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Empowering digital literacies in study programme orientation
Volker Eisenlauerhttp://www.eisenlauer.com/
http://module.org/
Study programme orientationafter the Bologna reform
Studying after Bologna
• Bachelor Master degree system
• Credit Points (ECTS)
• Modular system
• Course catalogues
Dropout in European higher education
need for access to better information before student enter higher education (Österreichischer Wissenschaftsrat, 2014, p. 21ff)
Study orientation through Course Catalogues
Heterogeneous catalogue formatsacross disciplines, institutions and countries
The exact format of the Catalogue is to be decided by the institution. It may be considered more appropriate to separate the general information for students from the academic information.
European Commission 2009, "ECTS Users' Guide“,
Office for Official Publications of the European Communities:
Luxembourg: p. 27.
Catalogues lack standardisation across institutions
Standardisation of course catalogues in the EHEA
The situation• high student numbers• student mobility• changing majors
Course Catalogues• difficult to understand• make it hard to get an
overview
Standardisation supports• overview of
key contents requirements schedule of studies
• study programme selection/orientation across disciplines institutions countries
Digital Literacies
Literacy & Digital Literacy
• reading & writing• participating• reflecting
Digital Literacy
Literacy
Hypertextuality
Interactivity
Textautomation
Survey: resources for study programme orientation
UniversityWebsites
Talkwith
friends
Infoportals
SocialMedia
InfoBrochures
Books,journals
Opendays
Aptitudetest
Studentcounselling
Highereducation
fairs
Unireviewportals
very helpful helpful Limited helpful little helpful not helpful not used
Survey: resources for study programme orientation
UniversityWebsites
Talkwith
friends
Infoportals
SocialMedia
InfoBrochures
Books,journals
Opendays
Aptitudetest
Studentcounselling
Highereducation
fairs
Unireviewportals
App for study selection/orientation
• brings information together
• presents it in a uniform way
• implements social-media logics
• can be shown to friends/family
module.org -an App forprogramme selection,orientation and organisation
module.org – overviewing & organizing study modules
module.org
Comprehensive and standardized overview • supports school graduates in their choices of study• promotes study choices across European universities
(Bologna)
Universities:• acquire extensive insights into contents and
requirements of study programmes• attain greater visibility among suitable candidates
Information, Study Selection and Orientation
module.org
Students• organize their study plans and manage dates• keep track of study performances and monitor their
study progress• Collaborative study organisation practices
Tracked data on can be used by universities for strategy development
Study Organisation
module.org
Students• share performances with friends and family • export of transcript of records• suitable Master programs & job offers as incentives
for completed study units
Universities & Companies• targeted marketing of Master programmes• Visibility to organizations/companies in the entire
EHEA
Motivation, advanced degrees and career opportunities
module.org - stakeholders
hochschulleitung
Pupils & First yearstudents
Advanced Students
Student InternsBA Graduates
Advisers(academic/career)
Student councils
Universities
University Boards
Companies(in planning)
In a nutshell
• need for a more uniform presentation of course catalogues in the EHEA
• module.org offers an innovative solution to this problem
• try out the App on http://module.org
Bibliography
Baumeister, R. & Vohs, K. (2013). Handbook of Self-Regulation, Research, Theory, and Applications. New York: The Guilford Press.
Eisenlauer, Volker & Pflaeging, Jana (to appear). Englisch zum Selberbasteln. Medienlinguistische und sprachdidaktische Überlegungen zur Konzeption einer Vokabel-Lern App, in Ißler, R. & U. Küchler (Hrsg.). Impulse zur Fremdsprachendidaktik Bonn: Ruprecht.
Eisenlauer, Volker (2014). Multimodality in Mobile-Assisted Language Learning, in Kalz, M., Bayyurt, Y. & M. Specht (eds.). Mobile as Mainstream - Towards Future Challenges in Mobile Learning. Heidelberg: Springer. 328-338.
Eisenlauer, Volker (2014). Facebook as a Third Author (semi)automated participation frameworks in Social Network Sites, in Eisenlauer, V. & M. Frobenius (eds.). Participation framework revisited: (new) media and their audiences/users. Journal of Pragmatics, Special Issue Vol. 72. Amsterdam: Benjamins. 73-85.
European Commission 2009, "ECTS Users' Guide“, Office for Official Publications of the European Communities: Luxembourg: p. 27.
Jenkins, H. et al. (2013). Spreadable Media: Creating Value and Meaning in a Networked Culture. New York: New York University Press.
Österreichischer Wissenschaftsrat (2014): Zur Studieneingangs- und Orientierungsphase (StEOP) an Österreichs Universitäten Stellungnahme und Empfehlungen. Wien: Österreichischer Wissenschaftsrat: http://www.fteval.at/upload/Zur_Studieneingangs- und_Orientierungsphase_an_Oesterreichs_Universitaeten.pdf
Paivio, A. (1991). „Dual Coding Theory: Retrospect and Current Status.“ Canadian Journal of Psychology, 45.3, 255-287.
Zichermann, G. & Cunningham, C. (2011). Gamification by Design. Sebastopol, CA: O'Reilly Media.
Feedback:Volker Eisenlauerhttp://www.eisenlauer.com/
http://module.org/
Thank You!
