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    Perspektiven auf Hochschullernwerkstätten

    Wechselspiele zwischen Individuum, Gemeinschaft, Ding und Raum

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    Contributor(s)
    Tänzer, Sandra (editor)
    Godau, Marc (editor)
    Berger, Marcus (editor)
    Mannhaupt, Gerd (editor)
    Language
    German
    Show full item record
    Abstract
    "Perspectives on University Learning Workshops" brings together conference papers from the 11th International Conference of University Learning Workshops in February 2018 in Erfurt. It invites you to immerse yourself in the broad discourse on conceptual considerations, research and practical experiences in and about university learning workshops. Emphasising the interplay of individual, community, thing and space, four thematic fields and interdependent relationships that are constitutive for university learning workshops will be addressed: What opportunities and challenges do learning workshops offer for individual development? How can cooperative and collaborative learning processes be promoted in communities? What is the significance of things, artefacts, media, technologies for learning and education in learning workshops? How are different discursive practices and learning processes realised in spaces and spatial constellations of learning workshops? Translated with www.DeepL.com/Translator (free version)
     
    „Perspektiven auf Hochschullernwerkstätten“ bündelt Tagungsbeiträge der 11. Internationalen Tagung der Hochschullernwerkstätten im Februar 2018 in Erfurt. Es lädt dazu ein, in den breiten Diskurs über konzeptionelle Überlegungen, Forschungen und Praxiserfahrungen in und über Hochschullernwerkstätten einzutauchen. Mit der Betonung des Wechselspiels von Individuum, Gemeinschaft, Ding und Raum werden dabei vier Themenfelder und Interdependenzbeziehungen aufgegriffen, die für Hochschullernwerkstätten konstitutiv sind: Welche Chancen und Herausforderungen bieten Lernwerkstätten für die individuelle Entwicklung? Wie können kooperative und kollaborative Lernprozesse in Gemeinschaften gefördert werden? Welche Bedeutung haben Dinge, Artefakte, Medien, Technologien für Lernen und Bildung in Lernwerkstätten? Wie realisieren sich in Räumen und Raumkonstellationen von Lernwerkstätten unterschiedliche diskursive Praxen und Lernprozesse? (DIPF/Orig.)
     
    URI
    https://library.oapen.org/handle/20.500.12657/51183
    Keywords
    Hochschule; Hochschullehre; Hochschuldidaktik; Lernwerkstatt; Forschungswerkstatt; Forschung; Forschungspraxis; Student; Erziehungswissenschaftler; Lehramtsstudent; Lehrerbildner; Lehrerbildung; Lehrerausbildung; Konzeption; Praxiserfahrung; Individuum; Gemeinschaft; Individuelle Entwicklung; Kooperatives Lernen; Kollaboration; Lernprozess; Lernentwicklung; Lehr-Lern-Prozess; Reflexion <Phil>; Forschendes Lernen; Raum; Lernumgebung; Lernort; Raumgestaltung; Diagnostik; Selbstverständnis; Konzept; Diskurs; Elementarpädagogik; Studiengang; Bildungsbegriff; Werkstattarbeit; Kind; Besuch; Frühpädagogik; Entwicklung; Teilnahme; Begleitung <Psy>; Handlungsorientierung; Anerkennung; Praxisbezug; Pädagogisches Handeln; Pädagogische Praxis; Kasuistik; Demokratische Bildung; Lehrer; Professionalisierung; Praxeologie; Materielle Bedingungen; Subjekt <Phil>; Mensch-Raum-Beziehung; Lernen; Didaktisches Material; Lernmaterial; Herstellung; Problemorientiertes Lernen; Primarbereich; Selbstbestimmtes Lernen; Experiment; Sachunterricht; Kompetenzentwicklung; Unterrichtsplanung; Adaptiver Unterricht; Aufgabenstellung; Lernausgangslage; Lehrkompetenz; Hochschulkooperation; Universitätsbibliothek; Bibliothek; Transformation; Raumnutzung; Agency-Theorie; Poster; Umfrage; Qualitative Analyse; Fragebogenerhebung; Evaluation; Studie; Interventionsstudie; Interview; Quasi-Experiment; Sammelband; Halle-Wittenberg; Emden; Siegen; Erfurt; Dresden; Osnabrück; Kassel; Brixen; Bozen; Sachsen-Anhalt; Niedersachsen; Nordrhein-Westfalen; Thüringen; Sachsen; Saarland; Hessen; Südtirol; Deutschland; Israel; Italien; Higher education institute; Higher education lecturing; University lecturing; University teaching; University didactics; Learning workshop; Research; Research practice; Male student; Educationalist; Student teachers; Teacher educators; Teacher education; Teachers' training; Teacher training; Conception; Individual; Personal development; Cooperative learning; Learning process; Teaching-learning process; Educational Environment; Learning environment; Educational setting; Interior design; Diagnostic; Self-awareness; Fundamental concepts; Discourse; Early childhood education and care; Elementary education pedagogics; Pedagogics of elementary education; Channel of academic studies; Course of studies; Course of study; Concept of education; Child; Early childhood education; Participation; Practice relevance; Teacher; Professionalization; Learning; Advance organizers; Manufacturing; Problem based learning; Primary education; Primary level; Instruction in natural science subjects; Primary school science and social studies; Skill development; Lesson Planing; Planning of teaching; Task definition; Task setting; Teaching Skills; Intercollegiate cooperation; University library; Space utilization; Qualitative analysis; Questionnaire survey; Osnabrueck; Saxony-Anhalt; Lower Saxony; North Rhine-Westphalia; North-Rhine Westphalia; Thuringia; Saxony; South Tyrol; Germany; Italy
    DOI
    10.35468/5773
    ISBN
    9783781523364, 9783781557734, 9783781523364
    Publisher
    Verlag Julius Klinkhardt
    Publication date and place
    Bad Heilbrunn, 2019
    Series
    Lernen und Studieren in Lernwerkstätten,
    Classification
    Education
    Higher education, tertiary education
    Educational psychology
    Pages
    204
    Rights
    http://creativecommons.org/licenses/by-nc-sa/4.0/
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    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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