“Evolution of Knowledge Sharing of Education …
375
in learning marks the center of all endeavours. The four main contentual, didactical and technological pillars influence the learning process and shape the distinct
organisation of the project:
1. learning is supposed to happen through a research-oriented examination in the
topic of sustainability (upper axis “didactics/research-orientation–content”),
2. didactical processes are supposed to be supported with innovative
video techniques, e.g. collaborative annotation and analysis (left axis
“technology/video–didactics”),
3. the condition of increasing cohorts of students is supposed to be utilised
in order to constitute new didactical settings for crowd-learning (right axis
“content/findings–organisation”), and
4. all resulting, mainly video-related artefacts, are supposed to be organised in a way
that allows for iterative enhancements of overall quality user-generated content
(lower axis “technology–organisation/research-stream”).
Each of the four pillars is related to one higher education institute, with the
University of Bremen being responsible for ensuring the learning effectiveness of
all developments with regards to the solely digital transmission of ESD. All conceptual considerations within SCoRe are being made after careful consultation of all
respective partners and subsequently put into practice by the cooperating software
development company.
6.1 Methodical Approach of the Project
The scientific and contentual approach of SCoRe is based on the principles of designbased research. In doing so, the project commits itself to an incremental approach
of developing specific and tangible artefacts (prototypes) for students to engage
with. The goal is to identify innovative approaches to current problems regarding the
transmission of ESD in solely digital contexts. As mentioned above, the topic of ESD
itself is characterised by certain difficulties regarding a holistic teaching outcome
(“teaching for sustainability”). In combination with the setting of a truly digital
implementation of teaching in the context of large and ever-growing cohorts, SCoRe
has to face serious challenges—making it not entirely promising to solely explore
and combine existing research findings. Rather, it seems senseful to create small
entities (be they innovative digital task formats, video-techniques or experiments)
that are capable of putting single facets of the overall research interest to test (Bakker
2019). Over time, these prototypes relate to more and more components of the overall
problem-setting, which SCoRe has to find answers to. The design-based approach,
switching between designing and evaluating resulting prototypes, is supposed to lead
to the creation of an online learning platform, where large groups of students can
engage with the topic of sustainability in a research-oriented way, while making use
of innovative video-features.
375
in learning marks the center of all endeavours. The four main contentual, didactical and technological pillars influence the learning process and shape the distinct
organisation of the project:
1. learning is supposed to happen through a research-oriented examination in the
topic of sustainability (upper axis “didactics/research-orientation–content”),
2. didactical processes are supposed to be supported with innovative
video techniques, e.g. collaborative annotation and analysis (left axis
“technology/video–didactics”),
3. the condition of increasing cohorts of students is supposed to be utilised
in order to constitute new didactical settings for crowd-learning (right axis
“content/findings–organisation”), and
4. all resulting, mainly video-related artefacts, are supposed to be organised in a way
that allows for iterative enhancements of overall quality user-generated content
(lower axis “technology–organisation/research-stream”).
Each of the four pillars is related to one higher education institute, with the
University of Bremen being responsible for ensuring the learning effectiveness of
all developments with regards to the solely digital transmission of ESD. All conceptual considerations within SCoRe are being made after careful consultation of all
respective partners and subsequently put into practice by the cooperating software
development company.
6.1 Methodical Approach of the Project
The scientific and contentual approach of SCoRe is based on the principles of designbased research. In doing so, the project commits itself to an incremental approach
of developing specific and tangible artefacts (prototypes) for students to engage
with. The goal is to identify innovative approaches to current problems regarding the
transmission of ESD in solely digital contexts. As mentioned above, the topic of ESD
itself is characterised by certain difficulties regarding a holistic teaching outcome
(“teaching for sustainability”). In combination with the setting of a truly digital
implementation of teaching in the context of large and ever-growing cohorts, SCoRe
has to face serious challenges—making it not entirely promising to solely explore
and combine existing research findings. Rather, it seems senseful to create small
entities (be they innovative digital task formats, video-techniques or experiments)
that are capable of putting single facets of the overall research interest to test (Bakker
2019). Over time, these prototypes relate to more and more components of the overall
problem-setting, which SCoRe has to find answers to. The design-based approach,
switching between designing and evaluating resulting prototypes, is supposed to lead
to the creation of an online learning platform, where large groups of students can
engage with the topic of sustainability in a research-oriented way, while making use
of innovative video-features.