12 Knowledge Management for Sustainability: The Spatial Dimension …
237
2019) confirm that virtually no schools in Germany apply enterprise resource planning (ERP) technologies, which are commonplace in industry, not even in a simple
way.
As information and communication devices, and related applications, increasingly
penetrate everyday private and professional life, behaviours also change. However,
learning can also take place in informal arrangements, whilst formal settings can be
configured and enriched in very different ways to one or two decades ago. This new
learning behaviour is characterised by:
• Interactivity,
• Anonymity,
• Individualisation,
• Hyper mediality,
• Topicality and
• Globality (Semar 2014: 12f).
This has been described briefly in Sect. 12.2. But a second change can already
be observed in addition to “new learning”, because the new technical conditions are
able to turn almost all learners into lecturers (whereby this term should be used with
caution, since it is usually associated with a formally proven teaching qualification).
Any individual who believes that they have specific knowledge or have solved a practical problem can create an explanatory video with the simplest of means; upload
it onto an appropriate internet platform; and hope that interested parties will find
it. It instantaneously becomes an educational offer, even though the material may
have not been elaborated with didactics in mind, and can be integrated into formal
learning arrangements without any barriers. A seventh point “Knowledge transfer
through production and distribution” can therefore be added to the above description of learning behaviour, whereby “Changed communication behaviour during the
learning process” would be a more precise description in many cases.
12.3.3 Economic Versus Educational Perspectives: A Sample
Case
To illustrate this development in the educational versus economic domain, the authors
decided to present a sample case in the context of one of the largest German university associations for digital learning, the Education Portal Saxony (Bildungsportal
Sachsen).The goal of this collaborative project, established only in 2019–2020,
focusing on “virtual teaching cooperation”, is to pilot cross-university teaching
processes, taking into account the didactics of collaborative teaching and learning,
ideally in a specialist domain and possibly between different university types. It also
seeks to develop solutions for cooperation with international partners. Furthermore,
the project seeks to promote the subject-independent (interdisciplinary) qualification
of educational staff to strengthen the effectiveness of the self-regulation of students
237
2019) confirm that virtually no schools in Germany apply enterprise resource planning (ERP) technologies, which are commonplace in industry, not even in a simple
way.
As information and communication devices, and related applications, increasingly
penetrate everyday private and professional life, behaviours also change. However,
learning can also take place in informal arrangements, whilst formal settings can be
configured and enriched in very different ways to one or two decades ago. This new
learning behaviour is characterised by:
• Interactivity,
• Anonymity,
• Individualisation,
• Hyper mediality,
• Topicality and
• Globality (Semar 2014: 12f).
This has been described briefly in Sect. 12.2. But a second change can already
be observed in addition to “new learning”, because the new technical conditions are
able to turn almost all learners into lecturers (whereby this term should be used with
caution, since it is usually associated with a formally proven teaching qualification).
Any individual who believes that they have specific knowledge or have solved a practical problem can create an explanatory video with the simplest of means; upload
it onto an appropriate internet platform; and hope that interested parties will find
it. It instantaneously becomes an educational offer, even though the material may
have not been elaborated with didactics in mind, and can be integrated into formal
learning arrangements without any barriers. A seventh point “Knowledge transfer
through production and distribution” can therefore be added to the above description of learning behaviour, whereby “Changed communication behaviour during the
learning process” would be a more precise description in many cases.
12.3.3 Economic Versus Educational Perspectives: A Sample
Case
To illustrate this development in the educational versus economic domain, the authors
decided to present a sample case in the context of one of the largest German university associations for digital learning, the Education Portal Saxony (Bildungsportal
Sachsen).The goal of this collaborative project, established only in 2019–2020,
focusing on “virtual teaching cooperation”, is to pilot cross-university teaching
processes, taking into account the didactics of collaborative teaching and learning,
ideally in a specialist domain and possibly between different university types. It also
seeks to develop solutions for cooperation with international partners. Furthermore,
the project seeks to promote the subject-independent (interdisciplinary) qualification
of educational staff to strengthen the effectiveness of the self-regulation of students