Hamburger eLearning-Magazin (Archiv 2008-2015)
Das Hamburger eLearning-Magazin wurde von 2008-2015 veröffentlicht. Die Online-Zeitschrift wurde im Juni 2016 durch das neue Fachmagazin Synergie - Digitalisierung in der Lehre abgelöst.
Magazine im Überblick
What is Good e-Learning? – Quality in Teaching/Learning Scenarios with Digital Media
What can be considered “good e-learning”? The new issue of the Hamburg e-Learning Magazine is dedicated to this topic. The following questions are of particular interest:
- Which characteristics of an e-learning offering are defined or perceived in practice as criteria for “good e-learning”?
- Which goals or understandings of quality can guide action in the conception of e-learning offerings?
- Which quality criteria are applied in practice and how can these be evaluated or measured?
- Which evaluation procedures have proven successful?
- What experiences are available with accreditation procedures?
- What forms of quality development exist in the higher education sector?
HeLM #13 – Accessible e-Learning – Between Ambition and Reality
The thirteenth issue of the Hamburg e-Learning Magazine examined the extent to which e-learning offerings can support and promote accessible access to courses and learning content at universities and in the university environment in the interplay of technology, didactics, and legal requirements.
Note: With this issue, we took our first steps towards an accessible Hamburg e-Learning Magazine. Regarding the screen reader function, tests were conducted with the software NVDA Screenreader and the VoiceOver function of Mac products, among others.
HeLM #12 – e-Learning in Educational Science
Educational science has a special relationship with the topic area subsumed under the keyword “e-learning”. Looking at lived e-learning practice, it seems sensible to speak rather more generally about the use of digital media in teaching and learning processes. In particular, the examination of the use of digital media in face-to-face teaching is essentially about genuinely educational science questions:
- How can teaching and learning be organized in the age of digitally networked media?
- What role does the use of digital media play not only for learning processes but also for educational processes?
- What effects does the inclusion of technical means of communication in institutionalized educational processes have on the educational encounter?
HeLM #11 – OER – Open Educational Resources
Open Educational Resources (OER) have long been a much-discussed topic among e-learning activists. But currently, it is enjoying great attention – not least due to the MOOC “COER13”. The biggest problem still seems to be finding the right resource. But the possibilities for making one's own learning resources available as OER also still have room for expansion. Therefore, issue 10 aims to contribute to further advancing the topic in research and university practice.
- How do you find the right OER for your own teaching?
- What added value do OER offer?
- Do you save time and resources with OER?
- What needs to be considered when using OER?
- What are the legal framework conditions when creating or using OER? How can OER become a matter of course?
HeLM #10 – e-Learning in the Humanities
The humanities are often said to be less IT-savvy. Quite wrongly, as a closer look reveals: Particularly in the field of e-learning, there is great potential for innovative approaches and the joy of trying things out. Topics include:
- Research and teaching in the humanities rely on communication and collaborative work: Which tools and platforms are suitable for this?
- Experiences from practice: Didactic scenarios in the field of blended learning to support face-to-face teaching
- e-Learning tools in language teaching
- Future prospects of the Digital Humanities
HeLM #09 – Mobile Learning
The ninth issue of the Hamburg e-Learning Magazine is dedicated to the topic of Mobile Learning:
- What added value do mobile offerings provide compared to classic e-learning offerings?
- How can mobile offerings didactically sensibly supplement university teaching? Are there new didactic concepts that can only be implemented on mobile devices?
- What special technical requirements does mobile learning require?
- (How) Can conventional e-learning offerings be meaningfully transferred into mobile solutions?
- Will mobile learning replace classic e-learning in the near future? What are the limits of mobile learning?
- How do learners handle mobile learning in practice?
HeLM #08 – e-Learning in Medicine and Health Sciences
This issue contains practical contributions from medicine, dentistry, psychology, pharmacy, nursing science, as well as public health and other related disciplines:
- Have certain e-learning scenarios, platforms, and tools proven to be particularly suitable for studies and teaching in medicine and health sciences?
- In what way can e-learning contribute to bridging the gap between theory and practice?
- How can the teaching of practical skills be improved with technology support? (e.g., simulators, virtual reality training systems, skills labs).
- What are the experiences with electronic support for subject-specific examination forms such as the OSCE exam?
HeLM #07 – eAssessment Put to the Test
In the seventh issue, we again take up the topic of eAssessment. What has happened in this area since the publication of the second issue of our magazine? What new developments need to be considered?
- How can eAssessment be used to improve quality and support teaching and studies?
- What experiences have been gained so far with the introduction of eAssessment procedures at universities?
- eAssessment – just a hype or indispensable in the future examination landscape of universities?
- How does the topic appear in international comparison?
HeLM #06 – e-Learning in Economics and Social Sciences
The sixth issue deals with subject-specific e-learning scenarios in economics and social sciences:
- What added value does e-learning offer for teaching and learning in economics and social science degree programs?
- How can the use of e-learning positively supplement economics and social science learning content or make learning objects more accessible?
- Have certain scenarios and tools already proven themselves in practice?
- To what extent can business games and simulations, which have proven themselves particularly in economics, be transferred to e-learning scenarios in the sense of game-based learning or serious games?
- How do e-learning concepts support international degree programs with multiple university locations?
HeLM #05 – e-Learning in Large-Scale Courses
This issue focuses on the question of the extent to which the use of e-learning can contribute to qualitatively improving the organization and implementation of large-scale courses in university teaching:
- What technical, organizational, and pedagogical challenges does the use of e-learning in large-scale courses entail?
- How can the use of e-learning simplify and improve the supervision of students in large-scale courses? How is the interaction between teaching staff and learners shaped?
- Which learning platforms and tools are particularly suitable? Which scenarios have proven themselves?
- What possibilities does e-learning offer with regard to learning and performance assessment in large-scale courses?
- In what way does e-learning promote and facilitate communication and cooperation among students in large-scale courses?
HeLM #04 – e-Learning in the Natural Sciences
This issue is dedicated to the topic of e-learning in the natural sciences, in particular subject-specific teaching and learning scenarios and their implementation in e-learning environments:
- What added value does e-learning offer for teaching and learning in natural science degree programs?
- How can the use of e-learning positively supplement natural science learning content or make learning objects more accessible?
- What special features and requirements must be observed in the technical implementation of natural science content in e-learning environments and possibly require special procedures?
- Have certain scenarios and tools already proven themselves in practice?
HeLM #03 – OLAT in Action
In 2009, the Executive University Board of the University of Hamburg decided to replace the commercial e-learning platform Blackboard with the open source learning management system OLAT. Therefore, the main topic of the third issue of the Hamburg e-Learning Magazine is dedicated to OLAT, in particular the course tools used as well as teaching and learning scenarios.
HeLM #02 – eAssessment, eExams, ePortfolios
The use of e-learning tools and systems for conducting examinations and assessments is still in its early stages at most German universities. Considering areas such as career orientation and choice of study subject, (mass) examinations in bachelor's degree programs, the development and implementation of new examination concepts and forms, or the application of e-portfolios for learning support and reflection, there are numerous application possibilities for e-learning within the student life cycle. The Hamburg e-Learning Magazine addresses this exciting topic in its second issue.
HeLM #01 – Seminare ans Netz
Through the Seminare ans Netz measure, funded by tuition fees since 2007, the University of Hamburg has succeeded in particularly promoting the implementation of ideas for innovative learning approaches and the supplementation of courses with digital media, thus achieving a broad impact with e-learning offerings.
The participants of the first funding round in 2007 were invited to report on their project in this special topic.