06 SES 09, Digital Learning Spaces: Hopes and Risks
Digital processing, augmented reality and virtualization have been tested and developed in teaching and educational spaces for some time. The technological medium is to become an object of learning that evoke the interest of learners, establishes connectivity to previous knowledge, and enables action and self-monitoring. (cf. Göhlich & Zirfas 2007: 100). Parallel to technological developments, the question of the forms of knowledge transfer and the corresponding increase in the knowledge of learners is consistently the subject of debates on competence in higher education didactics (Erhardt 2010). In terms of knowledge theory, the question arises to what extent knowledge changes as a result of media processing and last but not least how the knowledge stocks of students build up and mutually influence each other as a result (Stadler-Altmann & Keiner 2010). The paper reflects this debate before the evaluation results of a seminar concept based on the new media learning space were presented. The seminar concept were used in different variants over a period of three years at a German university within the teacher training at a university level (Gördel & Schumacher 2015). The results indicate that, depending on the didactic orientation of the students, the increase in knowledge is concentrated on certain knowledge subjects and areas of competence. Connected to the objectives of the seminar concept the result were critical reflected and ideas for knowledge transfer between different learning spaces through media could be explained. These didactical ideas support the further development of the seminar concept. In this way, the transfer and development of the different forms of knowledge can be linked with the media based learning space more systematically. Finally, on respective theories it is discussed to what extent the media seminar concept leads on the one hand to a new learning culture, and on the other hand to a new teaching and performance culture based on learning guidance, counseling and coaching (Schnebel, 2013; Stadler-Altmann et al., 2008).
Erhardt, U. (Hrsg.) (2010). Neue Impulse in der Hochschuldidaktik. Sprach- und Literaturwissenschaften. Wiesbaden: Springer. Göhlich, M., & Zirfas, J., 2007. Lernen: ein pädagogischer Grundbegriff. Stuttgart: W. Kohlhammer. Gördel, B.-M. & Schumacher, S. (2015). Ein praxisorientiertes Seminarkonzept zur Erarbeitung aktueller unterrichtswissenschaftlicher Themen. Internationaler Kongress „Lernen in der Praxis“ am 04.-06.05.2015, Pädagogische Hochschule Nordwestschweiz Brugg-Windisch. Kirschner, P., Sweller, J. & Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problembased, experien-tial, and inquiry-based teaching. Educational Psychologist, 41, 75-86. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (Hrsg.), The Cambridge Handbook of Multimedia Learning (S. 31-48). New York: Cambridge University Press. Schnebel, St. (2013). Lernberatung, Lernbegleitung, Lerncoaching – neue Handlungskonzepte in der Allgemeinen Didaktik? Jahrbuch Allgemeine Didaktik (3), 278-296. Stadler-Altmann, U., Schindele, J. & Schraut, A. (Hrsg.). (2008). Neue Lernkultur – neue Leistungskultur. Bad Heilbrunn: Julius Klinkhardt. Stadler-Altmann, U. & Keiner, E. (2010). The persuasive power of figures and the aesthetics of the dirty backyards of statistics in educational research. In Smeyers, P. & Depaepe, M. (Hrsg.), Educational Research, 1, Volume 5, Educational Research - the Ethics Aesthetics of Statistics (S. 129-144). Wiesbaden: Springer.
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