Impact Free Impact Free 43 - Januar 2022 - Hochschuldidaktisches Journal - Gabi Reinmann
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[0] Impact Free Hochschuldidaktisches Journal Impact Free 43 – Januar 2022 HAMBURG IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest
[0]
Impact Free
Was ist das?
Impact Free ist eine Publikationsmöglichkeit für hochschuldidaktische Texte,
- die als Vorversionen von Zeitschriften- oder Buch-Beiträgen online ge-
hen, oder
- die aus thematischen Gründen oder infolge noch nicht abgeschlossener
Forschung keinen rechten Ort in Zeitschriften oder Büchern finden, oder
- die einfach hier und jetzt online publiziert werden sollen.
Wer steckt dahinter?
Impact Free ist kein Publikationsorgan der Universität Hamburg. Es handelt
sich um eine Initiative, die allein ich, Gabi Reinmann, verantworte, veröffent-
licht auf meinem Blog (http://gabi-reinmann.de/).
Herzlich willkommen sind Gastautoren, die zum Thema Hochschuldidaktik
schreiben wollen. Texte von Gastautorinnen können dann natürlich auch in de-
ren Blogs eingebunden werden.
Und was soll das?
Impact Free war gedacht als ein persönliches Experiment. Falls zu wenige
Texte über einen gewissen Zeitraum zusammengekommen wären, hätte ich das
Vorhaben wieder eingestellt. Dem ist aber nicht so, sodass ich Impact Free bis
auf Weiteres fortsetze. Inzwischen sind die Texte auch über die Staats- und
Universitätsbibliothek Hamburg hier erreichbar.
In diesem Journal mache ich in Textform öffentlich, was mir wichtig erscheint:
(a) Gedanken, bei denen ich so weit bin, dass sie sich für mehr als Blog-Posts
eignen, (b) Texte, die aus diversen Gründen noch nicht geeignet sind für andere
Publikationsorgane, (c) Texte, die in Reviews abgelehnt wurden oder infolge
von Reviews so weit hätten verändert werden müssen, dass es meinen Inten-
tionen nicht mehr entspricht, (d) Texte mit hoher Aktualität, für welche andere
Publikationswege zu langsam sind, (e) inhaltlich passende Textbeiträge von
anderen Autorinnen. Genderschreibweise und Textlänge sind bewusst variabel
und können frei gewählt werden.
Kontaktdaten an der Universität Hamburg:
Prof. Dr. Gabi Reinmann
Universität Hamburg
Hamburger Zentrum für Universitäres Lehren und Lernen (HUL)
Leitung | Professur für Lehren und Lernen an der Hochschule
Jungiusstraße 9 | 20355 Hamburg
reinmann.gabi@googlemail.com
gabi.reinmann@uni-hamburg.de
https://www.hul.uni-hamburg.de/
http://gabi-reinmann.de/
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[1]
DESIGNING INDIVIDUALIZED 2016; Sawyer 2014). These core aspects seem
to be that individual differences among students
DIGITAL LEARNING ENVIRON- are considered (Fereidooni, 2012; Klippert
MENTS IN ILIAS USING 2012), the teacher facilitates rather than lectures
(Conner und Sliwka, 2014), and student assess-
LADDERS OF LEARNING: ment is performed in a formative way (Pelle-
PRACTICAL EXPERIENCES grino, 2014). These aspects become even more
important in diverse learning groups. In addi-
FROM UNIVERSITY OF PASSAU tion, international organizations (e.g.
UNESCO, OECD) have called for the establish-
TAMARA RACHBAUER & ment of learning cultures for the 21st century
NINA DE FOREST (Rivas, 2021; Scott, 2015; OECD, 2015). At the
core of such 21st century learning cultures is the
combination of individualized learning with
digital formats (Thomas & Brown, 2011).
Introduction
The Learning Management System
In the 21st century, learning has to be increas-
ILIAS
ingly individualized and provided in digital for-
mats. Many German universities use ILIAS, a Many German universities use web-based
Learning Management Systems (LMS), as dig- Learning Management Systems (LMS) as digi-
ital learning environment to provide learning tal learning environments to support off-line
material, communication, and assessment for teaching, usually to provide learning material.
off-line courses. More and more is ILIAS used One widely used LMS is ILIAS (Integriertes
to support courses that are taught partially of Lern-, Informations- und Arbeitskooperations-
fully online. However, designing individualized System). ILIAS supports learning content man-
digital learning environments is a challenging agement and tools for collaboration, communi-
task. In this contribution, we argue that ladders cation, and assessment.
of learning are a solid tool to scaffold the de-
More and more is ILIAS used to support
signing process of individualized digital learn-
courses, which are taught partially or fully
ing environments with ILIAS. Ladders of learn-
online. ILIAS offers many features necessary to
ing are a feature of a learning method called
digitally enrich face-to-face teaching or even
Multi-grade Multi-level-Method (MGML) (Ri-
implement courses completely online, which
shi Valley Institute for Educational Resources,
are among others:
2016).
- ILIAS represents a powerful examination
In the following, first we review the discussion
tool that allows both the checking of one's
on individualized digital learning environments
own learning status and the execution of
and the usage of ILIAS to create them. Second,
complete e-examinations.
we briefly describe ladders of learning and ex-
- ILIAS offers flexible course management for
plore them as a tool to design individualized
a wide range of didactic scenarios such as
digital learning environments with ILIAS.
blended learning, inverted classroom, hybrid
Third, practical experiences with using ladders
teaching, etc.
of learning to design individualized digital
- ILIAS enables the creation of learning and
learning environments with ILIAS from Uni-
practice materials with numerous integrated
versity of Passau are presented. Fourth, the con-
authoring tools such as learning modules,
tribution closes with summarizing the experi-
wikis, glossaries, tests, surveys, portfolios
ences gained within the different courses based
and much more.
on the Multi-grade Multi-level-Method.
- In ILIAS, learners have a Personal Work-
space where portfolios and blogs can be cre-
Individualized digital learning ated quickly.
environments - ILIAS enables the exchange of content with
lightning-fast file upload via drag & drop.
As multiple researchers from the field of learn-
- Based on a powerful rights system, access
ing sciences could show, there are certain core
and usage options for all content and tools
aspects to achieve effective learning (Lees
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[2]
can be precisely controlled in ILIAS (ILIAS cards. The set of activity cards is fully systema-
open source e-Learning e.V., 2022). tized through symbol on the ladder of learning
which correspond to specific activity cards.
What are the challenges when it comes to de-
signing individualized learning environments?
Usually online teaching is a new format for
most university teachers in Germany. Online
teaching is mainly practiced at German univer-
sities since the outbreak of the corona pandemic
in early 2020. This is why many university
teachers lack pedagogical knowledge about in-
dividualized digital formats as well as techno-
logical knowledge on LMSs and its features for
online teaching.
Figure 1: Milestone Structure as five-step-process.
(Source: Rishi Valley Institute for Educational Re-
Ladders of learning sources (2016))
We argue that ladders of learning are a solid tool The introductory part of a milestone serves as
to scaffold the designing process of individual- opening for a new topic. Often this part of the
ized digital learning environments with ILIAS. milestone uses learning material, which is pre-
Ladders of learning are a feature of a learning sented by the teacher, or students which have
method called Multi-Grade Multi-Level Method already mastered the learning content. After the
(MGML). MGML is an approach, which was introduction, learning material is provided
developed by the Rishi Valley Institute for Edu- which makes the students allows the student to
cational Resources to support teachers in multi- practice the introduced learning content. After
grade classrooms (Girg & Müller, 2010; Müller extensive practice, students evaluate their learn-
et al., 2015; Rishi Valley Institute for Educa- ing progress through assessment tasks. Evalua-
tional Resources, 2016). The challenge of tion tasks are conceptualized on varying com-
multi-grade classrooms (also known as mixed petence levels e.g. easy allocation tasks, inde-
age or vertically grouped classrooms) is that one pendent description of learning contents, appli-
teacher is responsible for the learning of chil- cation of theoretical knowledge, etc. The results
dren with varying ages and ability who would of the evaluation tasks give the learner feedback
normally be considered as belonging to differ- about their individual learning process and the
ent grades (Angela Little, 2006). MGML is next learning steps. Milestones make individu-
based on a set of activity cards, which are struc- alized learning possible through offering differ-
tured through ladders of learning. Students pro- entiated learning material; one the one hand,
ceed in their individual speed on the ladder of learning activities which allow for further prac-
learning. Ladders of learning are a tool to struc- tice are available. On the other hand, learning
ture the learning process, to visualize the learn- activities that extend knowledge further are pro-
ing curriculum and to trace the learning trajec- vided through enrichment material. Through
tory of students (Girg & Müller, 2010; Girg et proceeding on the ladder of learning students
al., 2012; Müller et al., 2015). document their learning process individually
Ladders on learning consist of several consecu- and are able to reflect on their learning process
tive so-called milestones. Milestones are con- (Rachbauer et al. 2021; Rishi Valley Institute
ceptualized as a five-step-process, which allows for Educational Resources 2016).
for individualized learning. A milestone is
structured the following way: Using Ladders of Learning to design in-
dividualized digital learning environ-
1. Introduction
2. Practice ments with ILIAS
3. Evaluation Ladders of learning seem to offer a pragmatic
4. Remediation approach to scaffold the designing process of
5. Enrichment activities individualized digital learning environments
Each milestone makes use of learning material, with ILIAS (Rachbauer et al., 2021). This seems
which is usually provided in form of activity to be the case, since, first, ladders of learning
provide an easy template for individualized
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[3]
learning, be it on-line or off-line. Second, the - Course registration and course organisation
structure of the ladder allows for a comprehen- - File storage and communication
sive visualization of the course content and con- - Use of media casts (podcasts, vodcasts)
nects the underlying sub-fields. Third, through - Blended learning: multimedia learning ma-
the consecutive milestones are specific learning terials alternating with attendance phases
objectives defined which guide the students - Virtual modules and lectures
learning process. Learning objectives function - Conducting C-tests (English, Italian, Span-
is this regard as checkpoints for students to as- ish and French placement tests)
sess the progress of their learning process. - Tests and assessment
Fourth, the internal five-step-structure of a
Students use ILIAS to
milestone responds to the reality of heterogene-
ous groups and allows individualized learning - retrieve learning materials
based on each student’s competence level and - use them actively or interactively, for exam-
allows students to choose their individual paths ple in the form of discussion forums
through the learning material depending on - as well as to create wikis, test items, Media
their prior knowledge, experience or personal Casts and blogs.
preference. Fifth, through using learning mate- Lecturers use ILIAS to
rial which has been designed to indicate if the - quickly create and make available teaching
learning objectives have been reached, assess- and learning materials for e-learning pur-
ment is provided in a formative way. Sixth, the poses on the Internet
individual learning progress is indicated - transfer selected face-to-face events to the
through visualizing the completion of sub-fields virtual space, for example by recording lec-
in the digital learning environment. Seventh, all tures
the classic features of ILIAS can still be used - plan and implement blended learning con-
for communication, grading, and material or- cepts
ganization.
University groups use ILIAS to
Overall, we conclude that ladders of learning
are a pragmatic and low-key tool to scaffold the - create surveys
designing process of individualized digital - use wikis and thus improve knowledge
learning environments with ILIAS from which management in the long term
especially inexperienced teachers can benefit. - promote media pools and file sharing in
general
- manage mailing lists and improve commu-
Individualized digital learning en- nication in general.
vironments at University of Passau
ILIAS thus represents an interactive communi-
„Das Corona Virus beeinträchtigt den Campusbetrieb auf cation tool for the University of Passau, which
unabsehbare Zeit. Unsere Anstrengungen richten wir des-
halb darauf, dass die Dozierenden und Studierenden trotz makes the exchange via blogs, forums and com-
der schwierigen Umstände den Lehr- und Lernbetrieb auf- ment functions multidirectional and thus meets
rechterhalten können. […] Langfristig arbeitet das Di- the standards of modern internet communica-
Tech-Team an Strategien für eine erfolgreiche Hochschul- tion.
didaktik im Zeitalter der Digitalisierung. Ziel ist es, nach-
haltig traditionelle Lehre mit den Vorteilen digitaler Bil-
dung in Einklang zu bringen“ (DiTech, 2020). Examples of using Ladders of Learning
for designing Individualized Digital
A short summary of how ILIAS is used Learning Environments in ILIAS
at the University of Passau
2020: First experiments with individualized
At the University of Passau, ILIAS is used to digital learning environments
either hold courses with the support of digital
The concept of digital learning landscapes was
media or to implement courses completely
tested for the first time at the University of Pas-
online. Due to the current situation, the focus
sau in the summer semester of 2020 in the form
has been primarily on online teaching since the
of two different online courses on the topics of
summer semester 2020.
“Central questions and methods of primary
The following functions of ILIAS are used at school research” and on “Musicological work
the University of Passau, among others: digital and online” (Rachbauer, Lichtinger, &
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[4]
Lermer, 2021). The students actively worked on courses for a corresponding introduction to sci-
the online self-study course during the semester, entific work, and such an introduction is also
which was specifically implemented with the not provided for in the module plans, the idea
Learning Management System (LMS) ILIAS, arose to design a corresponding course that can
but were able to access the content for another be integrated into the course of study in such a
semester. At regular weekly intervals, the stu- way that the students are not additionally bur-
dents were given a lesson with work assign- dened, but in a way that they can use this course
ments in the ILIAS learning management sys- as a companion for their seminar papers in the
tem, which they then actively worked on in self- regular courses. For this reason, the course “In-
study. If questions arose, the students could troduction to Scientific Work” was specifically
contact the supervising lecturers via various designed as an online self-learning course based
channels in the LMS such as forum, chat or on the concept of digital learning landscapes in
online consultation hours. The LMS ILIAS was order to offer students the greatest possible flex-
used as the learning platform, as this is one of ibility and the best possible support in terms of
the central platforms at the University of Passau study ability.
(Rachbauer, Lichtinger, & Lermer, 2021).
Precisely because the course is designed based
Due to the predominantly positive feedback on the concept of digital learning landscapes, it
from the students, the two courses have been is important to explain to students,
held in this form every semester since the winter 1. how the course is structured and runs in de-
semester 2020/21. tail, in other words, what exactly it means
that digital learning landscapes are used,
2021: Advancements in Individualized Digital 2. how supervision and communication will
Learning Environments take place, especially via the LMS ILIAS,
For the summer semester 2021, another two 3. which certificates of achievement are to be
online courses were developed based on the provided and
concept of digital learning landscapes in the 4. what learning objectives and competences
same way as the two modules described above. are to be achieved.
These two courses on the topics of “Introduc- That this clarification is necessary was also
tion to Scientific Work” and “E-portfolio-sup- clearly shown by the experiences from the other
ported reflection in the professionalization pro- two courses on the topic of “Central questions
cess of teacher education” are explained in more and methods of primary school research” and on
detail below. the topic of “Musicological work digital and
Within the context of their studies, students online” (Rachbauer, Lichtinger, & Lermer,
must acquire a total of five credit points in the 2021). For this reason, a (virtual) synchronous
free area before they can register for the final information event was also held via the web
state examination. For this purpose, the various conference tool ZOOM before the start of the
chairs at the University of Passau offer different course on scientific work in order to inform the
workshops and courses, as in the present case, students about the four points just mentioned.
the two courses on the topics of “Introduction to In overall, the course is divided into the follow-
Scientific Work” and “E-portfolio-supported ing four topic blocks, according to which the
reflection in the professionalization process of online self-study course implemented in the
teacher education” (ZLF, 2021). LMS ILIAS is also implemented:
- 1st topic block - preliminary work: choice
The online course “Introduction to of topic, initial orientation, literature re-
Scientific Work” search, sifting through, sorting and evaluat-
The course project on scientific work arose out ing literature
of the necessity that students in the teacher - 2nd topic block - main work: structure, ta-
training programme for primary school educa- ble of contents, bibliography, introduction,
tion have hardly any experience in the area of main section, conclusion
scientific work or have not been confronted - 3rd topic block - fine-tuning: correct cita-
with scientific work during their time at school. tion, formatting, style, figures and tables
The quality of the seminar papers is correspond- - 4th topic block - Excursus: using plagiarism
ingly poor. Since there is no time in the regular scanners, interpreting results.
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[5]
Especially for more extensive online self-study with e-portfolio and reflection work and thus
courses that are structured thematically and with creating, sharing, designing and putting
should offer a visually appealing overview of online a portfolio as well as writing reflections
the topics, the page layout is suitable in the LMS as a workload.
ILIAS or the Grid format in the LMS Moodle.
As with the first course on academic work de-
In this way, the students first see which topic
scribed above, this course was also imple-
blocks there are to be taken.
mented as an online self-learning course based
By using the page layout, the entire learning on the concept of digital learning landscapes in
material can be divided into four clearly ar- order to offer students the greatest possible flex-
ranged topic blocks or sub-areas. Each thematic ibility in integrating it into their timetable.
block is again divided into building blocks to be
worked on one after the other, the working ma- The e-portfolio course is structured in such a
terials and activities. Following the milestones way that the students work out in self-study in
of the digital learning landscapes, these building five individual sections how the e-portfolio
blocks divide each thematic block into work proceeds, which requirements are associ-
ated with it and how they have to write/structure
- an introductory element (Introductory) - IL-
their reflections in terms of content. This theo-
IAS objects folder, content page, files, web-
retical input is followed in the practical part by
link, media pool, learning module
the step-by-step creation of the e-portfolio in the
- an exercise/task (reinforcement or practice)
LMS ILIAS with all the necessary settings like
- ILIAS object exercise
the design, the uploading of content and the of-
- an evaluation (evaluation of the intended
ficial submission of the e-portfolio:
goal) and, depending on the result of the
evaluation, a repetition or advancement (Re- - Topic 1 - Customizing your profile settings:
medial) - ILIAS object Test How do I customise the profile settings
- or a deepening or broadening (Enrichment (=cover sheet) of my portfolio?
activities) – ILIAS Objects folder, content - 2nd topic block - Creating the e-portfolio
page, files, weblink and release: How do I create my e-portfolio
with cover sheet, process and product part
Upon completion of the four topic blocks, stu- from the e-portfolio template? How do I re-
dents have the option of either working through lease my e-portfolio to my lecturer and put
them completely in self-study (corresponding it online for assessment?
slide sets and video tutorials are available) or - Topic block 3 - Writing an opening reflec-
participating in one (virtual) classroom session tion in the form of a PDF file: How do I go
per topic block. In this face-to-face session, the about writing reflections?
same content is presented as in the video tutori- - Topic 4 - Integrating the written (self-)re-
als and on the slide sets for self-study, but in flection in the form of a PDF file into the e-
contrast to pure self-study, the students can ask portfolio: How do I include a PDF file in my
specific questions. portfolio?
In addition, the respective performance certifi- - Topic 5 - Submitting the e-portfolio in IL-
cates that are necessary to obtain the two credit IAS: How do I submit my finished portfolio
points in the free area are summarized again for assessment?
specifically for each topic block (ZLF, 2021). Each section is based on the concept of the
learning leaders and thus follows the mile-
The online course “E-portfolio-sup- stones, as is the above described course on sci-
ported reflection in the entific work, divided into
professionalization process of teacher - an introductory element (Introductory) - IL-
education” IAS objects folder, content page, files, web-
link, media pool
The course entitled “E-portfolio-supported re- - an exercise/task (reinforcement or practice)
flection in the professionalization process of - ILIAS object exercise
teacher education” is a prerequisite for the other - an evaluation (evaluation of the intended
courses of the primary school teacher training goal) and, depending on the result of the
programme at the University of Passau. In these evaluation, a repetition or advancement (Re-
courses, it is assumed that students are familiar medial) - ILIAS objects test, survey
IMPACT FREE 43 (Januar 2022) Rachbauer & de Forest[6]
- or a deepening or broadening (Enrichment lecturers have at their disposal for the crea-
activities) – ILIAS objects folder, content tion of learning materials. It is therefore all
page, files, weblink, media pool, learning the more important that lecturers are familiar
module with the learning management system used
at the respective university. Normally, there
Students will receive appropriate feedback from
are special institutions that offer training and
the course supervisor regarding completeness,
further education on the systems used for
depth of written reflections, etc. on the submit-
lecturers and support them in their imple-
ted e-portfolio. In order to receive the two credit
mentation.
points in the free area, the students must also
implement the comments as well as the feed- All in all, the use of digital learning landscapes
back. has been worthwhile or is worthwhile, as the
positive feedback from students and the quality
Upon completion of the five topic blocks, stu-
of their homework/seminar work has shown or
dents have, in the same way as in the course “In-
shows. The same goes with the quality of the e-
troduction to Scientific Work”, the option of ei-
portfolios and the written reflections. Neverthe-
ther working through the five topics completely
less, lecturers have to reckon with increased ef-
in self-study or participating in one (virtual)
fort when designing an online self-learning
classroom session per topic block.
course based on the digital learning landscapes
for the first time. However, once the respective
Conclusion course has been created, it can be reused with
As we could show, ladders of learning are a suit- minor adjustments (current studies, texts...),
able tool to scaffold the designing process of in- which minimises the amount of work, espe-
dividualized digital learning environments with cially in the following semesters.
ILIAS.
Summarizing, the implementation of the two
new courses based on the digital learning land-
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tät Passau (2021). Lehramt an Grundschulen. -formen oder -szenarien? Impact Free 36. Ham-
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passau.de/lehramt-studieren/lehramt-an-grund-
schulen/ Reinmann, G. (2021). Hybride Lehre – ein Be-
griff und seine Zukunft für Forschung und Pra-
xis. Impact Free 35. Hamburg.
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zur Reflexivität: Chancen der Re-Konstituie-
Dr.in Tamara Rachbauer
rung forschenden Lernens unter digitalen Be-
Universität Passau
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Innstraße 25
94032 Passau Herzberg, D. & Joller-Graf, K. (2020). For-
https://www.phil.uni-passau.de/grundschulpa- schendes Lernen mit DBR: eine methodologi-
edagogik-und-didaktik/ sche Annäherung. Impact Free 33. Hamburg.
Tamara.Rachbauer@uni-passau.de Weißmüller, K.S. (2020). Lehren als zentrale
Nina de Forest, MA, MA Aufgabe der Wissenschaft: Drei Thesen zu
Heidelberg Center for Transcultural Studies Ideal und Realität. Impact Free 32. Hamburg.
Voßstraße 2 Reinmann, G. (2020). Präsenz – (K)ein Garant
69115 Heidelberg für die Hochschullehre, die wir wollen? Impact
https://www.asia-europe.uni-heidel- Free 31. Hamburg.
berg.de/de/personen/alle/person/persdetail/nes-
sel.html Tremp, P. & Reinmann, G. (Hrsg.) (2020). For-
nina.forest@hcts.uni-heidelberg.de schendes Lernen als Hochschulreform? Zum
50-Jahr-Jubiläum der Programmschrift der
Bundesassistentenkonferenz. Impact Free 30
(Sonderheft). Hamburg.
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ner Pandemie – und danach? Impact Free 29.
Rachbauer, T. & Plank, E.E. (2021). Mapping Hamburg.
Memory? Begründungslinien und Möglichkei-
ten der digitalen Verortung von Erinnerung in Weißmüller, K.S. (2020). Zwei Thesen zum
Vermittlungskontexten an einem Beispiel aus disruptiven Potenzial von OER für öffentliche
der Lehrer*innenBildung. Impact Free 41. Hochschulen. Impact Free 28. Hamburg.
Hamburg. Casper, M. (2020). Wem gehört die Ökonomi-
Reinmann, G. & Vohle, F. (2021). Forschendes sche Bildung? Die problematische Leitkultur
Sehen in der Studieneingangsphase – ein Kon- der Wirtschaftswissenschaften aus hochschul-
zeptentwurf für die Nachverwertung von und mediendidaktischer Perspektive. Impact
SCoRe. Impact Free 41. Hamburg. Free 27. Hamburg.
Reinmann, G. & Brase, A. (2021). Das For- Reinmann, G., Vohle, F., Brase, A., Groß, N. &
schungsfünfeck als Heuristik für Design-Based Jänsch, V. (2020). „Forschendes Sehen“ – ein
Research-Vorhaben. Impact Free 40. Hamburg. Konzept und seine Möglichkeiten. Impact Free
26. Hamburg.
Schmidt, M. & Vohle, F. (2021). Mathematik-
Vorlesungen neu denken: Vom didaktischen
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& Groß, N. (2020). Gestaltungsfelder und -an- ken im Vorfeld eines Streitgesprächs. Impact
nahmen für forschendes Lernen in einem De- Free 12. Hamburg.
sign-Based Research-Projekt zu Student Crowd
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Research. Impact Free 25. Hamburg.
pact Free 11. Hamburg.
Reinmann, G. (2020). Wissenschaftsdidaktik-
Reinmann, G. (2017). Ludwik Flecks Denkstile
Spielend ins Gespräch kommen. Impact Free
– Ein Kommentar. Impact Free 10. Hamburg.
24. Hamburg.
Reinmann, G. (2017). Verstetigung von Lehrin-
Reinmann, G. (2019). Forschungsnahe Curricu-
novationen – Ein Essay. Impact Free 9. Ham-
lumentwicklung. Impact Free 23. Hamburg.
burg.
Reinmann, G. (2019). Lektüre zu Design-Based
Reinmann, G. (2017). Col-loqui – Vom didak-
Research – eine Textsammlung. Impact Free
tischen Wert des Miteinander-Sprechens. Im-
22. Hamburg.
pact Free 8. Hamburg.
Reinmann, G., Schmidt, C. & Marquradt, V.
Reinmann, G. (2017). Überlegungen zu einem
(2019). Förderung des Übens als reflexive Pra-
spezifischen Erkenntnisrahmen für die Hoch-
xis im Hochschulkontext – hochschuldidakti-
schuldidaktik. Impact Free 7. Hamburg.
sche Überlegungen zur Bedeutung des Übens
für Brückenkurse in der Mathematik. Impact Reinmann, G. & Vohle, F. (2017). Wie agil ist
Free 21. Hamburg. die Hochschuldidaktik? Impact Free 6. Ham-
burg.
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denzbasierte“ Hochschullehre? Kritik und Al- Reinmann, G. (2016). Wissenschaftliche Lek-
ternativen für eine Hochschulbildungsfor- türe zum Einstieg in die Hochschuldidaktik. Im-
schung. Impact Free 20. Hamburg. pact Free 5. Hamburg.
Reinmann, G. (2018). Was wird da gestaltet? Reinmann, G. (2016). Die Währungen der
Design-Gegenstände in Design-Based Research Lehre im Bologna-System. Impact Free 4.
Projekten. Impact Free 19. Hamburg. Hamburg.
Reinmann, G. (2018). Entfaltung des didakti- Reinmann, G. & Schmohl, T. (2016). Autoeth-
schen Dreiecks für die Hochschuldidaktik und nografie in der hochschuldidaktischen For-
das forschungsnahe Lernen. Impact Free 18. schung. Impact Free 3. Hamburg.
Hamburg. Reinmann, G. (2016). Entwicklungen in der
Klages, B. (2018). Utopische Figurationen Hochschuldidaktik. Impact Free 2. Hamburg.
hochschulischer Lehrkörper – zum transforma- Reinmann, G. (2016). Forschungsorientierung
torischen Potenzial von Utopien am Beispiel in der akademischen Lehre. Impact Free 1.
kollektiver Lehrpraxis an Hochschulen. Impact Hamburg.
Free 17. Hamburg.
Burger, C. (2018). Weiterbildung für diversi-
tätssensible Hochschullehre: Gedanken und
erste Ergebnisse. Impact Free 16. Hamburg.
Reinmann, G. (2018). Strategien für die Hoch-
schullehre – eine kritische Auseinandersetzung.
Impact Free 15. Hamburg.
Reinmann, G. (2018). Shift from Teaching to
Learning und Constructive Alignment: Zwei
hochschuldidaktische Prinzipien auf dem Prüf-
stand. Impact Free 14. Hamburg.
Reinmann, G. (2017). Empirie und Bildungs-
philosophie – eine analoge Lektüre. Impact
Free 13. Hamburg.
IMPACT FREE 43 (Januar 2022) Rachbauer & de ForestSie können auch lesen
