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When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers. When constructing these environments, teacher educators have to consider how to best motivate the student teacher, identifying the most relevant practice-based principles and the ways in which the theory and practice can be bridged. There are other considerations as well. For example, in the Netherlands, as in some other countries, teacher education is changing drastically. Controversial teacher education curricula, consisting of primary school subjects originated after more than one hundred years of reflection on the subject matter of primary education and the ways teachers have taught, have been replaced by curricula merely intended to improve the general professionalization of the prospective teacher, neglecting the school subjects. More specifically, the new objective is to adequately prepare students to become competent beginning teachers.

The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of higher education.

Which e-learning formats dominate the current scientific discourse? To answer this question, a trend study based on a content analysis was performed. The abstracts of 427 scientific articles of leading German-speaking e-learning conferences Gesellschaft für Medien in der Wissenschaft and E-Learning-Fachtagungen der Gesellschaft für Informatik e. V. (GMW and DeLFI) – published from 2007 to 2013 – were examined. A category scheme was derived from the Horizon Report. The category scheme then was gradually expanded and adapted to the data material during the investigation.

This paper found that the detailed analysis of the frequency distribution over the seven years reflects the intensity of scientific discussion towards e-learning trends within the investigation period, and conclusions about the didactical or technical potentials of innovations can be drawn because both conferences are different in terms of their objective. The authors also classified the life stages of selected innovations based on the Gartner hype cycles, and the striking findings of the study will be formulated in the form of assumptions, which reflect the development potential of learning management, mobile learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses in German Higher Education.

Only abstracts of the selected contributions were investigated. Errors in the category allocation due to unclear terminology cannot be excluded. Organisers of the investigated conferences often define the (main) topics. This influenced the spectrum of represented topics overall, as well as the focus of individual contributions. The above-presented study was conducted at German-speaking conferences and, therefore, reflects the situation in Germany, Switzerland and Austria. No conclusions about actors or institutional relationships can be made, in contrast to the original assumptions of discourse analysis. The categorial classification of contributions does not allow any conclusions about the quality of the discourse.

The study shows how proceedings of scientific conferences can be used for trend studies. It became clear that discourse analytical studies can be used complementary to other methods of future studies. The advantage of this methodology lies mainly in the easy access to the text material, as conference proceedings are mostly available online. In addition, the analysis of large amounts of data (or texts) can be greatly facilitated by use of digital technologies (e.g. by automatic analysis of keyword). This paper makes an important contribution to the diffusion of digital media in higher education.

Weblabs are an additional resource in the execution of experiments in control engineering education, making learning process more flexible both in time, by allowing extra class laboratory activities, and space, bringing the learning experience to remote locations where experimentation facilities would not be available. The purpose of this paper is to investigate and report on a weblab project where the speed of a DC motor is controlled in closed loop, being the control system parameters set by the remote user (student).

The engine control experiments are run and on‐line transmitted by videoconference over the internet, from a didactical plant physically located at the Systems and Automation Laboratory of the Control and Automation Engineering department of the Pontifical Catholic University of Parana. The system response (transient motor speed) to the user's choice of parameters is evaluated through performance indices (IAE, ITAE), which are used to qualify the ability of the student to tune PID and RTS control algorithms. There is an option to run experiments in open loop, so the student can perform preliminary analysis to identify the system dynamic model and then apply mathematical models and computational methods, learned in theoretical classes, to define best performance control parameters. A simulation function was implemented, to further help the student in the problem solution. Virtual instrumentation resources were used to implement the Weblab, using the DC motor of a laboratory didactical plant. A local server runs a LabVIEWTM application, which can be remotely accessed in the client side through a web browser, where the system front panel is reproduced. This remote interface is directly originated at the LabVIEWTM application, through an embedded web server. At the user request, the control of the remote system is granted. The user interface is cognitive, with motor speed, control signal, set point and all the pertinent information displayed in evolving charts and indicators. Microsoft™ Skype is used to establish a videoconference with the laboratory where the plant is located. Results of the user experiments are stored in local files, which can be e‐mailed to the user at his command by the end of the session.

Used as a platform in weblab projects, LabVIEW combined with Skype provides a suitable solution for the necessary software/hardware integration for communications with data acquisition systems and advanced connectivity resources. In virtual instrumentation Skype has proved to be efficient in establishing the right environment without the need for developing complex software for teaching practical control engineering concepts.

The level of performance (speed of acquisition, accuracy and number of parameters that could be evaluated) of the current system would need to be evaluated compared to some existing systems. The implication is the changes brought to the adopted approach to the development of, access to and the overall cost of producing virtual laboratory systems used for science, engineering and technology education.

With further effort, the current and similar systems could be further upgraded with user login control and server, so that results can be submitted to the tutor, thus acting as a learning evaluation instrument.

The originality of this research lies in the innovative integration of technology in education, which involves the implementation of a carefully designed, cost‐effective virtual laboratory for teaching and learning of concepts in control engineering.

Despite the mainstream technological approach of science in academic curricula, with its focus on specialisation, the Dutch history of higher education is an interesting example of an alternative development. The Vrije Universiteit of Amsterdam has declared in its mission statement a pedagogical ideal of “broad academic education”, oriented towards educating students to become “morally responsible and reflective scientists and professionals”. This paper describes a pilot study focusing on organisational dynamics, learning processes involved in value education, and the question of how a philosophical/ethical perspective on sustainability can be integrated into the curriculum. A critical evaluation of this pilot study suggests that students need more insight into the status of values as different from empirical facts.

This paper – one of only a few examples – aims to conduct a cross‐national research into innovative teaching approaches in entrepreneurship in France and Germany.

The paper is based on two cross‐cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.

This research has highlighted the importance of interdisciplinary learning in entrepreneurship research. Whereas, in the German case, management and other disciplines work together to create the example of the “practice firm”, in the French case entrepreneurship theories, network theories and cognitive science are brought together to create a new approach to learning about entrepreneurship. Both approaches highlight the importance of the personal development of the course participants by empowering the student to be proactive.

The paper builds on the early experiences with both the concept of the “practice firm” and the application of repertory grids in entrepreneurial pedagogy, which justifies the highly exploratory character of this research. More research is necessary to establish students' opinion about such innovative approaches, also on a cross‐national level.

The paper provides examples of effective practices for encouraging entrepreneurial thinking in the classroom. More such comparative work is necessary on a European, but also on a wider international, scale to encourage learning, in particular for those involved in teaching entrepreneurship, but also for policy makers who are looking for new ways to stimulate entrepreneurial thinking.

The paper is innovative as it compares and contrasts two innovative approaches to teaching entrepreneurship in two European countries and hence fills a gap in the literature.

In the last years, the use of free-online instructional videos has gained popularity among educators and students. Its success is mainly based on the provision of fast and inexpensive access to educational contents which can be consulted at the own convenience of students, all over the world. Free-online platforms as YouTube offer access to more than ten million instructional videos. The purpose of this paper is to assess and rank the educational quality of free-online instructional videos from a multidimensional perspective.

In this paper, the authors propose a MCDM approach based on a compromise ranking method, VIKOR. The approach integrates a normalization process which is especially suitable for situations where the nature of the different decision-making criteria is such that it does not allow homogeneous aggregation.

With the proposed normalization approach, the initial valuations of the alternatives with respect to the criteria are transformed in order to reflect their similarity with a given reference point (ideal solution). The normalized data are then integrated in a VIKOR-based framework in order to obtain those mathematical videos closer to the ideal video from the instructors’ perspective.

The ranking of instructional videos based on their quality from an educational multidimensional perspective is a good example of a real decision-making problem where the nature of the criteria, qualitative and quantitative, implies heterogeneous data. The proposed IS-VIKOR approach overcomes some of the problems inherent to this real decision-making problem.

Physical education (PE) and PE teacher education have great potential to target goals that are important from an education for sustainable development (ESD) perspective. However, ESD has not been studied extensively in the PE context. The purpose of this paper is to explore subjective theories of PE teacher educators about the concepts of sustainability and ESD because they are important precursors of implementing ESD in PE teacher education.

This study was conducted using a qualitative cross-sectional design. Subjective theories about sustainability and ESD from N = 9 PE teacher educators from a university in Germany were assessed in a multistage process, including semistructured interviews and the structure-formation technique. Subsequently, subjective theories were analyzed using qualitative content analysis.

The results reveal a wide range of subjective theories about the concept of sustainability. PE teacher educators described the dimensions of the sustainability concept (ecological, economic, social and political) to different depths and placed different emphases in terms of the levels of action needed to reach sustainable development. The subjective theories regarding the concept of ESD mostly include instrumental and emancipatory aspects of ESD. These subjective theories differ in that they emphasize different forms of ESD.

To the best of the authors’ knowledge, this study is the first of its kind to examine subjective theories regarding the concepts of sustainability and ESD in the context of PE teacher education. This study is one of only a few studies to provide detailed insights into the subjective theories of teacher educators in the area of sustainability and ESD.

This study aims to investigate how primary teachers, when taking part in digital didactic design (D³) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D³ can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D³ workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

The results indicate that D³ has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

The purpose of this paper is to provide an analysis and review of the sociotechnical approach as a result of analysis of experiences with the introduction of ICT in higher education

The experiences of the author with the creation of special web sites in palaeography are analysed paying special attention to knowledge construction and development at three different levels: individual, community, and organisation (society). The results are compared with those from the concept of communities of practice.

There is a need for the introduction of a new element in the SECI cycle and the introduction of a new element in the scheme for a sociotechnical approach.

The findings need further experimentation in order to discover any validity for the knowledge management field in relation to the concept of communities of practice.

The use of the scheme for the sociotechnical approach could help in the planning and implementation of information systems in a variety of situations.

The paper introduces new elements to be considered for the application of the sociotechnical approach and for the construction of information systems in corporations and organisations.

The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge.

Teaching can only be understood within its inner logic by exploring the individual expression of pedagogical practice in three dimensions: education, formation (Bildung), and didactics.

The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals.

This research exposes evident contradictions between teaching and learning. It advances the view that Lesson Study be seen as the reconstruction of teaching for learning through sequence analysis of lessons.