Publications
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Publications

01 Monographies

01 Ehlers, U.-D. (2020): Future Skills: Die Zukunft des Lernens, die Zukunft der Hochschule. Springer. Wiesbaden. ONLINE ACCESS
Dieses Open Access-Buch analysiert veränderte Grundkoordinaten der Hochschulbildung weltweit und stellt die Frage, wie Hochschulbildung sich entwickeln muss, um in einer Welt globaler Herausforderungen, sich immer schneller wandelnden gesellschaftlichen Umbrüchen und innovationsgetriebenen, agilen Arbeitsfeldern bestehen können. Mit der NextSkills-Studie wird über ein qualitativ-quantitatives Multimethodendesign erstmals ein ganzheitliches bildungswissenschaftlich fundiertes Future Skills Konzept konstruiert und validiert. Future Skills und das ihnen zugrunde liegende Triple Helix Model zukünftiger Handlungsfähigkeit werden im Detail beschrieben. Das Buch führt die Diskussionsstränge um die Zukunft der Hochschule zusammen. Es beschreibt die 10 Sekunden zukünftiger Hochschulentwicklung und entwickelt vier Szenarien für die Hochschule der Zukunft.
02 Ehlers, U.-D. (2020): Future Skills: The Future of Learning and Higher Education. Springer. Wiesbaden. ISBN: 9783750494268. ONLINE ACCESS
The starting point for the enormous career of the Future Skills concept is the insight that current concepts of higher education do not meet the urgent needs of our societies with convincing future concepts. Neither are they fit to help sustain our environment nor associated social or economic challenges. While social challenges are exacerbated by an accelerating process of globalisation and digital advancement, at the same time these are the very forces that enable a multitude of new options for human development. In this situation of digital acceleration, the characteristic feature is that of uncertainty and the inevitable necessity is that of creative responsibility. The NextSkills Studies are about models for future relevant skills, so-called Future Skills. They are developed through a multitude of research activities over the last decade, involving a diverse range of international experts. Future Skills are the skills that enable future graduates to master the challenges of the future in the best possible way. The results show that in order to deal with future challenges, students must develop curiosity, imagination, vision, resilience and self-confidence, as well as the ability to act in a self-organised way. They must be able to understand and respect the ideas, perspectives and values of others, and they must be able to deal with mistakes and regressions, while at the same time progressing with care, even against difficulties.
03 Ehlers, U.-D. (2014): Open Learning Cultures. A Guide to Quality Evaluation and Assessment for Future Learning. Springer. New York, Heidelberg. ISBN: 978-3-642-38173-7. ONLINE ACCESS
[UD Ehlers 2018:] Today we are seeing a new form of blended learning: not only is technology enhancing the learning environment but formal and informal learning are combining and there is self- and peer-assessment of results. Open learning cultures are challenging the old and long-practiced methods used by educators and transforming learning into a more student-driven and independent activity , which uses online tools such as blogs, wikis or podcasts to connect resources, students and teachers in a novel way. While in higher education institutions most assessments are still tied to formal learning scenarios, teachers are more and more bound to recognize their students’ informal learning processes and networks. This book will help teachers, lecturers and students to better understand how open learning landscapes work, how to define quality and create assessments in such environments, and how to apply these new measures. To this end, Ehlers first elaborates the technological background for more collaborative, distributed, informal, and self-guided learning. He covers the rise of social media for learning and shows how an architecture of participation can change learning activities. These new paradigms are then applied to learning and education to outline what open learning landscapes look like. Here he highlights the shift from knowledge transfer to competence development, the increase in lifelong learning, and the importance of informal learning, user generated content, and open educational resources. He then shows how to manage quality by presenting a step by step guide to developing customized quality concepts for open learning landscapes. Finally, several methods dealing with assessment in these new environments are presented, including guidelines, templates and use cases to exemplify the approaches. Overall, Ehlers argues for assessment as an integral part of learning processes, with quality assurance as a method of stimulating a quality culture and continuous quality development rather than as a simple controlling exercise.
04 Ehlers, U.-D., Camilleri, A. F., Pawlowski, J. (2014): State of the Art Review of Quality Issues Related to Open Educational Resources (OER). European Commission/Publications Office of the European Union. Luxembourg. ISBN: 978-92-79-37916-1. ONLINE ACCESS
05 Ehlers, U.-D. (2011): Qualität im E-Learning aus Lernersicht. Springer. Wiesbaden. 2. DOI: 10.1007/978-3-531-93070-1. ISBN: 9783531175898. ONLINE ACCESS
Was macht E-Learning erfolgreich? In der Qualitätsentwicklung im E-Learning ist es mittlerweile unstrittig, dass dem Lernenden, seinen Präferenzen und Anforderungen eine herausragende Stellung eingeräumt werden muss. In diesem Band wird erstmals ein empirisches Modell individueller Lernerpräferenzen vorgestellt. Es wird gezeigt, welche Faktoren für Lernende beim E-Learning von Bedeutung sind. Die Basis hierfür bilden Daten aus qualitativen Interviews und der bislang größten Onlinebefragung zum Thema, in der über 2000 Lernende zu ihren Präferenzen, Kompetenzen und Einstellungen in Bezug auf Lernsysteme befragt wurden.
06 Ehlers, U.-D. (2010): Open ECBCheck - Quality for eCapacity Building: Community Based Low Cost Certification for E-Learning // Open ECBCheck: Low cost, community based certification for E-learning in capacity building ; a reader. Bonn. ISBN: 978-3-939394-64-8. ONLINE ACCESS
07 Ehlers, U.-D. (2008): Qualität und Bildung: Bedingungen bildungsbezogener Qualitätsentwicklung in der Aus- und Weiterbildung. Essen. ONLINE ACCESS
[UD Ehlers 2018:] Die vorliegende Schrift fasst die zur Habilitation eingereichten wissenschaftlichen Arbeiten unter dem Titel „Qualität und Bildung. Bedingungen bildungsbezogener Qualitätsentwicklung in der Aus- und Weiterbildung“ zusammen. Es werden die wesentlichen Ergebnisse ausgewählter veröffentlichter Arbeiten aus den Jahren 2004 bis 2008 berücksichtigt und ihr Beitrag für das Thema Qualitätsentwicklung in der Aus- und Weiterbildung dargestellt. Die kumulative Habilitation im Fachbereich Bildungswissenschaften wurde an der Universität Duisburg-Essen in den Jahren 2004 bis 2008 angefertigt. Die vorliegende Arbeit fasst die wichtigsten Ergebnisse der hierzu durchgeführten Forschungsarbeiten und entwickelten Konzeptionen zusammen und zeigt die Zusammenhänge einzelner Forschungsarbeiten und dazugehöriger Publikationen. Die Forschungsprozesse waren projektorientiert angelegt und basieren auf unterschiedlichen Forschungsprojekten: European Quality Observatory (http://www.eqo.info), TRIANGLE (http://www.qualityfoundation.org), Organic.Edunet (http://www.organic-edunet.eu), WINDS (http://www.winds-lac.eu) u.a. (siehe Anhang B). Maßgebliche Ergebnisse der Projekte fließen in die Arbeit mit ein. Neben der Forschungsarbeit im Rahmen der Habilitationsschrift werden zudem die von mir ausgeübten Lehraktivitäten und das weitere universitäre und wissenschaftliche Engagement als Teil der Qualifikation vorgestellt (siehe Anhang A bis F).
08 Ehlers, U.-D., Görtz, L., Hildebrandt, B., Pawlowski, J. (2005): Quality in E-Learning. Use and Dissemination of Quality Strategies in European E-Learning. A Study by the European Quality Observatory. Thessaloniki. ISBN: 92-896-0410-7. ONLINE ACCESS
09 Ehlers, U.-D. (2004): Qualität im E-Learning aus Lernersicht: Grundlagen, Empirie und Modellkonzeption subjektiver Qualität. Springer. Wiesbaden. ONLINE ACCESS

02 Books as publisher

01 Ehlers, U.-D., Eigbrecht, L. (2024): Creating the University of the Future – A Global View on Future Skills and Future Higher Education. Springer.
02 Ehlers, U.-D., Meertens, S. (2020): Studium der Zukunft – Absolvent(inn)en der Zukunft: Future Skills zwischen Theorie und Praxis. Springer. Wiesbaden. Zukunft der Hochschulbildung - Future Higher Education. ISBN: 978-3-658-29426-7. ONLINE ACCESS
In diesem Sammelband berichten zehn ausgewählte Organisationen, wie sie mit dem Future Skills Turn umgehen, welche Future Skills in Zukunft wichtig sind, wie sie diese bei ihren Mitarbeitern fördern und welche Erwartungen sie an Hochschulen haben. Im Rahmen der NextSkills Initiative wurde mit Unternehmenspartnern, öffentlichen Organisationen und Hochschulen ein international einzigartiges Modell für Future Skills entwickelt. Es basiert auf dem Triple Helix Konzept für zukünftige Handlungsfähigkeit. Die Beiträge zeigen die Zukunft hybrider Studienformen zwischen Theorie und Praxis, wie dem dualen Studium. Es werden Praxisbeispiele für Methoden zum Umgang mit dem Future Skills Turn vorgestellt.
03 Stracke, C., Ehlers, U.-D., Creelman, A., Shamarina-Heidenreich, T. (2014): Changing the trajectory: Quality for opening up education. Logos. Berlin. ONLINE ACCESS
04 Ehlers, U.-D., Schneckenberg, D. (2010): Changing Cultures in Higher Education – Moving Ahead to Future Learning. A Handbook for Strategic Change. Springer International. New York. ONLINE ACCESS
05 Ehlers, U.-D., Pawlowski, J.M. (2006): Handbook of Quality and Standardisation in E-Learning. Springer. Heidelberg, New York. ONLINE ACCESS
06 Ehlers, U.-D., Schenkel, P. (2004): Bildungscontrolling im E-Learning. Bildungscontrolling im E-Learning. Erfolgreiche Strategien und Erfahrungen jenseits des RoI. Springer. Heidelberg, New York. ONLINE ACCESS
07 Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (2004): E-Learning-Services in the Crossfire of Pedagogy, Economy and Technology. L³-Lifelong Learning in Future Networks. Bertelsmann. Bielefeld. ONLINE ACCESS
08 Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (2003): E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. L³-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. Bertelsmann. Bielefeld. ONLINE ACCESS

03 Study letters

01 Ehlers, U.-D. (2007): Quality and Assessment in Distance Education. University of Maryland, University College (Ed.). In: Studienbrief für den Master of Distance Education, University of Maryland, University College, USA. Maryland, USA.

100 Seiten, inkl. Aufgaben

02 Ehlers, U.-D. (2006): Qualität und Evaluation im E-Learning. In: Studienbrief für den Masterstudiengang Educational Media an der Universität Duisburg-Essen. Duisburg-Essen.
Studienbrief für den Masterstudiengang Educational Media an der Universität Duisburg-Essen
03 Ehlers, U.-D. (2006): Qualitätsentwicklung im E-Learning: Grundlagen, Lernorientierung und notwendige Kompetenzen. In: Studienbrief für den Masterstudiengang E-Education an der FernUniversität in Hagen. Hagen.
228 Seiten inkl. Aufgaben

04 Journal editorships and conference tracks 

01 Ehlers, U.-D. (2011): Chief Editor for the International Journal for Quality and Innovation in Learning (2011-2014)ONLINE ACCESS
02 Ehlers, U.-D. (2011): Guest Editor for International Journal for Computer Assisted Learning. In: Quality in E-Learning. 28. 2011. ONLINE ACCESS
03 Ehlers, U.-D., Euler, D., Russ, V., Schneckenberg, D. (2010): Moving Ahead - Towards a Humanistic Turn in Management Theory and Education. Rom. Conference track in the 10th EURAM Conference ‚Back to the Future‘. Tor Vergata University Rome: European Academy of Management. ONLINE ACCESS
Conference track in the 10th EURAM Conference 'Back to the Future' 19-22 May 2010 (Track Number 46). Tor Vergata University Rome: European Academy of Management.
04 Ehlers, U.-D. (2009): Guest Editor: Open Educational Resources. In: E-Learning Papers. 17. 2009. Brüssel. ONLINE ACCESS
05 Ehlers, U.-D. (2008): Guest Editor: Personal Learning Environments. In: E-Learning Papers. 9. 2008. Brüssel. ONLINE ACCESS

05 Further editorships

01 Ehlers, U.-D. (2022): Curriculum and assessment - Thematic Peer Group Report in Learning&Teaching Report #16. T. Zhang (Ed.). European University Association (EUA). ONLINE ACCESS
02 Ehlers, U.-D. (2022): Micro-credential in Professional Higher Education – EURASHE statement within the European Open Public Consultation. EURASHE. Brüssel. ONLINE ACCESS
03 Duale Hochschule Baden-Württemberg (2017): Arbeitspapiere zur Hochschulforschung an der DHBW – Die Messung der Abbruchsneigung im Rahmen der ersten Erhebungswelle des DHBW-Studienpanels. Ehlers, U.-D., Deuer E. (Ed.). Stuttgart. ONLINE ACCESS
04 Duale Hochschule Baden-Württemberg (2011): Jahresqualitätsberichte der Dualen Hochschule Baden-Württemberg. Ehlers, U.-D. (Ed.). Stuttgart. ONLINE ACCESS
Jahre 2011-2017
05 Duale Hochschule Baden-Württemberg (2011): Qualitätsbrief der Dualen Hochschule Baden-Württemberg. Ehlers, U.-D. (Ed.). Stuttgart. ONLINE ACCESS
Nr. 1 bis Nr. 13

06 Journal articles (peer-reviewed)

01 Ehlers, U.-D. Geier, N. (2023): Verbesserung der Strategien für digital gestütztes Lernen und Lehren in der Hochschulbildung durch institutionelle DELT-Self-Assessments. wbv Media GmbH&Co KG.
02 Ehlers, U.-D. (2023): Shaping the Future Skills Turn – Zukunftskompetenzen für den Kulturwandel in Hochschulen in einer Welt im Wandel. DUZ Verlags- und Medienhaus GmbH. ONLINE ACCESS
03 Ehlers, U.-D. (2023): Kompetenzen für die KI-Welt. managerSeminare Verlags GmbH. ONLINE ACCESS
04 Ehlers, U.-D., Geier, N. (2023): Verbesserung der Strategien für digital gestütztes Lernen und Lehren in der Hochschulbildung durch institutionelle DELT-Self-Assessments. In: die hochschullehre.
05 Geier, N., Hafer, J., Köhnlein-Welte, A., Seibel, L., Watolla, A.-K., Ehlers, U.-D. (2023): Transformation der hochschulischen Prüfungspraxis – Einsatz von E-Portfolios als formatives Prüfungskonzept und Chancen für die Entwicklung von Zukunftskompetenzen. In: Blickpunkt Hochschuldidaktik. wbv Media.
06 Ehlers, U.-D. (2022): Shaping the Future Skills Turn – Zukunftskompetenzen für den Kulturwandel in Hochschulen in einer Welt im Wandel. In: Personal in Hochschule und Wissenschaft entwickeln. 2. 2022. ONLINE ACCESS
07 Ehlers, U.-D. (2021): Leadership für die digitale souveräne Hochschule. In: strategie digital – Magazin für Hochschulstrategien im digitalen Zeitalter. 1. 2021. pp. 20-26. ONLINE ACCESS
08 Ehlers, U.-D., Eigbrecht, L. (2021): Rekonstruktion subjektiver Studienerfahrungen im ‹Shutdown› der Corona-Pandemie. Markus Deimann, Marios Karapanos, Klaus Rummler (Ed.). In: Medienpaed.com - Onlinezeitschrift für Theorie und Praxis der Medienbildung. 40. 2021. ONLINE ACCESS
CoVid19 und die digitale Hochschulbildung. Irritation. Einsichten und Programmatiken
09 Ehlers, U.-D. (2020): Making Open Educational Practices real. The case of "The Grand Challenge 2020". In: Journal of Higher Education Policy and Leadership Studies. 16(4). 2020. pp. 56-66. ONLINE ACCESS
10 Ehlers, U.-D. (2020): Digital Leadership in Higher Education. In: JHEPALS. 2020. 3. pp. 6–14. DOI: 10.29252/johepal.1.3.6. ONLINE ACCESS
11 Daukšienė, E., Trepulė, E., Volungevičienė, A., Šadauskas, M., Ehlers, U.-D. (2020): How to become an Open Educator?. In: Je-LKS - Journal of e-Learning and Kowledge Society. 1(3). 2020. pp. 51-60. DOI: 10.20368/1971-8829/1135182. ONLINE ACCESS
The teachers in higher education (HE) could take a better advantage of the existing vast numbers open educational resources (OER) as well as invite their students in the process of sharing and knowledge co-creation, if they started using and adapting existing OER and/or creating their own OER. The question of this research was whether involving teachers into OER creation and providing them with a tool of a collaborative platform would increase their openness and readiness to share and become open educators? The research was performed on design-based research methodology and intervention, offering a group of university teachers in Lithuania to create, adapt and share OER in the format of slides, providing them with a collaborative platform as a tool, facilitating open-licensed content creation and publishing. After the intervention most of the participating university teachers emphasized the importance of openness, the feeling of more responsibility while preparing their open slides, expressed better understanding of OER, and even changed their pedagogy. Besides, OER integration had a direct impact upon student awareness on OER, overcoming the barriers towards openness, and their ability to contribute to the course.
12 Volungevičienė, A., Teresevičienė, M., Ehlers, U.-D. (2020): When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective. In: Electronic journal of e-Learning. 18. 2019. pp. 88–101. ONLINE ACCESS
Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co-creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best-suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts’ semi-structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of nonformal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. The research findings support the need to change the pedagogical approach from teacher-centred into a learner - centred, small-group orientated, multidimensional model of teaching, which raise further challenges and research dilemmas for academic community, in order to integrate important elements of change into university practices.
13 Volungeviciene, A., Tereseviciene, M., Dauksiene, E., Trepule, E., Ehlers, U.-D. (2019): Learning Spaces and Places of Digital and Networked Society. In: IEEE 19th International Conference on Advanced Learning Technologies (ICALT). 2019. pp. 29-33. ONLINE ACCESS
The paper describes characteristics of digital and networked society and clarifies their needs for open and online learning (OOL). Empirical research in the form of online and face to face survey was implemented in order to clarify why and how digital and network society learns (if at all) while spending time online, and what are important characteristics of OOL that motivate digital and network society (NDS) for learning. These and other questions have been raised in the research that is presented in this paper.
14 Daukšienė, E., Teresevičienė, M., Šadauskas, M., Ehlers, U.-D. (2019): University Teacher Skills and Attitudes to Create and Use Open Educational Resources.. In: European Journal of Open, Distance and E-Learning. 2019. ONLINE ACCESS
Open Education Resources (OERs) are not a new phenomenon; however, it is still indolently used in higher education curriculum. Although it can bring new ideas for learning and teaching, motivate students, help them learn better, and prepare more attractive curriculum, the usage and development of OERs can be challenging. Using OERs in university curriculum, it is important to find out, what is the attitude of university teachers towards OER, their use and creation? What are the skills of university teachers to create and use OER? These were the main research questions of this research. In order to answer the research questions, the design-based research and semi-structured interviews were used. The preliminary results of research findings show that university teachers are not sure if they have the skills for OER development and don't feel the need to share all created resources.
15 Ehlers, U.-D. (2018): Digitale Lernwelten in der Hochschule: Von der Kontrolle zur Partizipation und Reflexion. In: Zeitschrift für Didaktik der Rechtswissenschaften. 3. 2018. Nomos. ISSN: 2196-7261. ONLINE ACCESS
[UD Ehlers 2018:] Zusammenfassung Digitalisierung in der Hochschule verändert das Gesicht von Studium und Lehre. Aber was macht das neue, innovative Element aus, welches teilweise mit Web 2.0 (Tim O'Reilly 2004, 2005) oder mit E-Learning 2.0 beschrieben wird-und derzeit nur noch unter "Digitalisierung" gefasst wird? Und vor allem: Hat diese Entwicklung Konsequenzen dafür, wie wir Qualität im E-Learning sichern, managen und entwickeln? Und wenn ja: Brauchen wir neue Methoden und Konzepte, um zukünftig die Qualität von E-Learning 2.0 zu gewährleisten und zu verbessern? Diese Fragen stehen am Anfang vieler Debatten, die rund um den Begriff E-Learning 2.0 geführt werden. Der vorliegende Beitrag geht diesen Fragen nach. In drei Schritten wird zu-nächst beschrieben, auf welchen Grundlagen Digitalisierung aufbaut und was sich verändert. In einem zweiten Schritt wird aufgezeigt, welche Konsequenzen sich für die Qualitätsentwicklung des E-Learning ergeben. Drittens werden exemplarisch einige Methoden beschrieben und praktische Anregungen dazu gegeben, wie sich Methoden zur Qualitätsentwicklung im E-Learning weiter-entwickeln sollten. In einem Ausblick wird diskutiert, ob eine neue Lernkultur auch zu einer neuen Qualitätskultur führt.
16 Ehlers, U.-D. (2017): Digitale Hochschulbildung – Abschied von der Universitas?. In: Zeitschrift für Erziehungswissenschaften. 28. 2017. pp. 47-57. Springer. Wiesbaden. ONLINE ACCESS
[UD Ehlers 2018:] Die Universität (und auch das Ideal der Universitas) ist nicht am Ende. Wir müssen keinen Abschied feiern. Sie ist in der Kritik und Begriffe wie „Bildung neu denken“ und Digitalisierung spielen dabei wechselnde Rollen zwischen Begleiterin und Treiber. Dabei ist die Universität ja eine wichtige, wenn nicht sogar die wichtigste gesellschaftliche Institution Europas – aber auf jeden Fall eine europäische Institution par excellence (Rüegg 1993). Als solche ist sie immer dem Wandel unterlegen. Das Ideal der Universität kann mit dem lat. Begriff Universitas (eigentlich universitas magistrorum et scholarium) beschrieben werden: Als Gemeinschaft von Lehrenden und Lernenden, die gemeinsamen Grundzielen verschrieben ist, die neues und auch altes Wissen nicht von oben nach unten weiterreicht, sondern Erkenntnisse immer wieder neu diskutiert, bestätigt oder verwirft – dies alles ungeachtet der Reaktion von außen. Ein Ideal, das niemals vollständig erreicht wurde und häufig genug auch scheiterte. Das Ideal der Universitas ist durch die jüngere Geschichte der Industrialisierung und ihrer Folgen – auch für die höheren Bildungseinrichtungen – unter Druck geraten, sich von akademischen Institutionen im Sinne der Universitas hin zu Masseneinrichtungen der Ausbildung zu wandeln. Mehr und mehr steht eine Abkehr von einem Ideal der „Bildung als Selbstbildung“ hin zu einer Vorstellung von „Bildung als Ergebnis des Lehrens“, orientiert an den Qualifikationszielen eines Studienplans im Vordergrund.
17 Ehlers, U.-D. (2014): If we open it – Will They Come? Towards a New OER Logic Model. In: International Journal of Online Pedagogy and Course Design. ISSN: 2155-6873. ONLINE ACCESS
18 Ehlers, U.-D., Bartschat, D., Locker-Grütchen, O. (2014): Forschung neu aufgelegt: Der Aufbau des Support Center Forschung (SCF) an der Dualen Hochschule Baden-Württemberg (DHBW). In: Wissenschaftsmanagement. Zeitschrift für Innovation. 6. 2014. Lemmens Medien GmbH. ONLINE ACCESS
[UD Ehlers 2018:] Ziel des Ansatzes ist es, die vielfältigen Aufgaben des Forschungsmanagements, die von der lnformation über Mittelgeber und über die Unterstützung bei der Akquise und der Antragstellung bis hin zur Begleitung der tatsächlichen Proiektdurchführung (Proiektmanagement) reichen, zunehmend auf speziell geschultes Personal zu übertragen. Vor dem Hintergrund des intensiveren Wettbewerbs der Hochschulen untereinander und einer erhöhten Komplexität der Antragsverfahren im nationalen und internationalen Bereich, nimmt die Entwicklung eines solchen forschungsstrategischen Ansatzes einen wichtigen Bereich ein.
19 Ehlers, U.-D., Creelman, A., Ossiannilsson, E. (2014): Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project. In: International Journal for Quality and Innovation in Learning. 3. 2014. ISSN: 2294-9763. ONLINE ACCESS
20 Ehlers, U.-D. (2011): Extending the territory: From open educational resources to open educational practices. In: Journal of Open Flexible and Distance Learning. 15(2). 2011. pp. 1–10. ONLINE ACCESS
[UD Ehlers 2018:]
21 Ehlers, U.-D., Adelsberger, H. H., Schneckenberg, D. (2011): Web 2.0 and Competence Oriented Design of Learning - Potentials and Implications for Higher Education. In: British Journal of Educational Technology. 42. 2011. ONLINE ACCESS
[UD Ehlers 2018:] This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e-learning. We review the literature to summarise recent changes in e-learning, identify attributes of web 2.0 technologies, revisit the concept of competence and specify implications for the competence-oriented design of learning environments. By referring to Kolb's learning cycle, we illustrate this view with a case study on the use of Google Apps as collaborative learning environment and recommend how competence-oriented e-learning activities can be created. Our findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e-learning. In particular, the ease of use and intuition of web 2.0 technologies allow creating learning environments, which realise activity-rich pedagogical models and facilitate competence development of students. The paper concludes that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen.
22 Ehlers, U.-D., Joosten, J. (2010): Quality evaluation of eLearning through an international peer-review community. In: eLearning Papers. 17. 2010. ONLINE ACCESS
[UD Ehlers 2018:] Summary The purpose of the paper is to present the Open ECBCheck, a new certification and quality improvement scheme for eLearning in the field of Capacity Building. The model supports Capacity Building Organisations to measure how successful their eLearning programmes are and allows for continuous improvement though peer collaboration and benchlearning. Open ECBCheck forms a participative quality environment which allows its members to benefit in a variety of ways by having access to tools and guidelines for their own practice on the one hand, and being able to obtain a community based label on the other hand. The certification scheme has been developed throughout a participatory process with organisations in the field of Capacity Building, who were extensively interviewed regarding their demands towards a new certification scheme. In a second step, existing standards and certificates like UNIQUE, EFMD CEL or ISO/IEC 19796-1 were assessed to see if they meet these demands or if parts of the existing standards and certificates could be incorporated into the scheme. Finally, as presented in this article, a blueprint for a certification has been proposed, including a description of the architecture, the definition of quality criteria and related indicators as well as a definition of a certification process. The results of extensive analysis suggest that organisations in the field of Capacity Building have in general a high interest to obtain a quality label. Mostly, organisations are interested in a tool which supports measuring and improving impact efficiency, helping to ensure the success of eLearning programs and allowing to benchmark with other organisations. The analysis we present in this article also shows that organisations differ in the diffusion of eLearning within their Capacity Building activities. To incorporate these differences a label with two options has been developed: one for single programs and another one for institutions.
23 Ehlers, U.-D., Steinert, A. (2010): Networked Learning – A response to new challenges?. In: eLearning Papers. S. 45-56. 2010. ONLINE ACCESS
24 Ehlers, U.-D. (2009): Bildungs(relevante) Standards für das Lernen mit Neuen Medien. In: Medienimpulse. 2. 2009. Wien. ONLINE ACCESS
[UD Ehlers 2018:] "Standards für E-Learning weisen zunächst lediglich ein Qualitätspotenzial auf, welches dann realisiert werden kann, wenn die Beteiligten über die notwendigen Kompetenzen verfügen." Standards in der Medienpädagogik spielen eine zunehmend wichtigere Rolle in Bildungsorganisationen, da Bildungsprozesse sich immer stärker mediatisieren. Dabei können Standards für den Unterricht über Medien und Standards für den Unterricht mit Medien, und zwar konkret mit Computertechnologie, unterschieden werden. Der vorliegende Beitrag konzentriert sich auf letztere Standards (für den Unterricht mit Medien, oder auch: E-Learning) und stellt die Frage: Welche Standards gibt es und wie wirken diese auf den Bildungsprozess – wie bildungsrelevant sind sie? Sog. "Standards im E-Learning" werden vielfach auf das Ziel der Interoperabilität und Wiederverwendbarkeit reduziert. Tatsächlich haben sie aber auch Einfluss auf Bildungsprozesse und -abläufe. Im vorliegenden Beitrag wird argumentiert, dass Standards für E-Learning zunächst lediglich ein Qualitätspotenzial aufweisen, welches dann realisiert werden kann, wenn die Beteiligten über die notwendigen Kompetenzen verfügen. Diese werden im vorliegenden Beitrag als Qualitätskompetenzen beschrieben.
25 Ehlers, U.-D. (2009): New e-learning cultures for adult learning. In: LLine - Journal for Lifelong Learning in Europe. 4. 2009.
26 Ehlers, U.-D. (2009): Understanding Quality Culture. In: International Journal for Quality Assurance in education. 2009. Emerald. ONLINE ACCESS
[UD Ehlers 2018:] Purpose – The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations. Design/methodology/approach – The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario. Findings – The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice. Originality/value – The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.
27 Ehlers, U.-D. (2009): Web 2.0 – E-Learning 2.0 – Quality 2.0? Quality for new Learning Cultures. In. In: International Journal for Quality Assurance in education. 2009. Emerald. DOI: 10.1108/09684880910970687. ONLINE ACCESS
Purpose – The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development. Design/methodology/approach – The paper summarises relevant research in the field of e‐learning to outline the differences between e‐learning 1.0 and e‐learning 2.0 and amalgamates it with a series of previously published works. The characteristics of quality development are analyses in a next step and suitable methodologies for developing quality for e‐learning 2.0 environments are selected, proposed and explained. Findings – Even though the question of quality is controversially discussed already when e‐learning 1.0 appeared on the market, e‐learning 2.0 creates even more insecurity. This paper aims at answering the following questions: what constitutes the new, innovative element, which is described by Web 2.0 and e‐learning 2.0? Does this development have consequences for how it assures, manage and develop quality in e‐learning? In three steps, it is described what e‐learning 2.0 constitutes, which basic elements of Web 2.0 it builds on, and what has changed. In a second, step the consequences this implies for quality development in e‐learning are discussed. Third, a number of methods as examples and practical advice on how to further advance quality development are described. Originality/value – The original value of the paper is to outline the changes which have to be taken into account in new and innovative learning environment which are build on Web 2.0 technologies and to draw consequences for quality development as well as suggest methodologies for educators and learners to improve quality of such learning environments.
28 Ehlers, U.-D. (2008): Qualitätskultur für bessere Bildung: Hochschulen auf dem Weg von einer Kontroll- zu einer Qualitätskultur. In: bildungsforschung.org. 1. 2008. ONLINE ACCESS
29 Ehlers, U.-D. (2008): A New Pathway for E-Learning: From Distribution to Collaboration and Competence in E-Learning. In: AACE Journal. 16(2). 2008. pp. 187-202. Chesapeake, USA. ONLINE ACCESS
[UD Ehlers 2018:] The article describes the current challenge for e-learning in higher education, which is to support development of competence. This poses great challenges to e-learning in higher education, mainly because the way it has been designed, in many cases, does not fit with supporting competence development. Rather, it facilitates the mere transfer of knowledge. Two different modes of e-learning organization are differentiated and described: the distributive and the collaborative e-learning modes. It is argued that the collaborative mode holds more potential for competence development than the distributive mode.
30 Ehlers, U.-D., Sammour, G., Schreurs, J. (2008): ERA – e-learning readiness analysis. An e-health case study of e-learning readiness. Springer Communications in Computer and Information Science (CCIS) Series (Ed.). In: "The open knowledge society. A computer Science and Information Systems Manifesto”. First World Summit. 2008. pp. 24-26. Athen. ONLINE ACCESS
Electronic learning (e-learning) is seen as a good solution for organisations that deal with fast-changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but it needs to be well prepared because it often takes high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in the literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.
31 Ehlers, U.-D., Sammour, G., Schreurs, J. (2008): ERA - e-learning readiness analysis: An e-health case study of e-learning readiness. In: International Journal of Technology Enhanced Learning. 1(4), 2(1), 2(2). 2008. ONLINE ACCESS
[UD Ehlers 2018:] Electronic learning (e-learning) is seen as a good solution for organisations that deal with fast-changing knowledge and for reducing the cost of training. E-learning is a good opportunity for companies but it needs to be well prepared because it often takes high investment costs. That is why it is important for a company to know if it is e-ready. E-readiness is already well covered in the literature and several models are suggested. We used these models to develop an e-learning readiness measurement instrument and questionnaire. We used our instrument to check whether the Flemish hospitals were e-ready for e-learning.
32 Ehlers, U.-D. (2007): Standards richtig anwenden: Qualitätskompetenz für E-Learning. Back, A., Baumgartner, P., Reinmann, G., Schulmeister, R. (Ed.). In: Zeitschrift e-learning - Lernkultur und Bildungstechnologie. 2. 2007. Hamburg. ONLINE ACCESS
33 Ehlers, U.-D. (2007): Quality Literacy - Competences for Quality Development in Education and E-Learning. In: Quality of E-Learning, Journal Educational Technology & Society. 2007. Palmerston North. ONLINE ACCESS
The article suggests that stakeholders involved in quality development need a specific competence, called quality literacy, in order to successfully improve learning processes. We introduce and describe quality literacy as a set of competencies that are needed for professional quality development. Quality literacy emphasises the importance of professionalism as a necessary component for quality development, in addition to structural quality management models. We argue that quality development is a co-production between learners and their learning environment. This means that the educational process can only be influenced and optimised through participation and not steered externally. Quality strategies cannot, therefore, guarantee a high quality of learning processes but rather aim at professionalisation of the educational process and stakeholders. This article suggests participation and negotiation between educational stakeholders (clients and providers) as a main condition for quality development. In addition, we present a quality model that conceptualises quality as a potential that can only be achieved through interaction.
34 Ehlers, U.-D. (2007): Towards a Greater Quality Literacy in an E-Learning Europe. In: E-Learning Papers. 2. 2007. ONLINE ACCESS
A storage compartment device and system for releasably storing a plurality of tape cartridges therein. The device basically comprises storage compartment means, at least one partitioning means, tape cartridge positioning means and tape cartridge securing means. The storage compartment means comprises a storage compartment having an opening and an interior for removably securing a plurality of tape cartridges therein. The partitioning means of the device partitions the interior of the storage compartment into sections and guides each of the tape cartridges into and out of its respective section. The tape cartridge positioning means is adjacent each of the sections for movably positioning the tape cartridge and to permit independent insertion and retrieval of each of the tape cartridges. In addition, the tape cartridge securing means is located adjacent each of the sections and releasably secures each of the tape cartridges therein. The present invention additionally includes a system comprising the storage compartment device as well as mounting means for relesably mounting a plurality of the storage compartment devices thereon in the desired orientation.
35 Ehlers, U.-D. (2007): The Need for Quality - Key Process or Add-On?. In: E-Learning Papers. 2. 2007.
36 Ehlers, U.-D. (2005): A Participatory Approach to E-Learning-Quality: A new Perspective on the Quality Debate. In: LLine - Journal for Lifelong Learning in Europe. 11. 2005. ONLINE ACCESS
The article focuses on quality development in e-learning. It identifies the
involvementofallstakeholdersin thequalitydevelopment process asthe future
challenge in this field – rather than following concepts which view quality development
as an isolated activity of single actors in educational organisations. As a solution a new
concept of participative quality development which involvers all stakeholders is
suggested. Participation is here combined with negotiation to find common objectives
for quality development. The concept is elaborated in three steps: (1) Description of
learners preferences in the quality development process, as a prove of the ability of
learners to participate in the quality process, (2) foundation of negotiation as a key
elementinqualitydevelopment,and(3)introducingtheconceptofqualityliteracy
whichenablesstakeholders toactcompetent inprocesses of participative quality
development processes. The suggested concepts in the article are based on experiences
and research results in several research projects on national and international level.
37 Ehlers, U.-D. (2005): Pädagogische Qualitätsforschung: Methodologie und Inventar einer qualitativen Explorationsstudie. In: bildungsforschung.org. 1. 2005. ONLINE ACCESS
38 Ehlers, U.-D. (2004): Quality in E-Learning: From a Learner’s Perspective. In: European Journal for Distance and Open Learning. 1. 2004. ONLINE ACCESS
39 Ehlers, U.-D. (2004): Quality in E-Learning: The Learners Perspectiv. In: European Journal for Vocational Education and Training. CEDEFOP. 2004. Thessaloniki. ONLINE ACCESS
40 Ehlers, U.-D. (2003): Subjektorientierte Qualitätsforschung versus objektive Qualitätskriterien? Vom vergessenen E-Lerner in der Debatte um Qualität beim E-Learning. Bundesinstitut für Berufsbildung (Ed.). In: BWP - Berufsbildung in Wissenschaft und Praxis. 6. 2003. pp. 26–30. Bonn. ONLINE ACCESS
[UD Ehlers 2018:] Vom vergessenen e-Lerner in der Debatte um Qualität beim E-Learning Qualität entscheidet über die zukünftigen Erfolgschancen des E-Learning. Das ist das Ergebnis vieler Analysen und Entwicklungen der letzten Zeit. Zwei Fragen werden dadurch aufgeworfen: Was ist Qualität? Und wie kann diese gesichert werden? Der Beitrag setzt hier an und umreißt Eckpunkte einer Qualitätsforschung, die die Bedürfnisse des Lerners in den Mittelpunkt stellen. Subjektorientierte Qualitätsforschung wird gegen objektive Qualitätskriterien gestellt. Das Ergebnis ist ein lernerintegrierender Qualitätssicherungsansatz. Zum einen wurden Qualitätsanforderungen aus der Perspektive der Lernenden ermittelt, zum anderen wurden abweichend von der bisher gängigen Praxis, in der dieselbe Qualität für alle Lernenden gleichermaßen gilt, zielgruppenspezifische Qualitätsprofile erstellt. Im Beitrag werden Ergebnisse der bislang größten Studie zur Qualität im E-Learning aus Lernerperspektive dargestellt. Weitere Informationen zur Studie unter http://www.lernqualität.de
41 Ehlers, U.-D. (2002): Qualität beim eLearning: Der Lernende als Grundkategorie der Qualitätssicherung. Norbert Neuss (Ed.). In: Medienpaed.com - Onlinezeitschrift für Theorie und Praxis der Medienbildung. 5. 2002. ONLINE ACCESS
Qualität wird über die zukünftigen Erfolgschancen des E-Learning entscheiden. Das ist das Ergebnis vieler Analysen und Entwicklungen der letzten Zeit. So stellte etwa die KPMG-Studie heraus, dass es beim E-Learning nicht nur auf gute Technologie ankommt, sondern die betriebliche Lernkultur und der Lerner wesentlich mehr als bisher einzubeziehen sind. Dieser Beitrag beschäftigt sich damit, was Qualität beim E-Learning eigentlich ist und welche Konzepte zur Beschreibung und Sicherung von Qualität bestehen.
42 Ehlers, U.-D. (2002): Qualität beim eLearning ist mehr als ‚e’. Studie der Uni Bielefeld: Der Lerner steht im Mittelpunkt. Bundesinstitut für Berufsbildung (Ed.). In: BWP - Berufsbildung in Wissenschaft und Praxis. 3. 2002. Bonn. ONLINE ACCESS
Die Auswahl eines erfolgreichen Qualitätsmanagement- oder
Qualitätssicherungsansatzes für Aus- und Weiterbildung ist eine komplexe
Problemstellung für Entscheider und Anwender: Einerseits ist die Vielzahl von
Ansätzen des Qualitätsmanagements, der Qualitätssicherung und der
Qualitätsbeurteilung für sowohl konventionelle als auch für elektronisch Aus- und
Weiterbildung ist derzeit schwer zu überschauen. Andererseits ist die Definition von
Bildungsqualität als multiperspektivisches Konstrukt stark abhängig von konkreten
Bildungskontexten, so dass Qualität nur für die jeweils spezifische Situation
entwickelt werden kann. Um dieses Problem lösen zu können, müssen
Entscheidungsmodelle und -hilfen entwickelt werden, um passende Ansätze aus der
Vielfalt herauszufinden. Wir zeigen, wie das European Quality Observatory
Entscheidungsprozesse zur Auswahl von Qualitätsansätzen beschleunigt und
vereinfacht. Dabei wird eine Systematik zur Analyse, Auswahl und Bewertung von
Ansätzen präsentiert, die die maßgeblichen Entscheidungsaspekte und
-fragestellungen enthält.

07 Conference papers (peer-reviewed)

01 Ehlers, U.-D. (2023): “Wir brauchen mehr als Fähigkeitslisten“ – Future Skills für die Hochschulbildung von morgen. Grundlegende Konzeption einer Zukunftskompetenzrahmens. Tag der Lehre. FH Österreich. ONLINE ACCESS
02 Ehlers, U.-D. (2023): The future of Skills in Higher Education. 32. EURASHE Jahreskonferenz: Skills for Europe – Mobilising he for the green and the digtal transitions.
03 Ehlers, U.-D. (2023): What Future Skills Will Be Needed for Future IT-Professionals? An Empirical Study. 32. EDEN Jahreskonferenz: Yes we can! – Digital Education for Better Futures.
04 Ehlers, U.-D., Eigbrecht, L. Geier, N. (2023): Using yesterday’s experiences to overcome tomorrow’s challenges – reflection-based competence development in theory-practice studies. 32. EDEN Jahreskonferenz: Yes we can! – Digital Education for Better Futures.
05 Ehlers, U.-D. Lindner, M. Rauch, E. Sommer, S. (2023): AIComp – Future Skills für durch künstliche Intelligenz geprägte Lebenswelten / AICOMP - Future Skills in a World Increasingly Shaped By AI. 32. EDEN Jahreskonferenz: Yes we can! – Digital Education for Better Futures. Dublin, Ireland.
06 Ehlers, U.-D. Schmidbauer, F. (2023): OER als Katalysator für innovative Bildung in Hochschule und Beruf. DHBW Forschungstag. ONLINE ACCESS
07 Ehlers, U.-D. (2023): AICOMP – Future Skills for an ‘ai world’ we live in. EdMedia + Innovate Learning Summit.
08 Brunner, M., Ehlers, U.-D. (2022): Acquisition for future skills at workplace – new demands for professionals within high-tech industries: Results of an international study in the blockchain field. Kanazawa. Refereed Proceedings of the 4th WACE International Research Symposium on Cooperative and Work-Integrated Education. ISBN: 978-1-7386618-0-0. ONLINE ACCESS
09 Ehlers, U.-D. (2022): Future Skills im Vergleich. Zur Konstruktion eines allgemeinen Rahmenmodells für Zukunftskompetenzen in der akademischen Bildung. Universität Stuttgart (Ed.). Stuttgart. Lehren und Lernen neu gedacht – Konsequenzen für das künftige Bildungswesen. ONLINE ACCESS
[Paper presentation]. Sektionstagung „Lehren und Lernen neu gedacht – Konsequenzen für das künftige Bildungswesen“ der Universität Stuttgart und der KBBB.
10 Eigbrecht, L., Ehlers, U.-D. (2022): Forward-looking Futures: Die Zukunft der Hochschulbildung aus Studierendensicht. Eine vorläufige explorative Analyse. Pädagogische Hochschule Karlsruhe (Ed.). Karlsruhe. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e.V.. ONLINE ACCESS
11 Ehlers, U.-D., Geier, N. (2022): Improving digitally enhanced learning and teaching strategies in higher education through DELT-self-assessments. Paderborn. dghd Annual Conference 2022: Transformations – Perspectives on post-digital university teaching. ONLINE ACCESS
12 Ehlers, U.-D., Eigbrecht, L. (2022): Envisioning the University of the Future. Mannheim. iMOBTS. ONLINE ACCESS
In this roundtable discussion, we invite participants and higher education professionals to engage with us in a stimulating discussion concerning the future of higher education. We will present and discuss different scenarios based on our own Future Skills research initiatives and emerging trends in higher education. We will also ask participants to envision their utopia of future higher education - and compare participants’ visions to the scenarios presented. We will then discuss in what way these future scenarios are already visible now - and how we can promote future-ready teaching and learning in higher education.
13 Geier, N., Eigbrecht, L., Ehlers, U.-D. (2022): Enhancing Future Skills in Higher Education – a Toolbox. Mannheim. iMOBTS. ONLINE ACCESS
Participants are invited to an interactive symposium on FS-teaching and learning in practice-oriented higher education. Together, we want to explore the character of the FS concept as well as its relevance and integration opportunities in higher education – and what role the integration of theory and practice can play in this. In order to stimulate discussion, we will provide a first prototype of a FS learning toolbox. In groups, participants are encouraged to reflect on the provided materials and discuss how to use them to promote students’ FS learning as well as ideas for further development.
14 Geier, N., Ehlers, U.-D. (2022): Reflection of Experiential Learning in Dual Study Programmes - A Model. Tallinn. 31. EDEN Jahreskonferenz: Shaping the digital transformation of the education ecosystem in Europe.
REFLECTION OF EXPERIENTIAL LEARNING IN DUAL STUDY PROGRAMMES – A MODEL
15 Eigbrecht, L., Ehlers, U.-D. (2022): Forward-looking Futures: The Future of Higher Education from a student perspective. Tallinn. 31. EDEN Jahreskonferenz: Shaping the digital transformation of the education ecosystem in Europe.
16 Brunner, M., Ehlers, U.-D. (2022): BUILDING AN INCLUSIVE ACADEMIC ENVIRONMENT: CHALLENGES AND NEEDS OF NON-TRADITIONAL STUDENTS AND POTENTIALS TO ADDRESS THEM. Tallinn. 31. EDEN Jahreskonferenz: Shaping the digital transformation of the education ecosystem in Europe.
17 Ehlers, U.-D. (2022): Towards new alliances for Open Education & Training Resources for European higher education and Business. Amsterdam. UIIN conference.
18 Ehlers, U.-D. (2022): The future OER Ecosystem – On building a community for OER in Europe. OEGlobal. ONLINE ACCESS
19 Brunner, M., Ehlers U.-D. (2022): Higher Education as provider of Skills in advanced Technology Fields. 31. EURASHE annual conference.
20 Ehlers, U.-D., Monelyon, T. M. (2021): Building a European OER Ecosystem – State of play across Tech, Policy, Quality, Business & Innovation [Paper presentation]. OEGlobal. Oktober 2021. ONLINE ACCESS
21 Eigbrecht, L., Ehlers, U.-D. (2021): Alte neue Expert:innen für gute Lehre Das „Studium der Zukunft“ aus Studierendensicht. Dresden. GeNeMe 2021 Jahreskonferenz: Digitalisierung der Hochschule. ONLINE ACCESS
22 Ehlers, U.-D., Eigbrecht, L. (2021): Reconstructing Subjective Study Experiences During Shutdown in Pandemic times. Madrid. 30. EDEN Jahreskonferenz: Lessons from a pandemic for the future of education. ONLINE ACCESS
The article reports on a qualitative study based on interviews with students systematically conducted online since March 2020. A total of 13 individual and eleven group interviews on the personal study situation during the Corona shutdown have been conducted, analysed and evaluated. The students’ perspectives provide insights into how they subjectively reconstruct and classify the experiences they have made, what conclusions can be drawn from this for future higher education and how higher education institutions must evolve in order to support students in the best possible way. In addition to numerous challenges, the pandemic has brought forth the potential of students to shape and reflect on their learning processes in a self-determined and self-organised way and to contribute as experts to shaping the future of higher education.
23 Ehlers, U.-D., Brunner, M. (2021): Listening to the Student Voice –Student Engagement in Professional Higher Education in Europe. Madrid. 30. EDEN Jahreskonferenz: Lessons from a pandemic for the future of education. ONLINE ACCESS
The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.
24 Ehlers, U.-D., Eigbrecht, L. (2020): Students' Perspectives and strategies on studying at home in times of COVID-19. Learnings from Podcast Conversations and an Online Survey. Lisbon. 11th EDEN Research Workshop: Enhancing the Human Experience of Learning with Technology: New Challenges for Research in Digital, Open, Distance & Networked Education. ONLINE ACCESS
Since spring 2020, higher education institutions all over Europe and worldwide have had to quickly adapt to the new situation provoked by the outbreak of the COVID-19 virus. Most institutions have changed their study mode to pure online studies, with face-to-face studies in university buildings temporarily being abolished. Equally, other university facilities such as libraries had temporarily been closed, this meaning for most students that the major amount of study time was to be spent at their homes. In the dawn of a new academic year and with higher education institutions looking for new ways and strategies to cope with recent and future challenges, students’ experiences and their reflections on their last semester should be heard and considered when planning the next ones. Two interview series released as podcasts and an online survey have aimed at collecting students’ voices on their recent study experiences and their reflections on the future of higher education. Results indicate a high need of fostering self-organizational skills, an appreciation of a new flexibility brought about by digitization as well as concern for aspects such as social isolation and digital social presence.
25 Ehlers, U.-D., Bonaudo, P. (2020): Shaping The next normal - Explorative expert survey among teachers. 11th EDEN Research Workshop. ONLINE ACCESS
The Covid 19 pandemic has fundamentally changed the importance of digital HEI teaching. The digitisation of a course of study poses many challenges for teachers. This paper presents the results of a survey of lecturers at the DHBW (Baden-Wuerttemberg Cooperative State University). Challenges and opportunities were examined in order to derive recommendations for good digital teaching for the future. This paper is based on three pillars: 1. recommendations for good online teaching, 2. a list of the institutional support requirements, and 3. a foresight on the future of digital teaching. In summary, it can be seen that teaching concepts have changed fundamentally as a result of the Covid-19 pandemic. While some courses have been converted to online frontal teaching, other formats promote the self- learning process of students by emphasising self-study, with teachers moving away from the classic role of knowledge mediators and increasingly acting as coaches. This can be seen as an effort to make the best possible use of the new conditions created by the pandemic in order to move higher education teaching from pure knowledge transfer to competence transfer. The aim of the present analysis is to promote the digitization of courses in the long term and to make lasting improvements. The results should help teachers to design their courses efficiently and in a way that is appropriate for the target group and to improve the quality of teaching in the long term.
26 Ehlers, U.-D., Bonaudo, P. (2020): Grand Challenge: Open Educational Practices Focusing on Future Skills. Lisbon. 11th EDEN Research Workshop: Enhancing the Human Experience of Learning with Technology: New Challenges for Research in Digital, Open, Distance & Networked Education. ONLINE ACCESS
27 Ehlers, U.-D., Bonaudo, P. (2020): Lehren mit OER: Förderung von Kompetenzen für Lehrende an Hochschulen für offene Bildung auf spielerischem Weg. Dresden. Gemeinschaften in Neuen Medien - Jahreskonferenz 2020. ONLINE ACCESS
Offene Bildungsressourcen (OER) weisen für die Hochschullehre große Potenziale auf, da Verbesserungsprozesse auf allen Ebenen der Hochschulbildung angestoßen werden können. Trotz der Bestrebungen, das Thema OER auf europäischer Ebene zu fördern, sind die Nutzung und insbesondere die Wiederverwendung von OER noch nicht im Mainstream der Hochschulbildungspraxis angelangt. Aktuelle Forschung zu den Erfolgsfaktoren offener Bildung zeigt einen deutlichen Schwerpunkt: als Katalysator für den notwendigen Kulturwandel wirkt der Aufbau von Kompetenzen im Umgang mit OER, welche über die reine Material- und Lizenzierungsfrage hinaus, die angewandte Lehrpraxis fokussieren (Ehlers, 2011, Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz & J., 2016). Nascbemi et al. (2020) zeigen, dass Hochschulen und Universitäten sich in einer ersten Welle des Aufbaus offener Bildungskompetenzen angenommen haben und in einer zweiten Welle auf den Aufbau von MOOCs konzentriert haben. Aktuelle Herausforderungen bestehen im Verständnis, Motivation und Kompetenz von Lehrenden zur Arbeit mit offenen Lehrmethoden (OEP – zum Begriff siehe Ehlers 2011 und 2013) und darin, OER im konkreten Handlungskontext der Lehrenden zu verorten. Bei der Kompetenz mit offenen Bildungsmaterialien auch offene Bildungskontexte zu gestalten fehlt derzeit noch ein Referenzrahmen, der die Fähigkeiten und Einstellungen aufzeigt, die Hochschullehrende dabei benötigen.
28 Ehlers, U.-D., Bonaudo, P. (2020): Grand Challenge: Lehren und Lehren für eine ungewisse Zukunft. Berlin. University:Future Festival des Hochschulforum Digitalisierung: Learning, Systems and the New Normal. ONLINE ACCESS
In der Session wird das zukunftsweisende Online-Lehrveranstaltungsformat der „Grand Challenge“ vorgestellt. Im Sommersemester 2020 haben Studierende der DHBW Karlsruhe Zukunftsentwürfe für die Gesellschaft im Lichte der KI im Jahr 2040 entwickelt und multimedial präsentiert. Die Session skizziert das Konzept der Online-Lehrveranstaltung, in der die Studierenden kooperativ, kollaborativ und projektbasiert, für unterschiedliche Lebensbereiche Foresight-Szenarien entwickelt haben und gewährt einen Einblick in die Arbeit der Dozierenden sowie der Studierenden.
29 Ehlers, U.-D., Eigbrecht, L. & Bonaudo, P. (2020): Vom Shutdown zum NextNormal – Podcasts zur Zukunft der Hochschulbildung aus Sicht von Studierenden. Unversity:Future Festival des Hochschulforum Digitalisierung: Learning, Systems and the New Normal. ONLINE ACCESS
30 Ehlers, U.-D., Eigbrecht, L. (2020): Reframing Working, Rethinking Learning: The Future Skills Turn. Timisoara. EDEN 2020 Annual Conference. ONLINE ACCESS
Research on Future Skills is one of the current hot topics in education, management and organizational research. In times of global networked organizations and steadily accelerating product cycles, the model of qualification for future jobs seems debatable. Can we really prepare graduates and employees for the future by the predominant model of knowledge acquisition? Do we already have adequate concepts for competence development in higher education and work environments? An international study led to the identification of the change processes that the working and learning world are undergoing as well as of the Future Skills that will be needed in highly emergent future contexts – including digital competences, but transcending them. This calls for new strategies and concepts concerning structural, teaching and learning aspects and a new way of embracing lifelong learning concepts. “Future organizations” have been identified that have already set out for dealing with those new demands. By learning about their innovative approaches concerning employees’ competence and skills acquisition, a veritable turn away from specialist knowledge and towards Future Skills can be observed – and cannot be ignored by higher education.
31 Ehlers, U.-D., Eigbrecht, L. (2020): Students’ Perspectives on studying online in Times of Covid19 Learnings from Podcast conversations. EDEN 2020 Annual Conference. ONLINE ACCESS
Since spring 2020, higher education institutions all over Europe and worldwide have had to quickly adapt to the new situation provoked by the outbreak of the COVID-19 virus. Most institutions have changed their study mode to pure online studies, with face-to-face studies in university buildings temporarily being abolished. Equally, other university facilities such as libraries had temporarily been closed, this meaning for most students that the major amount of study time was to be spent at their homes. In the dawn of a new academic year and with higher education institutions looking for new ways and strategies to cope with recent and future challenges, students’ experiences and their reflections on their last semester should be heard and considered when planning the next ones. Two interview series released as podcasts and an online survey have aimed at collecting students’ voices on their recent study experiences and their reflections on the future of higher education. Results indicate a high need of fostering self-organizational skills, an appreciation of a new flexibility brought about by digitization as well as concern for aspects such as social isolation and digital social presence.
32 Ehlers, U.-D., Bonaudo, P. (2020): DIGI-HE – A strategic reflection tool on digitalisation at European higher education institutions. Timisoara. EDEN2020 Annual Conference: Human and artificial intelligence for the society of the future. Inspiring digital education for the next STE(A)M student generation. ONLINE ACCESS
Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.
33 Ehlers, U.-D., Bonaudo, P. (2020): A European ethical reference framework for Ai and big data in higher education: A proposal for Discussion. Timisoara. EDEN2020 Annual Conference: Human and artificial intelligence for the society of the future. Inspiring digital education for the next STE(A)M student generatio.
34 Ehlers, U.-D. (2020): Future Skills for a European Higher Education. pp. 311-324. Bologna. Proceedings of Bologna Process Beyond 2020 – Fundamental values of the EHEA. ONLINE ACCESS
Research on future skills is the current hot topic of the day in management and organizational research. In times of global networked organizations, and steadily accelerating product cycles, the model of shifts are likely to play out differently across different industries and regions, globally, our respondents expect average skills stability – the proportion of core skills required to perform a job that will remain. Are we already having adequate concepts for competence development in higher education? Or is something new, something radical needed?
35 Ehlers, U.-D. (2019): 28th ICDE World Conference on Online Learning. In: Conference Proceedings – Volume 1: Full Papers 2020. pp. 193-207. Dublin. 28th ICDE World Conference on Online Learning. ONLINE ACCESS
36 Ehlers, U.-D., Daukšiene, E., Tereseviciené, M., Trepule E., Volungevičiene A. (2019): 19th International Conference on Advanced Learning Technologies (ICALT). In: Proceedings of IEEE the “19th International Conference on Advanced Learning Technologies (ICALT). Brazil. 19th International Conference on Advanced Learning Technologies (ICALT). ONLINE ACCESS
The paper describes characteristics of digital and networked society and clarifies their needs for open and online learning (OOL). Empirical research in the form of online and face to face survey was implemented in order to clarify why and how digital and network society learns (if at all) while spending time online, and what are important characteristics of OOL that motivate digital and network society (NDS) for learning. These and other questions have been raised in the research that is presented in this paper.
37 Ehlers, U.-D. (2019): Future Skills und Hochschulbildung – Future Skills Readiness. Berlin. Gesellschaft für Medien und Wissenschaft e.V. (GMW) Jahrestagung “Teilhabe an Bildung und Wissenschaft”. ONLINE ACCESS
38 Ehlers, U.-D., Schenkel, S., Tratzmiller, J. (2019): A New Framework for Professional Higher Education: Creating Synergie between Theory and Practice. Kerala. The case of Baden-Wuerttemberg Cooperative State University. International Conference on Sustainable Globalization. ONLINE ACCESS
Dual study programmes come from the Central European tradition of practice-oriented vocational training, transferring this principle of workplace-based learning to university studies. Although such a model is gaining popularity in other countries, only few countries have systemic structures in place for dual study programmes or have extensive experiences with institutional or programme frameworks for dual studies. The terminology for dual studies varies accros the different coummunities and national and local contexts (Hutcheson 1999). Sometimes called cooperative higher eductaion, sometimes called dual studies, in Europe the term “professional higher eductiaon” (in short PHE) to describe the generic concept of bringing the world of work and higher eductaion closer together is more and more common (Ehlers et al. 2014a, Ehlers et al. 2014b, Furlon 2005).
39 Ehlers, U.-D., Kellermann, S. (2019): Defining a Framework for Digital Global Collaboration Cultures. Köln. ASEM Education in a digital world – Bridging the Continents – Connecting the people. ONLINE ACCESS
In our current world, globalization, technological progress and demographic change lead to changes in values and preferences on the labor market and spurred the evolution of what became known as Industry 4.0. Companies have realized that in order to stay competitive, they need to become much more flexible and agile to an increasingly complex and constantly changing envi-ronment strongly influenced by these three “megatrends” (Organization for Economic Coopera-tion and Development (OECD), 2017). Thus, they are continuously searching for process, product and organizational innovation (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2018, p. 21) and for employees who are capable of acting successfully under these conditions. In the light of digitalization and globalization, contact between individuals from all over the world and thus with different cultural backgrounds, intensifies. Multinational organiza-tions, earlier posting employees abroad as short- or medium-term experts, nowadays refrain from the concept of expatriates as it involves high costs for the sender organization (Clegg & Gray, 2002). Instead, digital media can be used in an organizational context to bridge distances and work across locations as multinational teams without the necessity of travelling or even living abroad. In a study survey with more than 1,500 respondents from 80 countries, 85% of the re-spondents reported being member of a “global virtual team” (RW3 CultureWizard, 2016, p. 3), emphasizing digitalization’s impact on the work environment. Furthermore, 48% of the respond-ents stated that more than half of their team members would be based outside their home coun-try (RW3 CultureWizard, 2016, p. 3). This suggests that team members often have differing cul-tural backgrounds. It is this cultural heterogeneity, which is perceived as the biggest hurdle to productive team functioning (RW3 Culture Wizard, 2016, p. 4). This points towards a misfit be-tween the skills necessary for effective job execution and the skills employees and graduates pos-sess. All in all, it seems that future work carries a challenge to collaborate in distributed interna-tional teams through technology enhanced collaboration scenarios while at the same time higher education might not be fit to equip graduates with the necessary skills to perform successful in these environments (Ehlers, forthcoming). Therefore, our research attempts to shed some light on the set of skills and competences future employees must be equipped with. Specifically, we ask: How do the megatrends identified above affect skill demand? Which factors have led to the skill gap? In addition, which skills are necessary for future graduates and employees to working effectively in this globalized, digitalized world? To address these questions, this paper aims to define a basic research framework, which iden-tifies factors that are underlying actors’ abilities to act successfully in distributed work environ-ments using technology for collaboration. Sources come from prior own and recent desk research of current state of the art research in the field. The framework will thus comprise those compe-tences, which in a digital and global collaboration culture have important influence on successful and effective work relations and task fulfillment. In a first step, we therefore need to a) identify scenarios for ‘digital global collaboration’ (DGC) (Chapter 2) , and b) suggest measures for ‘suc-cess’ and ‘effective task achievement’ in DGC (Chapter 2). In a second step, we c) analyze possible factors, elements of influence, as well as competences necessary for successful achievement (Chapter 3) and, finally, d) suggest relations between them and work out their interdependencies (Chapter 4). The latter will be done through the construction of a set of propositions, which re-lates the previously defined elements.
40 Ehlers, U.-D., Šadauskas, M., Teresevičienė, M., Daukšienė, E. (2018): University Teacher Skills and Attitudes to Create and Use OER. 2. pp. 145–150. EDEN - Conference Proceedings. ONLINE ACCESS
Open Education Resources (OERs) are not a new phenomenon; however, it is still indolently used in higher education curriculum. Although it can bring new ideas for learning and teaching, motivate students, help them learn better, and prepare more attractive curriculum, the usage and development of OERs can be challenging. Using OERs in university curriculum, it is important to find out, what is the attitude of university teachers towards OER, their use and creation? What are the skills of university teachers to create and use OER? These were the main research questions of this research. In order to answer the research questions, the design-based research and semi-structured interviews were used. The preliminary results of research findings show that university teachers are not sure if they have the skills for OER development and don't feel the need to share all created resources. Abstract in German Open Education Resources (OERs, "Offene Bildungsressourcen") sind kein neues Phänomen; dennoch werden sie bisher in der Hochschulbildung nur zögerlich genutzt. Obgleich sie das Potenzial bergen, neue Ideen für Lernen und Lehre zu generieren, Studierende zu motivieren, sie beim Lernen zu unterstützen und Lehrinhalte attraktiver zu machen, können ihre Entwicklung und ihr Einsatz herausfordernd sein. Für die Nutzung von OERs in der Hochschullehre ist es daher wichtig, herauszufinden, welche Einstellungen Lehrende zu OERs, ihrem Gebrauch und ihrer Erstellung haben. Welche Fähigkeiten haben sie in diesem Bereich? Dies sind die leitenden Fragestellungen dieser Untersuchung. Um sie zu beantworten, wurden Design-Based Research und semi-strukturierte Interviews durchgeführt. Die vorläufigen Ergebnisse zeigen, dass Hochschullehrende unsicher sind, über die notwendigen Fähigkeiten für die Entwicklung von OERs zu verfügen und nicht das Bedürfnis verspüren, alle erstellten Materialien mit anderen zu teilen.
41 Ehlers, U.-D (2018): Asia-European Foundation “Young Leaders Summit – Ethical Leadership". In: Proceedings of the Conference of Asia-European Foundation “Young Leaders Summit – Ethical Leadership”. Brüssel. Asia-European Foundation “Young Leaders Summit – Ethical Leadership". ONLINE ACCESS
A thoughtpiece is an opportunity for a writer who is used to write scientific articles. It carries in it the opportunity to convey what’s on one’s mind without being tight to the ridgid structure and rules of scientific writing. In this sense I would like to ask my readers to be mild with the following text, when they perhaps feel that it is becoming to opinionated at times. Take it as a thoughtpiece.
42 Ehlers, U.-D. (2018): Higher creduation - Degree or education? The rise of Microcredentials and its consequences for the university of the future. Genoa. EDEN 2018 (Exploring the micro, meso and macro: Navigating between dimensions in the digital learning landscape: 27th annual conference). ONLINE ACCESS
43 Ehlers, U.-D., Camilleri, A. F., Hudak, R., Pirkkalainen, H., Uggeri, M. (2018): Support Learning through Microcredentialling – The case of the MicroHe initiative. Genoa. EDEN 2018 - annual conference. ONLINE ACCESS
The MicroHE initiative is aiming to examine the scope for and impact of micro-credentials-a form of short-cycle tertiary qualification-in Higher Education. Currently, despite being primarily forms of formal education, micro-credentials such as micro-masters from EdX or nanodegrees from Coursera, are considered to be non-formal education. MicroHE intends to enhance the recognition of such non-formal educational opportunities by bringing them within the framework of existing recognition and transparency instruments for formal education. The project enhances skills-assessment due to the fact, that many micro-credentials are specifically designed to teach particular and narrow sets of transversal competences.
44 Ehlers, U.-D., Daukšienė, E., Šadauskas, M., Trepule, E., Volungeviciene, A. (2018): THE DIGITAL AND NETWORK SOCIETY NEEDS FOR OPEN ONLINE LEARNING. Genoa. EDEN - Conference Proceedings. ONLINE ACCESS
Educational reformers, innovators and researchers suggest that the appearance of digital technologies will radically transform what people learn, how they learn, and where they learn, yet there are existing disagreements on the speed and scope of this change. However, looking for answers to these questions, it is important to identify factors in society which drive the need for a changed role of learning, and analyse the role of open and online learning. The common practice is to identify the learning needs related to already existing services, relating them to formal, non-formal or informal learning. Networks and digital technologies have become the main characteristics of our society and take an important role in the society transforming it into global economies and shaping educational systems, organizations and ways that people learn. In a learning society, learning plays an important role to mitigate risks of individuals to prosper, participate and unfold in their lives, e.g. in the labour market. At the same time, access to learning opportunities seems to diversify through digital technology. The aim of this presentation is to discuss and present theoretical findings on the needs of digital and network society for open and online learning. The presentation will present the results of theoretical research and empirical (quantitative) research implemented among Lithuanian digital and networked society to clarify their needs for open and online learning.
45 Ehlers, U.-D., Trepule, Elena, Daukšienė, E., Šadauskas, M. (2018): Open education practices in higher education. Towards personalized guidance and support for learning. Barcelona, Budapest. 10th EDEN research workshop. ONLINE ACCESS
46 Ehlers, U.-D., Teresevičienė, M., Tamoliune, G., Naujokaitiene, J., Pranckute, D. (2018): Characteristics of digital and network society: emerging places and spaces of learning. EDEN 2018 - annual conference. ONLINE ACCESS
47 Ehlers, U.-D., Daukšiene E., Šadauskas M., Trepule E., Volungevičiene A. (2018): The digital and network society needs for open online learning. Genoa. Proceedings of the Conference of the European Distance and e-earning Network “Exploring the Micro, Meso and Macro – Navigation between dimensions in the digital learning landscape”. ONLINE ACCESS
Educational reformers, innovators and researchers suggest that the appearance of digital technologies will radically transform what people learn, how they learn, and where they learn, yet there are existing disagreements on the speed and scope of this change. However, looking for answers to these questions, it is important to identify factors in society which drive the need for a changed role of learning, and analyse the role of open and online learning. The common practice is to identify the learning needs related to already existing services, relating them to formal, non-formal or informal learning. Networks and digital technologies have become the main characteristics of our society and take an important role in the society transforming it into global economies and shaping educational systems, organizations and ways that people learn. In a learning society, learning plays an important role to mitigate risks of individuals to prosper, participate and unfold in their lives, e.g. in the labour market. At the same time, access to learning opportunities seems to diversify through digital technology. The aim of this presentation is to discuss and present theoretical findings on the needs of digital and network society for open and online learning. The presentation will present the results of theoretical research and empirical (quantitative) research implemented among Lithuanian digital and networked society to clarify their needs for open and online learning.
48 Ehlers, U.-D. (2018): Higher creduation – degree or education? The rise of microcredentials and its consequences for the University of the Future. Genoa. Proceedings of the Conference of the European Distance and e-earning Network “Exploring the Micro, Meso and Macro – Navigation between dimensions in the digital learning landscape”. ONLINE ACCESS
The predictive power of academic certifications for job success is eroding. It has never been outstanding but for a long time it was felt to be an important-at least hygienic-factor for job applications to have an academic or a good academic certificate. This starts to erode recently. More and more alternative credentials start to come into focus and develop value. Different pathways from the traditional higher education system emerge and become increasingly relevant for employers. These different pathways are often credentials earned in post-secondary education or professional training after initial academic graduation. Microcredentials are a fairly recent development that has grown in popularity in multiple discipline areas. They represent mastery of a limited set of skills or competencies rather than broader and interrelated sets of skills-like full bachelor degrees or alike-represented in current credentialing systems. Unlike these current and traditional credentialing conventions, usually summarized by a certificate or transcript with no connection to explicit evidence of the earner's competencies, micro-credentials are directly linked to digital artefacts that explain the nature and criteria of the credential as well as evidence contributed by the earner.
49 Ehlers, U.-D., Camilleri A., Hudak R., Pirkkalainen H., Uggeri M. (2018): Support learning trough microcredentialling – The case of the MicroHE initiative. Genoa. Proceedings of the Conference of the European Distance and e-learning Network “Exploring the Micro, Meso and Macro – Navigation between dimensions in the digital learning landscape. ONLINE ACCESS
The MicroHE initiative is aiming to examine the scope for and impact of micro-credentials-a form of short-cycle tertiary qualification-in Higher Education. Currently, despite being primarily forms of formal education, micro-credentials such as micro-masters from EdX or nanodegrees from Coursera, are considered to be non-formal education. MicroHE intends to enhance the recognition of such non-formal educational opportunities by bringing them within the framework of existing recognition and transparency instruments for formal education. The project enhances skills-assessment due to the fact, that many micro-credentials are specifically designed to teach particular and narrow sets of transversal competences.
50 Ehlers, U.-D. (2017): Lifelong Learning. Holistic and Global Education. Singapur. Proceedings for 6th Asian-European Foundation Rectors Conference on “Future Ready Universities and Graduates. Quality Beyond the Horizon”. ONLINE ACCESS
Lifelong Learning: Rethinking Higher Education It is clear today: the prosperity in both social and economic terms of human societies around the globe will depend on the opportunities individuals have to learn and develop throughout their entire life. Individuals, organisations and nations have to ask themselves how suitable learning ecologies to allow this growth can look like and can be achieved. Lifelong learning (LLL) is not a clear-cut concept but rather a leitmotiv which comes with a multiple forms, shapes and realities. We cannot create it but will notice if it is not supported. A recent UNESCO report (UNESCO, 2016) shows that, although considerable efforts can be identified to create LLL policies on national, regional and institutional level we are still in the beginning to understand how best to support continuous learning for individuals, organisations and regions. Specifically, in the field of higher education a LLL turn has not yet taken place nor has it even begun to take shape. Therefore, it is an important question how we can turn the big tanker of academia globally into revolutionary leaders of this field – how we can rethink higher education. In societies in which the majority of a cohort of young persons will soon be choosing some kind of higher education, they are the gatekeepers which are leading graduates the way into their LLL career.
51 Ehlers, U.-D., Deuer E., Wild S. (2017): Konstruktion eines empirischen Ansatzes zur Analyse von Studienabbrüchen an der DHBW. In: Tagungsband der Konferenz der Arbeitsgruppe für empirisch Pädagogische Forschung. Tübingen. Konferenz der Arbeitsgruppe für empirisch Pädagogische Forschung. ONLINE ACCESS
Das Interesse an dualen Studiengängen steigt. Ein möglicher Grund ist die oft kritisierte Praxisferne rein akademischer Studiengänge (DIHK 2015). Die Duale Hochschule Baden-Württemberg (DHBW), als größter Anbieter dualer Studienplätze in Deutschland, bietet ein vollständig verzahntes Studienmodell. So werden in wechselnden Studienabschnitten zwischen Theorie- und Praxisstudienphasen verschiedenste Studienangebote (oftmals mit explizitem Branchenfokus) angeboten. Die Studienabbruchquoten fielen an der DHBW bzw. zuvor an der Berufsakademie traditionell gering aus. In den letzten 3 Jahren stieg allerdings auch an der DHBW die Anzahl der Studienabbrüche, insbesondere in technischen Studiengängen. Vor diesem Hintergrund stellt sich an der DHBW die Frage nach den Ursachen dieser Entwicklung. Welchen Effekt hat hierbei die Gestaltung der Praxisphase (Weiß 2016)? Welche individuellen Voraussetzungen und/oder organisatorischen Rahmenbedingungen begünstigen einen erfolgreichen Studienverlauf?
52 Ehlers, U.-D. (2016): Monitoring Progress on Open Education in Germany. Oldenburg. pp. 186-199. Proceedings. 9th EDEN Research Workshop. ONLINE ACCESS
The paper summarises the situation of OER in Germany. An analysis of the scope of acceptance, use and implementation of the concept in educational institutions and policy, as well as an overview of the major actors and initiatives in the field of OER is presented. In addition, considerations about the concept of Open Educational Practices (OEP) and possible benefits for educational institutions are suggested.
53 Ehlers, U.-D. (2016): Towards a theory for quality in education – An attempt on a fundamental concept. Oldenburg. Proceedings. 9th EDEN Research Workshop. ONLINE ACCESS
Ten years after “The Learner’s quality model” there is a need for a fundamental concept of quality in education. In the public discourse of recent years, the term quality has gained an importance which is almost equalling the concept of equality or science orientation in the educational debate of the 1970s (Terhart 2000: 809). Such concepts usually do not appear in form of a precise operationalised empirical terminonlogy but rather as a pattern of arguments, objectives, convictions and suggestions. In that sense quality has advanced to become a slogan in education and pedagogy whichis characterized through its positive connotations rather than through its conceptual precision [4]. The theme of quality today is of high relevance to ghe national and European debate in education policy and practice, in schools, as well as in the tertiary sector. It is progressively finding its way into research in education, however needs a better theoretical foundation. The importance quality has gained within the debate in the education sector represents a fairly new and clearly shaped perspective on education which can be characterised through five aspects (Helmke et al. 2000, Fend 2001): • Quality advancement through more resources (Expansion) is replaced by the question of efficiency of the used resources. • The general believe that educational institutions are meeting gtheir selfdefined objectives is replaced by the question of actual effects, impact and criteria for efficiency and effectiveness. • The idea of an open and in parts controversial discourse on “good” pedagogical work is replaced through claims fro measurable and comparable indicators. • The general request to practitioners to care in a self-critical manner about constant improvement of their work is replaced by the expectations that strength and weaknesses shall be made visible through evaluation and quality management is taking on responsibility for onstant imporvements. • For some of the parts of the education system for which the state owns a monopoly the question is raised how these services can be organised in a more efficient way with a better quality through the free market.
54 Ehlers, U.-D., Bagucanskyte, M., Bick, M., Hudak, R., Jarour S. A., Makropoulos, C., Pappa, D., Pawlowski, J., Pirkkalainen, Pitsilis, V., H., Tannhauser, A-C., Trepule, E., Vidalis, A., Volungeviciene, A. (2014): Enhancing the experience of online users of open education. Dubai. pp. 1-6. International Conference on Web and Open Access to Learning (ICWOAL). ISBN: 9781479957392. ONLINE ACCESS
The limited adoption of Open Educational Resources (OER) has kicked off the launch of several projects to search for possible solutions. One of these projects is "Open Educational Ideas and Innovations" (OEI2). The goal of this project is to find alternatives for increasing the uptake of OER and facilitating the collaborative development of OER. To enhance the experience of the users of open education, we interviewed twelve educators and researchers from different higher education institutions across Europe focusing on gathering insights about idea sharing experiences. In this paper, we present our key findings based on these interviews and outline some recommendations for our next open educational platform. One of the main principles of our proposal is providing an end-to-end platform that supports educators right from the very beginning to the very end, instead of focusing on the content delivery only. An open education initiative starts with a preliminary idea whose owner shares with the other interested educators who in turn collaborate altogether to sharpen the idea and generate the content so that it becomes suitable for an open educational course.
55 Pawlowski, JM., Bick, M., Camilleri, A., Ehlers, U.-D., Makropoulos, C., Volungeviciene, A. (2013): Open educational ideas: Early stage sharing of educational artefacts. Barcelona. Proceedings of the European Innovation Forum 2013.
56 Ehlers, U.-D., Josten, J. (2012): Catching a moving target?! Global Quality for eCapacity Building. Capetown. emerge 2012 Conference Proceedings. ONLINE ACCESS
The purpose of the paper is to present a quality certification scheme for e-learning in the field of Capacity Building. The certification scheme is developed in a participatory process together with organisations in the field of Capacity Building. Based on a landscape analysis on the utilisation of e-learning in Capacity Building and a study focusing on the possible requirements that Capacity Building Organizations have towards a certification scheme, demands for the development are derived. In a second step, existing standards and certificates like UNIQUE, EFMD CEL or ISO/IEC 19796-1 are assessed if they meet these demands or if parts of the existing standards and certificates could be incorporated into the development. Finally, a blueprint for a certification scheme is proposed including a description of the architecture, the definition of quality criteria and related indicators as well as a definition of a certification process. The results of the needs analysis suggest that organisations in the field of Capacity Building have in general a high interest to obtain a quality label. Mostly organisations are interested in a tool that supports measuring and improving impact efficiency, that helps ensuring the success of e-learning programs and that allows to benchmark with other organisations. The analysis also shows that organisations differ in the diffusion of e-learning within their Capacity Building activities. To incorporate these differences a label with two options is developed: a label for single programs (e.g. course) and a label for a whole institution.
57 Ehlers, U.-D., Richter, T. (2011): Barriers and Motivators for Using Open Educational Resources in Schools. pp. 413-424. Valencia, Barcelona. Proceedings of the Seventh Annual Open Education Conference. ONLINE ACCESS
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
58 Ehlers, U.-D., Carneio, R. Conole, G., Connelly, T., Mundin, P., Kairamo, A.-K., Koskinen, T., Nozes, J., Santos, A. (2010): Quality and Innovation in Open Educational Practice. Valencia. pp. 93. Proceedings zur EDEN Konferenz 2010. ONLINE ACCESS
59 Ehlers, U.-D., Steinert, A. (2010): Transfer-Tutor-Coach-Network. The emerging social value of learning. Valencia. Proceedings zur EDEN Konferenz 2010. ONLINE ACCESS
The following paper explores the question how self-directed learning can be supported by Networked Learning. Self-directed learning is though not a novelty, its relevance has been discussed with changing perspectives for a long time. The decisive one, for this article, is the paradigm change in education, from instructional to experience based learning, which is attended by a changed perception about learning and instruction styles: Phrasing with Baumgartner (1997), from a " Transfer-oriented style " over a " Tutorial-style " to a " Coaching-style ". However, they are still based under the assumption of an " instructor " , who, how " coaching " he/she may be, is still an " impulse-giver " / " initiator " , who can not always be seen as given in today's world. Networked Learning offers hence an opportunity to learn in a self-directed way when-(what-) and wherever learners want to, whereby they can draw on a worldwide resource-pool of knowledge and " peers " as learning attendants through whom (external) reflection and validation is given.
60 Ehlers, U.-D., Steinert, A. (2010): Networked Learning in a networked world. Valencia. pp. 24. Proceedings zur EDEN Konferenz 2010. ONLINE ACCESS
61 Ehlers, U.-D., Steinert, A. (2010): „Transfer“-„Tutor“-„Coach“-„Network“ - The emerging social value of learning. Proceedings zur IADIS Multi Conference on Computer Science and Information Systems 2010. ONLINE ACCESS
62 Ehlers, U.-D., Steinert, A. (2010): Forschendes Lernen mit Netzwerken. Mandel, S., Rutishauser, M., Seiler Schiedt, E. (Ed.). In: Digitale Medien für Lehre und Forschung 2010. Medien in der Wissenschaft. Bd. 55. pp. 376-387. ONLINE ACCESS
63 Ehlers, U., Helmstedt, H., Richter, T. (2010): Analysing New Learning Culture. Valencia. pp. 3. Proceedings of the EDEN 2010 Annual Conference 2010. ONLINE ACCESS
64 Ehlers, U.-D. (2009): Bridging the Gap. E-Learning for Capacity development in Development Cooperation. Maastricht. Proceedings für die M-2009 Konferenz. ICDE World- Konferenz.
65 Ehlers, U.-D. (2009): Learning Communities and Networks: Innovation and Quality for new Learningscapes. Danzig. Proceedings zur EDEN Conference 2009. ONLINE ACCESS
66 Ehlers, U.-D., Joosten, J. (2009): Catching a Moving Target?! Global Quality for eCapacity Building. Maastricht. Proceedings für die M-2009 Konferenz, ICDE World-Konferenz. ONLINE ACCESS
67 Ehlers, U.-D., Adelsberger, H. H., Schneckenberg, D., (2009): Reflexion im Netz: Auf dem Weg zur Employability im Studium. Berlin. Proceedings zur GMW 2009 Tagung. ONLINE ACCESS
68 Ehlers, U.-D., Schneckenberg, D. (2009): Bridging the Gap – How Web 2.0 can help Business Education to foster Organisational Learning. Amsterdam. Proceedings zur OLKC Konferenz. ONLINE ACCESS
This paper presents an experimental approach to use web 2.0 tools for the re-design business courses on the idea of competence development. Web 2.0 technologies have the potential to move education from knowledge transfer to competence development. But while web technologies are currently changing the competitive landscape of companies in modern business, the deployment of interactive learning technologies in management curricula remains weak. By increasing the use of web 2.0-based learning technologies, we think that business education can narrow the gap between the competence development of students in management studies and competence requirements of companies in business practice. We present with close conceptual reference to the work of Donald Schön a case study on reflective practice how web 2.0 tools can be used to create educational scenarios in form of reflective laboratories. To understand the long-term impact of this learning intervention, this study needs to be complemented with psychometric approaches to measure competence acquisition or longitudinal studies to assess change of behaviour like self-responsible learning and reflection processes of participants in their future business environments.
69 Ehlers, U.-D. (2008): Understanding Quality Culture. Lissabon. Proceedings zur EDEN Konferenz 2008. ONLINE ACCESS
Purpose – The purpose of this paper is to develop a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and to propose an enhanced model for quality culture in educational organisations. Design/methodology/approach – The conceptual framework is based on relevant research in the field of quality development for education, and integrates it with a series of previously published works related to quality methodologies, quality literacy and quality as a multidimensional concept. Quality is approached from an educational science perspective, and is understood as a relationship among all the participants and resources of an educational scenario. Findings – The paper establishes the foundation for a comprehensive understanding and analysis of quality culture in organisations, focussing on higher education. While this understanding of quality as part of the organisational culture seems to gain more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. Quality development in higher education is often limited to bureaucratic documentation, and disregards the development of quality as an organisation's holistic culture. However, there is a need to focus on promoting a quality culture which is enabling individual actors to continuously improve their educational practice. Originality/value – The original value of the paper is to approach quality development in higher education from an organisation's cultural perspective. When the conceptual foundations for empirical research are worked out, the professionals can benefit by understanding the interrelated nature of educational quality and organisational culture in higher education institutions.
 
70 Ehlers, U.-D., Adelsberger, H. H., Schneckenberg, D. (2008): Stepping up the Ladder. Competence Development Through E-Learning. Wien. Proceedings zur AACE World Konferenz ed-media. ONLINE ACCESS
In this paper we argue that e-learning is changing from a primarily distributive mode to a more collaborative mode. This enables e-learning to step up the ladder, and to turn to competence oriented pedagogical models. Three steps are taken: First the changes e-learning is currently undergoing are explored and summarised, secondly the concept of competence is defined, and thirdly, pedagogical conditions for competency oriented e-learning are elaborated. The paper results in illustrating competence-based learning by a applying Kolb's learning cycle.
71 Ehlers, U.-D., Schneckenberg, D. (2008): Webucating the Reflective Practitioner. Towards Competence Development in E-Learning. St. Gallen. Proceedings zur “Changing Faces of Learning“ Konferenz. ONLINE ACCESS
In this paper we argue that e-learning is changing from a primarily
distributive mode to a more collaborative mode. This enables e-
learning to step up the ladder, and to turn to competence oriented
pedagogical models. Three steps are taken: First the changes e-learning
is currently undergoing are explored and summarised, secondly the
concept of competence is defined, and thirdly, pedagogical conditions
for competency oriented e-learning are elaborated. The paper results in
illustrating competence-basedlearning by aapplying Kolb’s learning
cycle.
72 Ehlers, U.-D., Adelsberger, H. H., Teschler, S. (2008): Reflexion im Netz: Auf dem Weg zur Employability im Studium. Wien. Proceedings Wirtschaftsinformatik Kongress 2009. ONLINE ACCESS
73 Ehlers, U.-D. (2007): Making the difference in E-Learning: Towards Competence Development and E-Irritation. Barcelona. Proceedings zur EDEN Research Workshop 2007. ONLINE ACCESS
74 Ehlers, U.-D. (2006): Quality Literacy – Between Reference Models and Professionalisation. Wien. Proceedings zur EDEN Konferenz 2006. ONLINE ACCESS
75 Ehlers, U.-D. (2005): Bringing Collaboration to E-Learning. Making Competence development Possible. Helsinki. Proceedings zur EDEN Konferenz 2005. ONLINE ACCESS
76 Ehlers, U.-D., Pawlowski, J.M., Stracke, C. (2005): Quality for E-Learning-Regions. Supporting Lifelong Learning on a Regional Level. Helsinki. Proceedings zur EDEN Konferenz 2005. ONLINE ACCESS
77 Ehlers, U.-D. (2004): Quality in E-Learning From a Learner’s Perspective. Oldenburg. pp. 130-137. Supporting the Learner in Distance Education and E-Learning, Proceedings zum Third EDEN Research Workshop. ONLINE ACCESS
When you really get down to analysing it, the promises of E-Learning often have yet to materialize. The question how e-learning can be successful becomes more urgent as we move from an 'early adopter' stage to a more general offering. In the discussion about the best strategy for e-learning it becomes more an more clear that e-learning has to be based on the learner. This includes the necessity to postulate in a clear way that the needs of the learners have to be determined in a concrete manner before starting the project. Important aspects are therefore the awareness of the learning biography, of individual learning preferences and of social needs. It is important to acknowledge that quality of a learning process is not something that is delivered to a learner by an e-learning provider but rather constitutes a process of co-production between the learner and the learning-environment. That means that the product/ outcome of an educational process is not exclusively a result of the production process of an educational institution. Quality therefore has to do with empowering and enabling the learner. It has to be defined at the final position of the provision of the learning-services: the learner. The article describes learners preferences in e-learning based on empirical results of today's largest survey in this field [1]. It thus facilitates the construction of learner oriented services portfolios in e-learning.
78 Ehlers, U.-D., Hildebrandt, B., Pawlowski, J.M., Teschler, S. (2004): The European Quality Observatory. Enhancing Quality for Tomorrow’s Learners. Oldenburg. pp. 138-145. Supporting the Learner in Distance Education and E-Learning. Proceedings zum Third EDEN Research Workshop. ONLINE ACCESS
79 Ehlers, U.-D., Hildebrandt, B., Pawlowski, J.M., Teschler, S. (2004): Metadaten zur Analyse und Auswahl von Qualitätsansätzen für Aus- und Weiterbildung. Essen. Proceedings zur MultiKonferenz Wirtschaftsinformatik in der Universität Duisburg- Essen. ONLINE ACCESS
80 Ehlers, U.-D., Pawlowski, J. M. (2004): Learning From Experience. Towards a Formal Model for Contextualization of Experiences for Quality Development. Joensu. Proceedings zur International Conference for Advanced Learning Technologies (ICALT) 2004. ONLINE ACCESS
Quality development in e-learning becomes more and more important. A variety of quality approaches have been developed to improve educational processes in this field. The implementation of these approaches, however, often lacks success. One important reason is that experiences and recommendations are not systematically utilized for the implementation processes. The following article suggests a formal approach to collect and share experiences and recommendations to help users of quality approaches enhance their success by reusing experiences of others. Based on knowledge management principles, the contextualization of experiences will help to transfer them from one specific situation to a different context. The suggested approach is a result of the European Quality Observatory, an analysis and information platform for quality approaches in European e-learning.
81 Ehlers, U.-D., Pawlowski, J.M. (2003): The European Quality Observatory: Enhancing Quality in Tomorrow’s Education. Berlin. Online Educa 2003, Book of Abstracts.

08 Book chapters

01 Ehlers, U.-D. (2022): Future Skills as new currency for the world of tomorrow. Rhona Sharpe, Sue Bennett, Tünde Varga-Atkins (Ed.). Edward Elgar Publishing. In: Handbook of Digital Higher Education. ONLINE ACCESS
02 Ehlers, U.-D., Bonaudo, P. (2021): Künstliche Intelligenz, Machine Learning & Algorithmen in der Hochschulbildung – zwischen Mythen und Realität. Schmohle, T., Watanabe, A. (Ed.). transcript. In: Künstliche Intelligenz in der Hochschulbildung – Chancen und Grenzen des KI-gestützten Lernens und Lehrens. pp. 7-26. ONLINE ACCESS
03 Ehlers, U.-D. (2021): Hochschule der Zukunft – Zukunft der Hochschule. Hochschule Bochum (Ed.). In: 2021: Denken, Fühlen, Machen, Sein. 50 Jahre unsere Hochschule Bochum – Festschrift. pp. 106-107. ONLINE ACCESS
04 Ehlers, U.-D. (2020): Future Skills für die Welt von morgen: Das Future Skills Triple Helix-Modell der Handlungsfähigkeit in emergenten Praxiskontexten. Stifterverband (Ed.). Stuttgart. Digitalisierung in Studium und Lehre gemeinsam gestalten. Innovative Formate, Strategien und Netzwerke. ONLINE ACCESS
05 Ehlers, U.-D., Bonaudo, P., Eigbrecht, L. (2021): Eine Agenda für die Hochschule der Zukunft. Dieter Thomaschewski, Rainer Völker (Ed.). In: Standort Deutschland. Herausforderungen und notwendige Reformen (Denkanstöße). pp. 229-262. ONLINE ACCESS
06 Ehlers, U.-D. (2021): Quality for New Digital Learning Cultures. Sheila Jagannathan (Ed.). In: Reimagining Digital Learning for Sustainable Development. pp. 82-95. ONLINE ACCESS

In this chapter we present state-of-the-art quality concepts for digital learning which often lead to new learning cultures. Teaching and learning is changing with digital technology on the rise. But is the definition of quality and the method used to develop or assess quality also changing? We will show that that quality methods should be closely examined in order to be able to meet the requirements of learning in new digital learning cultures. It is our intention to elaborate on both quality concepts (a) the provider-centered understanding of digital learning as well as (b) the learner-centered view which is described as a new digital learning culture.

For digital learning - since it is a very fast changing market - it is not easy to make a long-term recommendation on a specific tool or criteria set. They exist in all kinds and shapes. However, the example of Open ECBCheck shows that several methods can be combined in order to reach a high consensus in the field of capacity building.

07 Ehlers, U.-D., Bonaudo P. (2021): Studentische Zukunftsprojekte – problem- und projektorientierte Lehre im Pandemiesemester. Onlinelehre zur Zukunft der Gesellschaft mit KI. In: #Dual – ZHL-Schriftenreihe für die DHBW. 5. pp. 189-200. ONLINE ACCESS
08 Ehlers, U.-D., Bonaudo, P. (2020): Lehren mit offenen Bildungsressourcen – Kompetenzrahmen für „open educators". Müller Werder, C., Erlemann, J. (Ed.). Waxmann. In: Seamless learning – lebenslanges, durchgängiges Lernen ermöglichen. Münster, New York. Medien in der Wissenschaft, Bd. 77. pp. 69–79. ISBN: 978-3-8309-4244-3. ONLINE ACCESS
Trotz großer Bemühungen im Hochschulbereich und auch der Bildungspolitik ist die Nutzung von off enen Bildungsressourcen im Hochschulbereich noch zurückhaltend (Ehlers et al., 2020, Ehlers, 2016). Dabei existieren auf verschiedenen Ebenen Bestrebungen, das Th ema OER zu fördern (ebenda.). Ein wichtiger Ansatzpunkt dabei besteht in der Förderung von Lehrenden von deren Kompetenz der Nutzung und Produktion von off enen Bildungsressourcen sowie der didaktischen Gestaltung von off enen Bildungsszenarien. Der vorliegende Referenzrahmen für Kompetenzen von Hochschullehrenden im Bereich der off enen Bildung basiert auf der systematischen Bestandsaufnahme der gängigen Praxis im Hochschulkontext und der systematischen Ableitung der geforderten Kompetenzen. Der heuristische Referenzrahmen bildet eine Ergänzung des gemeinsamen Europäischen Rahmens für die digitale Kompetenz Lehrender (DigCompEdu1) für den Bereich der off enen Bildung in der Hochschullehre. Demnach benötigen Lehrende vier Sachkompetenzen im Bereich der off enen Bildungsressourcen und vier off ene Lehrkompetenzen, die sich nach einer Wissens-, einer Einstellungs- und einer Fähigkeitskomponente ausdiff erenzieren und systematisieren lassen. Der vorgestellte Referenzrahmen ist das Ergebnis einer interdisziplinären Arbeitsgruppe2 europäischer Hochschulen unterstützt durch die Europäische Union.
09 Ehlers, U.-D. (2020): Future Skills für Absolvent*innen der Zukunft: Von der Praxisphase zur Hochschullehre im dualen Studium.. Schnekenburger, C., Ternes, D. (Ed.). In: #DUAL: ZHL-Schriftenreihe für die DHBW. Bd. 4. pp. 91–106. ISBN: 978-3-9819673-3-3. ONLINE ACCESS
10 Ehlers, U.-D. (2020): Future Skills für die Welt von morgen: Das Future Skills Triple Helix-Modell der Handlungsfähigkeit in emergenten Praxiskontexten. Stifterverband (Ed.). In: Digitalisierung in Studium und Lehre gemeinsam gestalten. Stuttgart. Innovative Formate, Strategien und Netzwerke. ONLINE ACCESS
In einer Welt im immer schnelleren Wandel ist die Diskussion um Future Skills eine der aktuellsten in der Bildungsforschung. Dabei wird die Diskussion um Future Skills schon lange geführt (angefangen mit Studien zu Graduate Attributes), ist oft ungreifbar wegen konzeptioneller Unklarheit darüber, was Skills eigentlich sind, und bezieht sich oft nur verkürzt auf digitale Future Skills. Die hier dargestellte Forschung basiert auf einem fundierten empirischen Ansatz, den multimethodischen angelegten, mehrteiligen NextSkills-Studien. Die Intention des Projekts besteht darin, die Nachfrage nach spezifischen Future Skills näher zu erforschen und diese dann im zweiten Schritt auch bildungstheoretisch zu fundieren. Diese Future Skills werden durch das „Future-Skills-Triple-Helix-Modell der Handlungsfähigkeit in emergenten Praxiskontexten“ eingeordnet. Im Einzelnen handelt es sich um Skills, wie beispielsweise Ambiguitätskompetenz, ethische Kompetenz, Selbstkompetenz und anderes.
11 Ehlers, U.-D., Eigbrecht, L. (2020): Reframing working, Rethinking Learning: Future Skills for Future Learning. Jagathan, S. (Ed.). Washington. Educational Technologies for Sustainable Development: How Upskilling, Data Analysis, and Digital Innovations Foster Lifelong Learning. ONLINE ACCESS
12 Ehlers, U.-D. (2020): Quality and Innovation for new Learningscapes. Jagathan, S. (Ed.). Washington. Educational Technologies for Sustainable Development: How Upskilling, Data Analysis, and Digital Innovations Foster Lifelong Learning.
13 Ehlers, U.-D., Kellermann, S. (2019): Future Learning – Future University. Heider-Lang, J., Merkert, A. (Ed.). Rainer Hampp Verlag. In: Digitale Transformation in der Bildungslandschaft - den analogen Stecker ziehen?. Augsburg, München. pp. 2–69. ISBN: 978-3-95710-240-9. ONLINE ACCESS
14 Ehlers, U.-D. (2019): Future Skills und Hochschulbildung „Future Skill Readiness“. Hafer, J. Mauch, M., Schumann, M. (Ed.). Waxmann. In: Teilhabe in der digitalen Bildungswelt. Münster, New York. Medien in der Wissenschaft, Bd. 75. pp. 37–48. ISBN: 978-3-8309-4006-7. ONLINE ACCESS
15 Ehlers, U.-D. (2018): Vorwort. In: #Dual – ZHL-Schriftenreihe für die DHBW – E- Learning-Erfahrungen und -Strukturen. Bd. 2. pp. 7. ISSN: 2625-0594. ONLINE ACCESS
In diesem Buch geht es um das Wesen guter dualer Hochschullehre. Es geht um Fragen wie „Was genau ist eigentlich schwierig, wenn meine Studierenden klagen, die ihnen zur Lektüre für mein Seminar aufgegebenen Texte seien zu schwierig? […] Was sind geeignete Schlüsselfragen, die einen guten Einstieg in ein großes Thema eröffnen und zugleich für die Studierenden von heute aktuell oder persönlich relevant sind? – Wie können wir in unseren Lehrveranstaltungen die Förderung allgemeiner Kompetenzen mit der der fachspezifischen verbinden?“ – diese Fragen stellte Ludwig Huber 2014 zu Beginn eines Beitrags in einem wichtigen Band über das „Scholarship of Teaching and Learning“. Und ich möchte noch hinzufügen: Wie können die digitalen Medien im Studium so genutzt werden, dass die Studierenden und die Lehrenden mit deutlichen Mehrwerten davon profitieren? Viele Lehrversuche, -projekte und -initiativen an der DHBW zeugen vom Ideenreichtum der Lehrenden.
16 Ehlers, U.-D., Töpper, J., Bozkurt, H., Ebinger, M., Griesinger, A., Hansch, J., Honal, A., Laubert, S., Lichtenberger, B., Paul, C., Sauer, Th., Voß, M., Wengler, K., Winkelmann, C. (2018): Das Projekt „eCampus“ – standortübergreifende Kooperationen in der digitalen Lehre. Doris Ternes, Carsten Schnekenburger (Ed.). In: #DUAL: ZHL-Schriftenreihe für die DHBW. Bd. 2. pp. 13–21. E-Learning-Erfahrungen und -Strukturen. ISBN: 978-3-9819673-1-9. ISSN: 2625-0594. ONLINE ACCESS
Das eCampus-Projekt an der Dualen Hochschule Baden-Württemberg hat die Stärkung der Kooperation zwischen den einzelnen Standorten bei der digitalen Vermittlung von Lerninhalten zum Ziel. Professorinnen und Professoren verschiedener Standorte und Fachrichtungen entwickeln in fachlich untergliederten Teilprojekten gemeinsam Lehr- und Lernmaterialien sowie Handreichungen und Ideen, wie diese in der Praxis vor Ort zum Einsatz kommen können. Die erstellten Materialien, Tutorenkonzepte, didaktische Herangehensweisen und Erfahrungen bei der Implementierung sollen zum Austausch zwischen den einzelnen Standorten führen und zukünftigen Initiativen als Erfahrungsschatz zur Verfügung stehen. In einer Pilotphase wurden Erfahrungen in der Zusammenarbeit der Standorte gesammelt. Eine Evaluation brachte weitere Erkenntnisse.
17 Ehlers, U.-D. (2017): Universität der Zukunft – Zukunft der Universität. Ullrich Dittler, Christian Kreidl (Ed.). Springer VS. In: Hochschule der Zukunft. Wiesbaden. ISBN: 978-3658204020.
18 Ehlers, U.-D. (2017): Open Learning. Veränderung von Lernkultur und Qualitätskonzepten. Anke Simon (Ed.). In: Akademisch ausgebildetes Pflegefachpersonal. Berlin. Entwicklung und Chancen. ONLINE ACCESS
"The idea is that learning is not based on objects and contents that are stored, as though in a library. Rather, the idea is that learning is like a utility - like water or electricity - that flows in a network or a grip that we tap into when we want."(Stephen Downes 2007) Morgens eine Vorlesung als Podcast von der Seminarseite laden, im MP3-Player abspielen, am Nachmittag an einer Onlinesitzung einer internationalen Studierendengruppe zur Prüfungsvorbereitung teilnehmen und sich abends in einer virtuellen Welt in eine vertiefende Seminarübung zum Vorlesungsstoff vom Vormittag einloggen. So oder ähnlich sieht zunehmend häufiger ein Studienalltag aus. In Unternehmen sind Onlinefortbildungen bereits ebenfalls keine ferne Zukunftsvision mehr, sondern schon Realität für immer mehr Mitarbeitende. Internetgestütztes Lehren und Lernen befindet sich im Wandel. Hinter dem Begriff „E-Learning 2.0“ versteckt sich der Einsatz von Internetwerkzeugen wie Blogs, Wikis oder Podcasts für Lehr- und Lernzwecke. Lernende können dabei eigene Inhalte erstellen und sich in Netzwerken wie der Videoplattform YouTube (http://www.youtube.com) austauschen. Vielerorts sieht die Realität noch anders aus und E-Learning heißt dann lediglich, Seminartexte auf einer Lernplattform online zu stellen. Kerres spricht von solchen Lernplattformen als „Inseln im Internet“ (Kerres 2006), die sich durch offene Lehr-/ Lernformen zu „Toren“ weiterentwickeln können, über die die gesamte Welt des Internet als Lernwelt betreten werden kann, Inhalte gefunden, verändert und mit anderen geteilt werden können. In dieser Sichtweise ist das Internet dann die Lernplattform. Stephen Downes, der Schöpfer des Begriffes „E-Learning 2.0“ beschreibt diesen mit Worten wie “learner centered", "immersive learning", "connected learning", "game-based learning", "workflow (informal) learning", "mobile learning" und beschreibt eine Entwicklung von standardisierten Lernumgebungen hin zu "Personal Learning Environments" (Downes 2007). Aber was steckt wirklich dahinter? Was macht das neue, innovative Element aus, welches mit Web 2.0 (Tim O`Reilly 2004/5) und mit Open Learning beschrieben wird? Und vor allem: Hat diese Entwicklung Konsequenzen dafür wie wir Qualität im E-Learning sichern, managen und entwickeln? Und wenn ja: Brauchen wir neue Methoden und Konzepte um zukünftig die Qualität von Open Learning zu gewährleisten und zu verbessern? Diese Fragen stehen am Anfang vieler Debatten, die rund 2 um den Begriff Open Learning geführt werden. War die Qualitätsfrage bereits zur Traditionelles E-Learning Zeit heiß diskutiert, so existiert im Bereich Open Learning eine noch größere Unsicherheit. Der vorliegende Artikel geht diesen Fragen nach. In drei Schritten wird zunächst beschrieben, was E-Learning 2.0, auf welchen Grundlagen von Web 2.0 es aufbaut und was sich hinsichtlich Traditionelles E-Learning verändert. In einem zweiten Schritt wird aufgezeigt welche Konsequenzen sich für die Qualitätsentwicklung1 des E-Learning ergeben. Drittens werden exemplarisch einige Methoden beschrieben und praktische Anregungen dazu gegeben, wie Qualitätsentwicklung sich – parallel zu E-Learning – weiterentwickeln muss. In einem Ausblick wird diskutiert, ob eine neue Lernkultur auch zu einer neuen Qualitätskultur führt.
19 Ehlers, U.-D. (2017): Qualitätskultur: Ein Blick in die gelebte Praxis der Hochschulen. Beiträge zur 4. AQ Austria Jahrestagung 2016. Facultas. In: Qualitätskultur - Ein Blick in die gelebte Praxis der Hochschulen. Wien. Beiträge zur 4. AQ Austria Jahrestagung 2016. 1. Auflage. pp. 22-34. GBV Gemeinsamer Bibliotheksverbund. ISBN: 978-3708915494. ONLINE ACCESS
20 Ehlers, U.-D. (2016): Open Educational Resources in Germany. Miao, F., Mishra, S., McGreal, R. (Ed.). In: Open educational resources: policy, costs, transformation. pp. 87–98. Open Educational Resources. ISBN: 978-92-3-100148-2. ONLINE ACCESS
[UD Ehlers 2018:] Germany was the only country that, in its response to an OECD questionnaire in 2011, reported that Open Educational Resources (OER) are not expected to become a policy priority in the near future. It also stated that there is enough learning material in digital format. However, OER projects are being implemented in the country and there is a growing interest in making education open and educational materials made available freely on the Internet to students, teachers and schools. Open access is widely used in educational institutions in Germany, and the copyright law allows publicly funded research works to be self-archived in institutional repositories. This is not the same with educational materials, where publishers play a predominant role. With a growing interest in OER in Germany, several projects are emerging from the civil society. In educational institutions, there is a move to think beyond OER and promote Open Educational Practices (OEP) that support the effective use of OER.
21 Ehlers, U.-D. (2013): Evaluation as Quality Methodology for (E-) Learning in Europe. Tannhäuser, A., Feliciano, S. (Ed.). In: Improving Quality of Vocational Training Tools, Frameworks and Current Practices. Brussels. Improving Quality of Vocational Training - Tools, Frameworks and current Practices. ISBN: 9789082020519. ONLINE ACCESS
The developmentand provisionofe-learningisarapidlyexpandingarea ofeducationand
training.Whetherthisisthroughanintranet,theinternet,multimediaorcomputerbased
training, e-learning isseen asa keycorner stone forbuilding thefuture knowledge society.
However, what isknown aboutthese innovativeapproaches to traininghas beenlimited by
the shortage of scientifically credible evaluation. Is e-learning effective? In what contexts?
For what groups of learners? How do different learners respond? Are there marked
differencesbetweendifferentICTplatforms?Doesthesocio-culturalenvironmentmakea
difference? What problems has it created for the teachers? E-learning is also one of the areas
that attracts the most research and development funding. If this investment is to be
maximised, it is imperative to evaluate e-learning processes and produce tools which are
flexible in use but consistent in results.
22 Ehlers, U.-D. (2010): Qualitätssicherung des Lernens mit Technologien. Martin Ebner, Sandra Schön (Ed.). In: Lehrbuch für Lernen und Lehren mit Technologien (L3T). Salzburg. ISBN: 978-3844204377. ONLINE ACCESS
E-Learning 2.0 führt zu einer neuen Lernkultur. Diese ist gekennzeichnet durch eine stärkere Autonomie der Lernenden, die wegführt von einem Wissenstransfermodell, wie es in vielen Bildungskontexten vorherrscht, hin zu einem Modell der gemeinsamen Wissenskonstruktion und Kompetenzentwicklung. Lernende für eine ungewisse Zukunft fit zu machen steht im Vordergrund, sie bei ihrer Entwicklung zu ‚reflektierten Praktikerinnen und Praktikern‘ zu unterstützen und sie mit einem Portfolio von Handlungskompetenzen auszustatten, mit dem sie ihre jeweiligen Arbeits- und Lebenswelten gestalten und innovativ weiterentwickeln können. Eine neue Kultur des Lehrens und Lernens, wie im Beitrag beschrieben, stellt auch die Auffassungen davon in Frage, wie Qualität beurteilt, entwickelt und gesichert wird. Verfahren, die auf Beteiligung der Lernenden und den Lernprozess direkt abzielen, stehen dabei im Vordergrund und weniger organisationszentrierte Prozesse. Eine Qualitätskultur für E-Learning, die Verfahren und Methoden für E-Learning 2.0 beisteuern möchte, zielt auf beteiligungsorientierte Verfahren ab, schafft Räume und Möglichkeiten zur Reflexion und bindet Lernende in Feedback-Prozesse ein.
23 Ehlers, U.-D. (2010): National and Regional Quality Approaches in Distance Education in Europe: Quality Models, Initiatives and Organizations. Tate, A., Jung, I., Collin, B (Ed.). Routledge. In: Quality, Quality Assurance and Accreditation in Open and Distance Education. New York. ISBN: 978-0415887359.
24 Ehlers, U.-D. (2009): Designing Collaborative Learning for Competence Development. Szücs, A., Bernath, U., Tait, A., Vidal, M. (Ed.). ISTE/John Wiley. In: Distance and E-learning in Transition – Learning Innovation, Technology and Social Challenges. New York. 46. pp. 195–216. CrossRef. DOI: 10.1002/9781118557686.ch14. ISBN: 9781118557686. ONLINE ACCESS
[UD Ehers 2018:] Introduction: moving from a technological to a pedagogical innovation Competences: terminology and theoretical background Competence development through e-learning From distribution to collaboration CSCL – a new paradigm to support competence development? Summary and conclusion References
25 Ehlers, U.-D. (2009): Quality for E-learning in Higher Education in Africa. Okebukola, P., Shabani, J., Uvalic-Trumbic, S. (Ed.). In: Perspectives on Quality Assurance in Higher Education in Africa.
26 Ehlers, U.-D. (2009): ICT Research Policies in Europe. Adomi, E.E. (Ed.). In: Handbook of Research on Information Communication Technology Policy. Trends, Issues and Advancements.
27 Ehlers, U.-D. (2009): Higher education Quality as an organisational Culture. Bernath, U. Szűcs, A., Tait,A. Vidal, M. (Ed.). ISTE and Wiley. In: Distance and E-learning in Transition – Learning Innovation. New York. Technology and Social Challenges. ONLINE ACCESS
Research in information and communication technologies (ICTs) has proven to be a major driver for innovation and growth in many countries around the world and is therefore the focus of policies to strengthen research, collaboration and application of research results. This chapter represents a detailed policy analysis of ICT research policies from the European region. The analysis follows a four step pattern: (1) Introduction: the situation of ICT R&D (Information and communication Technology Research and Development) and in Europe, (2) The main actors and programmes funding ICT R&D, (3) The main actors and projects active in ICT R&D and (4) The main ICT R&D themes.
28 Ehlers, U.-D. (2009): Web 2.0 – Transforming Businesses?! How Corporations use the new Technologies. Caltone, Margaret P. (Ed.). Nova Science Publishers. In: Education in a competitive and globalizing world series. New York. Handbook of lifelong learning developments. ISBN: 9781608761777. ONLINE ACCESS
[UD Ehlers 2018:] The paper deals with the question "How are companies currently using Web 2.0 applications and technologies?". The relevance of this issue is underlined by numerous current national and international research reports analyzing the present Web 2.0 deployment in businesses. The results indicate that enterprises increase their investments in this area. In Web 2.0 the internet users are no longer only consumers, but they can also produce content themselves. A lot of new internet applications such as wikis, podcasts and blogs enable this new way of participation facilitating communication, interaction and collaboration between users. Realizing the potentials provided by Web 2.0 the number of companies using Web 2.0 applications and technologies in various business contexts increases permanently. Based on a synopsis of empirical findings of several studies this paper provides information about current business use of Web 2.0. Thus it first starts with a short summary about the background on Web 2.0 in corporate setting. In the second chapter information concerning the methodology which has been chosen to answer the research question is provided. The third chapter takes a look on what Web 2.0 solutions are currently deployed in businesses. Then the fourth chapter deals with the various purposes of corporate usage. The fifth chapter contains findings about factors for success and barriers regarding the adoption of Web 2.0. Finally, the last chapter summarizes the key findings and gives an outlook on further fields of research.
29 Ehlers, U.-D. (2009): Qualität für Digitale Lernwelten: Von der Kontrolle zur Partizipation und Reflexion. Hugger, K.-U., Walber, M. (Ed.). In: Digitale Lernwelten. Bielefeld. ONLINE ACCESS
Das E-Learning-Portal »e-teaching.org« zeigt ein Video des »Studierenden 2.0«. Dieser wird im Video als »Networked Student« bezeichnet. Anstatt wie bisher brav jeden Tag zur Uni zu gehen, in Vorlesungen mitzuschreiben und für Klausuren zu lernen, ist der Studierende 2.0 damit beschäftigt, sich mithilfe von Onlinesystemen eigene Lernlandschaften zusammenzubauen. Dies sind individuelle Wissenssammlungen zu studienrelevanten Themen, die er mit Anderen teilt und zusammen mit ihnen entwickelt. In Studiengruppen erarbeitet er nicht nur mit anderen Studierenden, sondern auch mit Lehrenden und Experten anderer Universitäten eigenständig Projekte. Prüfungen finden nicht nur am Ende des Semesters als Klausur statt, vielmehr begleiten Lehrende fortlaufend sein Portfolio, um anhand seiner Performanz zu sehen, wie sich sein Kompetenzerwerb entwickelt. Für den Studierenden 2.0 ist die Universität ein Wissensraum, der nicht an der Wand des Hochschulgebäudes aufhört, sondern der sich überall dorthin erstreckt, wo er seine eigene Wissensgemeinschaft hat – über Gebäudegrenzen hinweg, über Ländergrenzen hinweg, durch unterschiedliche Kontexte und Lebensphasen. Der Studierende 2.0 benutzt E-Learning 2.0, um sich selbstorganisiert und vernetzt zu bilden.
30 Ehlers, U.-D. (2008): Qualitätsentwicklung für Ne(x)t Generation E-Learning. Issing, L. J., Klimsa, P. (Ed.). In: Online-Lernen. München. Handbuch für das Lernen mit Internet.
31 Ehlers, U.-D. (2008): E-Learning im Wandel: Brauchen wir eine neue Qualität?. Bessoth, R., Schmidt, H.-J. (Ed.). In: Schulleitung. Ein Lernsystem. Neuwied. Bd. 2: Haushalt/Planung. pp. 17.
32 Ehlers, U.-D., Adelsberger, H. H. (2008): Stichwort E-Learning. Kurbel, K., Becker, J., Gronau, N. et al. (Ed.). In: Online-Lexikon Wirtschaftsinformatik. ONLINE ACCESS
33 Ehlers, U.-D., Adelsberger, H. H. (2008): Stichwort Lernprozess. Kurbel, K., Becker, J., Gronau, N. (Ed.). Enzyklopädie der Wirtschaftsinformatik. ONLINE ACCESS
34 Ehlers, U.-D. (2007): Web 2.0 – E-Learning 2.0 – Qualität 2.0? Mediendidaktische Hintergründe für eine Veränderung von Lernkultur und Qualitätskonzepten. Hohenstein, A., Wilbers, K. (Ed.). Dt. Wirtschaftsdienst. Köln. Handbuch E-Learning. ISBN: 978-3871562983.
35 Ehlers, U.-D. (2007): Making the difference in E-Learning: Towards Competence Development and E-Irritation. EDEN (Ed.). EDEN Research Workshop 2007. ONLINE ACCESS
36 Ehlers, U.-D. (2007): Online Pädagogik Erfolg im E-Learning durch lernerorientierte Qualitätsstrategien. Lehmann, B., Bloh, E. (Ed.). In: Online-Pädagogik. Hohengehren. Bd. 4. Online-Pädagogik. ONLINE ACCESS
37 Ehlers, U.-D. (2007): Stichwort „e-learning“. Horn, K.-P., Kemnitz, H., Marotzki, W., Sandfuchs, U., Arnold, K.-H. (Ed.). Klinkhardt. In: Klinkhardt-Lexikon Erziehungswissenschaft. Bad Heilbrunn. ISBN: 978-3825284688.
38 Ehlers, U.-D. (2007): Making the Difference in E-Learning: Towards Competence Development and E-Irritation. Bernath, U. (Ed.). In: Research in distance education and online learning. Oldenburg. ONLINE ACCESS
39 Ehlers, U.-D. (2007): Turing Potentials into Reality: Achieving Sustainable Quality in E-Learning through Quality Competence. Adelsberger, Heimo H., Collis, B., Pawlowski, Jan M. (Ed.). Springer. In: International handbooks on information systems. Heidelberg. 2. pp. 195–213. Handbook on information technologies for education and training. ISBN: 978-3642093487. ONLINE ACCESS
40 Ehlers, U.-D. (2006): Bildungsrelevante Qualitätsentwicklung. Qualitätskompetenz als Grundlage für Partizipation im Qualitätsprozess. Sindler, A., Bremer, C., Dittler, U., Hennecke, P., Sengstag, C., Wedekind, J. (Ed.). Waxmann. In: Medien in der Wissenschaft. Münster. Bd. 36 Qualitätssicherung im E-Learning. pp. 33–54. Qualitätssicherung im E-Learning. ISBN: 3-8309-1632-9. ISSN: 1434-3436. ONLINE ACCESS
41 Ehlers, U.-D. (2006): The European Quality Observatory. Tatnall, A. (Ed.). In: Encyclopaedia of Portal Technology and Applications. Victoria. ONLINE ACCESS
Quality has become a major factor for concern if e-learning should have its final breakthrough (Danish Evaluation Institute, 2003; Dondi & Moretti, 2004; Friend-Pereira, Lutz & Heerens, 2002; Frydenberg, 2002). This is the reason for the great variety of concepts and suggestions. One can regard quality more and more as a subjectively individual and collectively influential category. How should learning opportunities look like and learning environments be structured, now and in the future? How do we meet the demand for building high quality learning capacities in higher education— as an important contribution to transform our societies into learning societies?
42 Ehlers, U.-D. (2006): Towards a Greater Quality Literacy in an E-Learning Europe. Schob, E. (Ed.). Dresden. E-Learning in Europe. ONLINE ACCESS
Online education connects a teacher/lecturer and a student/pupil or who is not in the same physical location and not necessarily even in the same time zone. This system can operate through almost any electronic device connected to the internet. Students engaged in distance learning in real time, with teachers giving live streaming classes via the internet, are performing “synchronous learning”. “Asynchronous learning” offers prerecorded classes that are always available to students. Students access these recordings when convenient for them and study and practice at their own pace. Online education has advantages, e.g., increased access to knowledge and learning and reduced teaching costs, takes less time and enables learning at one own speed, but it also has disadvantages e.g., decreasing the “market value” of an academic degree, weakening the learning quality, limiting dialogue with lecturers/teachers, and hurting academic research. Its success depends on the optimal combination of technology and pedagogy—two aspects that demand training. Regarding technology, practitioners (teachers/lecturers) must have a strong grasp of the system underlying the online courses; and regarding pedagogy, they must understand approaches for integrating technology and pedagogy, to advance innovative teaching paradigms, and promote partnership and peer learning and workshop and modular learning. The effectiveness of online education can be assessed at a number of levels: the reactions of learners when asked about their satisfaction with the learning, knowledge or ability acquisition, improvement in implementation/application, development of life skills, the degree of economic worth whileness, the relevance of the content, etc.
43 Ehlers, U.-D. (2006): Standards are the Medium and not the Message. Zu Möglichkeiten und Grenzen der Standardsierung. Eder, F., Gastager, A., Hofmann, F. (Ed.). Waxmann. In: Qualität durch Standards?. Münster. Beiträge zum Schwerpunktthema der 67. Tagung der AEPF. pp. 139–150. ISBN: 978-3-8309-6679-1. ONLINE ACCESS
44 Ehlers, U.-D. (2006): Bringing Collaboration to E-Learning. Making Competence Development Possible. Volkmer, I., Wiedemann, D. (Ed.). GMK. In: Schöne neue Medienwelten?: Konzepte und Visionen für eine Medienpädagogik der Zukunft. Bielefeld. GMK - Schriften zur Medienpädagogik. 38. ISBN: 978-3929685367.
45 Ehlers, U.-D. (2006): E-Learning in der Hochschule. Vom Lehren zum Lernen. Schulz, M., Breyer, H., Neusius, A. (Ed.). In: Fernausbildung geht weiter – Neue Beiträge zur Weiterentwicklung technologiegestützter Bildung aus pädagogisch-didaktischer Perspektive. Augsburg. pp. 305-320. ISBN: 3-937210-84-9. ONLINE ACCESS
46 Ehlers, U.-D., Abt, M., Pawlowski, J. (2006): Qualitätssiegel E-Learning bei der RAG Aktiengesellschaft in Essen. Sindler, A. (Ed.). Waxmann. In: Medien in der Wissenschaft. Münster. Qualitätssicherung im E-Learning. pp. 36. ISBN: 9783830916321.
47 Ehlers, U.-D. (2005): Myths and Realities in Learner Oriented E-Learning-Quality. Ehlers, U.-D., Pawlowski, J. M. (Ed.). Springer. In: Handbook on Quality and Standardisation in E-Learning. Berlin, Heidelberg. pp. 367–386. ISBN: 978-3-540-32787-5. ONLINE ACCESS
The article describes the concept of learner oriented quality development for elearning in various educational sectors. Learner orientation is viewed as a necessity rather than an option for quality development in e-learning. Learners’ quality
concepts are introduced as the reference point for negotiation processes between
the stakeholders in a quality development process. Participative environments are
viewed as the future challenge – rather than following concepts which view quality development as an isolated activity of single actors in educational organisations. As a solution for this challenge a new concept of participative quality development which involvers all stakeholders is suggested. Participation is here
combined with negotiation to find common objectives for quality development.
Four questions are answered in particular: What is learner orientation? Why is it
important? What do learners think about quality? How can learner orientation in
quality development be achieved in a participative way?
48 Ehlers, U.-D. (2005): Was wissen wir über den E-Lerner? Zum Stand der Qualitätsforschung aus Nutzersicht. Balli, C., Hensge, K., Härtel, M. (Ed.). Bertelsmann. In: Schriftenreihe des Bundesinstituts für Berufsbildung. Bielefeld. E-Learning - Wer bestimmt die Qualität?. pp. 10–21. ISBN: 978-3763910649.
49 Ehlers, U.-D. (2005): Partizipative Qualitätsentwicklung im E-Learning. Möglichkeiten einer neuen Lernerorientierung mit PQM. Breitner, M. H. et al. (Ed.). Physica-Verlag Heidelberg. In: E-Learning. Heidelberg. pp. 171–178. ISBN: 978-3790815887. ONLINE ACCESS
50 Ehlers, U.-D. (2005): Qualitative Onlinebefragung. Mikos, L., Wegener, C. (Ed.). UVK(UTB. In: Qualitative Medienforschung. Stuttgart. Ein Handbuch. pp. 327–339. ISBN: 978-3-8252-8647-7. ONLINE ACCESS
51 Ehlers, U.-D., Pawlowski, J. M., Adelsberger, H. H., Bick, M. (2005): Learning from Experience: Towards a Formal Model for Contextualization of Experiences for Quality Development. Ferstl, Otto K. (Ed.). Physica-Verlag Heidelberg. Heidelberg. pp. 767–785. CrossRef. DOI: 10.1007/3-7908-1624-8_40. ISBN: 978-3-7908-1574-0. ONLINE ACCESS
[UD Ehlers 2018:] Quality development in e-learning becomes more and more important. A variety of quality approaches have been developed to improve educational processes in this field. The implementation of these approaches, however, often lacks success. One important reason is that experiences and recommendations are not systematically utilized for the implementation processes. The following article suggests a formal approach to collect and share experiences and recommendations to help users of quality approaches enhance their success by reusing experiences of others. Based on knowledge management principles, the contextualization of experiences will help to transfer them from one specific situation to a different context. The suggested approach is a result of the European Quality Observatory, an analysis and information platform for quality approaches in European e-learning.
52 Ehlers, U.-D., Pawlowski, J. M. (2005): Quality in E-Learning From a European Perspective. Ehlers, U.-D., Pawlowski, J. M. (Ed.). Springer. In: Handbook on Quality and Standardisation in E-Learning. Berlin, Heidelberg. pp. 1–13. ISBN: 978-3-540-32787-5. ONLINE ACCESS
53 Ehlers, U.-D., Görtz, L. (2005): Quality through Evaluation: Quality evaluation for e-learning in europe. Ehlers, U.-D., Pawlowski, J. M. (Ed.). Springer. In: Handbook on Quality and Standardisation in E-Learning. Berlin, Heidelberg. pp. 157–169. ISBN: 978-3-540-32787-5. ONLINE ACCESS
54 Ehlers, U.-D. (2004): Aus- und Weiterbildung unterbesonderer Berücksichtigung von E-Learning – Referenzmodell für Qualitätsmanagement und Qualitätssicherung – Planung, Entwicklung, Durchführung und Evaluation von Bildungsprozesses und Bildungsangeboten. Deutsches Institut für Normung e.V. (Ed.). Berlin. ONLINE ACCESS
Co-author for the final draft of the PAS 18. Dezember 2003
55 Ehlers, U.-D. (2004): Bildungscontrolling, individuelles Bildungsmanagement und E-Portfolios. Ehlers, U.-D., Schenkel, P. (Ed.). Springer Verlag. In: Bildungscontrolling im E-Learning. Bildungscontrolling im E-Learning. Erfolgreiche Strategien und Erfahrungen jenseits des RoI. Heidelberg. pp. 153–164. ISBN: 978-3540223672. ONLINE ACCESS
56 Ehlers, U.-D. (2004): Chancen und Grenzen der Standardisierung im E-Learning. Deutsches Institut für Normung (Ed.). In: Fachbericht zur DIN PAS 10321. Berlin.
57 Ehlers, U.-D. (2004): Erfolgsfaktoren für E-Learning: Die Sicht der Lernenden und mediendidaktische Konsequenzen. Tergan, S.-O., Schenkel, P. (Ed.). Springer. In: Was macht E-Learning erfolgreich?. Berlin, Heidelberg. Grundlagen und Instrumente der Qualitätsbeurteilung. pp. 30–49. ISBN: 9783540206767. ONLINE ACCESS
Lernerorientierung ist in der (beruflichen) Weiterbildung mittlerweile ein weitgehend akzeptiertes Paradigma. Bildungsanbieter stehen vor der Aufgabe, zunehmend „Kunden“-individuellere Bildungsangebote anzubieten, die den Qualitätsansprüchen individueller Nutzergruppen genügen. Um das bewerkstelligen zu können, ist es notwendig zu ermitteln, von welchen Dimensionen und Faktoren Qualität aus Lernersicht abhängt. Erstmals wurden nun Qualitätsanforderungen für E-Learning aus Lernersicht empirisch ermittelt. Es zeigt sich, dass sie sich klar differenzieren lassen. Die dargestellten zielgruppenspezifischen Qualitätsprofile machen deutlich, dass Qualitätsanforderungen nicht allgemeingültig, sondern je nach Zielgruppe unterschiedlich sind. Zusätzlich werden mediendidaktische Überlegungen angestellt, wie eine zukünftige lernerorientierte Qualitätsentwicklung auch didaktisch fruchtbar gemacht werden könnte.
58 Ehlers, U.-D. (2004): Evaluation von E-Learning: Checklisten, Kriterienkataloge oder Evaluationskonzepte? Zum Stand der Bewertungsverfahren für E- Learning-Arrangements. Bachmair, B., Diepold, P., de Witt, C. (Ed.). In: Jahrbuch Medienpädagogik. Wiesbaden. Bd. 5. ONLINE ACCESS
Qualität in Bildungsmaßnahmen - als Legitimation oder aus wissenschaftlichem Interesse - ist ein Thema von hoher Bedeutung, auch - und gerade - im E-Learning. E-Learning, als eine noch relativ junge, nicht völlig etablierte, aber - so stellt sich immer häufiger heraus – kostenintensive Bildungsform, muss sich immer wieder der kritischen Frage nach der Qualität stellen, zumeist assoziiert mit Lernerfolg. Vielfältige Instrumente, um die Qualität zu überprüfen oder zu entwickeln, begleitend oder im Nachhinein, sind bislang konzipiert worden (vgl. Ehlers/Pawlowski/Goertz 2003). Der Artikel gibt einen Überblick zum derzeitigen Stand der Dinge in Bezug auf zwei dieser Verfahrensweisen: zum einen geht es dabei um die Beurteilungen anhand von Kriterienkatalogen bzw. Checklisten und zum anderen um Evaluationsverfahren. Obwohl vielfach bereits umfassendere Managementsysteme zum Einsatz kommen, die die Qualität bei Anbietern kontinuierlich verbessern sollen, haben beide Verfahren eine steigende Bedeutung - da auch Managementverfahren immer wieder auf Kriterien oder Evaluationsverfahren zurückgreifen.
59 Ehlers, U.-D. (2004): Heterogenität als Herausforderung erziehungswissenschaftlicher Qualitätsforschung. Partizipative Qualitätsentwicklung im E-Learning. Bos, W., Lankes, E-M., Plaßmeier, N., Schwippert, K. (Ed.). Waxmann. In: Heterogenität. Münster, New York, München, Berlin. Eine Herausforderung an die empirische Bildungsforschung. ISBN: 978-3830913931. ONLINE ACCESS
60 Ehlers, U.-D., Fehrenbach, T. (2004): PQM - Partizipative Qualitätsentwicklung im E-Learning. Bildungsprozesse als Basis für eine neue Lernerorientierung. Breitner, M., Hoppe, G. (Ed.). Physica-Verlag. In: E-Learning. Berlin. Einsatzkonzepte und Geschäftmodelle. Fachbericht zur DIN PAS 10321. ONLINE ACCESS
Dem Lernenden muss zukünftig eine bedeutendere Rolle innerhalb des Entwicklungsprozesses von E-Learning-Lösungen zugesprochen werden. Aufbauend auf dieser inzwischen innerhalb der Qualitätsdiskussion weitgehend anerkannten Zielgruppenorientierung stellt sich die Frage, wie eine entsprechende Umsetzung einer solchen anwenderorientierten Qualitätsentwicklung auszusehen hat. Die Frage, wie aus Anbietersicht Lernerpräferenzen in die Herstellungsprozesse für Lernressourcen integriert werden können, stellt den Ausgangspunkt für die Entwicklung des partizipativen Qualitätsmodells, kurz des PQM, dar.
61 Ehlers, U.-D., Goertz, L. (2004): Quality in E-Learning – The European Perspective. Results of the LearnTEC 04 Workshop. In: Proceedings Learntec 2004. Karlsruhe. ONLINE ACCESS
62 Ehlers, U.-D., Hildebrandt, B., Teschler, S. (2004): Qualität durch Standardisierung? Das EQO Modell: Ein Referenzmodell für Qualitätsstrategien. Deutsches Institut für Normung (Ed.). In: Fachbericht zur DIN PAS 10321. Berlin.
63 Ehlers, U.-D., Pawlowski, J. (2004): Qualitätsentwicklung im E-Learning: Ein Entscheidungsmodell für die Auswahl von Qualitätsansätzen in Europa. Fietz, Gabriele, Loebe, Herbert (Ed.). Bertelsmann. In: Wirtschaft und Weiterbildung. Bielefeld. 33. eLearning für internationale Märkte. ISBN: 978-3763931156.
64 Ehlers, U.-D., Schenkel, P. (2004): Bildungscontrolling im E-Learning: Eine Einführung. Ehlers, U.-D., Schenkel, P. (Ed.). Springer Verlag. In: Bildungscontrolling im E-Learning. Erfolgreiche Strategien und Erfahrungen jenseits des RoI. Heidelberg. pp. 1-13. ISBN: 978-3540223672. ONLINE ACCESS
[UD Ehlers 2018:] Wer den Inhalt des Begriffs „Berufsbildung“ über einen längeren Zeitraum verfolgt, kann fasziniert beobachten, wie sich die Anforderungen der Wi- schaft immer stärker durchsetzen. Bildung erscheint als ein Relikt der 50er Jahre, einer Zeit, in der man es sich noch leisten konnte, auf „Philo- phien“ des vergangenen Jahrhunderts zurückzugreifen. Einmal beschritten, scheint der Weg von Bildung über Qualifikationen, Qualifikationsanfor- rungen, zur Performance unumkehrbar. Denn nur mit einer eindeutigen - xierung der Berufsbildung auf Umsatz und Ertrag können Unternehmen und Beschäftigte in Zeiten weltweiter Konkurrenz bestehen. E-Learning hat diese Entwicklung weiter gefördert. Die Unterstützung von Bildungsprozessen durch Technologien wurde vorangetrieben durch die Hoffnung, Kosten zu sparen, Lernzeiten zu reduzieren und Bildungs- halte jederzeit und ganz genau an die Anforderungen der Unternehmen - zupassen. Bei den dafür erforderlichen hohen Investitionen in Hard- und Software liegt es nahe, die Wirtschaftlichkeit dieser Investitionen mit den gleichen Rechnungen nachzuweisen, die auch für den Nachweis der Wi- schaftlichkeit anderer Investitionen eingesetzt werden. Und damit sind wir beim Thema dieses Buches.
65 Ehlers, U.-D., Hildebrandt, B., Pawlowski, J., Teschler, S. (2004): Metadaten zur Analyse und Auswahl von Qualitätsansätzen für Aus- und Weiterbildung. Adelsberger, H., Eicker, S. (Ed.). In: Multiconference Wirtschaftsinformatik (MKWI) 2004. Duisburg-Essen. Bd. 1: E-Learning: Modelle, Instrumente und Erfahrungen, Software-Produktlinien, Communities in E-Business.. ISBN: 978-3898380492. ONLINE ACCESS
66 Ehlers, U.-D. (2003): Die L³-Lernzentren: Das Praxisfeld in der L³-Infrastruktur. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, W. (Ed.). Bertelsmann. In: E-Learning-Services im Spannungsfeld von Pädagogik. Bielefeld. ISBN: 978-3763930982. ONLINE ACCESS
67 Ehlers, U.-D. (2003): Qualität beim E-Learning. Kutscha, J. (Ed.). Bertelsmann. In: Schriftenreihe des Bundesinstituts für Berufsbildung. Bielefeld. E-Learning. ISBN: 978-3763909902.
68 Ehlers, U.-D. (2003): Von der Konjunktur des E-Learners. Zinke, G., Härtel, M. (Ed.). In: E-Learning: Qualität und Nutzerakzeptanz sichern. Bonn. ISBN: 978-3763910205.
69 Ehlers, U.-D. (2003): Zum Stand der Forschung: Qualität beim E-Learning. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (Ed.). In: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. Bielefeld. L³-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. pp. 416-418. ISBN: 978-3763930982. ONLINE ACCESS
70 Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (2003): 10 Thesen zur zukünftigen Entwicklung von E-Learning-Services. Beachtung wirtschaftlicher und gesellschaftspolitischer Rahmenbedingungen. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (Ed.). In: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. Bielefeld. L³-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. pp. 502-513. ONLINE ACCESS
71 Ehlers, U.-D., Jung, H. (2003): Qualitätsentwicklung als strategischer Bezugspunkt für die Bereitstellung von E-Learning-Services. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (Ed.). In: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. Bielefeld. L³-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. pp. 412-413. ISBN: 978-3763930982. ONLINE ACCESS
72 Ehlers, U.-D., Jung, H. (2003): Qualitätsentwicklung im Spannungsfeld divergenter Anforderungen. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (Ed.). In: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. Bielefeld. L³-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. pp. 413-416. ISBN: 978-3763930982. ONLINE ACCESS
73 Ehlers, U.-D., Pawlowski, J., Grötz, L. (2001): Qualität von E-Learning kontrollieren, Die Bedeutung von Qualität im E-Learning. Hohenstein, Andreas (Ed.). Dt. Wirtschaftsdienst. Köln. Handbuch E-Learning. ISBN: 978-3871562983. ONLINE ACCESS
74 Ehlers, U.-D., Treumann, K.P. (2003): Vom E-Learning zu integrierten E-Learning- Services: Interdisziplinäre Netzwerke als Schlüssel zu erfolgreichen E-Learning- Angeboten. Ergebnisse der externen Begleitforschung im L3-Projekt. Ehlers, U.-D., Gerteis, W., Holmer, T., Jung, H. (Ed.). In: E-Learning-Services im Spannungsfeld von Pädagogik, Ökonomie und Technologie. Bielefeld. L3-Lebenslanges Lernen im Bildungsnetzwerk der Zukunft. pp. 367-380. ONLINE ACCESS
75 Ehlers, U.-D. (2002): Qualität beim eLearning aus Lernersicht. Beck, U., Sommer, W. (Ed.). In: Learntec. Karlsruhe. 10. Europäischer Kongress für Bildungs- und Informationstechnologie. Tagungsband. 2002.

09 Invited Journal and Conference Papers (Non-reviewed)

01 EURASHE (2022): Micro-credential in Professional Higher Education – EURASHE statement within the European Open Public Consultation. Ehlers, U.-D. (Ed.). Brüssel. ONLINE ACCESS
02 Eigbrecht, L., Brunner, M., Moran, R., Bartlett, J., Ehlers, U.-D. (2021): A new Research Competence Framework for Professional Higher Education. In: Wissenschaftsmanagement. 2021. ONLINE ACCESS
03 Ehlers, U.-D (2018): Digital Leadership in Hochschulen. In: Synergie. Fachmagazin für Digitalisierung der Lehre. 6. 2018. pp. 24-27. Hamburg. ONLINE ACCESS
04 Ehlers, U.-D., Hudak R. (2018): A framework model for professional, cooperative higher education – New perspectives on the internationalisation of cooperative higher education. In: WACE – 3rd International Research Symposium. 2018. Stuttgart. ONLINE ACCESS
Dual study programmes come from the Central European tradition of practice-oriented vocational training, transferring this principle of workplace-based learning to university studies. Although such a model is gaining popularity in other countries, only few countries have systemic structures in place for dual study programmes or have extensive experiences with institutional or programme frameworks for dual studies. The terminology for dual studies varies accros the different coummunities and national and local contexts (Hutcheson 1999). Sometimes called cooperative higher eductaion, sometimes called dual studies, in Europe the term “professional higher eductiaon” to describe the generic concept of bringing the world of work and higher eductaion closer together is more and more common (Furlon 2005). The reasons for the attractiveness of the model ist that employability is rising and thus the value of such higher eductaion programs, both for individual graduates as well as for labour market organisations is high (Berlin Communique 2003). In addition, sonce more and more organisations and countries make experiences with this model, a rising integration of dual study programs, also in tarditional higher eductaion institutions can be noted. For the field of PhD studies, more and more, the concept of a rofessional dctirate is in discussion – where the doctoral candidate is working in a practice context while carrying out research relevant to practice.
05 Ehlers, U.-D. (2016): Unterwegs - Die ganze Welt der Offenheit - ein (Welt-)Reisebericht. In: Synergie - Fachmagazin für Digitalisierung der Lehre. 2. pp. 84–88. ONLINE ACCESS
Fachmagazin für Digitalisierung in der Lehre #02
06 Ehlers, U.-D. (2011): Discovering the Unknown Territory - How to Move from Control to Culture in Higher Education Quality. Baden-Wurttemberg Corporative State University (Ed.). ONLINE ACCESS
In this article it is argued that quality development in higher education needs to go beyond the implementation of rules and processes for quality management purposes in order to improve the educational quality. Quality development rather has to focus on promoting a quality culture which is enabling individual actors to continuously improve their profession. While this understanding of quality as part of the organisational culture gains more importance there is still a lack of fundamental research and conceptual understanding of the phenomenon in itself. This article aims to lay the foundations for a comprehensive understanding of quality culture in organisations, focussing on higher education. For this purpose, the state-of-the-art in research about organisational culture is discussed and a model of quality culture is presented.
07 Ehlers, U.-D. (2010): Open Educational Practices. Unleashing the Power of OER. Windhoek, Namibia. UNESCO Workshop zu Open Educational Resources. ONLINE ACCESS
This paper presents the initial findings of the OPAL project. OPAL aims to move beyond a focus on the devel opment of open educational resources (OER) to articulation of the associated open educational practices (OEP) around the creation, use and management of OER. In this paper we provide a definition of Open educational practices, along with an associated set of dimensions. We describe how these were derived based on an extensive survey and analysis of OER case studies. The article focuses on three aspects: First it provides a working definition of open educational practices and articulates how better understan ding of OEP might lead to enhancements in both quality and innovation in education. Secondly it is discusses the ways in which adopting more ‘open’ approaches to educational practices might impact on the quality of education. Thirdly, the case study findin gs are presented and the ways in which the different stakeholders involved influence open educational practices are discussed.
08 Ehlers, U.-D. (2010): The Open Quality Project. Community-Based Low Cost Quality Certification. In: Book of Abstracts eLearning Africa Conference 2009. Dakar.
09 Ehlers, U.-D. (2008): Web 2.0 – E-Learning 2.0 – Qualität 2.0?. In: Proceedings Microlearning Conference 2008. Innsbruck.
10 Ehlers, U.-D. (2007): Erfolg im E-Learning – Qualität als Prosumption?!. In: E-learning E-Dossier. 1. 2007. pp. 20–21. ONLINE ACCESS
11 Ehlers, U.-D. (2006): How to find the Most Suitable Quality Strategy? Between Reference Models and Professionalisation. In: Proceedings of “Quality Assurance, Accreditation, Brain Drain and Brain Gain”. Nairobi.
12 Ehlers, U.-D. (2005): What do you need for quality in e-learning? Quality Literacy and the Quality Development Cycle: A pragmatic approach in four steps. In: E-Learning Papers. 3. 2005.
13 Ehlers, U.-D. (2005): The Need for Quality – Key Process or Add-On?. In: Proceedings of E-Learning-Conference of the European Commission. Brüssel.
14 Ehlers, U.-D., Adelsberger, H. H., Pawlowski, J. (2003): Quality Strategy for E-Learning-Service-Providers. In: Invited Paper for SAP EMEA Innovation Congress in Basel 2003. Basel.
15 Ehlers, U.-D. (2001): eLearning und die Qualität: Ein Plädoyer für den Lerner. In: Themen der medienpädagogischen Netz-Community NetMP (Community Closed). ONLINE ACCESS
16 Ehlers, U.-D. (2001): Evaluation und Qualitätsentwicklung von eLearning am Beispiel des Projektes "L3-lebenslanges Lernen". In: Proceedings of Annual Conference of Deutsche Gesellschaft für Evaluation. 2001. Speyer. ONLINE ACCESS
17 Ehlers, U.-D. (2001): Qualität - im Mittelpunkt steht der Lernende. Qualitätsentwicklung im Leitprojekt L3-lebenslanges Lernen. Bundesinstitut für Berufsbildung (BIBB) (Ed.). In: LIMPACT: Leitprojekte – Informationen Compact. 5. 2002. Bonn. pp. 17-20. ONLINE ACCESS

10 Printmedia

01 Raas, N. (2023): ): Selbstlernmodul zum Studiengangsdesign und -management. Interview mit Ulf-Daniel Ehlers. Im Rahmen des MWK Projektes „Online Modul Studiengang Designer/in.. Universität Ulm.
02 Ehlers, U.D. (2022): Forschungsgruppe NextEducation erhält Preis für Lernspiel. DHBW. ONLINE ACCESS
03 Ehlers, U.-D., Eigbrecht, L. (2020): Vom Shutdown zum NextNormal Forschungsgruppe startet Podcastformate zur Zukunft der Hochschulbildung aus Sicht von Studierenden. In: DHBW – Partnerinformation. pp. 19. ONLINE ACCESS
04 Ehlers, U.-D., Bonaudo, P. (2020): Die Grand Challenge 2020 – Studierende entwerfen Szenarien für eine Zukunft im Einklang mit künstlicher Intelligenz. In: DHBW – Partnerinformation. pp. 14. ONLINE ACCESS
05 Fischer, A., Ehlers, U.-D. (2020): „Gigantisches Experiment“. Einblicke in Leben, Lernen und Lehre in Karlsruhe während der Corona-Krise. Podcast ergründet Umgang mit der Krise. In: DER SONNTAG. pp. 3. ONLINE ACCESS

11 Interviews

01 Bettel, S., Ehlers, U.-D. (2020): Zwischen Planen und Flexibilität. In: upgrade – Das Magazin für Wissen und Weiterbildung der Donau-Universität Krems. 2020. ONLINE ACCESS
02 Ehlers, U.-D., Ahl, K. (2020): Die Bedeutung von digitalen Medien für den Unterricht - Ein Telefonat über den digitalen Mehrwert der Corona-Krise. Ahl, K, (Ed.). Friedrich Verlag. In: Schule verändern – jetzt!. Wegweisende Antworten auf drängende Fragen..
03 Leissing, J., Ehlers, U.-D., Weißenböck, J. (2020): Vorbereiten – aber worauf? Warum wir Future Work Skills brauchen. FH St. Pölten (Ed.). In: Future – Das Magazin. 12. pp. 22. ONLINE ACCESS
Interview mit Ulf-Daniel Ehlers und Josef Weißenböck
04 Dr. Goertz, L. (2018): Digitalisierung nicht auf die leichte Schulter nehmen: Hochschulplanung braucht Leadership und KommunikationONLINE ACCESS
Interview mit Ulf-Daniel Ehlers

12 TV contributions

01 Eisinger, A., Ehlers, U.-D. (2021): Zoom ist kein Hygienekonzept – Thesen zum Studium der Zukunft aus Studierendensich. Baden TV (Ed.). In: Baden TV aktuell. ONLINE ACCESS
02 Bender, M., Ehlers, U.-D. (2020): Karlsruher Studierende erforschen künstliche Intelligenz. SWR – Aktuell Baden-Württemberg (Ed.).
03 Pusch, S., Eigbrecht, L., Ehlers, U.-D. (2020): Studium im Shutdown – Der Podcast. #WirStudierenZuHause. ARD-alpha, Campus Magazin (Ed.). ONLINE ACCESS
Folge: Jung & kreativ: Games, Crowdfunding, Podcast und Startup
30 Minuten

13 Broadcasting contributions

01 Zapp, T., Ehlers, U.-D. (2020): Radiobeitrag zum Lehrprojekt „Grand Challenge“. SWR Baden aktuell (Ed.).
Regionalbericht Karlsruhe
3:59 Minuten
02 Goetz, U., Ehlers, U.-D. (2020): Uni Karlsruhe: Podcast „Studium im Shutdown“. Deutschlandradio (Ed.). In: Länderreport Kultur. ONLINE ACCESS
5:09 Minuten
03 Goetz, U., Eigbrecht, L., Ehlers, U.-D. (2020): Neuer Podcast „Studium im Shutdown“ sammelt Erfahrungen für Forschungszwecke. Deutschlandradio (Ed.). In: Campus & Karriere. ONLINE ACCESS
Interview mit Ulf-Daniel Ehlers und Laura Eigbrecht
4:49 Minuten
04 Koark, A., Ehlers, U.-D. (2018): Wie sieht die Zukunft aus?. SWR Baden aktuell (Ed.).
Regionalbericht Karlsruhe
3:47 Minuten

14 Podcasts

01 Ehlers, U.-D., Eigbrecht, L. & Bonaudo, P. (2020): Next normal – WeStudy@Home. In: Folgen 1 – 12. ONLINE ACCESS
02 Ehlers, U.-D., Eigbrecht, L. (2020): Studium im Shutdown – Der Podcast. #WirStudierenZuHause. In: Folgen 1 – 22. ONLINE ACCESS

15 Blogposts

01 Ehlers, U.-D. (2020): Die Lehre von Thüringen – sie fängt in unseren Schulen und Hochschulen an!. In: ulf-ehlers.net. ONLINE ACCESS
[Blog-Eintrag am 23.02.2020]
02 Ehlers, U.-D. (2020): Stillstand und Blickwechsel Perspektiven auf die Coronazeit. In: ulf-ehlers.net. ONLINE ACCESS
[Blog-Eintrag am 30.04.2020]

16 Studies, Reports & Expertises

01 Gaebel, M. Morrisroe, A. (n/a): The Future of Digitally Enhanced Learning and Teaching In European Higher Education Institutions. DIGI-HE Final Report. ONLINE ACCESS
02 Ehlers, U.-D. Schmidbauer, F. (2023): Foresight on the European OER Ecosystem 2030. Hybrid Delphi Study. Project. ENCORE+. ONLINE ACCESS
03 Ehlers, U.-D. (2023): Meta Analyse in Research Series
04 Griffiths, D. Burgos, D. Aceto, S. (2022): Credentialing learning in the European OER Ecosystem, ENCORE+ deliverable 5.4ONLINE ACCESS
Quality is one of the most deciding factors for the uptake of OER (Andrade et al., 2011; Ehlers, 2011). This was concluded by the OPAL initiative, which ran from 2010 to 2011 and focused on the provision of innovative Open Educational Practices and the promotion of quality, innovation and transparency in higher and adult education (Andrade et al., 2011; Ehlers, 2011). Since then, a number of studies have been conducted and published which stress the importance of quality in relation to OER uptake. Transparency of quality also remains crucial for the wider adoption, usage and development of OER (Zawacki-Richter et al., 2022). The ENCORE+ project took this as a starting point to consult with European expert stakeholders of OER repositories about their view on how quality for OER repositories can be enhanced.
05 Ehlers, U.-D. Schmidbauer, F. (2022): The ENCORE+ Quality Transparency Framework (ENCORE QTF)ONLINE ACCESS

This report, based on expert interviews, has been produced by the Encore+ project to examine credentialing methodologies in the European OER ecosystem. It is intended to provide impetus to discussion, and so to move forward both debate on the topic and practice in the field.

The report is framed by three educational discourses that converge in the domain of OER:

1) Interoperable representation of learning achievement, including the use of badges.

2) Increasing focus on microcredentials, especially in the context of workplace

learning

3) Competence-based human resources management

06 García-Holgado, A., Peñalvo, F., Vázquez Ingelmo, A., Nascimbeni, F., Padilla-Zea, N., Burgos, D., de la Higuera, C., Hvarchilkova, D., Teixeira, A., Ehlers, U.-D., Bonaudo, P., Brunton (2020): Handbook of successful open teaching practices. OPEN GAME project (Promoting Open Education through Gamification)ONLINE ACCESS

The document presents 24 open teaching practices, with the aim to inspire teachers to adopt open approaches, as well as an original competences framework for Open Education.

07 Ehlers, U.-D. et al. (2016): Curriculumdesign und Qualitätssicherung. Arbeitspapier der Arbeitsgruppe “Curriculumdesign und Qualitätssicherung” des Hochschulforums Digitalisierung
08 Ehlers, U.-D. (2016): Jahresqualitätsbericht 2015 der Dualen Hochschule Baden-Württemberg.Stuttgart. Stuttgart. ONLINE ACCESS
09 Ehlers, U.-D. (2015): Qualität von OER: Auf dem Weg zur Qualität von „Open Education“ONLINE ACCESS
10 Ehlers, U.-D (2015): Jahresqualitätsbericht 2014 der Dualen Hochschule Baden-Württemberg. Stuttgart. Stuttgart. ONLINE ACCESS
11 Ehlers, U.-D. (2014): Jahresqualitätsbericht 2013 der Dualen Hochschule Baden-Württemberg. Stuttgart. Stuttgart. ONLINE ACCESS
12 Ehlers U.-D., Camilleri, A. F., Pawlowsk (2014): State of the Art Review of Quality Issues related to Open Educational Resources (OER)ONLINE ACCESS
13 Ehlers, U.-D., Andrade, A., Caine, A., Carneiro, R., Conole, G. Kaimaro, A.-K., Koskinen, T., Kretschmer, T., Moe-Pryce, N., Mundin, P., Nozes, J., Policarop, V., Reinhardt, R., Richter, Th., Silva, G., Holmberg, C. (2013): Beyond Open Educational Resources: Shifting Focus to Open Educational Practices. In: OPAL Report 2011. ONLINE ACCESS
Shifting Focus to Open Educational Practices
14 Ehlers, U.-D. (2013): Jahresqualitätsbericht 2012 der Dualen Hochschule Baden-Württemberg. Stuttgart. Stuttgart. ONLINE ACCESS
15 Ehlers, U.-D. (2012): Jahresqualitätsbericht 2011 der Dualen Hochschule Baden-Württemberg. Stuttgart. Stuttgart. ONLINE ACCESS
16 Ehlers, U.-D. (2012): Quality for eLearning on the Global Cooperation AgendaONLINE ACCESS
17 Camilleri, A. F., Ferrari, L., Haywood, J., Maina, M., Pérez-Mateo, M., Montes Soldado, R., Nouira, C., Sangrà, A., Tannhäuser, A.-C (2012): OPEN LEARNING RECOGNITION. Taking Open Educational Resources a Step FurtherONLINE ACCESS
18 Ehlers U.-D., Caine A., Malone M., Richter T. (2012): OPAL. Open Educational Quality Clearing House (OEQCH). 100 Peer reviews of sources and practicesONLINE ACCESS
19 Ehlers U.-D., Conole G., Kaimaro A.-K., Koskinnen T., Richter T. (2012): OPAL. OEP Guidelines. OPE Guidelines for LearnersONLINE ACCESS
20 Ehlers U.-D., Conole G., Kaimaro A.-K., Koskinnen T., Richter T. (2012): OPAL. Dissemination. Guidelines for Policy MakersONLINE ACCESS
21 Ehlers U.-D., Conole G., Kaimaro A.-K., Koskinnen T., Richter T. (2012): OPAL. Dissemination. Guidelines for Educational ProfessionalsONLINE ACCESS
22 Ehlers U.-D., Conole G., Kaimaro A.-K., Koskinnen T., Richter T. (2012): OPAL. Dissemination. Guidelines for Institutional LeadersONLINE ACCESS
23 Ehlers, U.-D. (2011): LEARNING CULTURES 2.0 – A NEED FOR NEW QUALITY?ONLINE ACCESS
24 Ehlers, U.-D. (2011): Discovering the Unknown Territory – How to Move From Control to Culture in Higher Education QualityONLINE ACCESS
25 Ehlers, U.–D., Camilleri, A. F. (EFQUEL), Tannhäuser, A.-C. (Scienter), Haywood, J. (University of Edinburgh), Maina, M. (Fundació per la Universitat Oberta de Catalunya) (2011): OERtest - Testing an Open Education Resource Framework for Europe. Methodological HandbookONLINE ACCESS
26 Ehlers, U.-D., Helmstedt, C., Reinhardt, R., Smith, D, .Veith, P (2011): CerOrganic - Tutor Guidelines for the Creation of Study MaterialsONLINE ACCESS
27 Ehlers, U.-D. (2011): Open ECBCheck - Quality for eCapacity Building in Africa and Beyond: Community Based, Low Cost Certification for E-LearningONLINE ACCESS
28 Ehlers, U.-D., Camilleri, A.F. (2011): Mainstreaming Open Educational Practice. Recommendations for PolicyONLINE ACCESS
29 Ehlers, U.-D., Helmstedt C., Bijnens M (2011): SEVAQ+ project. Shared Evaluation of Quality in Technology-enhanced LearningONLINE ACCESS
30 Ehlers U.-D., Andrade A., Caine A., Carneiro R., Conole G., Holmberg C., Kairamo A.-K, Koskinen T., Kretschmer T., Moe-Pryce N., Mundin P., Nozes J., Policarpo V., Reinhardt R., Richter T., Silva G. (2011): OPAL. Beyond OER. Shifting Focus to Open Educational PracticesONLINE ACCESS
31 Ehlers, U.-D., Camilleri, A. F., Richter T. (2011): Roadmap for Quality and Innovation through OEPONLINE ACCESS
32 Ehlers U.-D., Helmstedt C., Reinhardt R., Richter N. (2011): CONtent Creation Excellence through Dialogue in Education. Concede Quality FrameworkONLINE ACCESS
33 Ehlers, U.-D. (2010): Open ECBCheck - Low cost, community based certification for E-learning in Capacity BuildingONLINE ACCESS
34 Ehlers, U.-D. (2010): Moving from Control to Culture. National Guidelines and Policies for Quality of ODL in EuropeONLINE ACCESS
35 Ehlers, U.-D, Helmstedt C. (2010): Self-Evaluation of Quality in Technology-enhanced LearningONLINE ACCESS
36 Ehlers, U.-D., Helmstedt, C. (2010): EQARF Requirements for the CerOrganic QA ProcessONLINE ACCESS
37 Ehlers, U.-D., Joosten J (2010): Shaping Quality Study of Requirements for a Quality Label for E-Learning Activities of Capacity Building OrganisationsONLINE ACCESS
38 Ehlers, U.-D., Connelly, T., Conole, G., Mundin, P., dos Santos, A.I., Veith, P (2010): Open Educational Practice. Innovation and Quality MonitorONLINE ACCESS
39 Ehlers U.-D., Caine A., Reinhardt R., Richter T. (2010): OPAL. EU Clearinghouse & Register. Assessment Framework for OEPONLINE ACCESS
40 Ehlers, U.-D., Connelly, T., Conole, G., Mundin, P., dos Santos, A.I., Veith, P. (2010): Open Educational Practice. Innovation and Quality MonitorONLINE ACCESS
41 Ehlers, U.-D. (2009): NEW LEARNING CULTURES FOR ADULT LEARNING - LEARNING BETWEEN WEAK AND STRONG TIESONLINE ACCESS
42 Ehlers, U.-D. (2009): Web 2.0 – Transforming Businesses How Corporations use the new TechnologiesONLINE ACCESS
43 Ehlers, U.-D. (2009): Open ECBCheck, Community Based E-Learning Certification for Capacity Building, Part II: Governance ModelONLINE ACCESS
44 Ehlers, U.-D. (2009): Research policies for information and communication technologies in EuropeONLINE ACCESS
45 Ehlers, U.-D., Auvinen A.-M (2009): Quality Management of Peer Production - Quality Management HandbookONLINE ACCESS
46 Ehlers, U.-D., Manouselis, N. (2009): Content Quality Processes, Criteria & Requirements for Digital Learning Materials. Towards A Framework for Sustainable Quality for Organic.. In: Edunet. State of the Art research report for the European research project organic.. Essen.
47 Ehlers, U.-D., Steinert A., (2009): NEW LEARNING FOR A NEW SOCIETY?! “ConnectLearning – an answer for the new challenges?”ONLINE ACCESS
48 Ehlers, U.-D., Shamarina-Heidenreich T. (2009): Impact Assessment Model for Teaching/Learning Process through Patient SimulationONLINE ACCESS
49 ANALYSING NEW E-LEARNING CULTURE (2009): ANALYSING NEW E-LEARNING CULTUREONLINE ACCESS
50 Ehlers, U.-D., Helmstedt C. (2009): Self-Evaluation of Quality in Technology-enhanced Learning Delphi Consensus MethodONLINE ACCESS
51 Ehlers, U.-D. (2008): Potenziale von E-Learning in der Entwicklungszusammenarbeit. In: Studie „E-Learning by InWEnt“. Bonn.
52 Ehlers, U.-D. (2007): E-Learning for Capacity Building. Essen/ Bonn.
53 Ehlers, U.-D., Aimard, V. (2007): Der Global Campus 21. Fit für 2010! Potentialanalyse zum Global Campus 21® und zum E-Learning für InWEnt. Bonn.
54 Ehlers, U.-D. (2006): Learners as active stakeholders of eLearning qualityONLINE ACCESS
55 Ehlers, U.-D. (2006): The Need for a European Federated Quality MarkONLINE ACCESS
56 Ehlers, U.-D. (2004): Der virtuelle Ausbildungsverbund Ostwestfalen. Expertise for the Initiative für Beschäftigung and the Bertelsmann-Foundation. Bielefeld.
57 Ehlers, U.-D., Leidig, Th. (2003): SEEQUEL: Quality in Industry as E-Learning Service Provider. Research paper on European Quality development in E-Learning in Industry Sector for the EU-project SEEQUEL. Essen.
58 Ehlers, U.-D. (2003): Quality Development for E-Learning-Service-Providers. Quality Guidelines and Implementation Strategy. Position paper on quality in e-learning for SAP AG. Essen.
59 Ehlers, U.-D. (2002): Qualitätsstrategie der Lernzentren im L3-Projekt: Auswertung der Erhebung. Bielefeld.
60 Ehlers, U.-D. (2002): E-Learning: Stand und Perspektiven. Expertise for Verbraucherzentrale Bundesverband e.V. Berlin. Bielefeld.
61 Ehlers, U.-D. (2001): Qualität beim Onlinelernen. Ergebnisse einer Befragung von LernerInnen im Berufsförderungswerk Dortmund. Bielefeld.
62 Ehlers, U.-D (2001): Qualitätsdimensionen für die L3 Qualitätsstrategie aus Sicht der Lernzentren. Bielefeld.
63 Ehlers, U.-D. (2001): Qualitätsentwicklung L3 aus Sicht der Lernzentren. Bielefeld.
64 Ehlers, U.-D. (2000): Forschungsdesign der externen Begleitforschung im Projekt L³-lebenslanges Lernen. Bielefeld.
65 Ehlers, U.-D. (1998): Möglichkeiten und Grenzen des Einsatzes vom Internet im sozialwissenschaftlichen Unterricht. Examensarbeit. Bielefeld.

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