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E-Learning-Aktivitäten von Hochschulen haben häufig eine einseitige Ausrichtung auf die Unterstützung von Lehrveranstaltungen durch Technologien, insbesondere Lernmanagementsysteme. Dabei geraten die Studierenden als Zielgruppe nur mittelbar in den Blick. Diese Beobachtung nehmen die Autorinnen und Autoren des Bandes zum Anlass, das Lern-Erleben und die unterschiedlichen Phasen des Studiums aus Perspektive der Studierenden zu betrachten. Untersucht wird zudem, welche Unterstützungsangebote Hochschulen in welchen Phasen idealerweise bereitstellen. Die Autorinnen und Autoren formulieren detailliert, wie Hochschulen das studentische Lernen mit Hilfe von Social Software unterstützen können. Diese Empfehlungen basieren auf den Ergebnissen empirischer Untersuchungen sowie auf Fallstudien nationaler und internationaler Beispiele guter Praxis, die ausführlich präsentiert werden. Mit diesem Band möchten die Autorinnen und Autoren denjenigen, die in Bildungseinrichtungen des tertiären Sektors (aber auch in anderen Sektoren) tätig sind, konkrete Anregungen liefern, Unterstützungsangebote für das informelle Lernen von Studierenden mit Social Software stärker in den Blick zu nehmen und geeignete Angebote zu entwickeln. Die Publikation basiert auf Ergebnissen des Projekts "Learner Communities of Practice", das zwischen 2009 und 2012 als Verbundprojekt sächsischer Hochschulen mit Förderung durch das SMWK unter Leitung des Medienzentrums der TU Dresden bearbeitet wurde.

Hochschulbildung --- Social Software --- Community of Practice --- Studium --- Student Life Cycle --- Studieneingangsphase --- Orientierungsphase --- Persönliche Lernumgebung --- PLE --- Lernprozesse --- MyPaed --- TUgether --- Blogsystem --- KISD Spaces --- E-Portfolio --- E-Portfolio-Plattform --- Open Distributed Campus --- UMW Blogs --- CUNY Academic Commons --- Soziale Netzwerke --- Medien- und Umweltpädagogik --- Erwachsenenbildung

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Set in the rapidly changing world of the contemporary United Arab Emirates and bringing together detailed linguistic analysis with cutting edge social theory, this book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching, theorizing the students’ learning to teach in terms of the discursive construction of a teaching identity within an evolving community of practice. Both a study of the influence of issues such as gender and nationalism in language teacher education in the Middle East, as well as of the power of discourse and community in shaping identity, this book will be of relevance to anyone working in teacher education as well as to those with an interest in theorizations of discourse and identity.

English language --- English teachers --- Women --- Second language acquisition. --- Second language learning --- Language acquisition --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity --- Germanic languages --- Language teachers --- Study and teaching --- Arabic speakers. --- Training of --- Education --- Literature teachers --- ELT. --- Middle East. --- UAE. --- community of practice. --- discourse. --- identity. --- language teacher identity.

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Using second language (L2) socialization theory as a theoretical framework, this book investigates the ways in which four advanced learners of Japanese on an immersion program in the USA exercise their agency to pursue their language learning goals. The work presents their learner portraits and documents the different ways in which the four learners negotiate the meaning of their participations in the new community of practice, navigate and shape the trajectories of their learning and eventually achieve their goals of learning from their emic perspectives. The book re-examines Norton’s (2000) constructs of investment, investigates its applicability and argues that L2 learners’ desires and drives for learning an L2 are more diverse, unique and contextually situated than Norton’s notion of investment alone can explain. The research will be of interest to researchers and students in the fields of applied linguistics, second language acquisition, foreign language education and language and literacy education.

Community of practice. --- Ethnographic studies. --- L2 Japanese learning. --- L2 learner agency. --- L2 learner variability. --- L2 learners of Japanese. --- L2 socialization theory. --- L2 socialization. --- Middlebury Language Schools. --- Norton’s (2000) notion of investment. --- Second language socialization. --- language learner agency. --- language learner trajectories. --- narrative inquiry. --- stories of L2 learners. --- LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics.

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This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn’t, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

Culture --- Intercultural communication --- Language and culture --- Language and culture. --- Language and languages --- K-12. --- World languages. --- citizenship education. --- citizenship. --- community of practice. --- foreign language classroom. --- foreign language education. --- intercultural competence. --- intercultural education. --- LANGUAGE ARTS & DISCIPLINES / Study & Teaching. --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Cross-cultural communication --- Communication --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Cultural sociology --- Sociology of culture --- Civilization --- Popular culture --- United States. --- Study and teaching. --- Anthropological aspects --- Social aspects

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Working life is in a major transition. Furthermore, environmental, societal, and economic problems challenge human activities. The need to develop reliance and sustainability also through higher education is evident. It has been anticipated that emphasis on entrepreneurship competencies will be even stronger in the future. In this book, Entrepreneurial Education Strengthening Resilience, Societal Change and Sustainability, we provide insights on how to develop entrepreneurial competencies within higher education and its existing networks. First, the book guides the reader to understand how political documents steer the implementation of global goals and what could be improved. Second, we present how pedagogical solutions and models can meaningfully support the development of entrepreneurial competencies in the field of higher education. We also show the complexity of this phenomenon, thus developing a deeper understanding of this educational issue. Third, we highlight the essence of developing teacher education in this context. Fourth, we stress that entrepreneurial competencies are also needed in the working life. Lastly, we present some interesting key points for developing entrepreneurial higher education from the entrepreneurial ecosystem point of view. The book consists of 13 articles from international scientific experts in this field. Our book provides new knowledge, ideas and opportunities for creating practices to enhance the development entrepreneurial, sustainable and resilient societies. The book is targeted to researchers, policy-makers, higher education providers, stakeholders, educators and trainers.

Humanities --- Social interaction --- universities’ partnerships --- entrepreneurial attitude --- perceived desirability --- perceived feasibility --- entrepreneurial passion --- sustainable entrepreneurship intentions --- human capital --- labor market --- training --- talent management --- corporate governance --- entrepreneurial mindset --- career adaptability --- intolerance of uncertainty --- prospective anxiety --- inhibitory anxiety --- college student --- team learning --- entrepreneurship --- entrepreneurship education --- entrepreneurial competencies --- innovation --- entrepreneurial competences --- learning community --- EntreComp --- EU policy --- entrepreneurial education --- sustainability education --- social change --- creativity --- action competence --- faculty community of practice --- resilience --- COVID-19 --- sustainability-oriented entrepreneurship education --- teaching cases --- university-based ecosystem --- key elements --- development process --- sustainable construction strategy --- entrepreneurial education model --- entrepreneurial university --- graduate entrepreneurship --- progression model --- sustainability in entrepreneurial education modeling --- education for sustainable development --- key sustainability competencies --- transformative learning --- sustainability --- sustainable education --- teacher education --- curriculum --- Nordic education --- entrepreneurial intention --- Theory of Planned Behavior --- multigroup analysis --- Sustainable Development Goals --- social impact --- empowerment