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Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum
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Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum

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  • 1. Improving  Media  Literacy  in  Universi5es.  Insight  into  Concep5on  and  Implementa5on  of  a  Media  Curriculum.  Virtual  Presenta2on  @  Edulearn  2012   Source:  hJp://www.flickr.com/photos/christoph_bellin/5937668004/  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  1    
  • 2. Development  Goals  of  the  Subproject  in  the  Quality  Pact  on  Teaching:  Fostering  Academic  Media  Literacy  at  the  Faculty  of  Business  &  Social  Sciences  at  the  Hamburg  University  of  Applied  Sciences  Targeted  improvement  with  regard  to    -  the  organiza2on  of  teaching  and  learning  -  academic  media  literacies   I.  fostering  students‘  computer  literacies   II.  fostering  teachers‘  media  pedacogical  skills  -  coopera2on  and  collabora2on  across  disciplines  and  units  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  2    
  • 3. Development  Goals  of  the  Subproject  in  the  Quality  Pact  on  Teaching:  Fostering  Academic  Media  Literacy  at  the  Faculty  of  Business  &  Social  Sciences  at  the  Hamburg  University  of  Applied  Sciences  Targeted  improvement  with  regard  to    -  the  organiza2on  of  teaching  and  learning  -  academic  media  literacies   I.  fostering  students‘  computer  literacies   II.  fostering  teachers‘  media  pedacogical  skills  -  coopera2on  and  collabora2on  across  disciplines  and  units  -  innova5ve  learning  scenarios,  e.g.  blended  learning  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  3    
  • 4. What  are  Academic  Media  Literacies?  Working  Defini5on  for  Universi5es  Changes  in  the  Use  of  Media  Ubiquity  of  digital  technologies  |  Expansion  of  learning  places  |  Myth  of  the  „Net  Genera2on“    Concepts  of  Media  Media  as  (digital)  tools  |  Socializa2on  in  science    Academic  Media  Literacies  Disposi2ons  |  Performance   (regarding  to  Weinert,  2001)    Media  Pedagogical  Point  of  View  Training  of  students  |  Contribu2on  to  the  professionaliza2on  of  teachers   (see  Wedekind,  2004;  Mayrberger,  2010)  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  4    
  • 5. Fostering  Technology-­‐enhanced  Learning  at  Universi5es:  Insight  into  the  Scien5fic  Discourse  Early  Stage  of  Technological  Innova5on  High  expecta2ons  on  e-­‐learning   (for  a  cri2cal  point  of  view  see  Schnotz,  Molz  &  Rinn,  2004)      Stage  of  Consolida5on  -  Role  of  the  organiza2on  at  the  implementa2on  process  (e.g.  Schönwald,  Euler  &  Seufert,  2004;  Seufert  &  Euler,  2003)      -  Importance  of  the  teacher  as  gate  keeper   (e.g.  Kerres,  Stratmann,  Ojstersek  &  Preußler,  2010)        Stage  of  Great  Uncertainty  Unclear  status  of  e-­‐learning  in  higher  educa2on   (e.g.  Bachmann,  Bertschinger  &  Miluška,  2009)      Current  Stage:  Another  Boom  under  Different  Premises  -  Technology-­‐enhanced  Learning  instead  of  e-­‐learning  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  5    
  • 6. Fostering  Technology-­‐enhanced  Learning  at  Universi5es:  Insight  into  the  Scien5fic  Discourse  Early  Stage  of  Technological  Innova5on  High  expecta2ons  on  e-­‐learning   (for  a  cri2cal  point  of  view  see  Schnotz,  Molz  &  Rinn,  2004)      Stage  of  Consolida5on  -  Role  of  the  organiza2on  at  the  implementa2on  process  (e.g.  Schönwald,  Euler  &  Seufert,  2004;  Seufert  &  Euler,  2003)      -  Importance  of  the  teacher  as  gate  keeper   (e.g.  Kerres,  Stratmann,  Ojstersek  &  Preußler,  2010)        Stage  of  Great  Uncertainty  Unclear  status  of  e-­‐learning  in  higher  educa2on   (e.g.  Bachmann,  Bertschinger  &  Miluška,  2009)      Current  Stage:  Another  Boom  under  Different  Premises  -  Technology-­‐enhanced  Learning  instead  of  e-­‐learning  -  Emphasis  on  socio-­‐cultural  condi5ons  at  the  University     (see  Seufert  &  Euler,  2003)    Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  6    
  • 7. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of  Academic  Media  Literacy    Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  7    
  • 8. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of  Academic  Media  Literacy     STUDY  PROGRAM   Formal  Learning  Scenarios  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  8    
  • 9. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of  Academic  Media  Literacy     INDIVIDUAL  PRACTICAL  EXPERIENCE   of  Students  and  Teachers   STUDY  PROGRAM   Formal  Learning  Scenarios  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  9    
  • 10. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of  Academic  Media  Literacy     INDIVIDUAL  PRACTICAL  EXPERIENCE   of  Students  and  Teachers   MEDIA  CURRICULUM   Extracurricular  Program  for  Students  and  Teachers  |  Planned  Tranfer  to  Regular  Curriculum   STUDY  PROGRAM   Formal  Learning  Scenarios  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  10    
  • 11. Technology-­‐enhanced  Learning  at  Hamburg  University  of  Applied  Sciences:   Implementa5on  Concept  for  the  Faculty  of  Business  &  Social  Sciences  Students     Teachers   SUPPORT  LEVEL     Learning  Management  System  (Moodle)   Just  in  Time  Support   BASIC  LEVEL   Computer  Literacies   Basics  of  Technology-­‐enhanced  Learning   Informa2on  Research     Academic  Wri2ng     Presen2ng  Skills   ADVANCED  LEVEL  Online  Collabora2on   Tele  Tutoring  Skills  in  Self-­‐Organiza2on   Fostering  Theory  Prac2ce  Transfer    Media  Law  Opportunies   Media  Law  Opportunies  Etc.   Etc.   PROJECT  LEVEL   f.  ex.  Innova2ve  Learning  Scenarios,  Online  Events  
  • 12. Current  Challenges  from  the  Individual  and  the  Organiza5onal  Point  of  View  Fostering  Academic  Media  Literacies  -  What  are  academic  media  literacies?  -  Taking  students  and  teachers  view  into  considera2on  -  Focussing  on  real  problems  and  situa2ons  (problem-­‐based  learning)  -  Dealing  with  teaching  and  learning  rou2nes  and  their  change  Organiza5onal  Development  of  the  Faculty  and  the  University  -  Gaining  acceptance  for  learning  and  teaching  with  media  -  Programs  in  consent  with  students  and  teachers  -  Synergies  with  exis2ng  programs  (collabora1on  with  other  units)  -  Permanent  evalua2on  and  redesign  of  the  program  (design  orienta1on)  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  12    
  • 13. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on  Opportuni5es  of  Par5zipa5on  -  Design  op2ons  -  High  acceptance  -  Offering  on  demand  -  ...  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  13    
  • 14. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on  Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on  -  Design  op2ons   -  Scalability  -  High  acceptance   -  Planability  -  Offering  on  demand   -  Ressources  -  ...   -  ...  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  14    
  • 15. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on  Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on  -  Design  op2ons   -  Scalability  -  High  acceptance   -  Planability  -  Offering  on  demand   -  Ressources  -  ...   -  ...  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  15    
  • 16. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on  Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on  -  Design  op2ons   -  Scalability  -  High  acceptance   -  Planability  -  Offering  on  demand   -  Ressources  -  ...   -  ...   Challenges  through  the  Implementa5on  Process   -  Crea2ng  opportuni2es  to  par2cipate   -  Ensure  the  balance  of  interests  and  disciplines   -  Preven2ng  the  risk  of  pseudo-­‐par2cipa2on   (see  Mayrberger,  2012)  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  16    
  • 17. Thanks  for  Your  A[en5on.  Dr.  Sandra  Houes   Chris5ne  Hoffmann,  M.A.  Hamburg  University  of  Applied  Sciences   Hamburg  University  of  Applied  Sciences  Faculty  of  Business  &  Social  Sciences   Faculty  of  Business  &  Social  Sciences  E-­‐Learning  and  Blended  Learning   Computer  Literacy  Alexanderstraße  1   Alexanderstraße  1  20099  Hamburg   20099  Hamburg  sandra.ho+ues@haw-­‐hamburg.de   chris2ne.hoffmann@haw-­‐hamburg.de  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  17    
  • 18. References  Bachmann,  G.,  Bertschinger,  A.  &  Miluška,  J.  (2009).  E-­‐Learning  ade  –  tut  Scheiden  weh?  [Bye  bye  E-­‐Learning  –  does  separa2ng  hurt?].   In  N.  Apostolopoulos,  H.  Hoffmann,  V.  Mansmann  &  A.  Schwill  (Hrsg.),  E-­‐Learning  2009.  Lernen  im  digitalen  Zeitalter  [E-­‐Learning   2009.  Learning  in  the  digital  age]  (pp.  118–128).  Reihe  Medien  in  der  Wissenschax  (Band  51).  Münster.  Kerres,  M.,  Stratmann,  J.,  Ojstersek,  N.  &  Preußler,  A.  (2010).  Digitale  Lernwelten  in  der  Hochschule.  [Digital  Learning  Environments  in   Higher  Educa2on.]  In  K.-­‐U.  Hugger  &  M.  Walber  (Hrsg.),  Digitale  Lernwelten.  Konzepte,  Beispiele  und  Perspek1ven  [Digital  Learning   Environments.  Concepts,  Examples  and  Perspec1ves.]  (pp.  141–156).  Wiesbaden:  VS.  Mayrberger,  K.  (2012).  Par2zipa2ves  Lernen  mit  dem  Social  Web  gestalten.  [Designing  Par2cipa2on  with  the  Social  Web.]   Medienpädagogik.  [Media  Pedagogy.]  21,  1-­‐25.  Mayrberger,  K.  (2010).  Web  2.0  in  der  Hochschullehre  –  Überlegungen  zu  einer  (akademischen)  Medienbildung  für  „E-­‐Learning   2.0“  [Web  2.0  in  Higher  Educa2on  -­‐  Reflec2ons  on  (Academic)  Media  Educa2on  for  “E-­‐Learning  2.0“.].  In  B.  Herzig,  D.  M.  Meister,  H.   Moser  &  H.  Niesyto  (Hrsg.),  Jahrbuch  Medienpädagogik  8.  Medienkompetenz  und  Web  2.0  [Yearbook  Media  Pedagogy.  Media   Literacy  and  Web  2.0.]  (pp.  309–328).  Wiesbaden:  VS.  Schönwald,  I.,  Euler,  D.  &  Seufert,  S.  (2004).  Supportstrukturen  zur  Förderung  einer  innova1ven  eLearning-­‐Organisa1on  an   Hochschulen.  [Structures  to  Foster  Innova1ve  Organisa1onal  E-­‐Learning  at  Universi1es].  St.  Gallen:  Universität  St.  Gallen.    Schnotz,  W.,  Molz,  M.  &  Rinn,  U.  (2004).  Didak2k,  Instruk2onsdesign  und  Konstruk2vismus:  Warum  so  viele  Wege  nicht  nach  Rom   führen.[Pedagogy,  Instruc2onal  Design  and  Construc2vism:  Why...  ]    In  U.  Rinn  &  D.  M.  Meister  (Hrsg.),  Didak1k  und  Neue  Medien:   Konzepte  und  Anwendungen  in  der  Hochschule  [Pedagogy  and  New  Media:  Concepts  and  Prac1ces  in  Universi1es]  (pp.  123–146).   Münster:  Waxmann.  Seufert,  S.  &  Euler,  D.  (2003).  Nachhal1gkeit  von  eLearning-­‐Innova1onen  [Sustainability  of  E-­‐Learning  Innova2ons.]  (SCIL-­‐ Arbeitsbericht  Nr.  1).  St.  Gallen:  Universität  St.  Gallen.  Wedekind,  J.  (2004).  Medienkompetenz  an  Hochschulen.  [Media  Literacy  at  Universi2es.]  In  C.  Brehmer  &  K.  E.  Kohl  (Hrsg.),  E-­‐ Learning-­‐Strategien  und  E-­‐Learning-­‐Kompetenzen  an  Hochschulen  [E-­‐Learning  Strategies  and  Media  Literacies  at  Universi1es.]  (pp.   267–280).  Bielefeld:  Bertelsmann.    Weinert,  F.  E.  (2001).  Concept  of  Competence:  A  Conceptual  Clarifica2on  (Chapter  3).  In  D.  S.  Rychen  &  L.  H.  Salganik  (ed.),  Defining   and  Selec1ng  Key  Competencies  (pp.  45–65).  SeaJle:  Hogrefe  &  Huber.  Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  18    

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