Inklusive Hierarchie

In Anlehnung an  entwickle ich in der Taxonomie von Unterrichtsmethoden die Idee einer Hierarchie von verschiedenen Gestaltungsebenen. Die verschiedenen Gestaltungsbereiche liegen aber nicht nur wie in einer Pyramide aufeinander, sondern sind wie bei einer Zwiebel ineinander verschachtelt. Dieser stufenförmige Aufbau, bei dem die höheren Ebenen die unteren Ebenen einschließen (inkludieren) heißt Inklusive Hierarchie.

Das zentrale Gliederungsmerkmal, das die verschiedenen Schichten voneinander trennt, ist die Lernzeit. Das ist der durchschnittliche Arbeitsaufwand, den Lernende für ein bestimmtes didaktisches Setting aufwenden müssen. Er umfasst sämtliche Lernaktivitäten, die zur erfolgreichen Bewältigung der (explizit oder implizit) vorgegebenen Aufgabenstellung benötigt werden.

Beispiele:

•  Didaktisches Szenario: Die Lernzeit beim Besuch einer zweistündigen Veranstaltung entspricht genau der Zeit der Teilnahme (= zwei Stunden). Wenn aber später über die Inhalte dieser Veranstaltung eine Prüfung stattfindet, dann zählen auch die Vorbereitungszeiten (z.B. Durchsicht der eigenen Mitschrift und die Prüfungszeit selbst) ebenfalls zur Lernzeit.
• Didaktischer Modul: Im Rahmen eines virtuellen Lehrgang wird ein Vorbereitungstext zum Lesen über die Lernplattform verbreitet auf dessen Grundlage auch einige Rechercheaufgaben im Internet bearbeitet werden sollen. Die Ergebnisse sollen auf einer E-Portfolio Ansicht grafisch ansprechend, zusammengestellt, kommentiert und mit den entsprechenden Links versehen werden. Wenn davon ausgegangen wird, dass die Lernenden bereits den Umgang mit E-Portfolio gelernt haben, dann wird das Durcharbeiten des Textes (Lesezeit), die Recherchezeit im Internet und die Zeit für die Entwicklung der E-Portfolioseite abgeschätzt und zur (durchschnittlich notwendigen) Lernzeit für den Modul summiert.
• Didaktische Interaktion: Der durchschnittlich veranschlagte Zeitraum zur Beantwortung eine einzigen kurzen Online-Auswahlantwort ist sehr kurz und wird im Bereich von unter einer Minute geschätzt: 1-2 Zeilen Text lesen, die Entscheidung treffen, den Klick setzen. Ist jedoch eine ganze Liste von Fragen zu beantworten, entwickeln sie die Sequenzen von hintereinander liegenden Interaktionen zu einem eigenen didaktischen Szenario: (z.B. Fragebogen ausfüllen).

Für die Analyse und Gestaltung didaktischer Arrangement ist es entscheidend sich immer zu vergegenwärtigen auf welche Ebene dieser Hierarchie die betreffenden Überlegungen ausgerichtet sind. Die nächste Einheit soll die Bedeutung dieses theoretischen Konzept an einem umfangreichen Fallbeispiel erläutern.

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