Fostering Diversity in Higher Education through eLearning and User-Generated Content

1. DUC – Fostering Diversity Aspects in Higher Education by eLearning and User generated Content Prof. Marc Beutner Chair of business and human resources education II University of Paderborn, Germany marc.beutner@uni-paderborn.de RasmusPechuel CEO Ingenious Knowledge, Germany rasmus.pechuel@ingeniousknowledge.com Presentation at the E-Learn 2015, Hawaii, USA Wednesday 20th of October 2015

2. Whatdoes DUC mean? • DUC - Diversity management in large higher education courses through didactical embedded User-Generated Content – • DUC is an approach to integrate didactical embedded user generated content in lectures

3. Diversity (in higher education)? The diversity of the learners varies from one institution and from one country to another! (see Barrington 2004, 424) In “the higher education literature the concepts of differentiation and diversity (and related terms such as variety, diversification, heterogeneity, and to differentiate) are used interchangeably”(Huisman 1995) There are students of a more mature age, many minority groups, several international students and learners who are not able to speak the dominant language.(see Coaldrake 2001)

4. The DUC approach The DUC – approachfocuses on innovative learning scenarios with technology support, which take into account the diversity of groups of learners of large higher education courses and lectures.(see Beutner / Kundisch / Magenheim 2014)

5. The DUC objective Core objective of DUC is to offer students the opportunity to come together after higher education courses and lectures in specific discussion groups created with focus on diversity aspects to create common subject related questions ("User Generated Content") concerning the topic of the lecture.

6. Structureofthe DUC approach

7. PINGO the CRS todiscusstheusergeneratedcontent http://pingo.upb.de/

8. The DUC Study • The quantitative DUC-study was central to get data about the diversity of students. • It was conducted with 185 students of four modules of different study programs at the University of Paderborn, Germany. • The three implementation fields are:Business and Human Resources Education (BHRE),Business Information Systems/E-Commerce (BIS) andInformatics / Didactics (InD).

9. Someresultsofthe DUC Diversity Study DUC integrates: • a group work approach, • self-learning tasks in combination with the design of user-generated content, • additional help and support by tutors, • the use of a CRS to engage the students actively in the lecture, • a multi-competence approach which addresses not only subject related competences but also methodological, social and media competences and • flipped classroom

10. Profile of the university with regard to diversity activities Institutional profile provided by the DUC students - Most frequent value

11. Importance of support measures for female students

12. Future Perspectives • For the future, it is now important to compare the results of this first study with the results of a study which is going on and which tries to gather information on how leaners get used to work with user-generated-content to face the challenges of diversity in higher education. • After first positive feedback of both learners and lecturers it is now important to compare pre- and posttest concerning specific courses and lectures to get more knowledge about how much diversity aspects can be addressed by such an interactive group based approach.

13. Contacts Prof. Marc Beutner: Chair of Business and Human Resources Education II University of Paderborn, Germany marc.beutner@uni-paderborn.de Rasmus Pechuel CEO Ingenious Knowledge, Germany rasmus.pechuel@ingeniousknowledge.com