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Dietrich, Stephan; Herr, Monika: Organisational development and new learning cultures The theme “new teaching and learning cultures” is a thematic focus in the professional discourse of adult education for a few years already. One consequence of the hightened attention is an increasingly differentiated understanding of what can be regarded as the ”new teaching and learning cultures”. It can be observed that the treatment of the theme does not allow a restriction on the questions of didactics…
Learning and acting - theses from the subject-orientated perspective It is sketched, by means of a few basic language-philosophical deliberations on the understanding and term of the acting subject, that the pre-assumption of a narrow connection of learning and application of the learnt in acting of the participants is not appropriate.
Blended learning – changed forms of interaction in adult education By means of blended-learning-scenarios the requirements on quality of the didactical concept for the e-learning are sketched from a media pedagogical perspective.
Acting, knowledge: action controlling knowledge or simply proficiency? The contribution exposes the figure of the action-lead knowledge and connects with the current discourse on knowledge and proficiency and the therewith linked competence forms.
Quality testing and organisational development The project QUEST (developing quality, controlling, testing) It is reported of the model, implementation and results of a project for quality testing (QUEST). It collected the concepts, approaches and experiences – in terms of quality assurance - at several folk high schools and prepared the implementation of the model test of Bund-Laender-Commission (BLK) on learner orientated quality assurance in further education networks.
Which (organisational and/or staff) knowledge is excluded in quality management? Setting out from the point of the finding of a scepticism towards the implementation of quality management in the area of education, the author formulates a thesis that shows the context of education, knowledge and quality management.
Maxims as a "soft" instrument for quality assurance in honorary organised adult education It is reported of the results of a model project of rural adult education that had the aim of developing close to practice quality criteria for honorary staff in this field.
Transfer of information and knowledge in development of organisations projects The contribution shows with an example of a project, how it dealt with the organisational development of educational institutions and how the transfer can be organised in an extensive way.
Learn-time strategies, workplace realities and individual desires The general conditions and structures of learn-time strategies are critically discussed and summarised in the context of company related further education reality.
