Fostering Crossmedia Education in Formal Educational Contexts

Agenda ① What is crossmedia? ② Why we do not use crossmedia at university... ③ Fostering crossmedia educa7on in teaching and learning Source: hNp://domazone.wordpress.com/ Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 4

Agenda ① What is crossmedia? ② Why we do not use crossmedia at university... ③ Fostering crossmedia educa7on in teaching and learning ④ Crossmedia in higher educa7on Source: hNp://domazone.wordpress.com/ Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 5

What is Crossmedia? Preliminary Considera2ons on Changing Media Characteris2cs of changing media, mainly Source: hNp://www.ﬂickr.com/photos/30253305@N00/2455973657/ -  expansion of the media to the analogue and the digital -  diversity in media produc7on -  blended roles (producer, recipient, user, ...) -  etc. Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 7

Crossmedia and Media Convergence Two sides of the same coin -  Crossmedia as a topic in media produc7on, (media) economics -  Media convergence as a topic in media and communica7on studies, media pedagogics Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 8

Crossmedia and Media Convergence Two sides of the same coin -  Crossmedia as a topic in media produc7on, (media) economics -  Media convergence as a topic in media and communica7on studies, media pedagogics “With the growing convergence of media, the boundaries between ‘informa7on’ and other media have become increasingly blurred.“ (Buckingham, 2010, p. 59) Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 9

Crossmedia and Media Convergence: Opening Up New Vistas Two sides of the same coin -  Crossmedia as a topic in media produc7on, (media) economics -  Media convergence as a topic in media and communica7on studies, media pedagogics “With the growing convergence of media, the boundaries between ‘informa7on’ and other media have become increasingly blurred.“ (Buckingham, 2010, p. 59) -  Extending the professional view on media change into an interdisciplinary one -  Reﬂect on the current discourse about media literacies and media educa7on (e.g.. Marotzki & Jörissen, 2008; Sesink, 2008) Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 10

Why We Do Not Use Crossmedia at University: The Obstacle of Missing Per2nence Crossmedia – an obstacle -  as a phenomenon -  as an interdisciplinary topic -  when ac7va7ng students Source: private Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 12

Why We Do Not Use Crossmedia at University: The Obstacle of Self Apprecia2on Crossmedia – an obstacle in terms of -  knowlegde -  media literacies -  personal preferences of the involved teachers and students Source: private Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 13

Why We Do Not Use Crossmedia at University: The Obstacle of Missing Curricular and Organiza2onal Linkages Crossmedia – an obstacle because of -  missing communica7on and collabora7on prac7ces in midst of teaching staﬀ -  less knowledge exchange among students -  missing curricular linkages Source: private Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 14

Fostering Crossmedia Educa2on in Teaching and Learning: An Example Crossmedia Ethnological Communica2on (winter term 2011/2012) -  Coopera7on inbetween Medialab and European Ethnology, Augsburg University -  20 students from diﬀerent facul7es (Faculty of Philosophy and Social Sciences, Source: hNp://www.ﬂickr.com/photos/loop_oh/511296680/ Faculty of Philology and History) -  Implemented via co-‐teaching Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 17

Fostering Crossmedia Educa2on in Teaching and Learning: An Example Content and aims -  Coping with ethnological research ques7ons (e.g. everyday life or customs) -  Using diﬀerent media related to research (e.g. podcast interviews) Source: hNp://www.ﬂickr.com/photos/loop_oh/511296680/ -  Developing crossmedial strategies of ethnological content produc7on (weblog, podcasts, video) -  Using open source or freeware (no paid plug-‐ins needed) -  Establishing informal collabora7on between the par7cipants (not achieved) Fostering wide media literacies (cri2cal thinking, ac2va2ng students) Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 18

Learning Outcomes (Overview) Name _.wordpress.com Topic MediaFazinationKiosk zeitungskiosk Phenomenon of kiosk Blog, Audiosnapshootme snapshootme Photography as profession and for daily life Blog, Audio, Video Source: hNp://www.ﬂickr.com/photos/loop_oh/511296680/ Halloween hallowin Halloween Blog, Audio, VideoEs weihnachtet sehr… facebookxmas Christmas Blog, Audio, Videowgmalanders wgmalanders WG-life Blog, Audio, VideoBahnekdoten bahnstories Rail journeys in Tweets Blog, Audio, VideoVolksmusik in Bulgarien bgvolksmusik Bulgarian folk music Blog, Audio, VideoAugsburg-Lechhausen domazone Portrait of the urban quarter Lechhausen Blog, Audio Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 23

Learning Outcomes (Examples) Source: hNp://zeitungskiosk.wordpress.com/ Source: hNp://bahnstories.wordpress.com/ Source: hNp://facebookxmas.wordpress.com/ Source: hNp://hallowin.wordpress.com/ Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 24

Crossmedia in Higher Educa2on: The Pedagogical Perspec2ve The case shows that crossmedia -  is an interes7ng interdisciplinary topic for discussion and ac7ng in seminars -  provides awareness of media changes and modified knowledge produc7on Source: hNp://www.flickr.com/photos/loop_oh/511296680/ -  fosters media and informa7on literacies with regard to Academia -  needs efforts on both sides (teachers and students) Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 27

Crossmedia in Higher Educa2on: The Organiza2onal Perspec2ve The case shows that crossmedia -  is an interes7ng interdisciplinary topic for discussion and ac7ng in seminars -  provides awareness of media changes and modified knowledge produc7on Source: hNp://www.flickr.com/photos/loop_oh/511296680/ -  fosters media and informa7on literacies with regard to Academia -  needs efforts on both sides (teachers and students) -  is impeded by a lack of (communica7on) structures Are there any possibili2es for structural linkages beyond the seminar? Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 28

Thanks for Your A]en2on. Dr. Sandra Ho^ues Chris2an Geier, M.A. Project „Lehre lotsen“ Audiovisual Media Services HAW Hamburg University of Augsburg Faculty of Business & Social Sciences Medialab E-‐Learning and Blended Learning Faculty of Philosophy and Social Sciences Alexanderstraße 1 Universitaetsstrasse 10 D-‐20099 Hamburg D-‐86159 University of Augsburg sandra.ho+ues@haw-‐hamburg.de chris7an.geier@its.uni-‐augsburg In Collabora7on with Lena Grießhammer, B.A. European Ethnology lena.griesshammer@phil.uni-‐augsburg.de Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 29

References I Baecker, D. (2007). Studien zur nächsten Gesellscha2. Frankfurt: Suhrkamp. Brednich, R. W. (Hrsg.) (1994). Grundriss der Volkskunde. Einführung in die Forschungsfelder der Europäischen Ethnologie. Berlin: Reimer. Buckingham, D. (2010). Defining Digital Literacy. What Young People Need to Know About Digital Media. In B. Bachmair (ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und briBsche Diskussion (pp. 59– 71). Wiesbaden: VS. Derrida, J. (2001). Die unbedingte Universität. Frankfurt: Suhrkamp. GöNsch, S. (Hrsg.) (2001). Methoden der Volkskunde. PosiBonen, Quellen, Arbeitsweisen der Europäischen Ethnologie. Berlin: Reimer. Grosch, M. & Gideon, G. (2011). Mediennutzungsgewohnheiten im Wandel. Ergebnisse einer Befragung zur studiumsbezogenen Mediennutzung. Karlsruhe: KIT Scien7fic Publishing. Ho+ues, S. & Heudorfer, A. (in print). Students’ Publishing Projects and their Impact on Teaching and Learning. In B. Patrut, M. Patrut & C. Cmeciu (eds.), Social Media in Higher EducaBon: Teaching in Web 2.0. New York: IGI Global. Ho+ues, S. & Schiefner-‐Rohs, M. (eingereicht). Crossing Boundaries: Handeln in Medienprojekten zwischen Medienbildung und ökonomischer Bildung. medien + erziehung (merz) Wissenscha2 2012 (weitere Daten noch nicht bekannt). Jakubetz, C. (2011). Crossmedia. Konstanz: UVK. Kaschuba, W. (1999). Einführung in die Europäische Ethnologie. München: Beck. Kleimann, B. (2007). E-‐Learning 2.0 an deutschen Hochschulen. In M. Merkt, K. Mayrberger, R. Schulmeister, A. Sommer & I. van den Berk (Hrsg.), Studieren neu erfinden – Hochschule neu denken (S. 149–158). Reihe Medien in der Wissenscha| (Band 44). Münster: Waxmann. Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 30

References II Laughey, D. (2011). Media Studies 1.0: Back to Basics. Media EducaBon Research Journal. 2(2). hNp://merj.info/wp-‐ content/uploads/2011/12/MERJ_2-‐2-‐p57-‐64.pdf, 02.08.2012. Mahrdt, N. (2009). Crossmedia. Werbekampagnen erfolgreich planen und umsetzen. Wiesbaden: Gabler. Marotzki, W. & Jörissen, B. (2008). Medienbildung. In U. Sander, F. von Gross & K.-‐U. Hugger (Hrsg.), Handbuch Medienpädagogik (S. 100–109). Wiesbaden: VS. Mayrberger, K. (2010). Web 2.0 in der Hochschullehre – Überlegungen zu einer (akademischen) Medienbildung für „E-‐Learning 2.0“. In B. Herzig, D. M. Meister, H. Moser & H. Niesyto (Hrsg.), Jahrbuch Medienpädagogik 8. Medienkompetenz und Web 2.0 (S. 309–328). Wiesbaden: VS. Reinmann, G. (2009). Selbstorganisa7on auf dem Prüfstand: Das Web 2.0 und seine Grenzen(losigkeit). In B. Bachmair (Hrsg.), Medienbildung in neuen Kulturräumen. Wiesbaden: VS. Schiefner-‐Rohs, M. (2012). KriBsche InformaBons-‐ und Medienkompetenz. TheoreBsch-‐konzepBonelle Herleitung und empirische Betrachtungen am Beispiel der Lehrerausbildung (InternaBonale Hochschulschri2en). Münster: Waxmann. Schorb, B. (2007). Zur Bedeutung und Realisierung von Medienkompetenz. In B. Schorb, N. Brüggen & A. Dommaschk (Hrsg.), Mit eLearning zu Medienkompetenz. Modelle für die Curriculumgestaltung, DidakBk und KooperaBon (S. 15–34). München: kopaed. Schulmeister, R. (2009). Gibt es eine „Net GeneraBon“? Erweiterte Version 3.0. Hamburg: Universität Hamburg. hNp://www.zhw.uni-‐hamburg.de/uploads/schulmeister_net-‐genera7on_v3.pdf, 02.08.2012. Sesink, W. (2008). Bildungstheorie und Medienpädagogik – Versuch eines Brückenschlags. In J. Fromme & W. Sesink (Hrsg.), Pädagogische Medientheorie. Wiesbaden: VS. Seufert, S. & Euler, D. (2003). NachhalBgkeit von eLearning-‐InnovaBonen (SCIL-‐Arbeitsbericht Nr. 1). St. Gallen: Universität St. Gallen. Wedekind, J. (2008). Medienkompetenz für (Hochschul-‐) Lehrende. Zeitschri2 für E-‐Learning, 3(2), 24–37. Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 31

BACK-‐UP Co-‐Curricular Embedding of Media Planning and Crossmedia Publishing at Augsburg University Academic Publishing Projects Students can combine 1. w.e.b.Square their Projects or Publishing Strategies. 2. KaffeePod 3. Films for Educa7onal Contexts ReflecBon in AcBon -‐ Media Planning Increasing ReflecBon on AcBon and Strategies for Complexity in Learning Crossmedia Publishing -‐ and Teaching ReflecBon on ReflecBon Opportunity: Taking Changes in Media, Learning and Educa7on into Considera7on 1. press7ge 1. vitamin b 2. Kanal C 2. student.stories 3. Blickpunkt Campus 3. (vitamin b) Journalis2c Publishing Projects Corporate Publishing Projects (e.g. Ho+ues & Heudorfer, in print) Sandra Ho+ues | HAW Hamburg | Chris7an Geier | Lena Grießhammer | Augsburg University | 32

Fostering Crossmedia Education in Formal Educational Contexts

by Sandra Hofhues on Aug 02, 2012

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