Sabine Hoidn
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PD Dr.
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Hoidn
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Sabine
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sabine.hoidn@unisg.ch
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+41 71 224 3503
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Publication

Lernmodell zur Förderung von Lernkompetenzen an Hochschulen

2011-03 , Hoidn, Sabine

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Publication

Teaching and Learning in Stanford's Smart Classrooms

2007-01-30 , Hoidn, Sabine

In the age of telecommunications and multimedia, university teaching and learning occurs more and more in technology-enhanced environments. Scanning the current research landscape it is clear that the development of innovative pedagogies lags behind the progression of new technologies. To investigate innovative educational practices, the author attended and observed courses conducted in the high performance learning spaces at Stanford's Wallenberg Hall. The goal of the study is to analyze how the technology-enhanced learning spaces can be designed to facilitate different learning activities and active student learning to foster key competencies. The presentation is available at http://www.eife-l.org/publications/proceedings/ilf07/ppt/Contribution125_b.ppt.pdf

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Learning in Activity: A Pedagogical Innovation in Higher Education

2006-06-25 , Hoidn, Sabine

Active, lifelong learning has advanced to a "buzz word," requiring highly motivated learners who are able to learn in a self-regulated manner, and to actively engage within a learning community utilizing new media. Facing this challenge, this paper focuses on pedagogy regarding both the learning process as well as the methodical and didactic creation of the social and cultural learning environment in the field of teacher education in the university context. As a consequence, a pedagogical framework will be outlined which serves - together with the initial research question/subquestions - as a starting point and a point of reference. This framework consists of three intertwined perspectives: individual learning process, media and social interaction, and sociocultural context. In order to develop an applicable pedagogical concept empirical exploration will be based on best-practice case study research. The paper briefly outlines some important preliminary findings of the first case study which I conducted in the field of teacher education at the University of Oldenburg, Germany in 2005

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Fostering Learning Competencies in Higher Education / Lernkompetenzen an Hochschulen fördern

2009 , Hoidn, Sabine

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Learning in Activity: A Pedagogical Innovation in Higher Education

2007-01-01 , Hoidn, Sabine

Active, lifelong learning has advanced to a "buzz word," requiring highly motivated learners who are able to learn in a self-regulated manner, and to actively engage within a learning community utilizing new media. Facing this challenge, this paper focuses on pedagogy regarding both the learning process as well as the methodical and didactic creation of the social and cultural learning environment in the field of teacher education in the university context. As a consequence, a pedagogical framework will be outlined which serves - together with the initial research question/subquestions - as a starting point and a point of reference. This framework consists of three intertwined perspectives: individual learning process, media and social interaction, and sociocultural context. In order to develop an applicable pedagogical concept empirical exploration will be based on best-practice case study research. The paper briefly outlines some important preliminary findings of the first case study which I conducted in the field of teacher education at the University of Oldenburg, Germany in 2005. Zu bestellen unter http://ijl.cgpublisher.com/product/pub.30/prod.1179

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Publication

Learning in Activity in Higher Education

2006-12-01 , Hoidn, Sabine

Recent research in the science of learning emphasize the importance of active, lifelong learning that requires students to be active inventors, rather than passive recipients, of knowledge. Therefore, "Learning in Activity" refers to students who are able to be self-directed and to actively engage in a learning community utilizing new technologies. In this paper and presentation at the ICCE 2006, I show the pedagogical framework of the study, the research design, and first results of the exploration of educational practice based upon three ethnograpic case studies in Germany, U.S., and Switzerland

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Lernkompetenzen an Hochschulen fördern

2010 , Hoidn, Sabine

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Selbstorganisiertes Lernen im Kontext - einige Überlegungen aus lerntheoretischer Sicht und ihre Konsequenzen

2007-12-20 , Hoidn, Sabine

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Learning in Activity via New Media Challenges Higher Education

2006-06-28 , Hoidn, Sabine , Pearson, E. , Bohman, P.

Active, lifelong learning has advanced to a “buzz word,” requiring highly motivated learners who are able to learn in a self-regulated manner, and to actively engage within a learning community utilizing new media. Facing this challenge, the paper focuses on the pedagogic dimension regarding both the learning process as well as the methodical and didactic creation of the social and cultural learning environment in the field of teacher education in the university context. As a consequence, a pedagogical framework will be outlined which serves together with the initial research question/subquestions - as a starting point and a point of reference. In order to develop an applicable pedagogical concept empirical exploration will be based upon three best-practice case studies in Germany, Switzerland, and the U.S. The paper outlines some preliminary findings of the first case study conducted in the field of teacher education in Germany in 2005.

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Review: Hubert Ertl & Hugo Kremer (Hrsg.) (2005). Innovationen in schulischen Kontexten. Ansatzpunkte für berufsbegleitende Lernprozesse bei Lehrkräften

2005-07-02 , Hoidn, Sabine

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