Introduction to the conference theme by Prof.Dr. Michaela Brohm
Wednesday 18 November, 9.10-10.30h
Prof. Dr. Michaela Brohm
Professor for empirical research on learning and instruction, and didactics at the University of Trier (Germany). Dr. phil at the University Fridericiana (Karlsruhe, Germany), doctoral thesis in musicology (with pedagogical-psychological focus). Formaly teacher for history and music at a gymnasium in southern germany. Consultant and coaching qualifications (diploma on the Federal Training and Consulting Cooperation (BaTB). E-Mail: brohm@uni-trier.de. More information on can be found here.
Title: Self regulation concerning social interaction: Theoretical and empirical foundations
Abstract:
The central task for educational institutions is to convey factual competences as well as personality-development. The core of personality-development is the development of social competences (empathy, problem-solving ability, ability to cooperate etc.), since it insures the coping of social and personal needs. The lecture will provide an overall view on the issue of this conference: the need of conveying social competences in institutional frameworks, the theoretical foundations and models of the concepts of social competences, aspects concerning the measurability and basic empirical findings will be presented and discussed in regard to educational practice.
Keynote 1 by Dr. Maarten de Laat
Wednesday 18 November, 10.30 - 11.45h
Maarten de Laat finished his PhD (supervised by Vic Lally, Robert-Jan Simons and Etienne Wenger) at the University of Utrecht on Networked Learning after which he worked in the UK for about 4 years. First at the E-learning Research Centre at the University of Southampton and later on the School of Education at the University of Exeter. Currently he works at the IVLOS, University of Utrecht in The Netherlands. You can find more information here.
Title: A networked learning perspective on teacher professional development
Abstract:
Networked learning is an emerging area of research and shows promising results for understanding and facilitating professional development in practice. Research shows how access to extended personal social networks and communities provide a rich source for discussing, sharing and solving work related questions and problems. This lecture will present an overview of empirical findings and illustrates how ICT can facilitate and cultivate networked learning effectively. Implications and suggestions for practice-based and practitioner research on networked learning will be discussed.
Keynote 2 by Prof.Dr. Filip Dochy
Thursday 19 November, 15.30-16.45h
Filip Dochy is professor at the Faculty of Psychology and Educational Sciences, Department of Educational Sciences of the KULeuven. His complete CV can be found here.
Title: Learning in teams and networks in education and professional practice: Results of Research and Theories
Abstract:
For many years new, cooperative or collaborative learning has been proved not only to be effective in educational settings, but also team learning has shown to be effective in professional practice. The lecture will provide an overview of key research in these fields, stressing the most important variables influencing the effect of learning in teams and illustrating their impact. Also a more broader picture is drawn, starting from learning in groups towards learning in networks at different levels (organizational learning, learning cities, learning regions, etc.). Finally, implications for practice will be summarized.
Keynote 3 by Otto Herz
Friday 20 November, 14.00-15.15h
Otto Herz has a diploma in Psychology, long-term research assistant of Prof. Dr. Hartmut von Hentig at the University of Bielefeld. He is co-founder of the only german lab school (Laborschule Bielefeld). Currently he is counsellor for all matters of education and formation as well as learning and instruction.
Title: Regional landscapes of education and learning - A concept for educational pracitce
Abstract:
Where do we learn best, most intensive and with high sustainability? In classrooms that show little to none stimulation and charm? Or rather in realistic, authentic, complex places without intended didactical background?
And who makes learning fascinating for us, takes us on adventures to discover, which we would usually avoid taking?
And what kind of rhythm of time fosters learning in an experimental and cognitive way? Minute-wise synchronisation? Spaces of time that result from the idea that we stay focused until we find any kind of insight?
Regional landscapes of education and learning propose an invitation to facilitate the 'de-schooling'. For the sake of social and factual competences, let us discover and explore regional landscapes of education and learning."