S-BPM Education on the Dalton Plan: An E-Learning Approach

  • Georg Weichhart
Part of the Communications in Computer and Information Science book series (CCIS, volume 284)


S-BPM (Subject-oriented Business Process Management) is a new communication oriented approach to Business Process Management. Because of its novelty, good approaches to education are required. Guided by theory in this paper a didactic approach is identified. It is argued that the chosen Dalton Plan pedagogic is suitable to form a basis for modern constructivist e-learning. The paper showcases the e-learning platform nymphaea which integrates Dalton Plan assignments and exemplifies the presented approach and tool using the s-bpm live cycle.


s-bpm e-learning progressive education assignment dalton plan 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Adams, A.M.: Pedagogical underpinnings of computer-based learning. Journal of Advanced Nursing 46(1), 5–12 (2004), CrossRefGoogle Scholar
  2. 2.
    Anderson, P.: Perspective: Complexity theory and organization science. Organization Science 10(3), 216–232 (1999)CrossRefGoogle Scholar
  3. 3.
    Aqda, M.F., Hamidi, F., Ghorbandordinejad, F.: The impact of constructivist and cognitive distance instructional design on the learner’s creativity. Procedia Computer Science 3, 260–265 (2011),, World Conference on Information Technology CrossRefGoogle Scholar
  4. 4.
    Auinger, A., Stary, C.: Didaktikgeleiteter Wissenstransfer - Interaktive Informationsräume für Lern-Gemeinschaften im Web. Deutscher Universitäts-Verlag / GWV Fachverlage GmbH, Wiesbaden (2005)Google Scholar
  5. 5.
    Dean Jr., D., Kuhn, D.: Direct instruction vs. discovery: The long view. Science Education 91(3), 384–397 (2007)CrossRefGoogle Scholar
  6. 6.
    Eichelberger, H. (ed.): Eine Einführung in die Daltonplan-Pädagogik. StudienVerlag (2002)Google Scholar
  7. 7.
    Eichelberger, H., Laner, C., Kohlberg, W.D., Stary, E., Stary, C.: Reformpädagogik goes E-Learning - neue Wege zur Selbstbestimmung von virtuellem Wissenstransfer und individualisiertem Wissenserwerb. Wien, Oldenbourg (2008)Google Scholar
  8. 8.
    Fleischmann, A., Schmidt, W., Stary, C., Obermeier, S., Börger, E.: Subjektorientiertes Prozessmanagement - Mitarbeiter einbinden, Motivation und Prozessakzeptanz steigern. Carl Hanser Verlag, München (2011)Google Scholar
  9. 9.
    Hölbling, R., Wittwer, H., Neuhauser, G.: Cool cooperatives offenes lernen: Eine initiative für mehr selbständigkeit, eigenverantwortung und kooperation an unseren schulen. Booklet to Video, Kullmann und Berger Filmproduktion (2008),
  10. 10.
    Lillard, A.S.: Montessori - The Science behind the Genius, 2nd edn. Oxford University Press (2007)Google Scholar
  11. 11.
    Mankel, M.: Lernstrategien und E-Learning - Eine empirische Untersuchung. Verlag Dr. Kovac (2008)Google Scholar
  12. 12.
    Marjanovic, O., Bandara, W.: The Current State of BPM Education in Australia: Teaching and Research Challenges. In: zur Muehlen, M., Su, J. (eds.) BPM 2010 Workshops. LNBIP, vol. 66, pp. 775–789. Springer, Heidelberg (2011), CrossRefGoogle Scholar
  13. 13.
    Neuhauser, G., Wittwer, H.: Das cool*-projekt - der daltonplan in der sekundarstufe ii - ein dalton-inspirierter schulentwicklungsprozess an der bhak/bhas-steyr. In: Eichelberger, H. (ed.) Eine Einführung in die Daltonplan-Pädagogik, pp. 161–203. StudienVerlag (2002)Google Scholar
  14. 14.
    Osborne, J., Dillon, J.: Science education in europe: Critical reflections a report to the nuffield foundation (2008)Google Scholar
  15. 15.
    Parkhurst, H.: Education On The Dalton Plan. Nabu Press (1923, 2010)Google Scholar
  16. 16.
    Reich, K.: Konstruktivistische Didaktik - Lehr- und Studienbuch mit Methodenpool. Beltz Verlag, Weinheim und Basel, 4., durchgesehene auflage edn. (2008)Google Scholar
  17. 17.
    Riepl, A.: ecool concept. Tech. rep., gtn-solutions (2010),
  18. 18.
    Rovai, A.P.: A constructivist approach to online college learning. The Internet and Higher Education 7(2), 79–93 (2004), CrossRefGoogle Scholar
  19. 19.
    Rozendaal, J.S., Minnaert, A., Boekaerts, M.: Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences. Learning and Individual Differences 13(4), 273–289 (2001), CrossRefGoogle Scholar
  20. 20.
    Schmidt, H., Cohen-Schotanus, J., van der Molen, H., Splinter, T., Bulte, J., Holdrinet, R., van Rossum, H.: Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration. Higher Education 60(3), 287–300 (2010)CrossRefGoogle Scholar
  21. 21.
    Stary, C.: Intelligibility catchers for Self-Managed knowledge transfer. In: Seventh IEEE International Conference on Advanced Learning Technologies, ICALT 2007, pp. 517–521 (July 2007)Google Scholar
  22. 22.
    Stary, C.: The design of e-Learning contracts: Intelligibility catchers in praxi. In: IEEE/WIC/ACM International Joint Conferences on Web Intelligence and Intelligent Agent Technologies, WI-IAT 2009, vol. 3, pp. 203–206 (September 2009)Google Scholar
  23. 23.
    Stary, C.: Evidence-Based (S-)BPM Education. In: Schmidt, W. (ed.) S-BPM ONE 2011. CCIS, vol. 213, pp. 3–15. Springer, Heidelberg (2011)CrossRefGoogle Scholar
  24. 24.
    Terhart, E.: Constructivism and teaching: A new paradigm in general didactics? Journal of Curriculum Studies 35(1), 25–44 (2003), CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Georg Weichhart
    • 1
  1. 1.Department of Business Information Systems - Communications EngineeringJohannes Kepler University LinzLinzAustria

Personalised recommendations