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Working Group Media and Digitalization

(Speaker: Prof. Dr. Dr. Kai Kaspar)

 

Continuous technological developments and dynamically changing media (offerings) as well as the associated changes in methodological and scientific / subject-specific scientific approaches to teaching and learning are increasingly shaping the design of teacher education. The working group Media and Digitalization takes a holistic, interdisciplinary perspective on media in the context of teacher education and aims at the integration of three core areas: Teaching, learning and testing. A pilot project is to be conducted in which innovative media-based teaching and learning offers as well as assessment formats in teacher education is systematically evaluated. The focus is on concrete feasibility studies and impact analyses under consideration of (higher education) political and infrastructural framework conditions in order to gauge potential media-based teaching, learning and assessment formats in teacher training. In terms of the IZeF's interdisciplinary orientation, innovative approaches, regardless of their subject-specific origin, are of interest if, in principle, they are transferrable to teacher training. In this context, the acquisition and delivery of digital literacy has a key role to play. As digitalization progresses in all spheres of life, corresponding competences have become increasingly necessary, i.e. a set of specific skills and abilities that people require to ensure a purposeful, efficient, satisfactory and reflective use of digital media. The teaching of these competences within the framework of teacher training is therefore a central task. The aim is to determine how prospective teachers can acquire both technical-functional and creative skills in the appropriation and use of media (offerings) in a school context. In addition to mastering their own digital skills, teachers must also be enabled to teach their pupils media skills in an appropriate manner and to assess the pedagogical (added) value of dynamically changing media (offered) in the classroom.

The following research projects can be found in the Working Group Media and Digitalization:


Digital Strategy for Teacher Education Cologne: Sustainable Development of Competencies (DiSK)

The project “Digital Strategy for Teacher Training at the University of Cologne: Sustainable Development of Competencies (DiSK)” promotes the sustainable development of digitization-related skills of prospective teachers. A corresponding competency model is being developed for this purpose. Building on this, innovative media-supported teaching and learning formats will be developed and anchored in the course of study in a comprehensive and sustainable manner. These measures will be accompanied by a broad evaluation concept and measurement of students’ competencies. This procedure is intended to prepare prospective teachers for successfully teaching their future pupils orientation skills, reflection skills, and action skills for an increasingly digital society.

Further information can be found on the project homepage.

Overall project management: Prof. Dr. Dr. Kai Kaspar (Social and media psychology)

Further project managers: Prof. Dr. Georg Bareth (Geoinformatics/Geography); Jun.-Prof. Dr. Sandra Hofhues (Media didactics and media education); Prof. Dr. Jörg Jost (German language and its didactics); Prof. Dr. Johannes König (Empirical school research); Prof. Dr. Benjamin Rott (Didactics of Mathematics); Prof.in Dr.in Daniela Schmeinck (Didactics of factual teaching)

Employees: Thomas Hoss (Social and media psychology); Jessica Trixa (Social and media psychology); Konstantin Gartfelder (German language and its didactics); Vinzent Ahlbach (Didactics of factual teaching); Peter Gonscherowski (Didactics of Mathematics); Christina Vollmert (Media didactics and media education); Dr. Birte Rafflenbeuel (Geography)

Project partners: Prof. Dr. Michael Becker-Mrotzek (German language and its didactics); Prof. Dr. Jörg Großschedl (Didactics of biology); Prof. Dr. Kai-Uwe Hugger (Media education); Dr. Matthias Knopp (German language and its didactics); Prof. Dr. Kirsten Schindler (German language and its didactics); Dr. Dorothea Wiktorin (Geography)

Project partners involved (institutional):
Interdisciplinary Centre for Empirical Research on Teachers and Teaching (IZeF)
Mercator Institute for Literacy and Language Education
Centre for Teacher Training at the University of Cologne (ZfL)
Regional Computer Centre University of Cologne (RRZK)
Centre for Mathematical and Scientific Education (ZMNB)

Project duration: 2020-2023


Promotion of professional perception in digital, video-based self-study modules (ProdiviS)

In this project, we will develop and evaluate three interrelated digital, video-based self-learning modules to train the professional perception of a central element of teaching, the classroom management. With the self-study modules, a basic profession-related competence can be promoted flexibly and adaptively in practice-preparatory and practice-accompanying study phases of the teacher training programme. The self-study module to be developed at the location in Cologne will focus on key moments of classroom management that are independent of subject. In this context, the location Cologne addresses several phases of classroom management: Attention, situational perception and interpretation and decision making.

Further information can be found on the project homepage.

Project management: Prof. Dr. Dr. Kai Kaspar (University of Cologne), Prof. Dr. Johannes König (University of Cologne)

Team members: Sara Salzmann (University of Cologne), Zara Mansius (University of Cologne)


Hybrid problem-based learning structured according to the Parallel Curriculum

The teaching innovation project consists of a hybrid seminar with e-learning and presence modules using problem-based learning (PBL). Starting from a problem, students work out written proposals for solutions in a cooperative and largely self-directed manner and are supported to a decreasing extent by teachers and materials. The information offered on the university's learning platform is prepared after an adaptation of the Parallel Curriculum in order to create a comprehensible hypermedia structure of the learning materials and to include application and identity relevant aspects.

Further information can be found on the project homepage.

Project management: Dr. Silke Marchand (University of Cologne)

Project duration: 2020-2022

copyright: Stifterverband

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Research series "Youtuber videos, peers and political orientation of young people"

The research series investigates the connection between social media offerings, peer communication and political orientation of young people. The aim is to use qualitative and quantitative studies to investigate how web videos of YouTubers and their communicative discussion in the peer group influence, how young people inform themselves about politics and how their political orientation develops. The research series is located at the intersection of youth and peer research, media research, media socialisation research and political communication research.

Further information can be found on the project homepage.

Project team: Prof. Dr. Dr. Kai Kaspar (University of Cologne), Prof. Dr. Kai-Uwe Hugger (University of Cologne), Lars Gräßer (Grimme-Institut), Lea Braun (University of Cologne), Tine Nowak (University of Cologne), Christian Noll (University of Cologne), Daniel Zimmermann (University of Cologne)

Project duration: 2017-2018

Literature (selection):
Hugger, K., Braun, L. M., Noll, C., Nowak, T., Gräßer, L., Zimmermann, D., & Kaspar, K. (2019). Zwischen Authentizität und Inszenierung: Zur medienkritischen Einschätzung informationsorientierter YouTuber*innen-Videos durch Jugendliche. In F. von Gross & R. Röllecke (Hrsg.), Instagram und YouTube der (Pre-) Teens– Inspiration, Beeinflussung, Teilhabe. München: kopaed.


All-day digital – Digital media and media education in the social world of all-day school

[This content is not available in "Englisch" yet]

Educational research is increasingly pointing out that digitisation promotes processes of demarcation, which also lead to a decentralisation and deregulation of learning locations, as well as to a flexible use of time, differentiated forms of presence and also new accesses to knowledge.

The project „All-day digital“ formulates the question of how media education in the interaction of formal, non-formal and informal learning processes in the educational context of all-day school (lower secondary level) can be successfully designed against the background of both the subject-related perspective of the children and young people and the organisational and media-pedagogical framework conditions of the educational actors in the school and non-formal sector.

Project team: Prof. Dr. Angela Tillmann (TH Köln), Prof. Dr. Kai-Uwe Hugger (University of Cologne), Prof. Dr. Dr. Kai Kaspar (University of Cologne), Prof. Dr. Ivo Züchner (University of Marburg) & Dr. Harald Gapski (Grimme Institut)

Project duration: 2019-2022


ProSeVision - Professional Sense of Vision - An innovative visual attention training

Visual perception is the most important sensory interface to our outside world. It is the basis for planning and executing actions. Expertise in the field of visual attention control (Professional Sense of Vision) is therefore a key competence for various target groups. In order to be able to train Professional Sense of Vision in a targeted manner, it is necessary to gain insight into the personal visual behaviour in real action contexts (teaching situations, presentations, etc.). This will be made visible within the project by means of mobile eye-tracking technology, thus illustrating an innovation in various teaching and learning contexts.

Further information is to find at the project homepage.

Project team: Prof. Dr. Dr. Kai Kaspar (University of Cologne), Prof. Dr. Johannes König (University of Cologne), Marco Rüth (University of Cologne), Daniel Zimmermann (University of Cologne), Nicolas-Alexander Seiffert (University of Cologne)

Project duration: 2017-2019


DOCommunication - Key competence first interview: A game-based training for doctor-patient communication

Conducting a successful initial interview is a key competence of future doctors. The development of this competence is the aim of the project. Therefore, the video-based learning environment DOCommunication will be set up, in which students can train first interviews in a playful way. In the long term, DOCommunication should guarantee an authentic, effective and satisfying training of medical conversation skills.

Further information is to find at the project homepage.

Project team: Prof. Dr. Dr. Kai Kaspar (University of Cologne), Prof. Dr. Christian Albus (University of Cologne), Dr. Rainer Weber (University of Cologne), Marco Rüth (University of Cologne), Nicolas-Alexander Seiffert (University of Cologne)

Project duration: 2017-2019

Homepage: https://docommunication.uni-koeln.de/


Development and testing of a mobile quiz game for teaching and self-directed learning (Quizard)

The "Quizard" project aims to expand the learning opportunities for students at the University of Cologne with a mobile and playful quiz application. So far, computer-based learning in the ILIAS learning management system has generally taken place through the joint production or reception of digital content. Within the framework of this project, the possibilities of e-learning are to be supplemented by a quiz game that can be used for mobile purposes. In addition to mobility, this should enrich learning in particular with a playful component (gamification).

Further information is to find at the project homepage.

Project management: Dr. Johannes Breuer and Prof. Dr. Dr. Kai Kaspar (University of Cologne)

Project duration: 2015-2019

Homepage: https://quizard.uni-koeln.de/


Research series "Learning through computer games in different educational settings"

The research series consisted of three partial studies:

  1. The research and promotion of the generation of knowledge of young people about classical music through computer games as an everyday media experience.
  2. Whether and how commercial computer games can be used as vehicles for conveying knowledge in the classroom.
  3. The systematic research of the use of computer games in school lessons in terms of central success factors and the development of suitable evaluation strategies.

All in all, the results of various field studies indicate that the use of computer games in different school teaching scenarios can have positive effects for learners.

Further information is to find at the project thomepage.

Project management: Prof. Dr. Dr. Kai Kaspar (University of Cologne)

Project participants: Prof. Dr. Sandra Aßmann (University of Bochum), Jun.-Prof. Dr. Peter Moormann (University of Cologne), Wolfgang Zielinski (Grimme-Institut), Marco Rüth (University of Cologne), Balduin Allroggen (University of Cologne), Christina Hankeln (Grimme Institut) & Sonja Klann (Grimme-Institut)

Project duration: 2015-2018

Literature (selection):
Zielinski, W., Aßmann, S., Kaspar, K. & Moormann, P. (2017). Spielend lernen! Computerspiele(n) in Schule und Unterricht. München: kopaed.


OERlabs - Educating (Teaching) Students Together for OER

At the universities of Cologne and Kaiserslautern, the (more) practice-oriented joint project "OERlabs" pursues the goal of stimulating all higher education acting groups to engage with Open Educational Resources (OER) and to enhance the awareness of all trainers and further educators as well as students with respect to a natural incorporation of OER. To this end, OERlabs will be initiated, in which students from the teaching professions will document, produce, change (remix) and share OER with the support of students from media and social science subjects and (de-)central institutions from the respective universities. A tutoring or mentoring system is to be established in order to enable a long-term involvement of students from the teaching professions with OER. In addition, "Round Tables" are to be set up with the support of the Prorectors for academic affairs so that discussion of OER from strategic university development perspectives is also promoted.

Further information is to find at the project homepage.

Project management: Jun.-Prof. Dr. Sandra Hofhues (University of Cologne)

Project duration: since 2017

Literature (selection):
Hofhues, S. (2019/in Druck). 3.9 Openness. In N. Kutscher, T. Ley, U. Seelmeyer, F. Siller, A. Tillmann & I. Zorn (Hrsg.), Handbuch Soziale Arbeit und Digitalisierung.

Hofhues, S., & Lukacs, B. (2019/in Druck). OERlabs zwischen Bildungsinnovation und medienbezogenen Routinen in Lehre und Unterricht. In A. Bresges & A. Habicher (Hrsg.), Digitalisierung des Bildungssystems – Aufgaben und Perspektiven für die LehrerInnenbildung. Münster: Waxmann.

Lukács, B., & Hofhues, S. (2019). OERlabs: Strategies for University-wide OER Advancement. In J. Domenech, P. Merello, E. de la Poza, D. Blazquez & R. Peña-Ortiz (Eds.), 5th International Conference on Higher Education Advance (HEAd’19) (pp. 103-110). València: Universitat Politècnica València.


ViLLA 2.0 - Teaching videos in the teacher education Cologne

With the start of the second funding phase in 2019 of the Cologne project in the "Quality Offensive in Teacher Education", the ViLLA database is now being systematically further developed under the cooperative direction of Prof. Dr. Johannes König and Prof. Dr. Dr. Kai Kaspar in the Media Labs.

Further information is to find at the project homepage.

Project management: Prof. Dr. Johannes König (University of Cologne)

Project employee: Charlotte Kramer (University of Cologne)

Project participants:
Faculty of Human Sciences at the University of Cologne: Dr. Melanie Eckerth, Prof. Dr. Petra Hanke, Prof. Dr. Petra Herzmann, Prof. Dr. Kai Hugger, Prof. Dr. Wilfried Plöger, Prof. Dr. Matthias Proske, Dr. Daniel Scholl

Faculty of Mathematics and Natural Sciences at the University of Cologne: Prof. Dr. André Bresges, Prof. Dr. Kirsten Schlüter, Ursula Huf

Faculty of Arts and Humanities at the University of Cologne: Lale Altinay, Prof. Dr. Michael Becker-Mrotzek, Prof. Dr. Wolfgang Hasberg, Christoph Wilfert

Cooperations: Competence Center E-Learning (University of Cologne), Dezernat 8, Press and communication (University of Cologne), Prof. Dr. Ulf Mühlhausen (University of Hannover), University and City Library of Cologne, Centre for teacher education (University of Cologne)

Project duration: seit 2013

Literature (selection):
Holodynski, M., Möller, K., König, J. (2018). Videos in der Ausbildung von Lehrerinnen und Lehrern. In Ministerium für Schule und Bildung des Landes Nordrhein-Westfalen (Hrsg.), Schule NRW. Amtsblatt des Ministeriums für Schule und Weiterbildung (S. 23-25). Düsseldorf.

Kramer, C., König, J., Kaiser, G., Ligtvoet, R. & Blömeke, S. (2017). Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte. Zeitschrift für Erziehungswissenschaft, 20 (Supplement 1), 137-164.

Kramer, C., König, J., Strauß, S., & Kaspar, K. (2019). Video oder Transkript? Zur Förderung der situationsspezifischen Fähigkeiten von Klassenführung bei Lehramtsstudierenden. Vortrag auf der CeLeB Frühjahrstagung. Hildesheim, 29.-30.03.2019.


You(r) Study - "Defiantly studying 'in the digital age"

Expectations with respect to the use of digital media often vary among students from different disciplines. The project "You(r)Study" is dedicated to looking at students’ individual use of digital media by observing how they engage with digital media and how their course-related, university and academic activities are shaped by such use. The aim is also to investigate how students give meaning to their own studies and media use. Furthermore, framework and context conditions of students' media activities are to be identified and analysed.

Further information is to find at the project homepage.

Project management: Jun.-Prof. Dr. Sandra Hofhues (University of Cologne)

Project duration: 2017 - 2020

Literature (selection):
Aksoy, F., Pensel, S. & Hofhues, S. (2019/in Druck). »Ja, wenn wir schon in diesem digitalen Zeitalter angekommen sind«. Rekonstruktion studentischer Perspektiven auf Digitalisierung. In R. Bauer, J. Hafer, S. Hofhues, M. Schiefner- Rohs, A. Thillosen, Volk & K. Wannemacher (Hrsg.), Vom E-Learning zur Digitalisierung – Mythen, Realitäten, Perspektiven. Reihe Medien in der Wissenschaft. Münster: Waxmann.

Hofhues, S. (2019/in Druck). Institutionen der Medienpädagogik: Hochschule. In U. Sander, F. von Gross & K.-U. Hugger (Hrsg.), Handbuch Medienpädagogik. Wiesbaden: Springer.

Schiefner-Rohs, M., Hofhues, S., Aßmann, S., & Brahm, T. (2019/in Druck). Studieren im digitalen Zeitalter. Methodologische Fragen und ein empirischer Zugriff. In Bewegungen. Kongressband des 26. DGfE-Kongresses 2018.


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