Publikationen und Vorträge

@misc{lorenz2018diwokiel,

title = {Open Educational Ressources (OER): Was ist das und wie sieht das aus?},

author = {Anja Lorenz},

url = {http://bit.ly/diwokiel-oer

https://digitalewochekiel.de/programm/rund-um-open-data/},

year  = {2018},

date = {2018-09-11},

urldate = {2018-09-06},

address = {Kiel},

howpublished = {Beitrag in der Session "Rund um Open Data" auf der Digitalen Woche Kiel 2018},

keywords = {OER-Award, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2018opera,

title = {Ein eigenes OER als Prüfungsleistung: Ergebnisse aus dem Weiterbildungsprogramm der OER-Fachexperten},

author = {Anja Lorenz},

url = {http://bit.ly/oerulm-oerexp

https://www.uni-ulm.de/einrichtungen/saps/projekte/opera/netzwerkveranstaltung-2018/},

year  = {2018},

date = {2018-05-03},

urldate = {2018-04-11},

address = {Ulm},

school = {Universität Ulm},

abstract = {Nach zwei Workshops und zwei Online-Veranstaltungen nehmen einige Teilnehmerinnen und Teilnehmer nun noch die letzte Stufe in unserer Fortbildung zum/zur OER-Fachexpert*in: eine mündliche Prüfung zu einem selbst erstellten OER. Die Prüfungskommission besteht dabei immer aus mindestens einer Person aus unserem Projektteam sowie einem externen Prüfer, der bereits eine weitreichende Expertise im Themenfeld OER aufweisen kann.



So bekommen wir in diesen Tagen eine immense Vielfalt freier Lernmaterialien der Teilnehmenden zu Gesicht: Neben Arbeitsblättern und Checklisten sind auch Videos und ganze Online-Kurse entstanden. Einen guten Einblick dazu kann man im Forum der 2. Online-Phase erhalten, in denen die Teilnehmenden ihr OER und das dahinterliegende Konzept vorstellen.



Nach einer erfolgreich bestandenen Prüfung nehmen wir die frisch gebackenen OER-Fachexpertinnen und -Fachexperten in unsere „Hall of Fame“ auf, die sich in den nächsten Tagen sicher noch weiter füllen wird.},

howpublished = {Vortrag auf der Informations- und Netzwerktagung "University goes OER - Offene Bildungsmaterialien an Hochschulen und in der akademischen Weiterbildung" im Rahmen des Projekts OpERA},

keywords = {eAssessment, massive open online course (MOOC), mooin, OER-Fachexperten (OERexp), OERde, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz18oegoexp,

title = {OER Maker and multipliers in continuing education},

author = {Markus Deimann and Anja Lorenz},

url = {http://bit.ly/oeglobal18oerexp



http://sched.co/Dpc8},

year  = {2018},

date = {2018-04-26},

urldate = {2018-03-22},

address = {Delft},

abstract = {For a long time, continuing education has been dominated by a regime of intellectual property. Most learning materials have been restrictively licenced as they were seen as the (social) capital for trainers, coaches and other adult educators. 



This situation led to a strong barrier for the adoption of Open Educational Resources (OER) in adult education contexts. Even though, OER offer immense potential for continuing education and even for self-employed trainers. Therefore, it is the main target of the project “OER Content-Expert” to explain basic principles and advantages of OER for this specific audience. 



Funded by the German Ministry of Education and Research, it is part of the program line to develop and implement trainings to sensitize multiplicators for OER in various educational settings. In particular, it is aimed at freelancer who have no or little prior knowledge about OER. Using a blended learning scenario, learners are introduced to the idea and possibilities of OER:

Kick-off: This is for a first introduction to OER in a 3h workshop taking place at one of 20 cities in Germany. 

First Online-Phase: A MOOC, lasting 8 weeks with a workload of approximately 3h/week.

Workshop: After learning the basics of OER, participants will work on an individual OER project at a workshop (2 days). 

Second Online-Phase: This is intended as a preparation for the examination and for the finalisation of the individual OER-project. 

Examination: A presentation of the individual OER-project is given in an online setting. An expert jury will provide feedback. The formal evaluation will, if the participant is successful, result in a certification. 



At the moment (October 2017), nearly 400 participants are enrolled in the MOOC and 61 have received a certificate.},

howpublished = {Beitrag auf der Open Education Global Conference (OER Global)},

keywords = {massive open online course (MOOC), mooin, OER-Fachexperten (OERexp), open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{mm2018oeglobal,

title = {10 years EduCamps, 6 years OERcamps: Transforming Education through Open Conference Formats},

author = {Jöran Muuß-Merholz and Blanche Fabri},

url = {http://joeran.de/oeglobalbarcamps/

http://sched.co/DpZl},

year  = {2018},

date = {2018-04-24},

urldate = {2018-05-07},

address = {Delft},

abstract = {Barcamps represent an unconference format with a common theme but without pre-planned programme. The session schedule is designed collaboratively at the beginning of each (un-)conference day. In Germany there are several barcamps in the field of education. Two of them will be highlighted from the position of members of their organising teams. “Educamps” on digital media in education started in 2008 and have since taken place 21 times. “OERcamps” on Open Educational Resources started in 2012 and have since taken place 9 times.



A recent review of OER-related activities in Germany on behalf of UNESCO (Orr, Neumann, Muuß-Merholz 2017, 8) found: “Since OER activities are mostly driven bottom-up, there has been a need for sharing questions, experiences and materials between players, who have been isolated in their own institutions. These players found opportunities for sharing in cross-sector events and communities. Especially the barcamp/unconference format turned out to fit tremendously well developing a strong German OER community. Indeed, Germany so far has seen a remarkably strong cross-sector community with common interest in OER.”



Barcamps open up new and contemporary formats for learning based on openness, sharing, personal meaning, participation and equality. They are the appropriate format of education for a time in which we are depending on not only transferring fixed knowledge but also co-creating new knowledge. Barcamps are about sharing, discussing, negotiating solutions for a world in change. Barcamps are one way of transforming education through open approaches from bottom-up.



Barcamps are not only a real best practice of open pedagogy and open educational practices. They are also the source of collective development and use of open educational materials. The documentation with collaboratively text documents, blogging, podcasts etc. are mostly shared under a CC BY licence. The organisers also provide templates for documentation and planning under CC BY.},

howpublished = {Beitrag auf der Open Education Global Conference (OER Global)},

keywords = {BarCamp, educamp, OERCamp, OERde, OERde16, OERde17, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz18oeglobal3,

title = {An Award for Open Educational Resources – an innovative approach to defining quality in OER},

author = {Anja Lorenz and Jöran Muuß-Merholz},

url = {http://joeran.de/oeglobalawards/



http://sched.co/DpZv},

year  = {2018},

date = {2018-04-24},

urldate = {2018-03-22},

address = {Delft},

abstract = {o promote the efforts of practioners in the field OER to a wider public, the German OER-Award has been granted for the first time as part of the OER-Festival in February 2016. Elected by a jury of OER experts, there was not only an OER-Award in several educational field, but also in special domains. The second OER-Awards will have been granted in November 2017 following the collaboratively-designed process to identify deserving nominees and winners.



The presentation describes the short history of the German OER-Awards including changes that has been made for the second edition. Next to best practices also the challenges will be discussed. Finally, we will welcome your feedback to improve the process for the 3rd edition of our OER-Awards.},

howpublished = {Beitrag auf der Open Education Global Conference (OER Global)},

keywords = {OER-Award, OERde, OERde16, OERde17, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{mm2018oer18,

title = {Conferences open to all! Mainstreaming open education through unconferences and barcamps},

author = {Jöran Muuß-Merholz and Blanche Fabri},

url = {http://joeran.de/oer18oercamp/

https://oer18.oerconf.org/sessions/conferences-open-to-all-mainstreaming-open-education-through-unconferences-and-barcamps-1873/},

year  = {2018},

date = {2018-04-19},

urldate = {2018-05-07},

address = {Bristol},

organization = {Association for Learning Technology (ALT)},

abstract = {Barcamps or open conferences are open education events which are open to all. They represent an unconference format with a common theme but without pre-planned programme. The session schedule is designed collaboratively at the beginning of each (un-)conference day. In Germany there are several barcamps in the field of education. Three of them will be highlighted. “Educamps” on digital media in education started in 2008 and have since taken place 21 times. “OERcamps” on Open Educational Resources started in 2012 and have since taken place 9 times. “InklusionsCamp” on inclusive education which has taken place for the first time in 2015.



A recent review of OER-related activities in Germany on behalf of UNESCO (Orr, Neumann, Muuß-Merholz 2017, 8) found: “Since OER activities are mostly driven bottom-up, there has been a need for sharing questions, experiences and materials between players, who have been isolated in their own institutions. These players found opportunities for sharing in cross-sector events and communities. Especially the barcamp/unconference format turned out to fit tremendously well developing a strong German OER community. Indeed, Germany so far has seen a remarkably strong cross-sector community with common interest in OER.”



Barcamps open up new and contemporary formats for  learning based on openness, sharing, personal meaning, participation and equality. They are the appropriate format of education for a time in which we are depending on not only transferring fixed knowledge but also co-creating new knowledge. Barcamps are about sharing, discussing, negotiating solutions for a world in change. Barcamps are one way of transforming education through open approaches from bottom-up.



Barcamps are not only a real best practice of open pedagogy and open educational practices. They are also the source of collective development and use of open educational materials  (Bernhardt & Kirchner 2009). The documentation with collaborative text documents, blogging, podcasts etc. are mostly shared under a CC BY licence. The organisers also provide templates for documentation and planning under CC BY.



Barcamps provide a radical “Open to all” approach by lowering the barriers by removing participation fees and any formal requirements, fostering cross sectoral collaboration, encouraging volunteering and peer to peer support for participants, facilitate ways of participation via digital media. Barcamps aim to be truely inclusive events.



In this presentation we will give an overview on these characteristics. We would also like to encourage the participants to discuss how they can bring open conferencing to their home turfs.



References

Bernhardt, T., & Kirchner, M. (2009). Web 2.0 Meets Conference: The EduCamp as. Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native, 192.

Greenhill, K., & Wiebrands, C. (2008). The unconference: a new model for better professional communication.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press.

Orr, D., Neumann, J., & Muuß-Merholz, J. (2017). German OER Practices and Policy — from Bottom-up to Top-down Initiatives. UNESCO Institute for Information Technologies in Education (IITE).},

howpublished = {9th annual conference for Open Education research, practice and policy (OER18), 18–19 April 2018, Bristol, UK},

keywords = {BarCamp, educamp, OERCamp, OERde, OERde16, OERde17, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2018oer18,

title = {The OER Awards in Germany. Promoting #Open through awarding best practice},

author = {Jöran Muuß-Merholz and Anja Lorenz},

url = {http://joeran.de/oer18award/



https://oer18.oerconf.org/sessions/the-oer-awards-in-germany-promoting-open-through-awarding-best-practice-1909/},

year  = {2018},

date = {2018-04-19},

urldate = {2018-03-22},

address = {Bristol},

organization = {Association for Learning Technology (ALT)},

abstract = {The Ljubljana Action Plan 2017 puts a strong emphasis on “high quality” of OER (UNECO 2017), that is not a trivial issue when it comes to education (Ehlers 2009). The German “OER awards” aim at new ways of discussing and promoting OER.



Though Germany has been a latecomer to the OER scene, there is a strong OER community now (Orr, Neumann, Muuß-Merholz 2017). To promote the idea and the sharing of OER in German-speaking regions, there have been OER awards in early 2016 and in November 2017.



Overview

The OER awards highlight the efforts of OER practitioners in more than 10 categories. Furthermore, there was an audience award in 2016 that was linked to a funding for the best OER idea, that must be realized with the prize money, and special awards by the jury in 2016 and 2017 without submission options.



Criteria

A special focus was set on the elaboration of definitions for requirements and criteria. Contributions must be



- Open as described in the Open Definition (published by Open Knowledge International).

- Educational as in “designed for educational purposes”.

- Resource in the sense of “delimitable and transferable”. This explicitly includes software and concepts.

- German, i.e. in German language or (!) predominantly developed in a German language country.



In 2017 the following criteria were used for assessment:



- temporal relevance (must date from later than early 2016)

- participation and collaboration in the making

- didactic quality, innovative pedagogical settings

- licencing

- range, use, impact

- potential for actual reuse

- quality development and quality assurance

- technical quality

- X-factor (wild card for positive qualities not covered in the criteria mentioned above)



Quality of the content regarded from a subject perspective was NOT among the criteria.



It should be noted that these criteria were developed in an open and collaborative process among a jury of OER experts. All steps of the election processes were organized online as the jury never met before the ceremony. Supported by a moodle course and a set of Google Documents and Formulas, the process was adapted to the several steps and needs of the jury.



Outline of the Session

In our presentation we will give an overview on the idea and the process behind the OER award and show some statistics and figures. A special focus will be set on the community driven work within the “oer academy” in which the process, the criteria and the selection of awardees are discussed openly. Showcasing awarded projects will NOT be part of the presentation. We will instead focus on the question how an award can contribute to promoting the idea and the sharing of OER.



References

Ehlers, U. D. (2009). Understanding quality culture. Quality Assurance in Education, 17(4), 343-363.



Orr, D.; Neumann, J.; Muuß-Merholz, J. (2017). German OER Practices and Policy – from Bottom-up to Top-down Initiatives. http://iite.unesco.org/publications/3214746/



UNESCO (2017). “Ljubljana OER Action Plan 2017.” Adopted by the second World Open Educational Resources (OER) Congress in Ljubljana in September 2017. https://en.unesco.org/sites/default/files/ljubljana_oer_action_plan_2017.pdf},

howpublished = {9th annual conference for Open Education research, practice and policy (OER18), 18–19 April 2018, Bristol, UK},

keywords = {OER-Award, OERde, OERde16, OERde17, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2017oerdeOERexp,

title = {OER für (freiberufliche) Trainer*innen: In 5 Schritten zum OER-Fachexperten},

author = {Anja Lorenz},

url = {http://bit.ly/oerde17-oerexp

https://open-educational-resources.de/oer-fuer-freiberufliche-trainerinnen-5-schritten-zum-oer-fachexperten/

https://www.youtube.com/watch?v=N1SyBq1MXCs},

year  = {2017},

date = {2017-11-29},

urldate = {2017-11-29},

address = {Berlin},

abstract = {Dass OER für freiberufliche Trainerinnen und Trainer kein Selbstläufer ist, scheint offensichtlich: Ein direkter Gewinn ist zunächst nicht zu erwarten, wenn sie ihre Lernmaterialien unter einer freien Lizenz veröffentlichen und teilen. Im Weiterbildungsprogramm zum OER-Fachexperten macht der BDVT zusammen mit der FH Lübeck auf das Thema in dieser Zielgruppe aufmerksam und motiviert dazu, OER pädagogisch nutzenstiftend einzusetzen. Mehr Informationen dazu unter www.oer-fachexperten.de},

howpublished = {Soloauftritt und Lightningtalk auf dem OER-Fachforum 2017},

keywords = {eLearning, lightning talk, massive open online course (MOOC), mooin, OER-Fachexperten (OERexp), OERde, OERde17, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2017oerdeMOOCs,

title = {Make-a-MOOC auf mooin},

author = {Anja Lorenz and Oliver Tacke},

url = {http://bit.ly/oerde17-mooinmaker

https://www.youtube.com/watch?v=ylu_vY-yaqA},

year  = {2017},

date = {2017-11-28},

urldate = {2017-11-28},

address = {Berlin},

abstract = {Die FH Lübeck nutzt ihre MOOC-Plattform mooin seit 2015, um eigene offene Online-Kurse bereitzustellen. Seit Mitte 2016 wurde diese Möglichkeit auch zunehmend für externe MOOC-Maker geöffnet: Jede*r kann selbst Kurse erstellen und anbieten – und das kostenlos, solange es sich um MOOCs handelt, die für alle offen stehen. Neben einer kurzen Einführung ins „Onboarding“ bei mooin stellen wir Ergebnisse einer Befragung der externen MOOC-Maker vor.},

howpublished = {Soloauftritt auf dem OER-Fachforum 2017},

keywords = {collaboration, eLearning, lightning talk, massive open online course (MOOC), mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2017metanook,

title = {Freies Lernen im Internet: wie an der Fachhochschule Lübeck offene Online-Kurse erstellt werden},

author = {Anja Lorenz and Oliver Tacke},

url = {https://2017.nook-luebeck.de/2017/talk/mooin

http://bit.ly/metanook-mooin

https://youtu.be/QwXTAvWiNEQ},

year  = {2017},

date = {2017-11-10},

urldate = {2017-10-06},

address = {Lübeck},

organization = {MetaMeute & Chaotikum e.V.},

abstract = {25 Jahre Deutsche Einheit, Netzwerksicherheit, Senioren im Ehrenamt, Windenergietechnik, Deutsche Aussprache für syrische Deutschlerner*innen, Roboter in der Bildung... alle diese Kurse sind auf der lübecker Plattform https://mooin.oncampus.de/ zu Hause – und noch viele mehr. Sie sind für jede*n frei zugängig und viele sind mit einer freien Lizenz versehen (Stichwort OER). Die Kurse wurden überwiegend vom Institut für Lerndienstleistungen der Fachhochschule Lübeck produziert, mittlerweile haben wir die Plattform aber auch für andere Anbieter von Kursen geöffnet.



Im Vortrag stellen wir Euch die Plattform und ihre Kurse vor und plaudern ein wenig aus dem Nähkästchen: Welche Fragen stellen Ü60-Nutzer? Funktionieren Badges denn überhaupt? Wie kaputt ist die Plattform, wenn man sie auch mit arabischer Sprache bereitstellen möchte? ... und wer bezahlt unser Gehalt, wenn alles kostenlos ist?},

howpublished = {Vortrag auf der MetaNOOK 2017 (MetaMeite engages the awesome Night of Knowledge)},

keywords = {digitalisation, eLearning, higher education, massive open online course (MOOC), mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{seipel2017oerexp,

title = {OER-Fachexperten braucht die Welt....},

author = {Hedwig Seipel and Sabine Preusse and Anja Lorenz and Markus Deimann},

url = {https://www.oer-fachexperten.de/oer-fachexperten-braucht-die-welt/

https://www.youtube.com/watch?v=reL_08O2oS8

https://connect.oncampus.de/p6sl22nvxd8/

https://h5p.org/node/64521},

year  = {2017},

date = {2017-03-30},

urldate = {2017-04-26},

address = {online},

organization = {Projekt OER-MuMiW},

howpublished = {Webinar im Rahmen der Open Education Week 2017},

keywords = {BDVT, digitalisation, massive open online course (MOOC), mooin, open educational ressources (OER), train the trainer},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2017oersax,

title = {Bildungspolitik trifft OER-Community – und begreift(?)},

author = {Anja Lorenz},

url = {https://secret-cow-level.de/wordpress/2017/03/deja-vu-oer-in-sachsen-oersax/

http://bit.ly/oersax-lorenz

https://www.youtube.com/watch?v=yYBNFcy2v-k

http://blogs.hrz.tu-freiberg.de/oersax/ready-steady-go-kick-off-oersax-am-17-03/

http://blogs.hrz.tu-freiberg.de/oersax/keynote-vortrag-von-anja-lorenz-online/},

year  = {2017},

date = {2017-03-17},

urldate = {2017-03-17},

address = {Dresden},

organization = {OERsax},

school = {Technische Universität Dresden, Bergakademie Freiberg und HTW Dresden},

howpublished = {Keynote auf dem Kick-Off des Projekts OERsax},

keywords = {coer16, keynote, L3T, OER-Award, OERde, OERde16, OERsax, open educational ressources (OER), SOOC, SOOPAL},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2016-cihh16,

title = {Möge der MOOC mit Euch sein – Viel zu lernen wir noch haben},

author = {Anja Lorenz and Andreas Wittke},

url = {https://www.campus-innovation.de/

http://bit.ly/cihh16-fhl

http://bit.ly/cihh16-fhl-extended

https://secret-cow-level.de/wordpress/2016/11/powerpoint-go-home-wir-haben-h5p/},

year  = {2016},

date = {2016-11-18},

urldate = {2016-11-21},

address = {Hamburg},

organization = {Multimedia Kontor Hamburg},

howpublished = {Beitrag auf der Campus Innovation 2016 (#cihh16)},

keywords = {Arbeit 4.0, coer16, deu4arab, digital happiness, digitalisation, eLearning, eroticMOOC, eviMOOC, h5p, higher education, ichMOOC, kuchenfluch, massive open online course (MOOC), mevMOOC, montagsbildung, mooin, new perspective, nwsMOOC, OERde16, open educational ressources (OER), refugees, VHS, vobaMOOC, YouTube},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz-bchh16,

title = {Online Learning 4 Refugees},

author = {Anja Lorenz and Andreas Wittke},

url = {http://bit.ly/bchh16-fhl

http://www.slideshare.net/anjalorenz/online-learning-4-refugees-bchh16},

year  = {2016},

date = {2016-11-11},

urldate = {2016-11-11},

address = {Hamburg},

howpublished = {Session beim BarCamp Hamburg X},

keywords = {BarCamp, higher education, language learning, massive open online course (MOOC), moodle, mooin, open educational ressources (OER), refugees, social media},

pubstate = {published},

tppubtype = {presentation}

}

@misc{Lorenz2016nwoh,

title = {Offene Hochschule durch offene Formate: Das Projekt pMOOCs},

author = {Anja Lorenz},

url = {http://bit.ly/oh-pmoocs

http://www.slideshare.net/anjalorenz/offene-hochschule-durch-offene-formate-das-projekt-pmoocs-66249650},

year  = {2016},

date = {2016-09-21},

urldate = {2016-09-21},

abstract = {Massive Open Online Courses, kurz MOOCs, eignen sich wie kaum ein anderes Format dazu, die Bildungsformate und Infrastrukturen von Hochschulen für weitere Zielgruppen zu öffnen. Neben allgemeinbildenden Angebote, bspw. zur Hanse, zum Videodreh oder zur Deutschen Einheit, werden an der Fachhochschule Lübeck auch sog. „professional MOOCs“ (pMOOCs) entwickelt. Diese pMOOCs richten sich an Berufstätige, die diese als Auffrischung ihrer Kenntnisse, aber auch als Einstieg in akademische Weiterbildung belegen können.



Im Webinar wird zunächst ein kurzer Input in MOOCs als Bildungsformat und mooin als MOOC-Plattform gegeben. Im Schwerpunkt schauen wir uns die bisher erprobten pMOOCs in den Themenbereichen Projektmanagement, Netzwerksicherheit und Mathematik an und diskutieren Chancen und Herausforderungen dieser sehr konsequenten Hochschulöffnung.



Ein Hinweis noch: Unsere MOOCs sind für alle offen und kostenfrei – auch für Sie! Sie bleiben zudem auch nach Ablauf der betreuten Phase weiter zur Einschreibung als unbetreutes Selbstlernangebot offen. Sie können sich daher die Plattform mooin und ihre MOOCs einfach selbst anschauen: https://mooin.oncampus.de/ Protoypen für pMOOCs sind die Kurse „Grundlagen des Projektmanagement“, „Netzwerksicherheit“ und „Mathe endlich verstehen“.},

howpublished = {Webinar im Rahmen des Wettbewerbs Offene Hochschulen},

keywords = {eLearning, massive open online course (MOOC), mooin, open educational ressources (OER), pMOOCs},

pubstate = {published},

tppubtype = {presentation}

}

@misc{Lorenz2016zki,

title = {Digital ist keine Option, sondern unser Standard},

author = {Anja Lorenz},

url = {https://www.uni-ulm.de/misc/zki-herbsttagung-und-dini-jahrestagung-2016/tagung/tagungsprogramm/tag2/

http://bit.ly/zki16-fhl

http://www.slideshare.net/anjalorenz/digital-ist-keine-option-sondern-unser-standard

https://video.uni-ulm.de/engage/ui/watch.html?id=0a1a2410-3ad0-4c49-b98d-1eea10800d85},

year  = {2016},

date = {2016-09-13},

urldate = {2016-09-13},

address = {Ulm},

abstract = {Über 180.000 Kursbuchungen, mehr als 27.000 Nutzer auf unserer MOOC-Plattform mooin, 1,6 Mio. YouTube-Klicks – bei Papierskripten oder Präsenzvorlesungen hätten Drucker und Raumplanung vor diesen Zahlen Angst. Allein 3.850 Studierende nutzten 2015 unsere Infrastruktur für Ihr Bachelor- oder Masterstudium und nur ein Bruchteil von ihnen war je auf dem Lübecker Campus. Sie besetzen keine Hörsäle, gehen nicht in die Mensa oder die Bibliothek, sondern meistens auf Arbeit, denn der Großteil von ihnen ist berufstätig. Seit 1997 arbeiten wir an der Fachhochschule Lübeck und ihrer Tochter oncampus dafür, (nicht nur) diesen Online-Studierenden eine optimale Lernumgebung bereitzustellen. Über Weiterbildungskurse, MOOCs, Angebote für Geflüchtete u.v.m. ist die viel gepriesene „Öffnung der Hochschule“ bei uns Alltag… und in den gebe ich gern einen Einblick.},

howpublished = {Eingeladener Vortrag auf der ZKI-Herbsttagung 2016},

keywords = {collaboration, digitalisation, eLearning, higher education, keynote, massive open online course (MOOC), moodle, mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{vfh2016mooin,

title = {1 Jahr mooin},

author = {Anja Lorenz},

url = {http://bit.ly/mooin-vfh16

http://de.slideshare.net/anjalorenz/1-jahr-mooin-vfh16},

year  = {2016},

date = {2016-06-09},

urldate = {2016-06-09},

address = {Lübeck},

organization = {Virtuelle Fachhochschule},

howpublished = {Vortrag auf dem VFH-Symposium 2016},

keywords = {massive open online course (MOOC), mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{eduhub2016mooin,

title = {We say "mooin" – MOOC Making Stories from Luebeck},

author = {Anja Lorenz},

url = {https://tube.switch.ch/videos/b71e294e

http://bit.ly/eduhubCH

http://de.slideshare.net/anjalorenz/we-say-mooin-mooc-making-stories-from-luebeck},

year  = {2016},

date = {2016-05-26},

abstract = {In March 2015, the Luebeck University of Applied Sciences started its own MOOC platform [mooin] (https://mooin.oncampus.de/). In 160 days of development, we made Moodle look sexy and thus suitable for MOOCs. One year and eight MOOCs later, we learned a lot on MOOC making from technical, pedagogical and organizational perspectives. And we decided to make MOOCs not only on academic topics that should replace in-class lectures. We mainly experimented with topics out of the academic focus: We made MOOCs on the Hanseatic League, video making, social web, enterprise learning, 25 years on German reunion or German pronunciation. And there is much more on our roadmap.



In the webinar, we will give you a short introduction to MOOCs and their special characteristics, show you how we support those in mooin, and give you some insights in our courses and work.},

howpublished = {Webinar für eduhub.ch},

keywords = {eLearning, higher education, learning management system (LMS), massive open online course (MOOC), moodle, mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{Lorenz16oerdeMOOCs,

title = {OER und MOOCs: Offene Online-Kurse für viele offen lizenziert – mooin und iMooX},

author = {Martin Ebner and Anja Lorenz and Andreas Wittke and Sandra Schön},

url = {http://open-educational-resources.de/16/fachforum/programm/#PaC11},

year  = {2016},

date = {2016-03-01},

urldate = {2016-03-07},

address = {Berlin},

abstract = {Im Panel berichten Organisator*innen und Plattform-Anbieter*innen von sog. MOOCs, (von engl. Massive Open Online Courses, also offene Online-Kurse für sehr Viele) von ihren Erfahrungen mit ihren Kursen, bei denen mit offen lizenzierten Materialien gearbeitet wird. Insbesondere werden dabei die beiden MOOC-Plattformen mooin und iMooX vorgestellt, sowie der MOOChub. Abschließend wird ein konkreter Kurs vorgestellt, indem durch das Inverted Blended Learning-Konzept die Vorteile von OER sichtbar werden.},

howpublished = {Panel auf dem OER-Fachforum im Rahmen des OER-Festivals 2016},

keywords = {coer16, imoox, massive open online course (MOOC), moochub, mooin, open educational ressources (OER)},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz14jfmh,

title = {Trendy, hip und cool – und dann im Elfenbeinturm versteckt #fail},

author = {Anja Lorenz},

url = {http://jfmh14.de 

http://prezi.com/wkcbg8m0opcx/trendy-hip-und-cool-und-dann-im-elfenbeinturm-versteckt-fail/},

year  = {2014},

date = {2014-06-13},

urldate = {2014-06-13},

abstract = {PDFs. Die Moodles, OLATs, ILIASe – wie die Lernmanagementsysteme dieser Welt auch heißen mögen: Immer wieder verkommen sie zur PDF-Halde. Sind das die Medien, von denen wir im Jungen Forum reden? Digitalisiertes Papier mit Suchfunktion? Werkzeuge zur Erstellung multimedialer und interaktiver Lernmaterialien gibt es zuhauf – im kommerziellen Bereich. Neben der ohnehin schon wertvollen Zeit würden diese auch einiges an finanziellen Ressourcen investieren und da Office-Produkte ohnehin auf dem Lehrendenrechner installiert sind, gibt es eben weiter PDFs.



Mit Open KnowledgeWorker stellt sich die chemmedia AG diesem Problem und bietet nicht wie beim “Freemium”-Modell kostenpflichtige Add-Ons, sondern wagt mit ihrem Lerncontentmanagementsystem einen ambitionierten offenen Ansatz: Das Tool kann kostenlos verwendet werden, ABER alle damit erstellten Lernmaterialien müssen der Community wieder unter einer freien Lizenz (Creative Commons) zur Verfügung gestellt werden. An der TU Chemnitz wurde Open KnowledgeWorker bereits zur Erstellung von Lernmaterialien für (M)OOCs und Flipped-Classroom-Projekte verwendet: Ready to Remix statt verschwunden in digitalen Projektschubladen.},

howpublished = {Keynote auf dem Jungen Forum für Medien- und Hochschulentwicklung 2014},

keywords = {eLearning, freelancing, higher education, keynote, learning content, learning content management system (LCMS), open educational ressources (OER), Open KnowledgeWorker},

pubstate = {published},

tppubtype = {presentation}

}

@misc{lorenz2013smtc2,

title = {The Content Is Yours Open – Educational Ressources (OER) mit Open KnowledgeWorker},

author = {Alexander Maasch and Anja Lorenz},

url = {http://www.medientage-chemnitz.de/?page_id=1086},

year  = {2013},

date = {2013-04-20},

urldate = {2013-04-21},

address = {Technische Universität Chemnitz},

howpublished = {9. Studentische Medientage: The Stage is Yours},

keywords = {eLearning, learning content management system (LCMS), open educational ressources (OER), Open KnowledgeWorker},

pubstate = {published},

tppubtype = {presentation}

}