After my leave I got so many wonderful messages – I was pretty surprised about so much kindness and farewells. How does this sound?! 🙂
„It’s been a privilege to work with you. DOIT has been the largest consortium I have participated in and also the best managed. There were a lot of good practises that have informed my future work in research project management.“
Some of the messages I took on this collage and if I will take a glimpse on it to comfort myself from time to time 😀 . Thanks <3<3<3
On 31 of March is my last day as an employee of Salzburg Research and I had already my last day as coordinator of the H2020 Initiative 2020 DOIT.
For 13,5 years I worked for Salzburg Research in various projects and positions – as project manager and/or key / senior researcher. I am grateful for this time – I was able to contribute to and shape various challenging research topics over many years – from social media and online communities to makerspaces and open eduational resources. And it was also uncomplicated with three children in my own household – thanks to part-time work and home office arrangements. An academic career at a university with children would probably be unthinkable – thank you, Salzburg Research! A warm goodbye to my dear colleagues – I am sure we will meet again in the future 🙂
Leaving an H2020 project as coordinator 6 months before completion is a challenge for the remaining project management. But the great team will surely succeed. I will think of you – especially on October 21st! Bring the project to a great end!
A change after such a long time is well thought out and I am looking forward to announce in next week where I will be involved in the future – with much enthusiasm and (pre-)joy!
Our contribution to the Edurobotics conference 2018 got published right now. According to the title „Designing a Makerspace for Children – Let’s Do It“ we described our first Makerdays 2015.
When makerspaces are designed for children, special motivation and reasoning needs to be made. Within this article, we describe a case study: A temporary four-day open makerspace for about 40 children per day. Motivation, considerations and the development process as well as the actual realization are described and discussed. We comment on how such a space for children and adolescents should be arranged for future studies. As described, considerations in terms of participation, peer tutoring and gender mainstreaming influence the design of the space, the methods used, as well as the general setting.
Abstract of the publication
[article @ publisher’s homepage]
[draft @ ResearchGate]
Reference: Schön S., Ebner M., Grandl M. (2020). Designing a Makerspace for Children – Let’s Do It. In: Moro M., Alimisis D., Iocchi L. (eds) Educational Robotics in the Context of the Mak-er Movement. Edurobotics 2018. Advances in Intelligent Systems and Computing, vol 946., pp. 3-15 Springer, Cham
Last week I got the honour to present the DOIT project at the Research Center of the EC.
Sandra Schön (2020). Entrepreneurial skills for young social innovators from 6 to 16 years. Presentation in the „Social innovation seminar – Concept definition, frontier research and societal impact“. Seminar at the European Commission, Jointly organised by ERCEA and REA, 23. Januar 2020 in Brüssel.
Ich darf heute beim Netzwerktreffen der Initiative „Ich kann was!“ der Deutschen Telekom Stiftung eine Einführung in das Making mit Kindern geben und hoffe, damit viele zu begeistern – und andere, die schon dabei sind, noch mehr Futter und Argumente zu geben, dass das, was sie da tun wichtig und richtig ist. Hier die Vortragsfolien zum mit- und nachlesen:
Sandra Schön (2020). Making in der Kinder- und Jugendarbeit – Herausforderungen und Chancen. Keynote für „Make it happen! – Digitale Ermöglichungsräume in der offenen Kinder- und Jugendarbeit“, Netzwerktagung „Ich kann was!“ 2020, 24. Januar 2020 in Bonn.
Our contribution to the book „Emerging Technologies and Pedagogies in the Curriculum“ got published right now. Following the title „More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond“ we described different scenarios how MOOCs can be used in (Higher) Education. Furthermore, we also did a short summary of the outcome, which you can find here.
Abstract: Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.
Reference: Ebner M., Schön S., Braun C. (2020) More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond. In: Yu S., Ally M., Tsinakos A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. pp. 75-87 Springer, Singapore
We produced a folder as a short overview of our research work with MOOCs called „Seven teaching and learning scenarios with MOOCs“. The research-based on interviews with educational experts and their work with MOOCs over 5 years.
The folder is available in English and German on Slideshare (for embedding) as well as .pdf (for download):
Our article about „Open educational resources in continuing adult education: development in the German-speaking area“ got published in the Journal „Smart Learning Environment„. We aimed to give a short overview of the situation in the German-speaking area.
Open Educational Resources (OER) allow many different uses in educational work that are excluded from traditional materials by copyright laws, such as modifying and republishing existing materials. This article examines the current role of OER in the field of adult education in German-speaking area, especially in Germany, Austria and Switzerland. Although nowadays the topic of digitization is given a high strategic importance in continuing education in Switzerland, OER plays just a subordinate role there.
Website Smart Learning Environment
Im Rahmen der heurigen Jahrestagung der GMW in Berlin haben wir einen Beitrag verfasst zu „Mehr als nur ein MOOC – Sieben Lehr-und Lernszenarien zur Nutzung von MOOCs in der Hochschullehre und anderen Bildungsbereichen„.
Seit 2010 sind Massive Open Online Courses (MOOCs) eines der am häufigsten diskutierten und beforschten Themen im Bereich der Lehr- und Lerntechnologien. Aufgrund des offenen und kostenfreien Zugangs ziehen solche Kurse tausende von Lernenden weltweit an; auch immer mehr Hochschulen beginnen, eigene MOOCs zu produzieren. Im vorliegenden Artikel werden MOOCs und damit verknüpfte Lehr- und Lernszenarien betrachten. Langjährige Erfahrungen mit diversen MOOCs haben gezeigt, dass diese von Lehrenden oder Lernenden auf unterschied-liche Art und Weisen eingesetzt werden. Im Beitrag werden sieben MOOC-Lehr- und -Lernszenarien beschrieben: der konventionelle MOOC, der Intro-MOOC, der Blended-MOOC, der Inter-MOOC, der Inverse-Blended-MOOC, der Flipped-MOOC und der Vorlegungs-MOOC. Mit dieser aktuellen Typologie von Lehr- und Lernszenarien an Hochschulen (und weiteren Bildungssektoren) und den Fallbei-spielen wird gezeigt, dass ein MOOC eben „mehr als nur ein MOOC“ sein kann.
Zitation: Ebner, M., Braun, C., Schön, S. (2019). Mehr als nur ein MOOC – Sieben Lehr- und Lernszenarien zur Nutzung von MOOCs in der Hochschullehre und anderen Bildungsbereichen. In: Jörg Hafer, Martina Mauch & Marlen Schumann (Hrsg.), Teilhabe in der digitalen Bildungswelt, GMW Proceedings 2019, Medien in der Wissenschaft, Band 75, Münster: Waxmann, S. 138-149
At 14th of November 2019, the Austrian DOIT partners had a joint public presentation hosted by the University of Applied Arts in Vienna. The event was organised by Univ.-Prof. Mag. Dr. Ruth Mateus-Berr, leader of the Center for Didactics of Art and Interdisciplinary Education. Her students, future teacher of arts and handicrafts, participated actively as well several other guests from the university.
Slides presented by Dr. Sandra Schön (Salzburg Research):