climb your next step: how can e-learning promote the change from school to university?

CLIMB YOUR NEXT STEP

How can E-Learning promote the Transition from School to University?

This project is entirely supported by theEuropean Social Fund and the FreeState of Saxony.

Sindy Riebeck

Technical University DresdenMedia CenterDept. Educational Research and Services

6th International Conference of Education, Research and InnovationSeville, 19th November 2013

Initial conditions (1)

First-year student and completion rates are rising, but still lower than the OECD average

(OECD 2012)

OECD: 62% first-year students & 39% completion

GERMANY: 42% first-year students & 30% completion

Sindy RiebeckICERI 2013


Still high study drop-out rates (OECD 2010)

OECD: 31% drop-out

GERMANY: 33% drop-out

Reasons for drop-out:

Lack of identification with the subject of the study

Misconceptions of the subject of the study

Disorientation



„A study is hard work – students haven‘t the awareness for that.“ (biology)

„The transfer from knowledge and abilities to new problems is a long-term development.“

(chemics)

„80% of the students start to waffle in giving a speech.“ (physics)


Secondary School University

expectations and requirements

of universities

expectations and abilities

of high-school graduates

Initial conditions and objectives

1. First-year student and completion rates are rising, but still lower than the OECD

average (OECD 2012)

2. Still high drop-out rates (OECD 2010)

3. A gap between expectations and abilities of high-school graduates and expectations and

requirements of universities


What can we do?

Initial conditions and objectives

1. First-year student and completion rates are rising, but still lower than the OECD

average (OECD 2012)

2. Still high drop-out rates (OECD 2010)

3. A gap between expectations and abilities of high-school graduates and expectations and

requirements of universities


study orientation

study preparation

competency development

Support with suitable e-learning scenarios?

The Projects „UnIbELT“ & „KoSEL“

Transition from school to university

with the support of Internet-based

e-learning tools

2009 – 2012

Funded by European Social Fund /

Saxon Ministry for Education

24 e-learning courses (OLAT)

Competency development and study

orientation promoted by e-learning

2013 / 2014

Funded by European Social Fund / Saxon

Ministry for Education

24 + 9 e-learning courses (OLAT)

Sindy RiebeckICERI 2013 15

Project Management:

Faculty of Computer Sciences, Workgroup „Didactics of Computer Sciences / Teacher Education“

In cooperation with the Media Center

The Projects „UnIbELT“ & „KoSEL“


Since 2009

141 conducted courses

32 secondary schools

1.990 participating

high-school students

The general approach


•NO learning content from school lessons

• take up content from school and raise up to content from first study semestersCourse development

•All high schools and vocational schools which lead to a qualification for highereducation (via letter, e-mail, telephone)Contact schools

•min. 12 students, 1 teacher (OECD: approx. 50% of teachers > 50 years old)

• Login to learning platformStarting a course

•6 - 8 weeks

• Students deal with content and solve tasks, teacher supports learning processRunning a course

•Group interview with all students on-site

•Reflect learning process and give feedbackFinishing a course

•Multi-stage evaluation

•Accompanying the whole process of the projectEvaluation &

adaption

E-Portfolio Development of competencies for self-reflexion

Status quo:

Implementation in two courses („Scientific Work“ &

„Learning Techniques and Strategies“)

Courses are running in schools now group interviews in

December

Innovations „UnIbELT“ „KoSEL“


Development of competencies for communication,

cooperation and collaboration

Status quo:

Concepts for three courses are available

Technical implementation in learning platform is running

Virtual World

Course Example„Scientific (E-Portfolio)“


Virtual World – first screen shots


Checkliste

Structural model of competencies for specific

project needs

Different handling status in four courses (e-

portfolio implemented; virtual world in progress)

Two courses with e-portfolio in use at different

schools

First impressions: use of e-portfolio is quite

complicated

Concepts

Implementation

Use in schools

Feedback fromstudents & teachers

Adaptions


Thank you!

https://kosel.inf.tu-dresden.de

Sindy Riebeck

[email protected]
