Online courses directory (108)
This introductory Spanish course consists of 23 video sequences distributed in 20 chapters. The sequences show real communicative situations in different contexts so that you can gain a practical and useful understanding of the Spanish Language. Each chapter follows the same structure: introductory stage, observation stage (language and communication), exercises and self-assessment. The course applies an immersive approach, giving you the content in Spanish from the start. It may be overwhelming at first, but it is also one of the fastest ways to learn a language - we invite you to jump right in and have fun!
The course includes the following topics:
- En contacto con el Español.
- Gente que conocemos.
- El entorno. Ciudades y barrios.
- Actividad social: comidas y bebidas.
- Hábitos para el tiempo libre.
Learning Objectives
This course aims to:
- turn the learning of Spanish into a ludic and playful experience.
- solve different actual situations of everyday life in a practical way in order to help the student acquire a basic but fluent communicative competence.
What do I need to know?
No prior knowledge is required. You should only come with a willingness to challenge yourself and explore a new language.
Course Content
Everyday vocabulary • Names and greetings • Origins and nationality • Public transport • Describing people, family and friends • Locations • Common adjectives • Activities Basic phrases and conversation • Asking how someone is doing • Talking about hobbies and interests • Asking for directions • Talking about food and drink • Asking the time/quantities • Ordering in a restaurant • Talking about the weather • Making judgements Phonetics • Pronunciation • Sound Grammar • Tenses & sentence construction • Nouns and pronouns • Regular and irregular verbs • Adjectives and adverbs • Prepositions • Comparatives & superlatives Interrogative Elements • What? • Why? • Where? • How? • How many?And much more...
We invite you to access one of the most widely spoken languages in the world:
Der Kurs zeichnet die Geschichte Karls des Großen nach. Sein Aufstieg, die innere Durchsetzung, die Expansion des Reiches bis zur Kaiserkrönung sind Kernthemen der Geschichtswissenschaft. Weitere Themenfelder sind: Strukturen des Reiches, Funktionsweisen mittelalterlicher Königsherrschaft ohne Hauptstadt und Institutionen, Schriftlichkeit, Kommunikation und Bildung im frühen Mittelalter. In diesem Kurs erhältst du eine Einführung in den Umgang mit mittelalterlichen Quellen und ihrer Deutung. zudem soll der dich zu einem fundierten, kritischen Urteil in aktuellen Fragen befähigen: Wie gelangt man zu methodisch korrekten Erkenntnissen und wie lassen sich so unterschiedliche Karlsbilder bewerten?
Was lerne ich in diesem Kurs?
- Du lernst Hintergrundinformationen zur Geschichte Karls des Großen.
- Du lernst die typische Quellen seiner Zeit kennen und wirst mit den Schwierigkeiten ihrer Interpretation vertraut gemacht.
- Du erhältst Einführungen in typische geschichtswissenschaftliche Fragestellungen und Forschungsinstrumente. Das befähigt dich zu selbständigen Recherchen über Fragen des Kurses - und viele andere Fragen, die sich an die Geschichte des Mittelalters stellen lassen.
Welche Vorkenntnisse benötige ich?
Historische Vorkenntnisse oder propädeutische Grundlagen sind nicht erforderlich. Der Kurs richtet sich neben Studierenden der Geschichte auch an ein ein breiteres, geschichtsinteressiertes Publikum. Inhalte und Umgang mit Instrumenten der Forschung werden schrittweise erläutert. Zentrale Quellen werden in deutschen Übersetzungen präsentiert. Lateinkenntnisse sind also nicht erforderlich. Unverzichtbar ist: Interesse an Geschichte als Wissenschaft!
Wie hoch ist der Arbeitsaufwand?
Ca. 4 Stunden pro Woche.
Erhalte ich ein Zertifikat?
Wer 80% der Lehrvideos sowie 80% der Quizze absolviert, kann eine Teilnahmebestätigung erwerben.
Course Summary
Genius, talent and golden mediocrity are different dimensions of human existence. Our course shows how these three dimensions manifest themselves in life and how you can fulfill your genius, abilities, talents more fully and completely.
The course is of an applied nature and is oriented to studies in the field of creative life intensification psychology, help with the experience of crises, human potential realization and care. It may be useful for professional psychologists, for specialists whose activity involves empathy, inspiration, understanding and creating of daily life, and for all who are interested in the topic. The course is made in the popular form of short videos relying on free network resources users.
What will I learn?
A phenomenological description of genius, talent and golden mediocrity as specific dimensions of human life, correction of errors and misapprehensions of common sense. We critically examine the manifestations of the studied "dimensions" (phenomena), in order that by putting off all "the supposed" we could find specific and inherent meaning. The phenomenological method is to understand and express in simple terms the fundamental structure of creative activity, to express everything that was, that is and that will be important in the psychology of creative life.
What do I need to know?
No prior knowledge of phenomenology of genius, talent and mediocrity is needed in order to attend the MOOC. General cultural knowledge, interest in creativity, phenomenology, and psychology is welcome. It is advisable to understand what benefits a person in general and a student of this course in particular to have an access for literary writings, for the environment (online in our case) to meet with people, for travels, for participation in the upbringing of children, etc. We assume that students will be quite tolerant to some uncertainty in the process of clarifying the meanings and fundamentals for the intensive creative life.
Our target audience: students of psychology, social sciences, art; professional psychologists; specialists whose activity involves empathy, inspiration, understanding and creating of daily life; everyone who is interested in the topic.
Course Structure
General Course Outline
Three chapters: Genius, Talent, Golden mediocrity.
There are three modules in each chapter.
In each module there are 6 topics.
Each module takes one week of studying.
There are 54 topics – video clips including lectures and visual examples.
After each lecture you are provided with understanding questions and creative activities.
Talent is what is given. Care for the world. Motivation.
Mediocrity is means, tools, instruments, resources. Efficiency.
Genius reveals itself.
Talent is allowed (we allow it to come out).
Mediocrity develops.
Talent and socialization
Violent mediocrity
Talented people, mediocre minds
Examples of mechanical systems
Examples of biological organisms
Examples of human will
Examples of creative events
Examples of miracles in daily life
Am I a GENIUS (intonational stress on the word “GENIUS”)
I, a genius? (intonational stress on the word “I”)
I am a genius! (inspiring statement)
Complete Course outline
GENIUS
1. Am I a GENIUS?
Very often what people think about genius is not correct.
Examples of definitions and opinions from dictionaries and textbooks.
Meanings of genius – primacy, care for fundamentals, wholeness, sufficiency, initiative.
Phenomenological thinking “Exact Fantasy” by Goethe.
Genius and evil can be combined unfortunately, more often than we can imagine.
1.1. Doubts about genius
1.2. Misbeliefs about genius
1.3. Phenomenology of doubts about genius
1.4. Method of worthy doubts about genius
1.5. Risks of doubts about genius
1.6. Examples of experience
Learning activities
2. I, a genius?
One cannot seek genius, it always ‘already exists’.
Genius is not combined with ambitions; one cannot want to become genius.
Genius is not combined with motivation, it is often contrary to the wishes.
Changing while responding.
Method of responsive phenomenology.
Genius is a trial for a person.
2.1. Doubts about your own genius
2.2. Misbeliefs about your own genius
2.3. Phenomenology of doubts about your own genius
2.4. Method of worthy doubts about your own genius
2.5. Risks of doubts about your own genius
2.6. Examples of experience
Learning activities
3. I am a genius!
“In each of us a genius is sleeping. And day by day he sleeps tighter and tighter”.
Genius holds a lot, if not everything, it doesn’t exclude mediocrity and talent. You can talk about genius mediocrity or genius talent.
A man is a genius to the extent to which he is full of initiative to life renewal.
To be a genius means to surround oneself with genius phenomena and allow others and the whole world to be genius.
3.1. Confidence in genius in general and in your own genius in particular
3.2. Misbeliefs about confidence in genius
3.3. Phenomenology of confidence in genius
3.4. Method of confidence in genius
3.5. Risks of confidence in genius
3.6. Examples of experience
Learning activities
TALENT
4. Am I talented?
By being talented we often imply abilities to create. In reality talent is an ability to repeat something.
Talent is care for the world.
Talents become obvious after we lose them.
Aiming for something that doesn’t belong to us can suppress abilities. It is a Deal with the Devil – to give away your abilities for someone’s achievements.
4.1. Doubts about talents
4.2. Misbeliefs about talents
4.3. Phenomenology of doubts about talents
4.4. Method of worthy doubts about talents
4.5. Risks of doubts about talents
4.6. Examples of experience
Learning activities
5. I, talented?
Yes, I am talented, but what are my talents?
This is my talent and I don’t have to force myself to do it.
Over-motivation.
Sensitivity.
Too serious concern about myself. Loss of humor.
5.1. Doubts about your own talents
5.2. Misbeliefs about your own talents
5.3. Phenomenology of doubts about your own talents
5.4. Method of worthy doubts about your own talents
5.5. Risks of doubts about your own talents
5.6. Examples of experience
Learning activities
6. I am talented!
To the extent to which we are connected with the world, with life.
To accept something, to enrich it and to give it to the world.
Creative self-expression and self-fulfillment.
Being obsessed with the result.
6.1. Confidence in talents in general and in your own talents in particular
6.2. Misbeliefs about confidence in talents
6.3. Phenomenology of confidence in talents
6.4. Method of confidence in talents
6.5. Risks of confidence in talents
6.6. Examples of experience
Learning activities
MEDIOCRITY (defined as such: another name for the Golden Mean was golden mediocrity)
7. Am I mediocrity?
Very often it is considered to be offensive, but to be mediocre is good if it happens at the right time.
Something average, the mean, repeating itself, normal, something between.
The principle of economy.
Identification with the means only.
7.1. Doubts about mediocrity
7.2. Misbeliefs about mediocrity
7.3. Phenomenology of doubts about mediocrity
7.4. Method of worthy doubts about mediocrity
7.5. Risks of doubts about mediocrity
7.6. Examples of experience
Learning activities
8. I, mediocrity?
Is wrongly associated with lack of talent.
To live well according to their means (without debts).
The principle of balance.
Violent mediocrity.
8.1. Doubts about your own mediocrity
8.2. Misbeliefs about your own mediocrity
8.3. Phenomenology of doubts about your own mediocrity
8.4. Method of worthy doubts about your own mediocrity
8.5. Risks of doubts about your own mediocrity
8.6. Examples of experience
Learning activities
9. I am mediocrity!
It is not correct to suggest that if I am mediocre, then I cannot be a master in something.
Freedom from circumstances and effectiveness.
The principle of sustainability in motion.
Negligence to the world and a too cautious attitude to the media (the means).
9.1. Confidence in mediocrity in general and in your own mediocrity in particular
9.2. Misbeliefs about confidence in mediocrity
9.3. Phenomenology of confidence in mediocrity
9.4. Method of confidence in mediocrity
9.5. Risks of confidence in mediocrity
9.6. Examples of experience
Learning activities
A formação em desenho consiste numa das matérias mais aliciantes da capacidade expressiva do ser humano. O deslumbramento sobre uma linguagem completa de técnica, de perceções sensoriais e persistência.
Ao longo do presente curso os alunos encontrarão alguns dos princípios sugeridos para a iniciação a um diário gráfico pessoal, numa linguagem a conquistar em cada desafio proposto.
Os desenhos são livremente registados em processo analógico de forma livre mas alicerçados a conteúdos subsequentes, somando competências ao longo dos diferentes exercícios.
Mais do que saber desenhar virtuosamente, procura-se dar a conhecer a confiança de desenhar livremente, sem pré conceitos e caminhando para um registo individual, único.
Objetivos de aprendizagem
O curso tem por objetivo principal o ensino de técnicas de composição aplicadas ao desenho. Serão exploradas diferentes abordagens de desenho com a aplicação de diferentes técnicas e materiais.
Como material de suporte serão usados cadernos para Diário Gráfico de formato A4 e A5. Serão exploradas técnicas alternativas de desenho para Diário Gráfico como por exemplo o uso de café e lápis e canetas aguareláveis. Serão exploradas técnicas bidimensionais e tridimensionais, a criação de volume e o uso de perspetiva.
O curso segue uma metodologia baseada no experimentar fazer. O modelo pedagógico do curso foi definido com o intuito de derrubar as barreiras iniciais ao desenho e os medos associados ao “gostava mas não sei”. Os diferentes exercícios apresentados em vídeo em tempo real de produção do desenho permitem uma maior compreensão do desenho enquanto aplicação de técnicas aprendíveis e não como fruto de um “dom” que só poucos têm. Desafiamos todos os que gostariam de desenhar a participar neste curso.
Requisitos
O curso de Desenho para Diário Gráfico não tem pré-requisitos. Partimos do princípio que todas as pessoas podem aprender a desenhar se assim o quiserem. Deste modo, o curso destina-se a todos os interessados em aprender as técnicas e regras mais comuns aplicadas ao desenho para diários gráficos.
Alunos têm ainda a possibilidade de comprar o Statement of Participation (no valor de 29€). Aqueles que comprarem o Statement of Participation, devem completar no mínimo 80% do curso (exercícios, vídeos e quizzes) para poderem fazer download do Statement of Participation.
Estrutura do curso
A matéria divide-se metodologicamente em quatro partes:
- Introdução;
- Codificação do Campo visual;
- Codificação expressiva;
- e aplicabilidade em desenho de exterior.
Os desafios são compostos por uma contextualização em vídeo e por materiais didáticos complementares.
Course Summary
In this second part of Vehicle Dynamics, we will illuminate the lateral dynamic aspects of vehicles.
Clear and brief: the cornering of a car.
In Detail: We will start with a simple single-track model and then describe the slip angle of a wheel. The slip angle results in cornering forces, which are essential for understanding lateral dynamics. After that, we will look at the dependency between longitudinal and lateral forces using Kamm’s circle and Krempel’s diagram. Then we will investigate steady state cornering, stability and the influence of different weight distributions between inner and outer side wheels of the car. The course will finish with two applications from automotive mechatronics.
What will I learn?
At the end of the course you will …
- understand basic principles of cornering of a car.
- know slip angle and cornering forces.
- understand the single track model.
- understand the steady state cornering, stability and the influence of different weight distribution between inner and outer side of the car.
- be able to calculate simple properties of a car.
What do I have to know?
Some basic understanding of the following subjects will help you successfully participate in this course:
Algebra; Trigonometric Functions; Differential Calculus; Linear Algebra; Vectors; Coordinate Systems; Force, Torque, Equilibrium; Mass, Center of Gravity, Moment of Inertia; Method of Sections, Friction, Newton's Law, (Lagrange's Equation)
Course structure
This course has a total of 10 chapters, and the topics for each chapter are the following:
Chapter 1: Preliminaries
Chapter 2: Single-Track Model
Chapter 3: Tyre side slip
Chapter 4: Steady state cornering
Chapter 5: Solution of linear single track model
Chapter 6: Stability and step steer
Chapter 7: Wheelload transfer
Chapter 8: Suspension systems
Chapter 9: Active lateral systems
Chapter 10: Solutions Homework: Part 1
Chapter 11: Solutions Homework: Part 2
Course Summary
This MOOC is an introduction in Critical Thinking, with an emphasis on using reason in our daily communication. Its main topics cover the structure and analysis of arguments, the study of inductive reasoning as basis for scientific knowledge and as key ingredient in how we understand reality. Next we will focus on fallacies (like loaded question or hasty generalization) and on guidelines for structuring a presentation, an argumentative essay or a debate. Furthermore, the course gives you an overview of cognitive biases (a fashionable topic nowadays), and on the use of emotional tools in persuasion. The teaching is accompanied by tons of documented experiments and fun examples, guided practice, quizzes, links to additional materials (like TED talks) and short homework.
What do I learn?
After taking this course you will have the tools to analyze the truth of all kinds of statements, from opinion articles to court verdicts and investment proposals. You will better understand the philosophical basis of human knowledge, also you will be more persuasive in domestic talks as well as in good structured presentations, debates or argumentative essays. Furthermore, a main goal of this course is that you will be able to recognize and refute the most common fallacies (reasoning errors), and understand irrational behavior.
What do I need to know?
No prior knowledge is needed for this course, participants should only come equipped with natural curiosity and a respect for the truth.
Course Structure
Chapter & Topic
Chapter 1:
Course Summary
The MOOC ‘Idea Generation Methods’ aims to explain techniques for the goal and process oriented generation of ideas. Idea generation is part of the fuzzy front end of the innovation process. Participants have the possibility to work on specific innovation topics in the area of sustainable energy. Dr. Daniel J. Koch will impart a broadly diversified knowledge of the methods used in idea generation and he will show you how you can use them by your own.
The MOOC is offered by KIC InnoEnergy, the European company for innovation, business creation and education in sustainable energy and was produced by the Center for Technology-Enhanced Learning (ZML) at Karlsruhe Institute of Technology (KIT).
The course language is English, and the workload is about 4h/week.
The aim of the course is to enable participants to apply methods of idea generation on their own project.
Who is this course for?
Everyone who is curios in Idea Generation Methods and who is having an interesting topic which could be further developed.
What will I learn?
Participants will be able to understand and apply certain methods of idea generation on any self-chosen topic. For example, participants will understand and will be able to apply methods like Mindmapping & Clustering, 6-3-5, World Cafe & DeBono Hats, Concept Mapping, Scenario Techniques ( e.g. STEEP), Roadmapping and many more in a structured process.
What do I need to know?
No prior knowledge is necessary. You just need to be curious about Idea Generation Methods and have an interesting topic you would like to develop further.
Course Structure
The course consists of 7 chapters:
Chapter 1 - Introduction:
The sketch in your head! Strategic Innovation Management, Idea Generation Process, Innovation Process and fuzzy front end
Chapter 2 - Design Factors:
What's in your picture? Design Aspects, Methods, Sources
Chapter 3 - Defining your Search Space:
Landscape or portrait? Context Definition, Agenda Setting, Problem Representation
Chapter 4 - Scenario:
What's my perspective? Definition of Scenario Topic, STEEP / PESTEL Analysis, Influence Factors and Descriptors
Chapter 5 - Future Assumptions:
Using watercolour or oil? Present Situation and Future Assumptions, Bundling Projection, Interpretation of Scenario, Wild Cards, SWOT, Proposals for Action
Chapter 6 - Scenario-based Roadmapping:
What to draw when? Definition of a Roadmapping Topic, Needs Analysis, Analysis of Potentials
Chapter 7 - Establishing your roadmap:
Sketching your picture! Establishing a Roadmap, Consistency Analysis and Evaluation
Kursbeschreibung
Die Deadline für einen wichtigen Auftrag rückt immer näher oder es gilt eine schwierige Pflichtklausur im Studium zu meistern. Eigentlich sollten Sie bereits lernen oder arbeiten, doch jeden Tag schaffen Sie es, sich mit anderen „wichtigen“ Aufgaben wie Putzen oder Internetsurfen zu beschäftigen. Doch die Zeit wird knapper und der Druck immer größer…
Prokrastination oder „Aufschieberitis“ ist ein Alltagsphänomen, das den meisten Menschen bekannt sein dürfte: Unangenehme Tätigkeiten werden lieber erst einmal aufgeschoben, anstatt sie sofort zu erledigen. In acht Wochen vermitteln wir in diesem MOOC die wissenschaftlichen Hintergründe und bieten Unterstützung, das eigene Verhalten zu reflektieren und zu ändern!
Für wen ist dieser Kurs gedacht?
Dieser MOOC richtet sich an Personen, die daran interessiert sind ihre Selbstregulationsfähigkeiten zu verbessern, um sich in Zukunft ein effizienteres Vorgehen in Studium und Beruf zu erarbeiten. Der Kurs zielt nicht nur auf Wissensvermittlung ab, sondern möchte Ihnen auch dabei helfen, Ihr Verhalten zu verändern! Am Ende des Kurses sollten Sie in der Lage sein, diejenigen Strategien in Ihrem Alltag anzuwenden, welche sich für Sie als besonders erfolgsversprechend zeigen.
Was lerne ich in diesem Kurs?
Am Ende des Kurse
- kennen Sie die wichtigsten wissenschaftlichen Hintergründe zum Thema Prokrastination (Modelle & Theorien)
- kennen Sie die Konzepte der Selbstkontrolle und Selbstregulation und können diese voneinander abgrenzen
- sind Sie mit verschiedenen Strategien aus den Bereichen Selbstkontrolle (Planungsfähigkeit, Zielkontrolle, Arbeitsplatzgestaltung, Startkontrolle, Impulskontrolle) und Selbstregulation (Emotionsregulation, Selbstmotivierung, Umgang mit Ablenkungen, Selbstberuhigung und -aktivierung) vertraut und können diese einsetzen
Welche Vorkenntnisse benötige ich?
Keine – Sie sollten aber natürlich schon Probleme mit dem Aufschieben haben und daran etwas ändern wollen! Wenn Sie Fallschirmspringen wollen, besuchen Sie ja auch keinen Kochkurs, oder? ;-) Allerdings sollten Sie eine gewisse Bereitschaft zur Reflexion des eigenen Verhaltens mitbringen, denn nur wenn Sie sich damit auseinandersetzen, werden Sie die Aufschieberitis in den Griff bekommen!
Kurs Struktur
Kapitel 1 Willkommen: Schön, dass Sie mit dabei sind! In der ersten Kurswoche möchten wir Sie mit dem Phänomen der Aufschieberitis vertraut machen. Wir erläutern Ihnen die unterschiedlichen Ausprägungen von Aufschiebeverhalten und geben einen ersten Überblick darüber, was Sie in den kommenden Wochen erwartet. Außerdem haben Sie die Möglichkeit Ihr individuelles Prokrastinationsprofil zu ermitteln.
Kapitel 2 Volition & Motivation: Nach einem ersten Überblick steigen wir nun tiefer in die Theorie zur Prokrastination ein. Welche Modelle, Theorien und Erklärungsansätze gibt es? Ist alles nur eine Frage der Motivation? Außerdem erfahren Sie alles zum Unterschied zwischen Selbstregulation und Selbstkontrolle, denn dieser Logik folgt auch der Aufbau des Trainings.
Kapitel 3 Grundlagen der Selbstkontrolle: Genug mit Theorie, nun geht es in die Praxis und wir beginnen mit den Grundlagen der Selbstkontrolle. Hierbei handelt es sich um grundsätzliche Schritte zur Vorbereitung auf die im nächsten Kapitel folgenden Strategien. Konkret geht es bei den Grundlagen zur Selbstkontrolle um Zeitmanagement und den Umgang mit komplexen Zielen und Aufgaben.
Kapitel 4 Strategien der Selbstkontrolle: Diese Woche steht ganz im Zeichen der Selbstkontrolltechniken. Wir behandeln die Themen Planungsfähigkeit (Gesamtplanung, Tagesplanung, Planung einer Arbeitseinheit), Zielkontrolle (wie behalten Sie das Ziel im Auge), Arbeitsplatzgestaltung, das pünktliche Beginnen sowie die Impulskontrolle.
Kapitel 5 Grundlagen der Selbstregulation: Ebenso wie zuvor bei der Selbstkontrolle wenden wir uns nun zuerst wieder den Grundlagen zu, diesmal jenen der Selbstregulation. Das Stichwort lautet hier "Selbstwahrnehmung", denn bevor wir uns aktiv regulieren, müssen wir zunächst einmal feststellen wie unser aktueller Zustand ist. In diesem Kapitel geht es primär um die Wahrnehmung von Emotionen, Zielen, Motiven und Bedürfnissen.
Kapitel 6 Strategien der Selbstregulation I: Da die Strategien zur Selbstregulation recht umfangreich und etwas komplexer sind, erwarten Sie gleich zwei Kapitel zu diesem Thema. Im ersten Teil erläutern wir Ihnen verschiedene Techniken zur Aufmerksamkeitslenkung bzw. dem Umgang mit Ablenkungen. Außerdem stellen wir Ihnen 7 Strategien zur Selbstmotivierung vor.
Kapitel 7 Strategien der Selbstregulation II: Wie angekündigt nun Teil II mit Strategien zur Emotionsregulation sowie Techniken zu Selbstberuhigung und -aktivierung. Sie erfahren wie Sie mit negativen Emotionen umgehen und was Sie aktiv dagegen tun können wenn Sie entweder zu müde oder zu angespannt für Ihre anstehenden Aufgaben sind. Außerdem möchten wir Ihnen ein paar Tipps zum Umgang mit Erfolg und Misserfolg mit auf den Weg geben.
Kapitel 8 Abschluss: Herzlichen Glückwunsch, Sie haben es geschafft! Schade dass wir uns schon von Ihnen verabschieden müssen. Abschließend haben Sie nun die Möglichkeit, erneut Ihr Prokrastinationsprofil zu erstellen. Nun können Sie anhand Ihrer Werte zu Beginn ermitteln, in welchen Punkten Sie sich verbessert haben oder wo evtl. noch Trainingsbedarf besteht.
Wer 80% der Lehrvideos sowie 80% der Quizzes absolviert, erhält eine kostenfreie Teilnahmebestätigung.
E' possibile studiare l'intero corso in pochi giorni: il test iniziale di ogni capitolo vi permette di capire su quali argomenti concentrarvi. L'intero corso sarà attivato nello stesso momento, e tutti i materiali saranno disponibili da subito. In questo modo gli iscritti potranno studiare seguendo il loro ritmo e focalizzare l'impegno per rafforzare i propri punti deboli.
Inoltre, per chi si registra al corso durante il periodo di apertura, tutti i materiali resteranno disponibili per ulteriori 6 mesi dopo la chiusura del corso stesso.
Riassunto del corso
Il corso consiste in un ripasso delle nozioni di Matematica di base viste nelle Scuole Superiori: insiemi, funzioni, grafici, numeri reali, equazioni e disequazioni, elementi di geometria piana, polinomi, funzioni esponenziali e logaritmi, trigonometria.
Obiettivi formativi
Fornire la preparazione per seguire con tranquillità i corsi di matematica al primo anno di Università.
Conoscenze richieste
L’algebra e la geometria di base delle scuole superiori.
Struttura del corso
L'intero corso sarà attivato nello stesso momento, e tutti i materiali saranno disponibili da subito. In questo modo gli iscritti potranno studiare seguendo il loro ritmo e focalizzare l'impegno per rafforzare i propri punti deboli.
All'inizio di ogni capitolo, ci sarà in quiz per la valutazione del proprio livello. In questo modo è possibile vedere da subito quali sono le proprie lacune e decidere se seguire tutte (o in parte) le video lezioni seguenti.
Capitoli:
Nozioni di base. Insiemi, prodotto cartesiano. Funzioni.
Geometria analitica del piano. Coordinate cartesiane. Grafici di funzioni e simmetrie. La retta. Il cerchio.
Polinomi. Monomi, polinomi, divisione tra polinomi, frazioni di polinomi.
Numeri reali. Numeri reali, valore assoluto, radici di numeri positivi.
Equazioni. Equazioni di primo e secondo grado, equazioni di ordine superiore a 2.
Sistemi di equazioni. Sistemi lineari. Sistemi di primo e secondo grado. Interpretazione grafica.
Disequazioni. Disequazioni di I grado. La regola del prodotto dei segni. Disequazioni di secondo grado. Disequazioni varie (fratte, con modulo/radici).
Esponenziali e logaritmi. Esponenziali. Logaritmi. Applicazione: equazioni e disequazioni con logaritmi/esponenziali.
Trigonometria 1. Le funzioni trigonometriche. Formule di addizione e sottrazione. Formule di prostaferesi.
Trigonometria 2. Funzioni trigonometriche inverse. Equazioni e disequazioni trigonometriche.
Università degli Studi di Padova
Fondata nel 1222, l'Università degli Studi di Padova è una delle più antiche e più prestigiose istituzioni accademiche europee. È un'università multidisciplinare che cerca di fornire ai suoi studenti sia un efficace training professionale, sia un solido background culturale. Un titolo di studio acquisito all'Università di Padova è un obiettivo ambizioso, riconosciuto e ricercato sia da studenti sia dal mondo delle imprese.
Se volete sapere di più sull'Univeristà di Padova, visitate il sito web all'indirizzo: http://www.unipd.it
Dipartimento di Matematica
Il Dipartimento di Matematica (DM) è il principale riferimento dell'Ateneo per la matematica sia sul piano della ricerca che su quello della didattica, e ospita al suo interno un gruppo di informatica numericamente limitato, ma di grande valore scientifico. La ricerca spazia in tutti gli ambiti della matematica, della matematica applicata e dell’informatica, proseguendo un'illustre tradizione testimoniata dalla considerazione della comunità scientifica internazionale e recentemente confermata dall’esito della prima Valutazione della Qualità della Ricerca (VQR).
Grazie all’impegno di 63 professori di area matematica, 11 di area informatica e 32 ricercatori, è il dipartimento di riferimento per i Corsi di Laurea di primo e secondo livello in Matematica ed in Informatica; inoltre coordina e parzialmente impartisce gli insegnamenti di matematica in più di 30 Corsi di Studio dell’Ateneo, nei quali la matematica costituisce uno strumento di base nonché una parte fondamentale della formazione scientifica.
Un compito importante del DM è anche la formazione alla ricerca dei giovani. Il DM persegue questo obiettivo ospitando il Corso di Dottorato in Scienze Matematiche e collaborando al Curriculum in Computer Science for societal challenges and innovation del Corso di Dottorato in Brain, Mind and Computer Science.
Maggiori informazioni su sito web http://www.math.unipd.it
Prototyping is a skill every designer should master because it's the most effective, fast and often cheapest way to make your ideas tangible and tested. In this course, you'll learn to think through and make your design a better experience for your users by sketching, experimenting, creating and testing.
In this six week course, you will be working on a prototype for a concept you’ll develop in the first weeks involving a mobile device. You will explore different types of prototyping, from paper prototypes to a digital prototype and eventually even a physical prototype.
In a world where we have to deal with new technologies on a daily basis, the prototyping process will help you understand the user and the way he or she interacts with these new and existing technologies. Understanding and executing this process will make your design stronger and more valuable to the end user.
What will I learn?
By the end of the course, you know how to incorporate prototyping interaction in your design process. This will not only make your design process more effective, it will also help you gain new insights about the user and the way he or she interacts with your product or service.
What do I need to know?
No prior knowledge is required, but some practical experience in UX design, interaction design and design principles is recommended since the course is covering prototyping for user experience for mobile devices but also physical prototyping. For this you might need a physical prototyping tool (e.g. a Makey Makey, an Arduino or a Touchboard) prior to, or during the course, if you want fully participate in the course exercises.
Course Structure
1. Start it: defining the design challenge & generating an idea
In this chapter, we will explain what design challenge you will be working on for the next six weeks.
Topics: introduction to prototyping interaction, research, idea generation and experience prototyping
Workshop: storyboarding
2. Sketch it: visualizing & paper prototyping
Visualise your idea by sketching and paper prototyping.
Topics: sketching interfaces and paper prototyping
Workshop: paper prototyping
3. Fake it: digital prototyping & tools
Use digital prototyping tools to make your prototype interactive.
Topics: digital prototyping, tools, transitions & gestures, connectivity
Workshop: digital tools
4. Test it: testing with digital prototypes
Testing you digital prototype and iterate on your design.
Topics: user centred design, usability testing
Workshop: testing
5. Make it: physical prototyping
Make a physical object or a maquette, anything that will help you translate your idea from your screen to the physical world.
Topic: model making, rapid prototyping
Workshop: modeling
6. Activate it: making it interactive
Experimenting with your design and test it using your physical prototype.
Topics: Internet of things, hacking stuff, interactive toolkits
Workshop: interactive tools
Over the past decade, young people around the globe has faced very different but great challenges: unemployment, skills gap, vocational trainings, outdated educational formats, school-to-work transition etc. Consequently, "empowerment" has become the buzzword in business, evaluation and youth development. Because of its wide use, the word "empowerment" has many different meanings to people. “Discover Yourself: Build a Career and Make an Impact” is an interactive MOOC that will empower youth through a holistic approach on four different skills sets and dimensions:
Chapter 1: Personal Development: What do you love doing?
Chapter 2: Professional Development: What do you do well?
Chapter 3: Community Development: What is the community around you?
Chapter 4: Sustainable Development: What the world needs?
Empowerment is defined as a way to provide tips and opportunities for youth to develop the competencies they need to become successful contributing members of their communities.
The MOOC is part of a youth-strategic partnership project titled “Cease Cowering: Youth Empower Action Here!” (CC: YEAH) supported by the programme Erasmus +. The project is based on partnership between the Association for Education Mladiinfo International from Macedonia, Mladiinfo Slovensko (Slovakia), The Global Experience (Germany) and Iversity (Germany). As a part of the project, the course content was developed, the video shooting was organized in Bratislava, Slovakia and a special brochure containing the materials from the course was produced. The expected project results can be summed up as following:
- Development of an innovative approach in the process of self-learning based on Open Education Resources;
- Enlarged awareness on required skills and competences needed for youth career development;
- Increased soft, entrepreneurial and digital skills of youth through non-formal online education opportunities;
- Created a strategic approach and mutual action on youth development among involved partner organizations.
Who is this course for?
Discover Yourself: Build a Career and Make an Impact will be an inclusive, free and open course for all vision-driven, knowledge-hungry and goal-oriented young individuals. We aim to attract young people aged 18 to 30, from all around the globe who are eager to work on themselves and to grow both personally and professionally. The idea is to provide those interested youth with concrete skills and tools to boost their potentials as well as to bring relevant information to them that will encourage them to undertake concrete activities in the communities where they live. In the same time, we are also targeting youngsters who have fewer opportunities and face economic, social, educational or geographical difficulties and through the MOOC we want to bring them closer to the world of opportunities.
What will I learn?
The whole course content will be organized around 4 chapters devoted on: personal, professional, community and sustainable development.
At the end of the course, you will be able to:
Personal development chapter:
- Discover what your interests, values and personal characteristics are;
- Identify exactly what you want and what you do not want to do.
Professional development chapter:
- Understand the drivers behind your career preferences and choices;
- Learn how to recognize your talents and interests and how to match them with your concrete professional career;
- Identify the skills which you can offer as well as learn about your current skills gaps.
Community development chapter:
- Demonstrate knowledge and ability to create a plan to help you improve your soft skills;
- Recognize opportunities for your career enhancement both within and beyond your current status;
- Summarize your achievements and skills in appropriate formats for future employers or academic institutions.
Sustainable development chapter:
- Extend and make most effective use of your professional network both on- and off-line
- Learn what the world career trends are;
- Discover how your career choice can influence the world challenges.
What do I need to know?
This is an introductory course. Previous knowledge is not required. The course is designed for people interested in building up a career and make an impact.
Course Structure
Chapter 1: Personal Development
Our journey to self-discovery will start from the personal development. In the first chapter, we will give you the overview of your personality and how it could influence your career choice. In the three chapter units, you will identify what the personal values you appreciate the most are and how these values are influencing your choices. Also, you will be guided to discover your personality type and will have a chance to test yourself and find out which personality type you belong to and how you can connect it to your potential career.
Chapter 2: Professional Development
Once you have discovered who actually you really are and what you love doing, it is time to see what kind of career will fit your personality and interests. Your professional self is under huge pressure lately, right? So many trends, reports and statistics show new, undiscovered ways of working and imagining your job of the future. But nothing will ever make sense unless you get to know your professional self and make choices based on your skills, needs and capacities. In this chapter you will be able to walk the thin line between self-discovery and self-creation, while articulating your experience and skills into a successful career plan.
Chapter 3: Community Development
In the Community Development chapter, we will help you discover what and how the empowered YOU can do for your community, for your peers, for your neightbours. In this chapter, we will show you the ways how you can make an impact: as an individual, as part of non formal group, and as a member of an organization. At the end of the chapter, you will be able to identify a project idea, draft a basic proposal and find a suitable programme where you can apply for a project grant for your idea. But first and foremost, you will be inspired to take the community in your hands and move the things forward!
Chapter 4: Sustainable Development
In the last chapter we will take a step back. What is the big picture? What are the challenges in the world today? We will speak about Sustainable Development Goals and discover ways how you can expand your circle of influence. We will finish the course with three elements of sustainable development - the economic, social and environmental. We want to motivate you to take personal social responsibility for your surrounding and for the whole world.
At the end of the course, the students will be able to draft a personal development plan that will present their pathway to their personal, professional, community and sustainable development.
Course Summary
In this first part of Vehicle Dynamics, we illuminate the longitudinal dynamic aspects of vehicles.
Clear and brief: acceleration and braking.
In Detail: After an introduction, we will look at driving resistances and slip, explain the demand of power and limits of a car, then clarify the needs for a clutch and gears and look at the rear and front weights during acceleration and braking. The course will be finished by two applications from automotive mechatronics.
What will I learn?
By the end of the course you will …
- understand basic principles of accelerating and braking a car.
- know the driving resistances and their influences on vehicle dynamics.
- understand the discrepancy between demands and limits of powertrain.
- understand the necessity of gears and clutch.
- understand the correlation between braking, wheel load and recovery of energy.
- be able to calculate simple properties of a car.
What do I have to know?
Some basic understanding of the following subjects will help you successfully participate in this course: Algebra; Trigonometric Functions; Differential Calculus; Linear Algebra; Vectors; Coordinate Systems; Force, Torque, Equilibrium; Mass, Center of Gravity, Moment of Inertia; Method of Sections, Friction, Newton's Law, (Lagrange's Equation)
Course structure
This course has a total of 12 chapters, and the topics for each chapter are the following:
Chapter 1: Preliminaries
Chapter 2: Introduction and Rolling Resistance
Chapter 3: Resistances: Grading, Acceleration, Aerodynamic Drag
Chapter 4: Real and ideal characteristic maps
Chapter 5: Approximation of the ideal map: Clutch and transmission
Chapter 6: Driving performance and axle loads
Chapter 7: ABS: Anti-lock Braking System
Chapter 8: ACC
Chapter 9: Homework Solutions Chapters 1 -3
Chapter 10: Homework Solutions Chapter 4 - 5
Chapter 11: Homework Solutions Chapter 6 - 8
Chapter 12: Solution of the exam
Architecture 101
To learn more about architecture 101, we kindly invite you to read about it in the first part of the course description, here. Eventually, also read the description of part 2 here.
Architecture 101 (part 3: from space to architecture)
In part 1 of our course, we explore the state of nothingness and start to understand the idea of “place”. In part 2 we learn to transform a place into a space. Now, we are ready for part 3: to transform a space into architecture.
What does it mean to transform a space into architecture?
“Architecture is the thoughtful making of space.” Louis Kahn
In part 2, we learn that space is composed of mind and matter. Now, in order for us to benefit from this matter, we need to put it in order. And this is exactly what architecture is all about. Architecture is about giving a very specific kind of meaning and symbolic value to a series of different things.
In this part of the course, we will plan, design and construct a system in which to organize and render coherent important matter (that matters to us). A matter of structure and proportions.
By doing so, we will give a new sense to place and space.
Are you ready?
Our 6-month online journey will be celebrated at Abadir in Sicily, where we will set up our final exhibition.
Course Structure
Week 1: materials
Week 2: colors
Week 3: sounds
Week 4: moving images
Week 5: animations
Week 6: the video
Week 7: about the exam
Week 8: break / exhibition / graduation party at Abadir, in Sicily
Week extra: Architecture 101 Summer Camp at Abadir, in Sicily (where we will build for real). If you are still alive by then, this “physical” 5-day workshop is a course in itself and it will soon be officially announced.
What will I learn?
To see architecture like architects do.
To explore the ways in which space becomes architecture.
To learn that form follows fiction.
We will also learn a significative amount of extremely interesting (and totally useless) things.
All of the above refers to the conceptual part of our course.
Then, since we love having our students making practical things, you will also learn lots of technical things using a number of interesting applications.
At the end, what do I make?
A video (with a given set of constraints) in which you will show your built 1 to 1 architecture. If one thousand people finish this part 3, we will have a fabulous collection of 1000 videos representing 1000 architectural concepts.
Prior knowledge
This is the 3rd part of a tripartite course called Architecture 101.
To have followed the first 2 parts (1 + 2) is highly recommended, however not required.
Then, in terms of other kinds of prior knowledge, nothing in particular is required.
However, in terms of technical equipment, this course will be easier to follow for those with access to a smartphone or tablet.
You don’t need a smartphone or tablet. But, as we wrote, we imagined a class with thousands of people lost in their phones, from all around the world. In commuters, we trust!
Workload
Between 3 and 7 hours a week.
From Monday to Friday, for a total of 6 weeks, you will receive an email with a 15 second-video to watch (to get you in the mood), and a pdf with some instructions for completing an assignment and a series of references (to go deeper in the subject at hand).
Then, you will get to work on your assignment. Once you complete your assignment, you will upload it to the iversity platform and share it on your preferred social media account(s). Ideally Instagram.
Then, during the weekend, we will give you some time to catch up.
Are you ready?
:-)
Course Summary
Games have become the new normal. The gaming industry is already more powerful than any other form of entertainment like music or movies. An average young person will spend more than 10,000 hours gaming by the age of 21 - about the amount of time that it takes us to master any kind of skill and yet, there's a huge engagement crisis in many other areas.
70% of US full-time employees are not motivated by what they are doing, but World of Warcraft players can spend up to 17,000 hours online. In 2014, competitive eSports tournaments gathered more than $30 million in prizes and it keeps on increasing. Meanwhile, kids now spend way more time engaged to video games than they do with books, with an average attention span that is now less than 10 seconds and decreases every year...
It seems like only games are truly understanding how human motivation really works. But how is that possible? Why are we that glued to games? Can we design those kind of gameful experiences in non-game contexts to make them more engaging?
And the most important question: How to do it?
What will you learn?
In this course you'll learn the basics of Gamification with a highly practical approach. We'll focus on how to design gamified experiences in real life and students will be able to gain knowledge in areas such as: game design, psychology, management or education.
Our main goal will be to understand and master the principles of Gamification to design experiences that make things more fun and engaging.
Who should take this course?
Do you want your team to perform better? Are you looking for ways to fully engage happy customers? Do you want to see kids learning while playing? Or are you just looking forward to seeing a better world?
Gamification can be used in many areas and almost any task can be fun and engaging. This course could be great for many different interest groups, including: teachers, educators, managers, C-level executives, health and fitness professionals, psychologists or researchers. So...
Whether you ever asked yourself one of these questions or you just want to know how to make things more fun and engaging, this course is for you!
Do I need prior knowledge?
This course goes from a basic level to an advanced one so all you need to bring in the class is a playful attitude!
Anyway, having some prior knowledge is always great, so if you already want to start this epic adventure, here are 3 ways you can do so:
- If you are more the reading type of person: http://www.epicwinblog.net/2013/05/best-gamification-books-where-to-start.html
- If you’d rather watch some videos: http://www.epicwinblog.net/p/epic-win-videos.html
- And if you don't like those options, well, there’s always a way. Go and start playing games or try out some gamified experiences!
How will I be assessed?
This course will feature creative assignments where we’ll try to help you learn by doing. Every week, a space within the forum will be opened for you to upload the task and peer to peer reviews.
It is not mandatory to complete these assignments in order to achieve any of the course's certificates but it is truly recommendable if you want to learn how to create and design real life gamification.
Workload
This course will feature weekly videos and creative assignments, so you’ll have to spend around 3-4 hours per week to keep up. If you want to learn even more, we’ll provide you with reading references and plenty of insightful videos, blogs and resources. In a way, the workload is actually up to you.
Course Structure
Week 1 (21/04/2015) Introduction to Gamification
Week 2 (28/04/2015) Setting up the Scene
Week 3 (05/05/2015) Fun & User Experience
Week 4 (12/05/2015) Engagement & Aesthetics
Week 5 (19/05/2015) Gamification Mechanics: Basic Level
Week 6 (26/05/2015) Gamification Mechanics: Advanced Level
Week 7 (02/06/2015) Gamification Mechanics: Expert Level
Week 8 (09/06/2015) Flow, Feedback, Balance & Pacing
Week 9 (16/06/2015) Storytelling in Games & Gamification
Week 10 (23/06/2015) Gamification Projects: Team, Budgets & More!
Welcome to the Macromedia University Design Thinking MOOC.
The Macromedia University MOOC Design Thinking is about understanding and implementing the methodology of Design Thinking. You will learn how Design Thinking uses creative, human centered techniques as a strategic approach to stimulate innovation. At MHMK, Macromedia University of Applied Sciences, we believe that human needs and experience should drive innovation – not technology. Being a school whose graduates will engage in designing the digital landscape surrounding us, we like to share our conviction of a good, decent and ethical way of creating tomorrows products and services.
Sign up now!
What to Expect
The Macromedia MOOC Design Thinking links theoretical frames with practice. You will look into fundamentals like historical and theoretical aspects of design, design models and design systems. You will gain deeper insights into the Design Thinking methodology and the human-centered design approach. You will learn how to apply teamwork and communications skills, and you will hear about creativity methods and visualization tools in the context of strategic design. And last but not least, the Macromedia MOOC Design Thinking will teach you how to evaluate ideas and concepts and why an innovation attitude and intercultural communication competence is crucial for a successful implementation.
Week by week we invite you to meet academics, professionals and students, who are using Design Thinking in the creative industries as well as in management in order to solve problems of great complexity. Each week is divided into three or four lectures/chapters. Each lecture is divided in several lessons/units, which are usually not longer than 5 mInutes. The lessons are made of video material, slides, additional reading material and tasks.
Expect to view approx. 80 minutes of lectures per week which sums up to altogether 5 hours per week incl. self-study time.
Course Structure
Course Structure:
WEEK ONE - 15 April - 21 April 2015:
• Design Thinking MOOC introduction (Prof. Oliver Szasz)
• Prologue Week One (Prof. Oliver Szasz)
• Design Today (Prof. Tanja Schmitt-Fumian)
• Design Models and Design Theory (Prof. Juergen Faust)
• Design as a Discipline (Silvio Barta)
• Design Systems (Prof. Juergen Faust)
WEEK TWO - 21 April - 28 April 2015:
• Prologue Week Two (Prof. Oliver Szasz)
• Human Centered Design and Research Methods (Astrid Thomaser)
• Design Thinking Process (Thomas Stegmann)
• Experience Design (Prof. Oliver Szasz)
• Problem Space Definition and Wicked Problems (Prof. Oliver T. Hellriegel)
WEEK THREE - 28 April - 05 May 2015:
• Prologue Week Three (Prof. Oliver Szasz)
• Creativity and Ideation (Johann Knott & Bret Sheridan)
• Strategic and Concept Design (Prof. Lars Grau)
• Multidisciplinary Teams and Communications Skills (Gary York)
• Storytelling (Prof. van Wyngaarden)
WEEK FOUR - 05 May - 12 May 2015:
• Prologue Week Four (Prof. Oliver Szasz)
• Prototyping and Testing (Paul Neervoort)
• Business and Innovation (Prof. Dr. Alyosh Agarwal)
• Intercultural Communication (Prof. Dr. Barbara Stelzner)
• Design Thinking MOOC Wrap-Up (Prof. Oliver Szasz)
Email Contact for Course Related Questions:
Why this MOOC is interdisciplinary
Originating in the Design Department of MHMK, Macromedia University of Applied Sciences in Munich, the Macromedia MOOC Design Thinking is emphasizing the rewarding link between management and creativity. To us, managing creativity means drawing on various findings and multidiscliplinary methods, yet guiding them through standardized and verifiable management procedures. Besides Design and Art history, the background of our MOOC team therefore ranges from business, psychology and human resource to transmedia, visualization, narration, and journalism, for instance. We will thus be able to discuss Design Thinking from various perspectives.
Learning Outcomes
Our MOOC will help you answer the following questions:
1. What is Design Thinking? Which benefits may I expect when implementing it as a management strategy?
2. How can innovation be systematically triggered ?
How can I implement Design Thinking into my own projects? 3. Talking about the potential of Design Thinking – what kind of best practices are there ?
4. What kind of team do I need to in order to initialize a Design Thinking process?
Prior Knowledge
No prior knowledge of Design Thinking is needed in order to attend the MOOC. Interest in creative techniques, innovation and management is welcome. - You don't know what human centered design, strategic design or participatory innovation culture is? - Great, you'll learn it here. - You are a business development specialist? - Great, we hope to inspire you. Please feel free to help us inspire others by sharing interesting links, events and projects on our Facebook page.
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Kursbeschreibung
Der Kurs führt in das zentrale Gebiet der Informatik ein, auf dem alle anderen Teilgebiete aufbauen: Wie entwickele ich Software? Anhand der Programmiersprache Java werden Algorithmen zum Suchen und Sortieren vorgestellt und die dazu benötigten Datenstrukturen wie Keller, Schlange, Liste, Baum und Graph eingeführt.
Was lerne ich in diesem Kurs?
Die Teilnehmer des Kurses werden in die Lage versetzt, eine Problemstellung auf maschinelle Lösbarkeit hin zu analysieren, dafür einen Algorithmus zu entwerfen, die zugehörigen Datenstrukturen zu wählen, daraus ein Java-Programm zu entwickeln und dieses zur Lösung des Problems einzusetzen.
Welche Vorkenntnisse benötige ich?
Mathematikkenntnisse auf Oberstufenniveau.
Kursplan
| Kapitel | Thema |
|---|---|
| Kapitel 1 | Einführung |
| Kapitel 2 | Systemumgebung |
| Kapitel 3 | Java |
| Kapitel 4 | Datentypen |
| Kapitel 5 | Felder |
| Kapitel 6 | Methoden |
| Kapitel 7 | Rekursion |
| Kapitel 8 | Komplexität |
| Kapitel 9 | Sortieren |
| Kapitel 10 | Objektorientierung |
| Kapitel 11 | Abstrakte Datentypen |
| Kapitel 12 | Suchbäume |
| Kapitel 13 | Hashing |
| Kapitel 14 | Graphen |
Kursbeschreibung
Eine Lernkultur der Potenzialentfaltung bedeutet ein individuelles Lernen in einer unterstützenden Gemeinschaft. Kinder lernen nicht nur, Wissen zu reproduzieren, sondern Verantwortung zu übernehmen, zusammen zu arbeiten, ihre Persönlichkeit kennen zu lernen und zu entwickeln und sich Wissen selbstständig anzueignen, im eigenen Rhythmus dem eigenen Lernstil entsprechend. Eine neue Lernkultur berührt daher die ganze Schule: ihre Strukturen, das Selbstverständnis der Erwachsenen, die genutzten Lernmaterialien, die Raumaufteilung... Hierbei handelt es sich nicht um eine verordnete, extern gesteuerte Reform, sondern um eine Transformation der Schulen von innen heraus. Hierbei gibt es auch kein vorgegebenes Modell, sondern Schulen haben das Privileg und die Herausforderung, ihre eigenen Überzeugungen umzusetzen. Hierzu gibt es inzwischen viele Vorbilder, Schulen, die aufgebrochen sind und den Mut haben, es anders zu versuchen.
Dieser Kurs befasst sich weniger mit der Lernkultur der Potenzialentfaltung, über die es viel von anderen Schulen zu lernen gibt. Der Fokus liegt auf der Ermächtigung zur Transformation: wie gestalte ich an meiner Schule den Aufbruch mit? Wie fange ich an? Welche Schritte müssen gegangen werden? Woran kann es liegen, wenn es nicht läuft? Wie gestalte ich Zusammenarbeit? Wie entwickle ich ein Konzept? Wie integriere ich kontinuierliche Veränderung in den Schulalltag?
Der Kurs ist in 12 Themen untergliedert, wobei jede Woche ein Thema für Sie freigeschaltet wird. Sie finden in jeder Woche einen Exkurs von Prof. Gerald Hüther zu einem Aspekt der neuen Lernkultur. Die weiteren Inhalte sind in kurze Texte und erklärende Videos aufbereitet, die ebenfalls bewusst kurz gehalten sind, um Ihnen größere Flexibilität bei der Zeiteinteilung zu ermöglichen.
Im Zentrum des Kurses stehen die Aufgaben und der Austausch untereinander. Sie werden jede Woche zu drei Aufgaben aufgefordert: eine Wissensaufgabe, ein kleiner Denkauftrag; eine Herzaufgabe, die die Selbstreflexion im Zentrum hat; und eine Handaufgabe, die eine konkrete Handlung direkt an Ihrer Schule beinhaltet. Ihre Gedanken und Erfahrungen teilen Sie dann mit den anderen Teilnehmenden.
Dieser Kurs kann mit einer kostenfreien Teilnahmebestätigung abgeschlossen werden, wenn Sie 80% des Materials gesichtet und an den Quizz-Fragen (oftmals mit Augenzwinkern) teilgenommen haben.
Kursstruktur
Woche 1: "Fertig machen zum Start". Einander, den Kurs und diese Plattform kennenlernen.
Woche 2: "Ein Prozess? Dein Prozess!". Alles über Prozesse und worauf man achten kann, wenn man sie gestalten möchte.
Woche 3: "Einer fängt an". Wie ich an meiner Schule Mitstreiter*innen finde.
Woche 4: "Stärken & Träume". Das Potenzial der Schule mit einer gemeinsamen Vision als Fundament der Transformation.
Woche 5: "Gemeinschaft". Weil Zusammenarbeit nicht ganz von alleine toll wird, man aber viel dafür tun kann.
Woche 6: "Information". Sich von anderen inspirieren lassen und die Rahmenbedingungen verstehen.
Woche 7: "Essenz". Alles noch mal auf den Punkt bringen als dauerhafte Orientierung.
Woche 8: "Design". Ein neues Konzept für unsere Schule.
Woche 9: "Umsetzung". Machen, machen, weitermachen oder habe einen Plan und alles kommt anders.
Woche 10: "Feiern". Weil es Teil der Arbeit ist und wir es so sehr verdienen.
Woche 11: "Lernende Schule". Nach der Transformation ist vor der Transformation.
Woche 12: "Persönliches Lernen & Transfer". Wie es nach diesem Kurs weiter geht.
Was lerne ich in diesem Kurs?
In diesem Kurs können Sie...
... ein Grundverständnis von Prozessen, ihrer Logik und Gestaltungsmöglichkeiten erlangen;
... eine große Vielfalt von Methoden für den Transformationsprozess kennenlernen;
... eine Orientierungshilfe der verschiedenen Schritte von Schulentwicklung mitnehmen;
... ihr eigenes Handeln und Ihre Haltung reflektieren;
... viel über Zusammenarbeit lernen;
... Mut finden, an Ihrer Schule anzufangen;
... sich mit Menschen mit ähnlichen Visionen austauschen und verbinden;
... mit Grundwerkzeugen der lernenden Schule vertraut werden.
Welche Vorkenntnisse brauche ich für diesen Kurs?
Die Teilnahme erfordert keinerlei Vorwissen. Die Anbindung an eine Schule ist jedoch sehr hilfreich, da jede Woche eine Aufgabe direkt an der Schule zu bearbeiten ist. Diese Aufgaben sind jedoch auch in jeder anderen Organisation durchführbar, teilweise sogar im privaten Umfeld. So ist die direkte Arbeit an einer Schule sehr hilfreich, nicht jedoch zwingende Voraussetzung.
Arbeitsaufwand
- 2-3 Stunden pro Woche
Kursbeschreibung
Der MOOC INNOVATIVES FILME MACHEN bietet einen praxisnahen Einblick in wichtige Produktionsphasen und zentralen Techniken, die bei der Produktion eines innovativen Independent Films durchlaufen oder eingesetzt werden. Das Übungsbeispiel ist der Science Fiction Film ART GIRLS (D 2014, 120 Minuten). Darüber hinaus bietet der MOOC theoretisches Grundlagenwissen über Film- und Kunsttheorie sowie über die im Film und durch deren Produktionsweise verhandelten Themen wie kollektive Intelligenz, das auch methodisch durch eine partizipatorische Fortführung der Filmerzählung in Social Media Kanälen verstärkt werden soll.
Was lerne ich in diesem Kurs
- Fachkenntnisse in Filmtheorie, Medienkunst, praktische Abläufe der Filmproduktion,
- Überblick über aktuelle kulturwissenschaftliche Diskurs (Natur vs. Kultur, mediatisierte Perzeption, kollektive Intelligenz)
- Medienkompetenz
- Anregung zur Entwicklung eigener Beiträge in Text-, Bild - oder Videoform zur kollektiven Fortführung der Filmerzählung und dadurch Erprobung gemeinschaftlicher Kreativitätsformen
Welches Vorwissen brauche ich?
Vorkenntnisse von Grundlagenbegriffen von Film und Medien empfohlen, aber keine Voraussetzung. Er ist für Studierende insbesondere von Studiengängen, die sich theoretisch und/oder praktisch mit Film und Medien auseinandersetzen geeignet sowie auch für beruflich oder freizeitlich Interessierte. Ausgewählte Kursinhalte sind auch für Schüler_innen der Sekundarstufe II (ab 16 Jahren) als Ergänzung zum Kunst- oder Medienkompetenzunterricht geeignet.
Kursstruktur
Kapitel 0 - Willkommen zum Kurs
Einführung und Einstimmung in den MOOC
Kapitel 1 - Storytelling: Techniken der innovativen Narration
In diesem Kapitel erkunden wir komplexe Beziehungen zwischen Autor, Erzähler und Figur. Warum sind die handelnden Personen nicht mit der Intention des Autors zu verwechseln?
Kapitel 2 - Das Drehbuch ist nicht alleinseligmachend: Textsorten bei der Filmproduktion
Überblick über verschiedene Möglichkeiten, in Schrift und auch Bild den kreativen Prozess zu fördern.
Kapitel 3 - Hybridformen 1: Dokufiktion und andere Genre-Montagen
Dieses Kapitel erkundet wie in den Medien zunehmend die Grenzen zwischen Fakt und Fiktion sich auflösen. Welche Risiken, welche Chancen birgt das für die innovative Filmerzählung?
Kapitel 4 - Kategorien und Hybridformen 2: Kunst-Fiktionen, Kollektiv-Fiktionen
Anhand des konkreten Beispiels Art Girls sehen wir, wie die innovative Verbindung von Spielfilm und Medienkunst die Filmerzählung für verschiedene Stimmen und Perspektiven öffnen kann. Unter besonderer Berücksichtigung des Einsatzes realer Kunstwerke von Joseph Beuys, Martin Kippenberger, Susanne Weirich u.a. im fiktionalen Setting.
Kapitel 5 - Potentiale der Animation und Visual Effects
Crashkurs in CGI, VFX und andere künstliche Bilderwelten
Kapitel 6 - Ton: 3D-akustischer Raum zwischen 1 und 128 Kanälen
Einführung in das Sound Design als filmisches Ausdrucksmittel
Kapitel 7 - Innovativ-kollektive Produktion und Rezeption
Film war schon immer Teamarbeit, auch als die kreative Vision nur einem allmächtigen "Autoren" zugeschrieben wurde. Wie können Vielstimmigkeit und Kollektivität im Produktionsprozess begünstigt werden, und wie können auch nach Fertigstellung des Films die Rezipienten die Geschichte fortsetzen?
Kapitel 8 - Montage: Dialog, Vielstimmigkeit, Botschaft, Wirkung, Kollektive Intelligenz
Die Montage ist die Anordnung der filmischen Elemente in der Zeit und auch im Raum. Sie stellt die filmische Wirkung her. Dieses Kapitel gibt Einblick in verschiedene Formen und Funktionen der Montage.
Arbeitsaufwand
Ca. 3 Stunden pro Woche zum Bearbeiten der Videos, Quizze und Hausaufgaben.
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