EHL10 01 - Versionsgeschichte

Aloha: /* Werte, Regeln und Normen */

2012-05-23T08:01:53Z

Werte, Regeln und Normen

← Nächstältere Version		Version vom 23. Mai 2012, 10:01 Uhr
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	===Werte, Regeln und Normen ===		===Werte, Regeln und Normen ===

	* (...) it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[~~EHL10~~, pg. 306-307]]]		* (...) it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10_01, pg. 306-307]]]

Aloha am 13. Mai 2012 um 16:30 Uhr

2012-05-13T16:30:57Z

← Nächstältere Version		Version vom 13. Mai 2012, 18:30 Uhr
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	==[[E-Learning]] : Web 2.0 und Kompetenzentwicklungsprozesse ==		==[[E-Learning]] : Web 2.0 und Kompetenzentwicklungsprozesse ==

	* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. ~~[…]~~<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization[...], as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]		* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. (...)<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization (...), as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]
	<gallery style="margin-left:20px;">		<gallery style="margin-left:20px;">
	Datei:Ehl10 01 s310.png\|aus [EHL10_01, pg. 310]		Datei:Ehl10 01 s310.png\|aus [EHL10_01, pg. 310]
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	===Allgemeines===		===Allgemeines===

	* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]		* (...) conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]

	=== Bestandteile des Modells ===		=== Bestandteile des Modells ===
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	===Werte, Regeln und Normen ===		===Werte, Regeln und Normen ===

	* [...] it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10, pg. 306-307]]]		* (...) it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10, pg. 306-307]]]

Aloha: /* E-Learning : Web 2.0 und Kompetenzentwicklungsprozesse */

2012-04-27T16:35:07Z

E-Learning : Web 2.0 und Kompetenzentwicklungsprozesse

← Nächstältere Version		Version vom 27. April 2012, 18:35 Uhr
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	* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. […]<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization[...], as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]		* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. […]<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization[...], as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]
	<gallery style="margin-left:20px;">		<gallery style="margin-left:20px;">
	Datei:Ehl10 01 s310.png\|~~Abb.~~ aus [EHL10_01, pg. 310]		Datei:Ehl10 01 s310.png\|aus [EHL10_01, pg. 310]
	Datei:Ehl10 01 s311.png\|~~Abb.~~ aus [EHL10_01, pg. 311]		Datei:Ehl10 01 s311.png\|aus [EHL10_01, pg. 311]
	Datei:Ehl10 01 s312.png\|~~Abb.~~ aus [EHL10_01, pg. 312]		Datei:Ehl10 01 s312.png\|aus [EHL10_01, pg. 312]
	</gallery>		</gallery>

Aloha: /* E-Learning : Web 2.0 und Kompetenzentwicklungsprozesse */

2012-04-27T16:34:24Z

E-Learning : Web 2.0 und Kompetenzentwicklungsprozesse

← Nächstältere Version		Version vom 27. April 2012, 18:34 Uhr
Zeile 5:		Zeile 5:
	* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. […]<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization[...], as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]		* The question of the emotional labilization is, in my point of view, also the leading question when designing e-Learning that furthers competences. <br>Regarding the new instruments, methods, and processes of Web 2.0, it is possible to ask which potential they have to spark further and accompany true changes and development of competences when exhausting all possibilities. […]<br>The following Table 22.1 briefly explains the instruments and methods and lists the optimal potential for labilization[...], as relating to personal (P), activity-related (A), subject-specific-methodological (S), and socio-communicative (SC) competences. A high degree of labilization concerning P means, for example, that this instrument can be used very effectively for the development of personal competence in e-Learning (Erpenbeck and Sauter 2007). [[quellen#ehl10_01\|[EHL10_01, pg. 309]]]
	<gallery style="margin-left:20px;">		<gallery style="margin-left:20px;">
	Datei:Ehl10 01 s310.png		Datei:Ehl10 01 s310.png\|Abb. aus [EHL10_01, pg. 310]
	Datei:Ehl10 01 s311.png		Datei:Ehl10 01 s311.png\|Abb. aus [EHL10_01, pg. 311]
	Datei:Ehl10 01 s312.png		Datei:Ehl10 01 s312.png\|Abb. aus [EHL10_01, pg. 312]
	</gallery>		</gallery>

Aloha: /* Bestandteile des Modells */

2012-04-25T13:19:46Z

Bestandteile des Modells

← Nächstältere Version		Version vom 25. April 2012, 15:19 Uhr
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	* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]		* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]

	== Bestandteile des Modells ==		=== Bestandteile des Modells ===

	* Knowledge alone is impotence. It is competence that enables someone to act. Emotional labilization secures the stability of competence development. [[quellen#ehl10_01\|[EHL10_01, pg. 312]]]		* Knowledge alone is impotence. It is competence that enables someone to act. Emotional labilization secures the stability of competence development. [[quellen#ehl10_01\|[EHL10_01, pg. 312]]]

Aloha: /* Inklusionsmodell */

2012-04-25T13:19:27Z

Inklusionsmodell

← Nächstältere Version		Version vom 25. April 2012, 15:19 Uhr
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	==[[Inklusionsmodell]]==		==[[Inklusionsmodell]]==
	===~~Allgemeine Aussagen~~ ===		===Allgemeines===

	* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]		* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]

			== Bestandteile des Modells ==

			* Knowledge alone is impotence. It is competence that enables someone to act. Emotional labilization secures the stability of competence development. [[quellen#ehl10_01\|[EHL10_01, pg. 312]]]

	===Werte, Regeln und Normen ===		===Werte, Regeln und Normen ===

	* [...] it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10, pg. 306-307]]]		* [...] it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10, pg. 306-307]]]

Aloha am 25. April 2012 um 13:17 Uhr

2012-04-25T13:17:24Z

← Nächstältere Version		Version vom 25. April 2012, 15:17 Uhr
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	Datei:Ehl10 01 s312.png		Datei:Ehl10 01 s312.png
	</gallery>		</gallery>


	==[[Inklusionsmodell]]==		==[[Inklusionsmodell]]==
			===Allgemeine Aussagen ===
	* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]		* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]

			===Werte, Regeln und Normen ===
			* [...] it is apparent that abilities, informational knowledge, and qualifications are indispensable foundations for competence development, but are not competences themselves. Competences are actually constituted by interiorized rules, values (validation), and norms: that is, rules, values (validation), and norms transformed into one's own emotions and motivations. The process of interorization, however, is much more difficult to control, more open in its results, and basically entirely different in its makeup than the simple passing on of knowledge. [[quellen#ehl10_01\|[EHL10, pg. 306-307]]]

Aloha: /* Inklusionsmodell */

2012-04-25T13:15:08Z

Inklusionsmodell

@@ Zeile 1: / Zeile 1: @@
 <div style="color:grey">Im folgenden werden alle Zitate aufgelistet, die aus der Quelle [[quellen#ehl10_01|[EHL10_01] ]] stammen. Sie sind nach den Seitenthemen, in denen sie vorkommen, gegliedert.</div>
 ==[[Inklusionsmodell]]==
 * [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01|[EHL10_01, S. 299]]]

Aloha am 25. April 2012 um 13:02 Uhr

2012-04-25T13:02:52Z

← Nächstältere Version		Version vom 25. April 2012, 15:02 Uhr
Zeile 1:		Zeile 1:
	<div style="color:grey">Im folgenden werden alle Zitate aufgelistet, die aus der Quelle [[quellen#~~ehl10_10~~\|[~~EHL10_10~~] ]] stammen. Sie sind nach den Seitenthemen, in denen sie vorkommen, gegliedert.</div>		<div style="color:grey">Im folgenden werden alle Zitate aufgelistet, die aus der Quelle [[quellen#ehl10_01\|[EHL10_01] ]] stammen. Sie sind nach den Seitenthemen, in denen sie vorkommen, gegliedert.</div>

	==[[Inklusionsmodell]]==		==[[Inklusionsmodell]]==
	* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]		* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]

Aloha am 25. April 2012 um 12:36 Uhr

2012-04-25T12:36:20Z

← Nächstältere Version		Version vom 25. April 2012, 14:36 Uhr
Zeile 1:		Zeile 1:
	<div style="color:grey">Im folgenden werden alle Zitate aufgelistet, die aus der Quelle [[quellen#~~ehl10~~\|[~~EHL10~~] ]] stammen. Sie sind nach den Seitenthemen, in denen sie vorkommen, gegliedert.</div>		<div style="color:grey">Im folgenden werden alle Zitate aufgelistet, die aus der Quelle [[quellen#ehl10_10\|[EHL10_10] ]] stammen. Sie sind nach den Seitenthemen, in denen sie vorkommen, gegliedert.</div>

	==[[ ~~E-Learning~~]]==		==[[Inklusionsmodell]]==
			* [...] conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences. [[quellen#ehl10_01\|[EHL10_01, S. 299]]]
	* ~~More~~ and ~~more educational scenarios or ''landscapes'' are developed utilizing Blogs~~, ~~Wikis, Podcasts~~, and ~~e-portfolios. Web 2.0 tools give~~ learners ~~much more control, through enabling learners easily to access, modify, or develop their~~ own ~~digital learning materials;~~ and ~~web~~ 2.0 ~~tools enable social learning networks that transcend the bounds of an individual class of students, thus blurring the distinction between formal and informal learning~~. [[quellen#~~ehl10~~\|[~~EHL10~~, ~~Foreword, pg~~. v]]]
	** <div style="color:grey">Forword written by Tony Bates.</div>