Search

There are a variety of data sources that can be used for educational research as well as for educational monitoring in Switzerland. Nevertheless, the landscape is fragmented. Individual existing sources are sometimes hard to find and their research potential is difficult to assess. Integrating data sources could add value to research and education monitoring. This paper presents a panel discussion on this topic and goes further by presenting three approaches to improve the potential of data for the Swiss education space. [ABSTRACT FROM AUTHOR]

The text deals with knowledge transfer and information behavior in the German education sector. It emphasizes that information and scientific knowledge are essential for the development of a knowledge society. Knowledge transfer refers to the dissemination of research findings into practice and science communication. It also addresses information behavior, which deals with the behavior and practices of individuals seeking information and knowledge. The text emphasizes the importance of knowledge transfer in areas such as special education and presents three aspects that are to be examined in a doctoral thesis: science communication and knowledge transfer, digital information infrastructures, and information behavior and competence. The goal of the text is to receive feedback on the research design and methodology. [Extracted from the article]

The more educational data we can combine and use meaningfully, the more we can say about learning and about the quality of our education system. Within the framework of its "Virtual Educational Observertory" (VEO) project, an interdisciplinary research group at the University of Applied Sciences of the Grisons (FHGR) has set itself the goal of expanding the potential of educational data by linking and processing existing and future sources. [ABSTRACT FROM AUTHOR]

Der Beitrag problematisiert eingangs den in den Richtlinien für die Fachinformationsdienste (FID) eingeführten Leitbegriff „Spitzenbedarf" und dessen Ablösung durch „Spezialbedarf". In der Zusammenfassung der Evaluierungsergebnisse des Förderprogramms werden sowohl Bandbreite als auch Kernbereiche der entwickelten Services dargestellt. Am Beispiel des FID Erziehungswissenschaft und Bildungsforschung wird die dort vorgenommene Umsetzung der Programmvorgaben beschrieben. Abschließend wird ein Ausblick auf die Weiterentwicklung des Förderprogramms gegeben. The paper discusses the guiding principle "peak demand" introduced in the guidelines for "Specialised Information Services" (FID) and its replacement by "special demand". The summary of the funding programme's evaluation results presents both the variety and core areas of the services developed. Using the example of the FID "Specialised Information Service Education", the implementation of the programme specifications is described. Finally, an outlook is given on the further development of the funding programme. [ABSTRACT FROM AUTHOR]