06 SES 03, E-Participation in Higher Education
The aim of this paper 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. In recent years, there has been a great deal of interest in using social media in educational contexts. Beyond theoretical discussions of the potential of social media for learning (e.g. Guth & Petrucco, 2009; Owen et al. 2006) there is a large amount of empirical research investigating the implementation of social media in educational contexts like higher education (e.g. Berlanga et al 2010, Hew & Cheung 2013, Sim & Hew 2013). However, most prior empirical research has been limited to define social media just as a tool or as software to reach specific learning goals or increase learning outcomes (e.g. Hew & Cheung 2013, Sim & Hew 2010). Issues of collaborative communities as well as the framework of formal courses in educational institutions often appear to be neglected (Grell and Rau, 2011).
There is a large discussion dealing with questions of transformation processes with regard to new practices of creating and sharing in the social web (Jenkins 2009, Sützl et al. 2012, Biermann et al. 2014 ). Several scholars have discussed the challenges of a new participatory culture (Jenkins 2009) or respectively a participatory media culture (Biermann et al. 2014). Jenkins (2009) argues that a „participatory culture is reworking the rules by which school, cultural expression, civic life, and work operate.“ (p. 9) The key questions for education should focus on „opportunities for participation and the development of cultural competencies and social skills needed for full involvement“ (p. xiii). These skills include “Networking”, “Appropriation“ or „Collective intelligence” (p. 106). According to Jenkins (2009) it is necessary to foster these skills using a “systemic approach” (p. 107). Similarly, the report “Competencies in a Digital Shaped Culture” (BMBF 2010) in Germany argues that, media education should be an essential part all educational fields. At least for germany the currently favoured approach for the systematic implementation in schools is called “integrative media education” (BMBF 2010, Kammerl 2013). Central problems of this approach are, that media education is neither comprehensively implemented in teacher education nor exist profound concepts of integrative media education for teacher students (who will be responsible for media education in schools).
With regard to the lack concepts of integrative media education for teacher students and the potential of social media for learning a design-based-research project was started. The aim was to develop a profound concept for integrative media education within pedagogy classes for teacher students by investigating the potential of collaborative writing using Wikibooks.
Berlanga, A. J.; Peñalvo, F. G. ; Sloep, P. B. (2010): Towards eLearning 2.0 University. Interactive Learning Environments, Vol. 18 (3), 199–201 Benner, D. (2001): Hauptströmungen der Erziehungswissenschaft. Weinheim und Basel: Beltz UTB Verlag Biermann, R.; Fromme, J., and Verständig, D. (2014). Partizipative Medienkulturen. Positionen und Untersuchungen zu veränderten Formen öffentlicher Teilhabe. Wiesbaden: Springer VS. BMBF, Bundesministerium für Bildung und Forschung (2010): Kompetenzen in einer digital geprägten Kultur. http://www.dlr.de/pt/Portaldata/45/Resources/a_dokumente/bildungsforschung/Medienbildung_Broschuere_2010.pdf Grell, P.; Rau, F. (2011): Partizipationslücken. Social Software in der Hochschullehre. Medienpädagogik. Vol 21, 1–23 Guth, S.; Petrucco, C. (2009): Social Software and Language Acquisition. In: Handbook of Research on E-Learning Methodologies for Language Acquisition . New York: InformatIon Science Reference, 424–442 Jenkins, H. (2009). Confronting the Challenges of Participatory Culture. Media Education for the 21st Century. From John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning Cambridge: The MIT Press Kammerl, R.; Atzeroth J. (2013): Integrative Medienbildung an Schulen zwischen Anspruch und Realität. Digitale Medien und Schule. Vol. 7, 1-13 Owen, M.; Grant, L; Sayers, S.; Facer, K. (2006): Opening Education: Social software and learning. Bristol: Futurelab Reinmann, G.; Sesink, W. (2014): Begründungslinien für eine entwicklungsorientierte Bildungsforschung. In A. Hartung et al.: Jahrbuch Medienpädagogik 10. Wiesbaden: Springer VS. Sim, J. W. S.; Hew, K. F. (2010): The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, Vol. 5 (2), 151–163 Sützl, W.; Stalder, F.; Maier, R.; Hug, T. (2012). MEDIA, KNOWLEDGE AND EDUCATION: Cultures and Ethics of Sharing. Innsbruck: Innsbruck university press Strauss, A.; Corbin J. (2015): Basics of Qualitative Research. Los Angeles: SAGE. Wikibooks contributors, "Using Wikibooks/What Is Wikibooks," Wikibooks, The Free Textbook Project, https://en.wikibooks.org/w/index.php?title=Using_Wikibooks/What_Is_Wikibooks&oldid=3017899 (accessed January 14, 2016). Witzel, A. (2000): The Problem-Centered Interview. Forum Qualitative Social Research. Vol 1, No 1. http://www.qualitative-research.net/index.php/fqs/article/view/1132/2521
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