Publications

The poster shows a workflow for single-source publishing: Article text, metadata and references are submitted in OJS, reviewed (1) and, …

This paper aims to share the experiences during online teaching of two different project-based learning courses at Hamburg University …

The software provides an interface for the presentation of reading assignments stored in Zotero together with annotations made with Hypothesis.

Open Education means providing access to information and education for everybody so that they can participate in society and be creators of their lives (UNESCO, 2012). With a closer look at the digital landscape these days many implementations of the open education idea appear to be open washing (Weller, 2014) as several studies show: Great numbers of participants in MOOCs can be attributed to the long tail effect and high drop out rates point to the fact that not everybody is made for self-organized online learning (Schulmeister, 2014).

The poster shows the socio-technical system that is being developed in the project “Modern Publishing”. Viewed from left to …

This article describes a workflow of writing together with Markdown and Pandoc in GitLab. The online platform is used in conjunction with Docker as a content management system. Digital artefacts are generated online with every user contribution.

The script was developed to experiment with a production workflow based on Markdown, GitBook, GitLab and Docker. It was nominated for …

The article describes the development of Open Educational Resources (OER) in the digital experimental field of the TU Hamburg.

The paper designs an open technical system to fully implement David Wiley’s 5Rs. The focus is on forkability, collaboration and participation.

User-Story-Mapping is a participative workshop format that allows the development of software to be integrated and open right from the start. This article shows how the format can also be applied to the development of web-based learning arrangements.

Due to various influences, universities have opened up more and more in recent years and, above all, have lowered the barriers to access to education and knowledge. A decisive factor in this opening has been the use of the Internet, which has made new forms of participation and collaboration possible. Teaching-learning situations can be interdisciplinary, cross-institutional and adaptive. The decentralised character of the network allows learners, teachers and researchers to move closer together if they are willing to meet each other openly.
Against this background, processes of co-production of knowledge by teachers and learners and their context dependence are of crucial importance. In response to the requirements identified in the course of our study, there are various possibilities for shaping the interplay between technology and didactics. Three central design recommendations can be derived in this respect:

- Cross-stakeholder participation in the design process
- Anchoring openness as a social practice at universities
- Strengthening Commitment through Politics