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DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at the Hamburg University of Applied Sciences
 

DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at the Hamburg University of Applied Sciences

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The use of new media in teaching requires media literacy of both groups: Teachers have to be able to use the media in a didactic and in a technical way. On the other side, and against the popular ...

The use of new media in teaching requires media literacy of both groups: Teachers have to be able to use the media in a didactic and in a technical way. On the other side, and against the popular saying of the ‘digital natives’, students need support to use media in learning as well. In our opinion, overrating of the ‘net generation’ hinders the realization of media-based learning arrangements, because teachers are not always aware that students on the average do not always sufficiently know how to apply digital media. This insight lead to the concept of a “media curriculum” (Hofhues 2012, Hoffmann 2012) at the faculty of Business and Social Science HAW Hamburg, To put this concept to the test a survey was undertaken to find out what students know about using digital media, how they use them and what kind of support they wish

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    DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at the Hamburg University of Applied Sciences DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at the Hamburg University of Applied Sciences Presentation Transcript

    • Implementing a ‘Media Curriculum’ at the Hamburg University of Applied Sciences. Findings from a Students’ Survey Christine Hoffmann|Marianne Wefelnberg HAW Hamburg
    • Agenda • The “Media Curriculum” of the “Faculty of Business and Social Sciences” the University of Applied Sciences Hamburg • The students’ survey • Results/Discussion • Resumé
    • The “Media Curriculum”
    • Aim of the Survey • To prove assumptions made in the media curriculum – A large number of students depends on lecturers’ advice when using software – Students’ software user habits are uniform • Answers on questions on our target groups – Differences between departments – Differences within gender – How is students’ self estimation on their computer (media) literacy?
    • Method • Online Questionnaire (90 items) • Mostly closed questions/ Possibility to complement the given answers with freetext • Target group (students of the faculty “Business and Social Science”) • Analysis of the data with simple descriptive statistic methods: frequency and crosstabulations • Questionnaire was open for 3 weeks
    • Results • Participants (9.3% (N=307) of 3290) • Quotes of gender and department membership correlate with the original sample except the Quote of Male Business Students (10% instead of 19%) • Additional limitations: Probably students’ online affinity is higher than those of students on average
    • Standard Software rather than Open Source? .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 make full use of it know it basically have never used it do not know it Microsoft Word Open Office/Libre Office .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 make full use of itknow it basicallyhave never used itdo not know it Microsoft Excel MAXQDA .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 make full use of it know it basically have never used it do not know it Refworks Zotero .0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 use it do not use it do not know it E-Portfolio Facebook
    • Choosing software 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% word processing data analysis presentation software reference management social networks instant messenging/video calls other web 2.0 services for studies (lecturers proposing) for studies (own initiative) for internship privately
    • Selfconcept using IT .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Yes Rather yes Rather no No total female male .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Yes Rather yes Rather no No total Nursing and Management Public Management Social Work Business “I feel self-assured using a PC”
    • Selfconcept Using IT .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% Yes Rather yes Rather no No total female male .0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% Yes Rather yes Rather no No total female male I would like to be more courageous when using a PC. I keep on informing myself on new IT developments.
    • Wish and Need for Support 78.5% 5.5% 54.1% 81.1% 5.9% 2.9% 18.6% 8.8% .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% …I call a friend on the phone …I skype with s.o. ...I have a look at the help menu ...I use Google search ...I post the problem on Facebook …I will buy a manual ..I will have later a second look at the problem …I do not know, what to do If you have got a problem with the PC oder a program, you… .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% No, I am solving my problems on my own No, I already got s.o. to help me. No, I prefer to ask my lecturer Yes, such an offer would be helpful Gesamt weiblich männlich Individual support: Are you interested?
    • Interest on Knowledge on Media .0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% online-law, digital rights social impact international networking and globalisation quality rating of online sources rating the impact, benefit and risks for my personal reputation basic principles of programming No, I am not interested. total Nursing and Management Public Management Social Work Business
    • Resumé • Students learn from their teachers to choose software for academic work • Private use of software passes into academic area. • Use of software is homogenous. • Social roles seem to determine students’ self estimation, but seem to have no influence on real performance. (Gender and department !)
    • Thank you for your interest! This project is funded by the German Federal Ministry of Education and Research (grant No. 01PL11046). All responsibility lies with the authors.
    • References • Hofhues, S. and Hoffmann, C. (2012) ‘Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum’, EDULEARN12 Proceedings. 4th International Conference on Education and New Learning Technologies, International Association of Technology, Education and Development (IATED), Barcelona, pp. 7670 - 7677. • Hoffmann,C. and Hofhues, S. (2012) ‘Akademische Medienkompetenzförderung an der Hochschule: Einblicke in Konzeption und Implementierung eines Mediencurriculums‘, in Service Agentur des Hochschulverbundes Distance Learning Fernstudium und Weiterbildung – Zwischen Medienlust und Medienfrust. Brandenburg/ Havel, pp. 20-40, Available: http://www.hdl- fernstudium.de/images/AWW-HDL/pdf/tagungsband%202012.pdf [17 May 2013] • Oblinger, D. G. and Oblinger, J. L. (2005) Is it Age or IT: First steps toward understanding the Net Generation, in Oblinger, D. G./Oblinger, J. L. (ed.) Educating the Net Generation, Washington: Educause. Available: http://net.educause.edu/ir/library/pdf/pub7101.pdf [14 May 2013] • Prensky, M (2001) ‘Digital Natives, Digital Immigrants. On the Horizon’ [Electronic]. vol. 9, no. 5, Available: http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [17 May 2013] • Schulmeister, R. (2009) Gibt es eine „Net Generation“?, enhanced version 3.0. Hamburg: University of Hamburg. Available: http://www.zhw.uni-hamburg.de/uploads/schulmeister_net- generation_v3.pdf, 10.05.2013.