Patrick Blumschein is the Head of the Center for Continuing Education of
Teachers at the University of Education in Freiburg (ZELF). He designs
and coordinates trainings and events for teachers of all subjects and
all types of schools. A major goal of ZELF is giving teachers access
to scientific evidence of learning and instruction, of both universities
in Freiburg (PH and ALU). Since both universities founded the Freiburg
Advanced Center of Education (FACE) and in 2019 the School of Education,
the cooperation of both institutions has gained a lot. All courses of
the ZELF now follow quality guidelines and report goals, workload and
outcomes. So Learners can benefit from prior passed courses when
applying for advanced certificates or master programs. Each earned
credit point over the past years can be counted-up. These typ of a
culminated master program as a continuing education strategy is called
MAPLE (for more details see projects).
Patrick Blumschein, in additon to his work in ZELF, is a scientific
member of the Institute of Education at the University of Education in
Freiburg. He teaches courses in learning and instruction, new media in
education, general didactics, instructional design and organizational
learning. Another emphasis of his work lies in the collaboration with
business partners and the implementation of student projects into
businesses. Patrick conducts needs assessments and develops learning
environments and blended learning strategies. On request he gives
presentations and works as a educational consultant. DEUTSCH
CV
Short CV
since 2015 Head of the Center for Continuing Education of Teachers at
the University of Education in Freiburg (ZELF)
since 2011 employed at the University of Education in Freiburg,
Institute of Education
2003 PhD at the Institute of Education of the Albert-Ludwigs-University
Freiburg
1998-2011 Research Assistant at the Institute of Education of the
Albert-Ludwigs-University Freiburg
1997 Master of Arts in Sociology, Education and Social and Economic History
In cooperation with Daimler AG, educational needs analyses are carried
out and educational prototypes are developed. Further-on we are
investigating benefits of virtual-reality-techniques for learning. In
this area, students can carry out projects and final theses. Possible
topics with other partners are: employee satisfaction at huge
production-lines, health at work and the effective use of blended
learning designs.
Other projects cover areas of broadcast, automotive, taxation,
organizational development and organizational learning, management
training, and international development cooperation.
Scientific projects
Time-On-Task
Do weak learners benefit from more time-on-task, will they get better
results if they learn longer? Does teaching strategy influence
time-on-task and learning results?
Model-Based Approaches to Instructional Design
How would a model of model-based instruction look like (see our book)?
If we admit that humans represent problems model-based and even solve
problems with a strong orientation of a world-model, then how would a
didatical environment look like to support the learner in solving
problems? Which models of ID can support such endeavors best? Will a
model-based ID be more efficient and effective?
MUSE
MUSE stands for Master of Instruction and School Development.
It is a concept of a continous education program for teachers in the
state of Baden-Wuerttemberg, which is designed with only 4 contact
weekends and a high amount of self-regulated study time. Nevertheless, a
scientific master degree will be accomplished. More details are here.
MAPLE
This concept offers any teacher the chance to earn a scientific master
degree. Therefor formerly accomplished courses and trainings can be
counted-on with credit points, and be calculated into the study program.
That is only possible, if such courses follow quality guidelines which
follow the Bologna regulations. The MAPLE system would be extremly
flexibel in terms of time and content. It opens doors for teaching
personal to elicit a red line of their continued education endeavours
over the years, and so help to increase teaching quality and life-long
professional development. "We break for nothing".
BLUMSCHEIN, P.; HOLZBRECHER, A. (2012): Hochschulzertifikat „Ganztagspädagogik“ und Ganztags-Sommer-Vorlesung. In: Stefan Appel und Ulrich Rother: Jahrbuch Ganztagsschule 2013. Schulen ein Profil geben – Konzeptionsgestaltung in der Ganztagsschule. Schwalbach, Debus Pädagogik Verlag (Wochenschauverlag
BLUMSCHEIN, P.; ANDERS, N.; SCHILLING, J. (2010): Bildungsteilhabe von Kindern und Jugendlichen in der Stadt Freiburg. Eine explorative Befragung im Frühjahr 2010 (unveröffentlichter Bericht für das Amt für Schule und Bildung der Stadt Freiburg, Dr. Burgert). Freiburg: Institut für Erziehungswissenschaft der Albert-Ludwigs-Universität Freiburg.
BLUMSCHEIN, P; HUNG, W.; JONASSEN, D.; STROBEL, J. (EDS.)(2009): Model-Based Approaches to Learning. Using Systems Models and Simulations to Improve Understanding and Problem Solving in Complex Domains. Rotterdam: Sense-Publishers.
BLUMSCHEIN, P; SEEL, N. M. (2009): Modeling and Simulation in Learning and Instruction:
A Theoretical Perspective. In: Blumschein, P; Hung, W.; Jonassen, D.; Strobel, J. (Eds.)(2009): Model-Based Approaches to Learning. Using Systems Models and Simulations to Improve Understanding and Problem Solving in Complex Domains. Rotterdam: Sense-Publishers, pp. 3-15.
BLUMSCHEIN, P. (2008): Model-Centered Learning and Instructional Design. In: Ifenthaler, D.; Pirnay-Dummer, P., Spector, M. (Eds.): Understanding Models for Learning and Instruction. Essays in Honour of Norbert M. Seel, New York: Springer, pp. 247-276.
BLUMSCHEIN, P., IFENTHALER, D., & PIRNAY-DUMMER, P. (2007). Der SMARTroom – Innovative Technologien zur Erweiterung des Lehr- und Ausbildungsangebots. In G. Schneider, B. Couné, C. Gayer, E. Vögele & C. Weber (Eds.), Neue Medien als strategische Schrittmacher an der Universität Freiburg Wie Informations- und Kommunikationstechnologien Studium, Verwaltung und Forschung verändern (pp. 131-138). Freiburg: Universitätsbibliothek.
BLUMSCHEIN, P.; FISCHER, M. (2007): E-learning la formación profesional: diseño didàctico de acciones de e-learning. Montevideo: Cinterfor/OIT, 82p. (E-Learning in der betrieblichen Bildung: Didaktisches Design von E-Learningmaßnahmen. Lehrheft für die kompetenzbasierte Qualifizierung lateinamerikanischer Berufsbildungsexperten im Auftrag von InWEnt Mannheim).
BLUMSCHEIN, P.; FISCHER, M. (2006): Das Programm „Formación basada en Competencias“ als ein Best-Practice-Beispiel für e-learning. Lehrheft für die kompetenzbasierte Qualifizierung lateinamerikanischer Berufsbildungsexperten im Auftrag von InWEnt Mannheim. Ca. 30 Seiten. Im Druck.
BLUMSCHEIN, P.; Vögele, E. (2005): Computer-basierte Vorlesungsaufzeichnungen: Post Usage und alternative Einsatzszenarien (Workshop: eLectures – Einsatzmöglichkeiten, Herausforderungen und Forschungsperspektiven). In: Lucke, U. et al (Hg.): Workshop Proceedings DeLFI 2005 und GMW05, Rostock, 13. – 16. September 2005, Berlin: Logos Verlag. S. 13-18.
BLUMSCHEIN, P. (2004): Eine Metaanalyse zur Effektivität multimedialen Lernens am Beispiel der Anchored Instruction, Freiburg, Univ. Diss., Onlinedokument: http://www.freidok.uni-freiburg.de//volltexte/1546.
BLUMSCHEIN, P. ; FISCHER, M. (2003): Lernmodul "Kollegiale Beratung in der Weiterbildung". Drehbucherstellung eines Webbased-Training für InWEnt im Auftrag des Jansky Instituts Oestrich-Winkel.
BLUMSCHEIN, P.; FISCHER, M. (2003): Instructional Design für Kursangebote der Universitätsbibliothek Freiburg: Ein gemeinsames Pilotprojekt des Instituts für Erziehungswissenschaften der Universität Freiburg und der Universitätsbibliothek Freiburg, In: 29. Arbeits- und Fortbildungstagung der AspB "Bibliotheken und Informationseinrichtungen - Aufgaben, Strukturen, Ziele " vom 08. bis 11. April 2003 in Stuttgart. S. 231-241.
BLUMSCHEIN, P., WIELAND, K. & STEINER, S. (2002). Der IBT®-Server als Basis für netzgestütztes Lernen im B.A. Bildungsplanung und Instructional Design der Universität Freiburg, In: K. Bett & J. Wedekind (Hg.): Lernplattformen in der Praxis, Münster, New York, München: Waxmann, S. 33-52.
BLUMSCHEIN, PATRICK; LIEBHARDT, HUBERT; KESSLER, BETTINA (2002): Docs 'n Drugs – die virtuelle Poliklinik: Instruktionsdesign fallbasierter Lernszenarien. In J. Bernauer, M. R. Fischer, F. J. Leven, F. Puppe, M. Weber (Hg.), Rechnergestützte Lehr- und Lernsysteme in der Medizin, (Proceedings zum 6. Workshop der GMDS AG Computergestützte Lehr- und Lernsysteme in der Medizin, Fachhochschule Ulm, 11.-12- April 2002), Shaker Verlag 2002.
BLUMSCHEIN, PATRICK; LESAAR, HENRIK (2001): Hochschuldidaktik im geisteswissenschaftlichen Bereich: Theorie und Praxis, In: Handbuch Hochschullehre (Losblattsammlung), Bonn: Raabe Verlag (32 Seiten).
BLUMSCHEIN, P. (2001). Webbasiertes Lernen: Der Weg der Zukunft? In Handbuch Hochschullehre (Nr. 33, B1.21, S. 1-34), Bonn: Raabe Verlag.
SEEL, NORBERT M.; AL-DIBAN, SABINE; BLUMSCHEIN, PATRICK (2000): Mental Models and Instructional Planning, in: Spector, J. Michael (Ed.): Integrated and Holistic Perspectives on Learning, Instruction and Technology: Understanding Complexity, Dordrecht: Kluwer Acad. Publ.
ABS, H.J., ALLGÖWER, M., BILL, B., BLUMSCHEIN, P., ET AL. (2000). Methodensammlung. 38 methodische Grundformen, 135 Varianten der Grundformen und vielfältige Methodenkombinationen. Arbeitsgruppe Hochschuldidaktische Weiterbildung an der Albert-Ludwigs-Universität Freiburg i.Br., hg. v. Gunther Eigler et al. (Band: 2; 2. überarbeitete und erweiterte Auflage).
BLUMSCHEIN, P., EIGLER, G., HOLTGREWE, H., KALLE, M., & MACKE, G. (2000). Lehrveranstaltung mit Tutorat: Praxis und Möglichkeiten der Organisation, aus der Reihe "Besser lehren". Arbeitsgruppe Hochschuldidaktische Weiterbildung an der Albert-Ludwigs-Universität Freiburg i.Br., hg. v. Gunther Eigler et al. (Band: 9)
Hobbies
Riding and Fixing Bicycles
Across the Alpes, Mountainbiking in the black forerst or a nice ride to
Colmar in France, which is about 60km from Freiburg. Altogether I do
about 45.000 meters altitude per year. Another passion is fixing
bicycles since 1984. Over the years I enhanced my upcycling strategy. So
I try to bring back live to old beauties sitting in garages and
basements for decades.
Giving Bicycle Advice to People
I try to adjust bike geometries to specific conditions of persons and
give advice which kind of bike would fit best. If you get your perfect
bike you need no electric drive.
Fixing Houses
I do all kind of work in the house. Lately we installed a solar-power
unit on the roof and an intelligent light system in the house. I also
replaced the kitchen to a new ecological one.
Fixing Things
I like to solve all kind of problems with cars, trailers, machinery and
even chainsaws. But beside the rough thing I also like fixing computer
problems, tune old notebook computers and all kind of stuff with
electronics.
Travels
during the last decades I traveled through South America, most of the US
and Canada, and saw also some of Europe, like Norway and Finland and
others. I visited universities in Syracuse and Tallahassee.
