Pixel International Conferences

The opening of the German Higher Education System for new target groups involves a heterogeneous composition of students as never before and face up the universities to new challenges. Due to different educational biographies, the students from today don’t show a homogeneous level of knowledge. Furthermore, their access to course content and their individual learning methods are very diverse. The existing lack of knowledge and the very unequal study speed have a significant influence on the learning behavior and learning motivation. At the beginning of a study the dropout rate is appreciably higher.The reform project gives an overview of a didactic restructuring from a formerly conventional teaching and learning concept to a stronger combination of digital offers, combined with classical lectures in the basic modules of Computer Science. The teaching content is adjusted to the individual requirements and knowledge. Students with different previous knowledge got the possibility to increase their knowledge in different levels of abstraction.The aim of the reform project has to point out the possibilities, also the challenges of the digital process in Higher Education. At the same time the question has to be explored, how far does an accompanied and self-directed learning in own speed and in own individual depth of knowledge have a positive impact on the motivation and on the study success of a learner.

 

Refernces:

[1] Curriculum 4.0 “Consequences of Digitization for Study Reformations on German Universities”,
https://www.stifterverband.org/curriculum-4-0">https://www.stifterverband.org/curriculum-4-0, last checked on 2017/01/13
[2] Barthelmeß, H. „E-Learning – bejubelt und verteufelt. Lernen mit digitalen Medien, eine Orientierungshilfe“, Bertelsmann Verlag, Bielefeld, 2015.
[3] Behrmann, D. „Bildung, Qualifikation, Schlüsselqualifikation, Kompetenz. Gestaltungsperspektiven pädagogischer Leitkategorien, Verlag für akademische Schriften, Frankfurt am Main, 2006.
[4]  Gnahs, D. „Kompetenzen – Erwerb, Erfassung, Instrumente“, Bertelsmann Verlag, Bielefeld, 2007
[5] Gesellschaft für Informatik e.V. (GI): Empfehlungen für Bachelor- und Masterprogramme im Studienfach Informatik an Hochschulen. Stand: Juli 2016. Available online at https://www.gi.de/presse/detailansicht/article/gi-veroeffentlicht-empfehlungen-zum-informatikstudium-1.html">https://www.gi.de/presse/detailansicht/article/
gi-veroeffentlicht-empfehlungen-zum-informatikstudium-1.html, last checked on 2017/01/12.
[6] Blatter, M. „Konstruktivismus“, Blatter, M., Hartwagner, F. (Hrsg.) „Digitale Lehr- und Lernbegleiter. Mit Lernplattformen und Web-2.0-Tools wirkungsvoll Lehr- und Lernprozesse gestalten“, hep Verlag, Bern, 2015, p. 68-71.