Im folgenden Artikel werden die Anfänge des Reallabors Kiel als hochschuldidaktisches Lehrformat an der Christian-Albrechts-Universität zu Kiel dargestellt. Im Rahmen des Projekts erfolgreiches Lehren und Lernen (PerLe) an der Universität Kiel wird seit dem Sommersemester 2017 jedes Semester ein Lehrformat im Reallabor Kiel angeboten. Die Formate sollen transdisziplinäres Lernen im Sinne einer Bildung für nachhaltige Entwicklung fördern. Der Beitrag beschreibt die Grundzüge der Lehrformate, ordnet zentrale Aspekte in aktuelle hochschuldidaktische Diskussionen ein und formuliert Fragen, die für erfolgversprechende Umsetzungen von Lehrformaten mit Reallabor-Bezügen im bisherigen Prozess deutlich wurden.

The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for preparing instructional design professionals.

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts. / Teacher Education / D. Ed. (Didactics)

This study aimed to understand the relationship between mobile device screen display size (laptops and smartphones) and text segmentation (continuous text, medium text segments, and small text segments) on learning outcomes, cognitive load, and user perception. This quantitative study occurred during the spring semester of 2015. Seven hundred and seventy-one chemistry students from a higher education university completed one of nine treatments in this 3x3 research design. Data collection took place over four class periods. The study revealed that learning outcomes were not affected by the mobile screen display size or orientation, nor was working memory. However, user perception was affected by the screen display size of the device, and results indicated that participants in the sample felt laptop screens were more acceptable for accessing the digital chemistry text than smartphone screens by a small margin. The study also found that neither learning outcomes, nor working memory was affected by the text segmentation viewed. Though user perception was generally not affected by text segmentation, the study found that for perceived ease of use, participants felt medium text segments were easier to learn from than either continuous or small test segments by a small margin. No interaction affects were found between mobile devices and text segmentation. These findings challenge the findings of some earlier studies that laptops may be better for learning than smartphones because of screen size, landscape orientation is better for learning than portrait orientation in small screen mobile devices, and meaningful text segments may be better for learning than non-meaningful, non-segmented, or overly segmented text. The results of this study suggest that customizing the design to the smartphone screen (as opposed to a one-size-fits-all approach) improves learning from smartphones, making them equal to learning from laptops in terms of learning outcomes and cognitive load, and in some cases, user perspective. / text

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts. / Teacher Education / D. Ed. (Didactics)

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This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.