly by pioneering new forms of educational tools, processes, and institutions.

The mission of EdLab is to engage in conceptual development, demonstration projects, and new educational research to explore and document diverse possibilities for the future of education.

EdLab will pursue this mission by involving scholars and educators at Teachers College and around the world in a continuing conversation about the future for education. The work will be shaped by an evolving assessment of ongoing changes in the conditions for education.

Here is a short abstract of my talk:

Social Media is changing the way we learn and offers potential for the design of innovative learning environments. But how can we use these technologies to improve learning and design learning environments? This research shows some insights of a three-year school project using social media in learning environments and offers an innovative research approach producing theory and solutions to problems of educational practice for a change in education.

Here you can find the paper abstract.

Concerning feedback, I would like to highlight two noteworthy discussions.

Firstly, the difference between didactics and instruction(al) (design) in the German and Anglo/American context. Some literature argues and this is aligned with my observations, that the term “didactics“ is rarely used in the Anglo/American educational scientific and practical context. The reason for this is that the term has a more or less negative connotation in the sense that it describes a very teacher driven approach combined with a moralizing aspect. In contrary, the term instruction or instructional design (German: Instruktion) is used in the German educational discussion in a similar way and describes a very teacher oriented way of education, which also could be described as a form of indoctrination. “Didactic” in the German context has a very long tradition and is mostly seen as the general theory and practice of teaching and learning and is discussed in various didactical models. My implication of this discussion is that it could be useful for future talks to clarify the difference shortly before using the terms.

Secondly, a high school teacher was surprised about my findings, that a few school children in my study argued that they wanted to be taught in a traditional setting and teachers should tell them what to do. I argued shortly, that this can be interpreted in the way, that the effort is mostly less to be a passive recipient of information in traditional classroom settings but also the learning effects are not as high as in self-directed, problem oriented and design-based didactical approaches. My implication of this discussion is that I will try to finish my research project as soon as possible to deliver the interpretations of various findings.

In retrospect, I really enjoyed the presentations at the conference and the informal discussions during the coffee breaks and lunch.

My colleague here at EdLab, Arianna Choi, produced a nice little video at the last EdLab Seminar using Animoto.

She mentioned: “The 30-sec animated photo/(text) video turned out to be more like a promotional video than a digital documentation of participant observation. It is exciting, anyway, to empower non-professionals to produce an animated motion video.”

I totally agree that this is a fast, free and shockingly easy video tool, that turns images and soundtrack into stunning videos. Try it out!

What Makes Design Thinking Special?
“How is design thinking different from process re-engineering or business consulting?”

How academia can embrace design thinking?
“How can business schools restructure to incorporate design thinking into their curricula?”

…right on time, Hasso Plattner and Co. published a book about “Design Thinking”… in german!?

Hasso Plattner, Christoph Meinel, Ulrich Weinberg
design THiNK!NG – Innovation lernen, Ideenwelten öffnen
mi-Wirtschaftsverlag 2009

View my short “holy” review on the EdLab Blog:

click on the image to open the review on the EdLab Blog

…K-12 International Team 2009!

What is the d.prize?

d.school students spend a huge amount of time and effort getting out of their comfort zone, absorbing a powerful new design process, experimenting with radical collaboration, and delivering real solutions for the real needs of real people in real time. The d.prize is one of our ways to give these great teams some public recognition, and to let the world know what they are doing.
Get your haiku on, and give us your best shot!

Stanford’s design institute (d.school) has just announced the winners of the d.prize 2009, recognizing the  student projects of Stanford d.school. I am super happy that we did it and won the d.prize 2009!

Here´s our best shot:

d.school K-12 Lab – Innovative Educational Designs for India and Bhutan

The educational design challenge I:

d.school K12-Lab Bhutan project:
Summary:
The remote former Himalayan kingdom of Bhutan is the world’s youngest democracy!
While it is only the size of Switzerland, it has produced one of the world´s biggest ideas – the concept of Gross National Happiness (GNH). How do we educate for GNH? Bhutanese kids today are growning up in a country dramatically different from the kingdom their parents grew up in. Therefore, education systems must help them develop citizenship skills and 21st century literacies, like innovation and creativity, while remaining rue to their heritage.
Story:
Our partner in Bhutan is the Royal Education Council (REC), a group appointed by the King to redesign the country’s education system. Their mission is to „Create the best education system in the world“. The people of Bhutan recognize the importance of progressive, child-centered models of education. However, they are just as strongly committed to maintaining a strong Buddhist ethical core in their society. This tradition emphasizes understanding, compassion, and mindfulness. Could design thinking be a bridge between these two worlds? By helping students become a thoughtful, compassionate observes first and foremost, design thinking could be an ideal strategy.
These ideas will be tested in a series of „Beacon Schools“ that the REC is establishing to explore new ideas in education. We will be working in curriculum, as well as integrating design thinking in the REC’s reform efforts. A final area of focus is early childhood education – how to better prepare children and their families for school. Working with traditional craftsmen in Bhutan, we have the oppoertunity to design early childhood education toys. This „School in a Box“ system would spark imagination and creativity and jump-start student learning. We are exploring the following areas:

- d.training: design thinking for teachers
- design thinking for life skills
- iLab: a rapid prototyping environment for the beacon schools
- d.story: how to spread good ideas – from cable TV to on-line outreach
- d.toys: a system of toys for early childhood development

Interesting and challenging is the idea of developing a „Gross National Happiness“ for a whole nation!

_____________________________________________________________

After endless brainstorming, couple ideations, prototyping and testing…

Visit d.school k12

This is our final description of our project with Bhutan:

Title
A Spicy Challenge

The User
Bhutanese Young Adults

Haiku Team
K12 Crew, d.view
Shoots to Think, Stories Evolve…
YouTube Feeds Us Back!

Haiku POV
Bhutan Youth Desire
Entrepreneur Power Skills
“Bring Hip d.TV!”

Story

My luck started when I took up residence in the supplies cart in room 524A. While living there I would constantly see student teams work on different projects. I especially enjoyed listening in on the activities of the k-12 international team, as they were always having so much fun. Some weeks ago they started talking about teaching entrepreneurship skills to young adults in Bhutan. Boy, that sounded challenging and with potential for great impact! They discussed the recent arrival of TV to Bhutan and how popular it has become, so creating an educational cable TV show seemed like a good idea. I observed as they sketched the elements of the plot and brainstormed on the skills they would target. They sought the insight of experts who had been to Bhutan and others who had entrepreneurship experience in developing countries. Then they were quickly off to prototyping the pilot show – and that’s when I was cast for the leading role of the clever entrepreneur!

When I first got to the film set, I was perplexed… I couldn’t tell who the director was and there was no script in sight. But the d.crew -as the students liked to call themselves- were passionate and quick at solving any issues that arised. They worked well together, building props and writing (and re-writing) my lines in between scenes. They quickly shared the pilot with the d.school to get feedback.

And soon enough, we were back at the set shooting extra scenes. One new scene showcased the impact of my entrepreneurial success on the local community. They also added features to make the show interactive and to generate new challenges…. What other problems can be solved using these skills?

Now I’m all over the web -on youtube and ning- where everyone can see my work and comment on it… Can’t wait to hear from the handsome Bhutanese King too! And by the way, the idea of chili candles? That was my idea :)

and a comic for Changing Education in Bhutan:

(click to download the comic (.pdf))

The educational design challenge II:

d.school K12-Lab India project:
K12 Lab – India (d.school Stanford)
Want to exlore the potential of design thinking for schools abroad? Get involved with the K12 international team!
Summary:
A different kind of schools sits on the outskirts of Ahmedabad, a city in western India, where students are confident, creative, and actively involved in changing their world. How did this happen?  A simple rule of common sense – common practice and the belief that students matter are the Riverside School’s founding principles. Riverside teachers guide and mentor students by taking on real-world projects that tackle difficult subjects. For example, students explore the construction of identity as a design process. They work with clients, such as India’s largest comic book publisher to redesign comics for modern Indian youth. They also organize street plays to educate their community about challenging social issues.
Story:

The Riverside School is bursting with ideas. Yet they are just beginning to explore how to capture and share what goes on at their school. How might we design a lightweight, non-intrusive and impactful way to „write“ and tell stories? This is an area we are actively exploring at the K12 Lab and at the d.school as a whole. We will also be working with Tees Ka Dum, a tutoring program for disadvantaged youth run by the Riverside students. The K12 Lab will help Riverside students develop design challenges and curricula that focus on addressing real community problems. (d.school K12 Lab)

Specifics:
The design challenge is to work with students in India on creating a ‘well being’ toolkit that can be ported to different schools around India.

______________________________________________

Here´s a first design we developed…

Below is a video clip created by students at Riverside and as a response to our ideas…

Thanks to a wonderful team and endless nights with lot´s of Pizza and Brainstorming….

]]> http://www.pferdt.de/archives/608/feed 0 http://www.pferdt.de/archives/702 http://www.pferdt.de/archives/702#comments Sat, 11 Apr 2009 23:31:28 +0000 FGP http://www.pferdt.de/?p=702 …at the: TCETC 2009 Conference: Technology, Media and Designs for Learning

“Dear Frederik G. Pferdt, We are pleased to inform you that your proposal entitled “Designing Learning Environments with Social Media” submitted for consideration for TCETC 2009, has been accepted for a paper presentation. To ensure the highest quality of presentations at the conference, your proposal was sent to at least three reviewers during the peer review process.”

The Communication, Computing, and Technology in Education Program (CCTE) at Teachers College invites submissions for its conference, “TCETC 2009: Technology, Media & Designs for Learning.” This conference will serve as a multi-disciplanary forum for graduate students to discuss and exchange information on the research, development and applications of new technology in K-12 classrooms, distance learning settings, higher education, and corporate learning environments. The conference will take place at Teachers College, Columbia University, in New York City on May 10-11, 2009. The following major topics will be explored as they relate to the educational applications of new technologies and communication tools: Instructional Design of Online Environments, Social Software, Web 2.0 Tools, Human-Computer Interaction, Computer-Mediated Communication, Mobile Media, Computer-Supported Collaborative Learning, Games for Learning, Possibilities of Virtual Worlds, New Literacies, Identify Formation, the Future of Libraries and Museums, Cross-Cultural Communication, Media in the Developing World, Teaching with Technology, including teaching Science, Math, Computer Science, & Computer Science Education.