240
J. Schulz et al.
documents). The platform also contains a discussion forum. The aim of the platform
is primarily to enable the exchange of information and codified knowledge. An online
forum is the basis for developing a community of practice (CoP) for all those involved
in the funding measure provided by the German Federal Ministry of Education and
Research, i.e. scientists, practitioners, representatives from authorities, and so on.
The platform enables research results and products to be exchanged, analysed and
discussed, also to jointly initiate learning processes for sustainable land management
(Weith and Kaiser 2015).
The platform has a graphical user interface. In addition to full-text search, the
knowledge base can also be accessed by category-based search. Knowledge resources
are differentiated according to products, target group, topics, regions and projects in
sustainable land management. On the next level, these five categories are subdivided
again into group-specific headings, which also feature selected keywords.
The interactive knowledge platform enabled all registered users to upload their
own contributions (texts, images, etc.) between 2013 and 2018. Indexing of the
uploaded contributions in the upload area (input mask for uploading contributions)
played a major role. Indexing of contributions by the knowledge provider ensures
that knowledge stocks can be accessed by category. Category-based access enables
knowledge seekers to control the search results. The uploaded contributions were
simultaneously made available for discussion in the forum.
In addition to the creation of a knowledge platform, presentations for formalised
educational units for higher education were also developed (Weiterbildungsmodule).
These units, which focus on a specific topic (e.g. the connection of supply chain
management and sustainable land management), are also included in the knowledge platform, besides being specifically disseminated to organisations that deliver
vocational training.
In a recent study, Köhler et al. (2019) argue that, in 10 years’ time, higher education will resemble augmented human-computer interaction that actively combines
educational offers from different educational institutions in a virtual space. In their
fourth scenario, entitled “Open educational resources + open science - informal
learning using the offers of several universities on the basis of recommender systems”,
they state that “opening up of the university through digitalisation means that study
programs or learning objects from various providers are becoming more and more
widespread” when simultaneously “offers from the university are made accessible to
external users – which, although technically possible, has barely been implemented.”
The authors primarily see the following characteristics in this scenario:
• Students’ shared knowledge production in a connectivist learning setting;
• Learning objects that are not clearly assigned to a single university, but taken from
a virtual information market;
• The implementation of ‘trusted repositories’ as comprehensive subject-related
collections of digital teaching and knowledge objects in the form of OER, OAP,
etc.
J. Schulz et al.
documents). The platform also contains a discussion forum. The aim of the platform
is primarily to enable the exchange of information and codified knowledge. An online
forum is the basis for developing a community of practice (CoP) for all those involved
in the funding measure provided by the German Federal Ministry of Education and
Research, i.e. scientists, practitioners, representatives from authorities, and so on.
The platform enables research results and products to be exchanged, analysed and
discussed, also to jointly initiate learning processes for sustainable land management
(Weith and Kaiser 2015).
The platform has a graphical user interface. In addition to full-text search, the
knowledge base can also be accessed by category-based search. Knowledge resources
are differentiated according to products, target group, topics, regions and projects in
sustainable land management. On the next level, these five categories are subdivided
again into group-specific headings, which also feature selected keywords.
The interactive knowledge platform enabled all registered users to upload their
own contributions (texts, images, etc.) between 2013 and 2018. Indexing of the
uploaded contributions in the upload area (input mask for uploading contributions)
played a major role. Indexing of contributions by the knowledge provider ensures
that knowledge stocks can be accessed by category. Category-based access enables
knowledge seekers to control the search results. The uploaded contributions were
simultaneously made available for discussion in the forum.
In addition to the creation of a knowledge platform, presentations for formalised
educational units for higher education were also developed (Weiterbildungsmodule).
These units, which focus on a specific topic (e.g. the connection of supply chain
management and sustainable land management), are also included in the knowledge platform, besides being specifically disseminated to organisations that deliver
vocational training.
In a recent study, Köhler et al. (2019) argue that, in 10 years’ time, higher education will resemble augmented human-computer interaction that actively combines
educational offers from different educational institutions in a virtual space. In their
fourth scenario, entitled “Open educational resources + open science - informal
learning using the offers of several universities on the basis of recommender systems”,
they state that “opening up of the university through digitalisation means that study
programs or learning objects from various providers are becoming more and more
widespread” when simultaneously “offers from the university are made accessible to
external users – which, although technically possible, has barely been implemented.”
The authors primarily see the following characteristics in this scenario:
• Students’ shared knowledge production in a connectivist learning setting;
• Learning objects that are not clearly assigned to a single university, but taken from
a virtual information market;
• The implementation of ‘trusted repositories’ as comprehensive subject-related
collections of digital teaching and knowledge objects in the form of OER, OAP,
etc.