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Gemeinschaften in Neuen Medien. Digitale Partizipation in hybriden Realit��ten und Gemeinschaften. 24. Workshop GeNeMe '21. Dresden, 07.-08.10.2021
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Gemeinschaften in Neuen Medien. Digitale Partizipation in hybriden Realit��ten und Gemeinschaften. 24. Workshop GeNeMe '21. Dresden, 07.-08.10.2021
Die Pandemie hat der Digitalisierung in Wirtschaft, Wissenschaft, Bildung, privaten Netzwerken und ��ffentlichen Institutionen einen enormen Anschub erm��glicht und gleicherma��en innovative Ideen sowie Schwachstellen aufgezeigt. Seit 2020 wurde unser Leben und Arbeiten zu einer hybriden, auf digitaler Kommunikation und Kollaboration basierten sozitechnischen Wirklichkeit transformatiert. [...] Wir haben uns offenbar auf den permanenten technologiebasierten Wandel bei zunehmender Beschleunigung eingelassen. Aber: Wo geht die Reise tats��chlich hin? Konstituieren sich Gemeinschaften ausschlie��lich im Wechselspiel hybrider Realit��ten? Sind gro��e Datenmengen Bedrohung oder Chance? K��nnen wir diese ��berhaupt verarbeiten oder bedarf es daf��r grundlegend ver��nderter Werkzeuge und Methoden ��� wie Visual Analytics, Virtuelle Rekonstruktion, Virtual Engineering, virtueller Assistenten und kooperativer VR? Was hat digitale Innovation mit der Pandemie zu tun um umgekehrt? Kann unser Leben in hybriden Gemeinschaften auch langfristig erf��llend stattfinden oder sind die virtuellen Realit��ten eher ein Escape-Room aus einem bedrohlichen Alltag? Welche Kompetenz-Frameworks zwischen DigCompEdu und Literacy ben��tigen wir? [...] Das Konferenzprogramm bildet eine Vielfalt an Themen ab und unterteilt sich in die folgenden acht Tracks: Lehrformate und -methoden; Qualit��tskriterien f��r Online-Lernszenarien; Kompetenzaneignung; Digitale Strategie und Plattform��konomie; Gamification; Partizipation und Kollaboration in ��ffentlichen R��umen; Management von Partizipation und Kollaboration; Interaktive Formate. (DIPF/Orig.)
The pandemic has given a huge boost to digitisation in business, science, education, private networks and public institutions, highlighting innovative ideas as well as vulnerabilities in equal measure. Since 2020, our lives and work have been transformed into a hybrid socio-technical reality based on digital communication and collaboration. [...] We have obviously embraced permanent technology-based change with increasing acceleration. But where is the journey really going? Are communities constituted exclusively in the interplay of hybrid realities? Are big data a threat or an opportunity? Can we process it at all or does it require fundamentally different tools and methods - such as visual analytics, virtual reconstruction, virtual engineering, virtual assistants and collaborative VR? What does digital innovation have to do with the pandemic and vice versa? Can our lives in hybrid communities be fulfilling in the long run, or are virtual realities more of an escape room from a threatening everyday life? Which competence frameworks between DigCompEdu and Literacy do we need? [...] The conference programme covers a wide range of topics and is divided into the following eight tracks: Teaching formats and methods; Quality criteria for online learning scenarios; Acquisition of competences; Digital strategy and platform economy; Gamification; Participation and collaboration in public spaces; Management of participation and collaboration; Interactive formats. (DIPF/Orig.)
Dewey Decimal Classification: ddc:370
Medienkompetenz, Further education for teachers, Digitale Medien, Fernunterricht, Media competence, 370 Erziehung, Schul- und Bildungswesen, E-learning, Older Adults, Älterer Erwachsener, Further training for teachers, ��lterer Erwachsener, Virtual learning, Hochschulbildung, Further education, Qualität, Further education of teachers, Spielerisches Lernen, Digitalization, Kollaboration, Quality, Berufsbildung, Qualit��t, 370 Education, Learning by playing, Digitalisierung, Correspondence studies, Teacher education, Teachers' training, Erziehung, Schul- und Bildungswesen, Weiterbildung, Media skills, Correspondence university, Education, Öffentliche Verwaltung, Open Educational Resources, Medienpädagogik, Teaching method, Online service, Lehrerbildung, Higher education, Interaktives Lernen, Hochschulforschung und Hochschuldidaktik, Partizipation, Online-Angebot, ��ffentliche Verwaltung, Vocational Education, Lernangebot, Lehrmethode, Pandemie, Hochschule, COVID-19, Higher education institute, Kompetenzerwerb, Lehrerfortbildung, Interactive learning, Bildungsbiografie, Distance study, University level of education, Virtuelle Hochschule, School career, Continuing education
Medienkompetenz, Further education for teachers, Digitale Medien, Fernunterricht, Media competence, 370 Erziehung, Schul- und Bildungswesen, E-learning, Older Adults, Älterer Erwachsener, Further training for teachers, ��lterer Erwachsener, Virtual learning, Hochschulbildung, Further education, Qualität, Further education of teachers, Spielerisches Lernen, Digitalization, Kollaboration, Quality, Berufsbildung, Qualit��t, 370 Education, Learning by playing, Digitalisierung, Correspondence studies, Teacher education, Teachers' training, Erziehung, Schul- und Bildungswesen, Weiterbildung, Media skills, Correspondence university, Education, Öffentliche Verwaltung, Open Educational Resources, Medienpädagogik, Teaching method, Online service, Lehrerbildung, Higher education, Interaktives Lernen, Hochschulforschung und Hochschuldidaktik, Partizipation, Online-Angebot, ��ffentliche Verwaltung, Vocational Education, Lernangebot, Lehrmethode, Pandemie, Hochschule, COVID-19, Higher education institute, Kompetenzerwerb, Lehrerfortbildung, Interactive learning, Bildungsbiografie, Distance study, University level of education, Virtuelle Hochschule, School career, Continuing education
Dewey Decimal Classification: ddc:370
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average views 533 downloads 2K citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average - 533views2Kdownloads
popularity
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This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
Popularity provided by BIP!influenceInfluence provided by BIP!
This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
Influence provided by BIP!impulseImpulse provided by BIP!
This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.
Impulse provided by BIP!viewsViews provided by UsageCounts
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533
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Related to Research communities
Rural Digital Europe
Die Pandemie hat der Digitalisierung in Wirtschaft, Wissenschaft, Bildung, privaten Netzwerken und ��ffentlichen Institutionen einen enormen Anschub erm��glicht und gleicherma��en innovative Ideen sowie Schwachstellen aufgezeigt. Seit 2020 wurde unser Leben und Arbeiten zu einer hybriden, auf digitaler Kommunikation und Kollaboration basierten sozitechnischen Wirklichkeit transformatiert. [...] Wir haben uns offenbar auf den permanenten technologiebasierten Wandel bei zunehmender Beschleunigung eingelassen. Aber: Wo geht die Reise tats��chlich hin? Konstituieren sich Gemeinschaften ausschlie��lich im Wechselspiel hybrider Realit��ten? Sind gro��e Datenmengen Bedrohung oder Chance? K��nnen wir diese ��berhaupt verarbeiten oder bedarf es daf��r grundlegend ver��nderter Werkzeuge und Methoden ��� wie Visual Analytics, Virtuelle Rekonstruktion, Virtual Engineering, virtueller Assistenten und kooperativer VR? Was hat digitale Innovation mit der Pandemie zu tun um umgekehrt? Kann unser Leben in hybriden Gemeinschaften auch langfristig erf��llend stattfinden oder sind die virtuellen Realit��ten eher ein Escape-Room aus einem bedrohlichen Alltag? Welche Kompetenz-Frameworks zwischen DigCompEdu und Literacy ben��tigen wir? [...] Das Konferenzprogramm bildet eine Vielfalt an Themen ab und unterteilt sich in die folgenden acht Tracks: Lehrformate und -methoden; Qualit��tskriterien f��r Online-Lernszenarien; Kompetenzaneignung; Digitale Strategie und Plattform��konomie; Gamification; Partizipation und Kollaboration in ��ffentlichen R��umen; Management von Partizipation und Kollaboration; Interaktive Formate. (DIPF/Orig.)
The pandemic has given a huge boost to digitisation in business, science, education, private networks and public institutions, highlighting innovative ideas as well as vulnerabilities in equal measure. Since 2020, our lives and work have been transformed into a hybrid socio-technical reality based on digital communication and collaboration. [...] We have obviously embraced permanent technology-based change with increasing acceleration. But where is the journey really going? Are communities constituted exclusively in the interplay of hybrid realities? Are big data a threat or an opportunity? Can we process it at all or does it require fundamentally different tools and methods - such as visual analytics, virtual reconstruction, virtual engineering, virtual assistants and collaborative VR? What does digital innovation have to do with the pandemic and vice versa? Can our lives in hybrid communities be fulfilling in the long run, or are virtual realities more of an escape room from a threatening everyday life? Which competence frameworks between DigCompEdu and Literacy do we need? [...] The conference programme covers a wide range of topics and is divided into the following eight tracks: Teaching formats and methods; Quality criteria for online learning scenarios; Acquisition of competences; Digital strategy and platform economy; Gamification; Participation and collaboration in public spaces; Management of participation and collaboration; Interactive formats. (DIPF/Orig.)