The aim of this talk is to outline the development of a design-based-research project. It is about investigating the potential of collaborative writing using Wikibooks to support media literacy and reflective professional thinking of teacher students. Wikibooks can be defined as “collaborative book authoring website“ as well as “a completely volunteer online collaborative community” (Wikibooks contributors). Therefore Wikibooks appear to be a characteristic example of social software respectively social media. [...] With regard to question, a preliminary finding might be that the two blended learning seminars could only support media literacy and reflective professional thinking for a few teacher students. More information are available on: http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/38777/

1. Integra(ve Media Educa(on
for Teacher Students?
Franco Rau
TU Darmstadt, Germany
2016-08-23
ECER 2016
Network 6, Open Learning: Media, Environments and Cultures
06 SES 03, E-ParLcipaLon in Higher EducaLon
Write Wikibooks!?

2. 1
2
3
Challenges of Media EducaLon in HE
Write Wikibooks!? A project outline
Preliminary findings & discussion
2

3. 1 Challenges of Media EducaLon
in higher educaLon

4. 4
#1 Differences in the discussion
of media educaLon
• different perspec(ves on “media”: “tools” for teaching vs.
“transformer” of cultural pracLces (KMK 2016, Jenkins et al. 2009)
• different meanings of media educaLon depending on the
context of discussion: educaLonal policy vs. scienLfic
community (Jörissen 2012)
• aims of media educaLon differs in comparison of educaLon
policy proposals (BMBF 2010, Enquete-Kommission 2011)

5. „[...], we do not want to see media literacy treated as an
add-on subject. Rather, we should view its introducLon as a
paradigm shiE, one that [...] reshapes how we teach every
exis(ng subject.“ (Jenkins et al. 2009, p. 109)
5
#2 Broad consensus on integraLve media
educaLon as pracLcal implementaLon strategy

6. 6
Sketch of problem
• some disagreements
• but a broad consensus on integra(ve media educa(on
as pracLcal implementaLon strategy
• there is a lack of concepts/knowledge how to prepare all
teacher students for these challenges

7. 2 Write Wikibooks?!
A projekt outline

8. alloca(on within
study plan
obligatory part of the basic study for teacher students
target group teacher students (with different subjects and semesters)
ECTS 3 CP
subject maIer
Pedagogical Knowledge (PK), e.g. didacLcal/pedagogical
frameworks and models of educaLon, school and teaching
average number of
par(cipants
20-50
8
Concept/DraE:
Basic condiLons for a course concept

9. • to foster the ability to reflect upon the
student’s beliefs of teaching and learning
using educaLonal frameworks/models
• to contribute to a parLcipatory culture by
creaLng an open book using wikibooks
9
Concept/DraE:
Teaching Goals
KrisLna Alexanderson - flickr (CC BY-NC-ND 2.0)

10. 10
Concept/DraE: An approach to
tackle beliefs using metaphors
• to understand and explain concepts like
teaching or learning, one draws on
experiences from different areas using metaphors
• developing metaphors as possibility to make students beliefs
visible, to recognize one’s own and others’ beliefs
(e.g. Marsch 2009)
• Pedagogical knowledge as possibility to
think about/reflect the students beliefs in a new way
KrisLna Alexanderson - flickr (CC BY-NC-ND 2.0)

11. 11
Concept/DraE: CreaLng Wikibooks
in a parLcipatory culture
• „From recepLon to par(cipa(on“
(Ehlers 2010)
• wikibooks.org offers the opportunity
to read, comment and discuss the students’
work
• possibility to experience new ways of communicaLon and
cooperaLon, digital realiLes and producLve acLon in modern
society, especially to write for an authen(c audience

12. How can collaboraLve wriLng in a public wikibook (within
the given course concept) foster the development of
reflecLve thinking and media literacies?
Research Ques(on

13. Design Based Research Framework
KrisLna Alexanderson
flickr (CC BY-NC-ND 2.0)
Reinmann & Sesink (2014)

14. Two blended courses in 2015 as first iteraLon,
two blended courses in 2015/2016 as second iteraLon
Implementa(on
Part I
Creating metaphors
Part II
Discussing pedagogical knowledge
Phase III
Reflect metaphors using
pedagogical knowledge
April Mai Juni Juli
attendance time
online time
Kick-off as
block event
Concluding
discussion
Feedback &
project check up
group assignment:
explain a didactical model
as a wiki-contribution
Feedback &
project check up
individual assignment:
analyse/reflect
metaphor
group assignment:
creating a metaphor for
„teaching and learning“
as a wiki-contribution

15. Data collec(on & analysis
• Problem-centered Interviews with students (n=17)
(Witzel 2000)
– perspecLve on the course/implemtentaLon, view of the process of
collaboraLve wriLng for an authenLc audience, self-percepLon
• Digital artefacts
• QuesLonnaire as evaluaLon
• Group discussion

16. 3 Preliminary findings and discussion

17. • … to foster the ability to reflect upon the
student’s beliefs of teaching and learning
using educaLonal frameworks/models
• … to contribute to a par(cipatory culture by
crea(ng an open book using wikibooks
17
Reminder:
Teaching Goals & QuesLon
How can collaboraLve wriLng in a public wikibook (within the
given course concept) foster the development of reflecLve
thinking and media literacies?

18. 18
Wikibook
„Lehren, Lernen [...]“
• 4 Chapters
• more than 40 arLcles on
students beliefs,
pedagogical models und
individual reflecLons
• discussions with people
beyond our courses using
the discussion page

19. „[…] we as nineLes generaLon, grew up with it [digLal technologies].
We had our mobiles and everything and that's why we are confident in
using media in our everyday life. We can really deal with these media.
However this [wikibooks] was something new. I noLced, oh, I am not able
to do this yet.“ (Interview #2)
19
WriLng arLcles for wikibooks as
experience of difference
„[...] although dealing with computers is no problem for me, I have
had really no idea about handling this programming stuff [wiki
syntax].“ (Interview #2)

20. 20
Different strategies to cope with
this arrangement
„That [experience] dispel the fear - at least livle - to do something like
this [to write a wiki-arLcle] again. Because before I ever even had no idea
how to create something like this. Then I saw the arLcles from the others
[students] und reproduce it. I “googled” some soluLons and then again I
read something else […]. But in the end I think it was quite cool to do this
on your own.” (Interview #9)
“I was confronted with this uploading and I thought, please let be
somebody in my group who can do that. I wished that I don't have to
spent hours to read and try and awerwards sLll fail.” (Interview #2)

21. 21
Discussion & Outlook
• Dealing with subject maver in the context of digital realiLes
and authenLc communiLes like wikibooks could be a
star(ng point for integraLve media educaLon – at least for
handling “tools”
• Transforma(ve experience regarding the concepLon of
digital media were rarely described or realised during the
interview for the first Lme
“[...] it should be like more Wikipedia. So that you can’t
change arLcles easily, right? Or is it even possible to edit arLcles
on Wikipedia?” (Interview #5)

22. Thank you!
Franco Rau
@FrancoRau (Twitter)
http://de.slideshare.net/FrancoRau/
f.rau@apaed.tu-darmstadt.de

23. References
• BMBF, Bundesministerium für Bildung und Forschung (2010): Kompetenzen in einer digital geprägten Kultur. hvp://www.dlr.de/pt/
Portaldata/45/Resources/a_dokumente/bildungsforschung/Medienbildung_Broschuere_2010.pdf
• Ehlers, U.-D. (2010): Qualität für digitale Lernwelten: Von der Kontrolle zur ParLzipaLon und RezepLon. In: Hugger, K.-U. & Walber, M.
(Hrsg.): Digitale Lernwelten: Konzepte, Beispiele und PerspekLven“. VS Verlag für Sozialwissenschawen, Wiesbaden, 59-73.
• Enquete-Kommission (2011): Medienkompetenz. Zweiter Zwischenbericht der Enquete-Kommission „Internet und digitale
Gesellschaw“hvp://dipbt.bundestag.de/dip21/btd/17/072/1707286.pdf
• Jenkins, H. (2009). ConfronLng the Challenges of ParLcipatory Culture. Media EducaLon for the 21st Century. From John D. and
Catherine T. MacArthur FoundaLon Reports on Digital Media and Learning Cambridge: The MIT Press
• Jörsissen, B. (2011). „Medienbildung“ – Begriffsverständnisse und –reichweiten. In: Moser, H./Grell, P./Niesyto, H. (Hrsg.):
Medienbildung und Medienkompetenz. Beiträge zu Schlüsselbegriffe der Medienpädagogik. München. Kopaed 2011, S. 211-235.
• Marsch, S. (2009): Metaphern des Lehrens und Lernens. Vom Denken, Reden und Handeln bei Biologielehrern. DissertaLon.
• Kultusministerkonferenz - KMK (2016): Bildung in einer digitalen Welt. hvps://www.kmk.org/fileadmin/Dateien/pdf/
PresseUndAktuelles/2016/Entwurf_KMK-Strategie_Bildung_in_der_digitalen_Welt.pdf
• Reinmann, G.; Sesink, W. (2014): Begründungslinien für eine entwicklungsorienLerte Bildungsforschung. In A. Hartung et al.: Jahrbuch
Medienpädagogik 10. Wiesbaden: Springer VS.
• Witzel, A. (2000): The Problem-Centered Interview. Forum QualitaLve Social Research. Vol 1, No 1. hvp://www.qualitaLve-
research.net/index.php/fqs/arLcle/view/1132/2521