The creation of brain-stimulating online learning content for a young migrant and refugee project

  • Nicole Flindt Heidelberg University of Education, Heidelberg, Germany.
  • Miganoush Magarian TeachSurfing gUG, Hamburg, Germany.
  • Gretta Hohl TeachSurfing gUG, Hamburg, Germany.

Abstract

Due to the COVID-19 crisis schools and universities all around the world were forced to use digital learning methods. But even assuming a seamless transition to digital platforms, good Online Learning tools do not imply good content and a good presentation of the content. This article describes the approach of a project funded by the European Union to create brain-stimulating Online Learning content which combines elements from classic didactics with elements from neurodidactics and aims to add value to Online Learning. It also suggests that further research should be conducted in other contexts, such as schools and universities, to describe how brain-stimulating Online Learning content could bring more value to Online Learning content. 

Keywords: Online Learning, neurodidactics, COVID-19

Downloads

Download data is not yet available.

References

Moore, M. G. (1990). Background and Overview of Contemporary American DistanceEducation. In Contemporary Issues in American Distance Education, M. G. Moore (Ed.), xii-xxvi. New York: Pergamon Press

Keegan, D. (1996). Foundations of distance education. (3rd ed). London: Routledge

Flindt, N. (2005). E-learning. Theoriekonzepte und Praxiswirklichkeit [E-Learning. Theory concepts and reality in practice]. VDM Verlag Dr. Müller.

Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90 (5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751. PMID 16737372

Wright, S. C. (2009). Cross-group contact effects. In S. Otten, T. Kessler & K. Sassenberg (Eds.), Intergroup relations: The role of emotion and motivation (pp. 262–283). Psychology Press.

Allport, G. W. (1954). The nature of prejudice. Perseus Books.

Brown, R., & Hewstone, M. (2005). An integrative theory of intergroup contact. Advances in experimental social psychology,37, 255–343. Elsevier Academic Press. https://doi.org/10.1016/S0065-2601(05)37005-5

European Commission Erasmus+ (2020). Youth Volunteer Educators e-learning Program Project card. EC Europa. https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2019-3-DE04-KA205-018805

Teachsurfing (2020, Jan. 17). Teachurfing starting EU funded project - Youth Volunteer Educators e-learning Program (e-VELP). https://teachsurfing.org/blog/e-velp & Teachsurfing (2020). Events from Teachsurfing: How to create brain-stimulating Online Learning courses on Sat. Oct. 10, 2020. Eventbrite. https://www.eventbrite.de/o/teachsurfing-gemeinnutzige-ug-14917806756

Macke, G., Hanke, U., Viehmann-Schweizer, P., & Raether, W. (2016). Kompetenzorientierte Hochschuldidaktik. Lehren – vortragen – prüfen – beraten [Competence-oriented university didactics. Teaching- presenting- considering-advising] (3rd ed). Beltz.

Folta-Schoofs, K. & Ostermann, B. (2019). Neurodidaktik. Grundlagen für Studium und Praxis [Neurodidactics. Basics for studies and practice]. Kohlhammer.

Flindt, N. (2020). How to create brain-stimulating Online-Courses that your students can acutally remember. Online Course presentation for TeachSurfing on Oct. 10, 2020. Teachsurfing. https://www.researchgate.net/publication/344888298_How_to_create_brain-stimulating_Online-Courses_that_your_students_can_acutally_remember

Boyd, L. (2016, June 24). Transcript: After Watching This, Your Brain Will Not Be The Same. The Singju Post. https://singjupost.com/transcript-after-watching-this-your-brain-will-not-be-the-same-by-lara-boyd/.

Lohse, K. R., Wadden, K., Boyd, L. A., & Hodges, N. J. (2014). Motor skill acquisition across short and long time scales: A meta-analysis of neuroimaging data. Neuropsychologia,59,130-141.https://doi.org/10.1016/j.neuropsychologia.2014.05.001

Dayan, E., & Cohen, L. G. (2011). Neuroplasticity subserving motor skill learning. Neuron,72(3),443-54, https://doi.org/ 10.1016/j.neuron.2011.10.008

Kassymova, G., Bekalaeva, A., Yershimanova, D., Flindt, N., Gadirova, T., & Duisenbayeva, Sh. (2020). E-Learning Environments and Their Connection to the Human Brain. International Journal of Advanced Science and Technology, 29(9s), 947-954. Retrieved from: http://sersc.org/journals/index.php/IJAST/article/view/1335

Biggs, J. (1996). Enhancing teaching through constructive alignment. High Education, 32, 347–364. https://doi.org/10.1007/BF00138871

Hanke, U. (2020). Online Lehre - Wie geht das? Moodle-Kurs an der PH Ludwigsburg, [Online Teaching - How does it work? Moodle course at the Ludwigsburg University of Education/Germany] https://moodle.ph-ludwigsburg.de/course/view.php?id=14703

Tietze, K.O. (2003), Kollegiale Beratung. Problemlösungen gemeinsam entwickeln [Collegial advice. Developing solutions together]. http://www.kollegiale-beratung.de/Ebene1/methode.html
Statistics
479 Views | 0 Downloads
How to Cite
Flindt , N., Magarian, M., & Hohl , G. (2021). The creation of brain-stimulating online learning content for a young migrant and refugee project . Muallim Journal of Social Sciences and Humanities, 5(2), 1-11. https://doi.org/10.33306/mjssh/116
Section
Original Articles