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Please write your own Blink about this lecture here:
https://docs.google.com/document/d/19zUs2pJzu-f2FISI2QCeN6nhp1xDdzwQvrFePmsF1Kk/edit?usp=sharing

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Every Monday at 17:00 CET at this Link:
https://tu-darmstadt.zoom.us/j/8169149370
Please feel invited to join or to share with others.

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In the Corona Dialogues, people with different backgrounds and opinions met to discuss the current situation during the pandemic. Two people interviewed each other based on a selected number of topics or questions without evaluating the answers. The key insights are documented such that the interviewed person agrees with this. Then, all participants were asked to reflect on these opinions and summarize their insights in an Essence Tiny Article. This article is then published for the public audience: https://padlet.com/aseyfarth/g54jp8x0f20ny9fa

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Cooperative Learning using Tiny Articles (304 characters)

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Cooperative Learning using Tiny Articles (304 characters)

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Here we have two coupled learning dynamics:
-> During the semester students from the seminar interact with students from the lecture using Tiny Articles and corresponding reflexions.
-> The Wiki-Projects created in the seminar will be provided as learning material for upcoming students in the lecture.

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In this lecture series on working and learning strategies talks are given by different lecturers.
-> After each lecture, students write a Weekly Tiny Article with their reflections about the lecture. In the following tutorium, students read, comment and discuss the Tiny Articles of the others. Key insights and open questions are formulated in an Essence Tiny Article.
-> During the semester, each student is preparing an Examen Tiny Article with a self-posed research question, which will be presented in small student groups of 8 in the last lecture.

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Rules for Tiny Articles (306 characters)

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Rules for Tiny Articles (306 characters)

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With Rules one can define who is invited to write or comment a Tiny Article, based on which input (e.g.,  papers or other TAs), and by which time. With this a learning space becomes the quality of a dynamic function with inputs, outputs, and execution timing (e.g., duration, trigger, enabling conditions).

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How to evaluate and improve the learning process? (792 characters)

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How to evaluate and improve the learning process? (792 characters)

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Key message: Blinks are Tiny Articles (like scientific publications) and establish a modeling system for text-based cooperative learning promoting best learning practices. (171 characters)

Blink: Learning with blinks is following the state-of-the-art of scientific cooperation and learning with peer-reviewed papers. The “success” of a paper is usually measured by the number of citations and the ranking of the journal. Similarly, blinks could be collected in a blink journal (BJ) with a well defined process for accepting a blink for publication. Different BJs could compete with each other for attracting the best contributions. Users can create and submit blinks to BJ. Once the blink is accepted (depending on the BJ rules), other users can comment on published blinks (reflexion blinks RB), tag, vote for and connect blinks (with Connection Blink) or write an essence blink on number of blinks (like a review paper). RBs and CBs are reviewed and approved before publication.

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The concept of a Common Brain based on Tiny Articles can be applied to largely diverse learning situations.

Currently the Tiny Articles are stored in off-the-shelf collaboration tools like Google Docs, Only Office or Padlet (like in this presentation).

A limitation of these tool are the missing capability to define executable rules for processing and systematically storing Tiny Articles. This would allow to systematically update the rules in order to improve the learning process.

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5.2 Use Case B: Cross-disciplinary lecture LAS

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5.2 Use Case B: Cross-disciplinary lecture LAS

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5.1 Use case A: Lecture & Seminar Biomechanics 

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5.1 Use case A: Lecture & Seminar Biomechanics 

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eMHi_31may22 (525 characters)
Using interactive tools leads to co-creation of learning material
Using interactive tools like digital pinboard or etherpads, students step out of their role as recipients and create their own learning materials. They search for further information, modify it, and thus co-construct knowledge. By presenting opinions and attitudes in social software, the subjective perspective of learners is becoming more important [1]. Learning with Tiny Articles can thus lead to confrontation with different perspectives and viewpoints.

Reference

[1) Jadin, T. (2007).  Social Software für kollaboratives Lernen. In B. Batinic, A. Koller,  & H. Sikora (Hrsg.), E-Learning, digitale Medien und lebenslanges Lernen (S. 23-35). Trauner.

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Figure: Learning with tiny articles (created by Miriam Hilgner, 2022)

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Review learning through the eyes of students

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Review learning through the eyes of students

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„The lesson does not end when the bell goes! It ends when teachers interpret the evidence of their impact on students during the lesson(s) relative to their intended learning intentions and initial criteria for success – that is, when teachers review learning through the eyes of their students. What was the impact, with whom, about what, and how efficiently?“ (Hattie, 2012, S. 145).

Reference
Hattie (2012). Visible Learning for Teachers: maximising impact on learning. Routledge.

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Additional comments and figures (Miriam Hilgner: eMHi)

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Additional comments and figures (Miriam Hilgner: eMHi)

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Collaborative construction of knowledge and ideas  

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Collaborative construction of knowledge and ideas  

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eMHi_31may22 (603 characters)
Sharing short texts helps to reflect on effective learning and working strategies

By creating and sharing short texts ("blinks") regarding academic lectures, a collection of main ideas is generated, which can be structured, annotated, modified, reviewed and discussed. Like in connectivistic learning systems [1], this creates an open and demand-oriented learning space that allows interaction between students and with lecturers. The collaborative construction of knowledge and ideas provides possibilities for the discussion of interconnected thinking, learning and working processes in mixed groups.

Reference

[1] Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1), 3-10.

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4 How to use Tiny Articles? (159 characters)

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4 How to use Tiny Articles? (159 characters)

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Tiny Articles can be used to document the reflections of the participants in a classroom. They can also contain rules of how to apply them in a learning space.

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1 June 2022 at 15:00 CET
André Seyfarth
(andre.seyfarth@tu-darmstadt.de)
https://tu-darmstadt.zoom.us/j/67705494049?pwd=c1pxVGM4dUtldkJIbG91L2NLSFlIdz09

Meeting-ID: 677 0549 4049
Kenncode: 613751

In each tile of this Padlet you can
-> leave comments or
-> click on (+) to create your own tile.

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With our teaching concept we aim to create a cooperative learning space which allows for rich and sustainable learning experiences.

To achieve this goal, all participants of the activity (e.g., lecture, seminar, open classroom) are invited to share their thoughts in a learning space, called Common Brain.

All participants of the learning process can document and comment their thoughts using Tiny Articles, inspired by the concept of blinks.

With this approach, individual and group learning processes can be coupled and insights can be provided for future learning activities.

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How do students describe the review-process? (307 characters)

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How do students describe the review-process? (307 characters)

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* Was the text understandable?
* Get a second opinion.
* Highlight key statements in their own words.
* Reflecting with one's own interests. Broaden your horizons.
* Don't just let it "sprinkle":
-> What is my point of view on this question/topic?
-> What's in me/you?
-> What is your contribution?

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3 How to write a Tiny Article? (334 characters)

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3 How to write a Tiny Article? (334 characters)

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First you directly write down all reflections you have, e.g., after a lecture. After some time you may revise the text or add follow-up thoughts.

If you like to submit the blink (e.g., to be stored in a library) you ask your peers to write a reflexion blink on your blink. Based on this feedback you can once more revise your blink.

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How do students describe Tiny Articles? (313 characters)

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How do students describe Tiny Articles? (313 characters)

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Saying, ...
* what was interesting
* own reflections on the content.
* interesting questions
* be able to develop your own thoughts freely
* follow flow of speech with oneself
* open questions
* create associations with other topics, etc.
* let the content review pass again to create new ideas with a time gap

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2 What are Tiny Articles? (219 characters)

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2 What are Tiny Articles? (219 characters)

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Tiny Articles are short texts to briefly describe an idea, a question,  or any other thought. Like in a scientific papers, Tiny Articles can have citations, a figure and a title for describing a key message or question.

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1 Introduction

2 What are Tiny Articles?

3 How to write a Tiny Article?

4 How to use Tiny Articles?

5 Use Cases (A, B, C)

6 Final Summary