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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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Die Digitalisierung an Hochschulen gewinnt immer mehr an Bedeutung. Digitalisierung kann einen wichtigen Beitrag für hochschuldidaktische Innovationen, für mehr Durchlässigkeit und die weitere Öffnung der Hochschulen für neue Zielgruppen leisten und so mehr Vielfalt in der Lehre generieren. Im vorliegenden Sammelband zum ELAN e.V. Kongress "TEACHINGTRENDS16: Digitalisierung in der Hochschule: Mehr Vielfalt in der Lehre" werden empirische Ergebnisse, Beispiele und Erfahrungsberichte zur Umsetzung und Integration didaktischer und technologischer Trends in der Hochschullehre in den Blick genommen. Schwerpunkte bilden hierbei die Diversität in der Lehre, individualisiertes Lehren und Lernen mit digitalen Medien sowie die Erfolgsfaktoren des Einsatzes digitaler Medien an Hochschulen.

Diversität --- digitale Medien --- beruflich Qualifizierte --- System capacity building --- Serious Games --- duale Karriere --- Spitzensportler --- E-Learning-Modul --- E-Studienvorbereitung --- Intercultural Learning Network --- virtuelle Mobilität --- nichttraditionelle Studierende --- Lehrvideo --- (E-)Portfolio --- Hochschule Rhein-Waal --- Universität Koblenz-Landau --- Carl von Ossietzky Universität Oldenburg --- Kursdesignelemente --- Blended Learning --- Gamification --- Bildungsmanagement --- Medien- und Umweltpädagogik

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The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.

Humanities --- Education --- holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers' beliefs --- teachers' skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home-school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers' perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- parental engagement --- Portugal --- teacher's professional agency --- teacher competencies --- learning --- holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers' beliefs --- teachers' skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home-school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers' perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- parental engagement --- Portugal --- teacher's professional agency --- teacher competencies --- learning

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The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.

holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers’ beliefs --- teachers’ skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home–school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers’ perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents’ perspectives --- teachers’ support --- parent–teacher partnerships --- parental engagement --- Portugal --- teacher’s professional agency --- teacher competencies --- learning --- n/a --- teachers' beliefs --- teachers' skills --- home-school partnership --- teachers' perceptions --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- teacher's professional agency