Sonia Hetzner | Friedrich-Alexander-Universität Erlangen-Nürnberg (original) (raw)
Papers by Sonia Hetzner
International Journal of Emerging Technologies in Learning (iJET), 2010
This paper, summarises the Creative Learning with Serious Games workshop that took place in the F... more This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-ofthe- art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop.
Der vorliegende Artikel beleuchtet erfolgreiche Wege, die Digitalisierung der Lehre im Hochschulk... more Der vorliegende Artikel beleuchtet erfolgreiche Wege, die Digitalisierung der Lehre im Hochschulkontext voranzubringen. Entlang eines strukturierten Beratungsprozesses wurden an konkreten Lehrveranstaltungen maßgeschneiderte mediengestützte Konzepte zur Ergänzung der Präsenzlehre entwickelt, umgesetzt und im Rahmen eines kontinuierlichen Verbesserungsprozesses evaluiert. Zur Unterstützung konnten Finanzmittel für studentische Hilfskräfte, konzeptionelle Beratung sowie Ausbildung in relevanten Tools und mediendidaktischen Fragen zur Verfügung gestellt werden. Das Ziel "Hilfe zur Selbsthilfe" stand dabei stets im Fokus, um die erarbeiteten Konzepte und das Know-how nachhaltig an der Hochschule zu etablieren. Die im Fokus stehendenden abschließenden Evaluationen der ersten Förderphase zeigten positive Einstellungen gegenüber den eingesetzten Zusatzangeboten. Darüber hinaus steht auch die Suche nach erfolgskritischen Aspekten im Fokus. (DIPF/Orig.)
Abstract—Scientific inquiry is at the core of the curricula of schools and universities across Eu... more Abstract—Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Keywords-social learning, scientific inquiry, personal learning environment, cloud learning environment I.
The European Journal of Open, Distance and E-Learning, 2013
The number of older adults willing to engage in learning activities after retirement is increasin... more The number of older adults willing to engage in learning activities after retirement is increasing substantially; along with this development the need for innovative learning concepts responding to the specific requirements of older adults is obvious. Aspects such as socio-economic variances, diverge learning tradition and capability as well as mobility constrains characterize older learners. E-learning is very suitable to cope with the high heterogeneity of older learners. Learners can learn according to the own learning pace and interests. E-learning is effective and motivating for learning in later life, if key-principles of guidance and support are fulfilled. In this article, the evaluation results of an e-learning course for older adults (‘eLSe’ courses) are presented. The main focus of the research was to investigate if a high level of personalization possibilities in a course can help to balance heterogeneous characteristics such as age, gender and pre-knowledge within a lear...
EDEN Conference Proceedings, 2020
With the Covid-19-induced situation in the summer term 2020, instructors at campus universities w... more With the Covid-19-induced situation in the summer term 2020, instructors at campus universities were confronted with the need to radically modify their face-to-face teaching practices. Switching to teaching fully online, they needed to cope with an oftentimes little chartered pedagogical territory, adapt to online distance education practices and do so in a very short time. As part of an institutional evaluation of the summer term, this study draws on the responses of n = 29 instructors who reported zero years of prior experience with digital teaching at the outset of the summer term at one German university. It provides evidence on the kinds of tools that they used in their teaching, the most important learning experiences they identified and the elements they would like to modify in their future teaching.
The weSPOT project aims at propagating scientific inquiry as the approach for science learning an... more The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices. It lowers the threshold for linking everyday life with science teaching in schools by technology. weSPOT supports the meaningful contextualization of scientific concepts by relating them to personal curiosity, experiences, and reasoning. weSPOT addresses several challenges in the area of science learning and technology support for building personal conceptual knowledge. The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach. The project is focused on three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The foreseen weSPOT Toolkit gives smart support for personal scientific inquiry to address a lack of scientific inquiry skills in an age group of 12-25. The current deliverable, D2.4, outlines the inquiry guidance and assessment tutorial, to support teachers in their quest for scientific inquiry. The inquiry guidance tutorial includes several items that will introduce the weSPOT IBL model to the teachers, provide them with examples of how to use it in practice, describe the available tools and show them how they work. This diagnostic tutorial is focused on the diagnostic instrument which will look at the entire inquiry life cycle which may start with the formulation of a research question and may end with the valorisation of the results and it will cover the four different complexities of inquiry, from confirmation inquiry to open, self-directed inquiry. The second part of the deliverable focuses on the diagnostic framework describing the adopted approach. The weSPOT diagnostic instrument for inquiry skills and competences aimed at a) to establish a European baseline of the current level of inquiry skills in the target group and b) to demonstrate the potential of the weSPOT-technology for STEM-learning in general.
Viene proposto un approccio unico e innovativo sviluppando dei Serious Games per promuovere la co... more Viene proposto un approccio unico e innovativo sviluppando dei Serious Games per promuovere la condivisione della conoscenza e l'apprendimento intergenerazionale a partire da tecniche di Storytelling. Il concetto e il metodo sono stati sviluppati nell'ambito del progetto E-VITA, che si propone di sviluppare e sperimentare alcuni Serious Games per permettere alle nuove generazioni di "vivere" alcune esperienze di vita vissuta prima dell'Unione Europea, raccontate da persone più anziane. In questo modo la complessità del passato può essere sperimentata direttamente e compresa attraverso un gioco che rappresenta ciò che un tempo è stata una storia vera. Vengono presentati i primi risultati del progetto. E-VITA, simulazioni di vita in ambito intergenerazionale
International Journal of Metadata, Semantics and Ontologies, 2006
ABSTRACT
and other research outputs weSPOT: a cloud-based approach for personal and social inquiry
This paper, summarises the Creative Learning with Serious Games workshop that took place in the F... more This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-of- the-art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop.
Scientific inquiry is at the core of the curricula of schools and universities across Europe. weS... more Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Keywords-social learning, scientific inquiry, personal learning environment, cloud learning environment
Ariadna, 2016
As adult learners, and especially learners older than sixty years of age, are a very heterogenic ... more As adult learners, and especially learners older than sixty years of age, are a very heterogenic group, it is challenging to create learning concepts which suit the entire group and respect particular needs. E-learning can be a solution, as it is possible to learn very individually but still as part of a learning community when participating in an e-learning course. E-learning courses for older adults about ICT learning have revealed that this can be a very successful way of learning as long as some didactical principles are fulfilled, and communication and support is offered to the learner. This article describes some basic guidelines for successful ICT courses for older adults and offers a solution for older adults who still have negative feelings towards using ICT. With the possibilities of mobile learning, ICT literacy acquisition becomes even easier as tablet use requires less technology skills than the use of a standard computer. As first results of mobile learning for older adults are very promising, a new European project offers learning material for unexperienced users in four European countries. This project is also introduced in this article.
Lecture Notes in Computer Science, 2016
The International Journal of Science, Mathematics and Technology Learning, 2014
ABSTRACT The weSPOT project aims at propagating scientific inquiry as the approach for science le... more ABSTRACT The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it contains three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The current work outlines the pedagogical and diagnostic frameworks for scientific inquiry. The pedagogical framework is aimed at supporting informal, self-regulated learning settings as well as the embedding in a formal learning context. The scientific exploration process can take place independently, or in collaboration with others. The diagnostic framework focuses on the pedagogical diagnosis, which will be tailored to the ambitious aim of inferring students' inquiry and meta-cognitive skills as well as domain-specific knowledge from observational data tracked within the weSPOT environment. Pilot studies planned to be conducted in 16 test-beds across 6 EU countries will test the reference model and make use of the diagnostic instrument.
International Journal of Emerging Technologies in Learning (iJET), 2010
This paper, summarises the Creative Learning with Serious Games workshop that took place in the F... more This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-ofthe- art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop.
Der vorliegende Artikel beleuchtet erfolgreiche Wege, die Digitalisierung der Lehre im Hochschulk... more Der vorliegende Artikel beleuchtet erfolgreiche Wege, die Digitalisierung der Lehre im Hochschulkontext voranzubringen. Entlang eines strukturierten Beratungsprozesses wurden an konkreten Lehrveranstaltungen maßgeschneiderte mediengestützte Konzepte zur Ergänzung der Präsenzlehre entwickelt, umgesetzt und im Rahmen eines kontinuierlichen Verbesserungsprozesses evaluiert. Zur Unterstützung konnten Finanzmittel für studentische Hilfskräfte, konzeptionelle Beratung sowie Ausbildung in relevanten Tools und mediendidaktischen Fragen zur Verfügung gestellt werden. Das Ziel "Hilfe zur Selbsthilfe" stand dabei stets im Fokus, um die erarbeiteten Konzepte und das Know-how nachhaltig an der Hochschule zu etablieren. Die im Fokus stehendenden abschließenden Evaluationen der ersten Förderphase zeigten positive Einstellungen gegenüber den eingesetzten Zusatzangeboten. Darüber hinaus steht auch die Suche nach erfolgskritischen Aspekten im Fokus. (DIPF/Orig.)
Abstract—Scientific inquiry is at the core of the curricula of schools and universities across Eu... more Abstract—Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Keywords-social learning, scientific inquiry, personal learning environment, cloud learning environment I.
The European Journal of Open, Distance and E-Learning, 2013
The number of older adults willing to engage in learning activities after retirement is increasin... more The number of older adults willing to engage in learning activities after retirement is increasing substantially; along with this development the need for innovative learning concepts responding to the specific requirements of older adults is obvious. Aspects such as socio-economic variances, diverge learning tradition and capability as well as mobility constrains characterize older learners. E-learning is very suitable to cope with the high heterogeneity of older learners. Learners can learn according to the own learning pace and interests. E-learning is effective and motivating for learning in later life, if key-principles of guidance and support are fulfilled. In this article, the evaluation results of an e-learning course for older adults (‘eLSe’ courses) are presented. The main focus of the research was to investigate if a high level of personalization possibilities in a course can help to balance heterogeneous characteristics such as age, gender and pre-knowledge within a lear...
EDEN Conference Proceedings, 2020
With the Covid-19-induced situation in the summer term 2020, instructors at campus universities w... more With the Covid-19-induced situation in the summer term 2020, instructors at campus universities were confronted with the need to radically modify their face-to-face teaching practices. Switching to teaching fully online, they needed to cope with an oftentimes little chartered pedagogical territory, adapt to online distance education practices and do so in a very short time. As part of an institutional evaluation of the summer term, this study draws on the responses of n = 29 instructors who reported zero years of prior experience with digital teaching at the outset of the summer term at one German university. It provides evidence on the kinds of tools that they used in their teaching, the most important learning experiences they identified and the elements they would like to modify in their future teaching.
The weSPOT project aims at propagating scientific inquiry as the approach for science learning an... more The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices. It lowers the threshold for linking everyday life with science teaching in schools by technology. weSPOT supports the meaningful contextualization of scientific concepts by relating them to personal curiosity, experiences, and reasoning. weSPOT addresses several challenges in the area of science learning and technology support for building personal conceptual knowledge. The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach. The project is focused on three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The foreseen weSPOT Toolkit gives smart support for personal scientific inquiry to address a lack of scientific inquiry skills in an age group of 12-25. The current deliverable, D2.4, outlines the inquiry guidance and assessment tutorial, to support teachers in their quest for scientific inquiry. The inquiry guidance tutorial includes several items that will introduce the weSPOT IBL model to the teachers, provide them with examples of how to use it in practice, describe the available tools and show them how they work. This diagnostic tutorial is focused on the diagnostic instrument which will look at the entire inquiry life cycle which may start with the formulation of a research question and may end with the valorisation of the results and it will cover the four different complexities of inquiry, from confirmation inquiry to open, self-directed inquiry. The second part of the deliverable focuses on the diagnostic framework describing the adopted approach. The weSPOT diagnostic instrument for inquiry skills and competences aimed at a) to establish a European baseline of the current level of inquiry skills in the target group and b) to demonstrate the potential of the weSPOT-technology for STEM-learning in general.
Viene proposto un approccio unico e innovativo sviluppando dei Serious Games per promuovere la co... more Viene proposto un approccio unico e innovativo sviluppando dei Serious Games per promuovere la condivisione della conoscenza e l'apprendimento intergenerazionale a partire da tecniche di Storytelling. Il concetto e il metodo sono stati sviluppati nell'ambito del progetto E-VITA, che si propone di sviluppare e sperimentare alcuni Serious Games per permettere alle nuove generazioni di "vivere" alcune esperienze di vita vissuta prima dell'Unione Europea, raccontate da persone più anziane. In questo modo la complessità del passato può essere sperimentata direttamente e compresa attraverso un gioco che rappresenta ciò che un tempo è stata una storia vera. Vengono presentati i primi risultati del progetto. E-VITA, simulazioni di vita in ambito intergenerazionale
International Journal of Metadata, Semantics and Ontologies, 2006
ABSTRACT
and other research outputs weSPOT: a cloud-based approach for personal and social inquiry
This paper, summarises the Creative Learning with Serious Games workshop that took place in the F... more This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-of- the-art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop.
Scientific inquiry is at the core of the curricula of schools and universities across Europe. weS... more Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Keywords-social learning, scientific inquiry, personal learning environment, cloud learning environment
Ariadna, 2016
As adult learners, and especially learners older than sixty years of age, are a very heterogenic ... more As adult learners, and especially learners older than sixty years of age, are a very heterogenic group, it is challenging to create learning concepts which suit the entire group and respect particular needs. E-learning can be a solution, as it is possible to learn very individually but still as part of a learning community when participating in an e-learning course. E-learning courses for older adults about ICT learning have revealed that this can be a very successful way of learning as long as some didactical principles are fulfilled, and communication and support is offered to the learner. This article describes some basic guidelines for successful ICT courses for older adults and offers a solution for older adults who still have negative feelings towards using ICT. With the possibilities of mobile learning, ICT literacy acquisition becomes even easier as tablet use requires less technology skills than the use of a standard computer. As first results of mobile learning for older adults are very promising, a new European project offers learning material for unexperienced users in four European countries. This project is also introduced in this article.
Lecture Notes in Computer Science, 2016
The International Journal of Science, Mathematics and Technology Learning, 2014
ABSTRACT The weSPOT project aims at propagating scientific inquiry as the approach for science le... more ABSTRACT The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it contains three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The current work outlines the pedagogical and diagnostic frameworks for scientific inquiry. The pedagogical framework is aimed at supporting informal, self-regulated learning settings as well as the embedding in a formal learning context. The scientific exploration process can take place independently, or in collaboration with others. The diagnostic framework focuses on the pedagogical diagnosis, which will be tailored to the ambitious aim of inferring students' inquiry and meta-cognitive skills as well as domain-specific knowledge from observational data tracked within the weSPOT environment. Pilot studies planned to be conducted in 16 test-beds across 6 EU countries will test the reference model and make use of the diagnostic instrument.