TY  - CHAP
U1  - Buchbeitrag
A1  - Vieritz, Helmut
A1  - von der Heiden, Bodo
A1  - Schmitz, Hans-Christian
A1  - Ullrich, Carsten
A1  - Shen, Ruimin
A1  - Borau, Kerstin
A1  - Isaksson, Erik
A1  - Palmér, Matthias
A1  - Lind, Thomas
A1  - Laaksoharju, Mikael
ED  - Kroop, Sylvana
ED  - Mikroyannidis, Alexander
ED  - Wolpers, Martin
T1  - Case Study 1: Using Widget Bundles for Formal Learning in Higher Education
T2  - Responsive Open Learning Environments: Outcomes of Research from the ROLE Project
N2  - Formal learning in higher education creates its own challenges for didactics, teaching, technology, and organization. The growing need for well-educated employees requires new ideas and tools in education. Within the ROLE project, three personal learning environments based on ROLE technology were used to accompany “traditional” teaching and learning activities at universities. The test beds at the RWTH Aachen University in Germany, the School of Continuing Education of Shanghai Jiao Tong University in China, and the Uppsala University in Sweden differ in learning culture, the number of students and their individual background, synchronous versus distant learning, etc. The big range of test beds underlines the flexibility of ROLE technology. For each test bed, the learning scenario is presented and analyzed as well as the particular ROLE learning environment. The evaluation methods are described and the research results discussed in detail. The learned lessons provide an easy way to benefit from the ROLE research work which demonstrates the potential for new ideas based on flexible e-learning concepts and tools in “traditional” education.
KW  - Higher education
KW  - Personal Learning Environment
KW  - Widget bundle
KW  - Formal learning
KW  - Distance learning
KW  - Blended learning
KW  - Hochschulbildung
KW  - Lernen
KW  - Fernunterricht
KW  - integriertes Lernen
Y1  - 2015
UN  - https://nbn-resolving.org/urn:nbn:de:bsz:mh39-33947
SN  - 978-3-319-02399-1
SB  - 978-3-319-02399-1
U6  - https://doi.org/10.1007/978-3-319-02399-1_4
DO  - https://doi.org/10.1007/978-3-319-02399-1_4
SP  - 79
EP  - 113
PB  - Springer
CY  - Heidelberg
ER  -