Bildungstheorie und Medienpädagogik. Versuch eines Brückenschlags

Sesink, Werner

doi:10.1007/978-3-531-90971-4_2

Cited by 20 publications

(5 citation statements)

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“…bereitung der Studierenden auf Kultur-und Kommunikationsaspekte und das Eröffnen neuer (Bildungs-)Räume (u. a Sesink, 2008)…”

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Professionalisierung für Digitale Bildung im Grundschulalter. Ergebnisse des Forschungsprojekts P³DiG

2023

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Durch Digitalisierung und Digitalität entstehen neue Fragestellungen für die formale und non-formale Bildung. Insbesondere die Professionalisierung von Lehrkräften und Fachpersonal steht durch die Dynamik der technologischen und kulturellen Entwicklungen vor weitreichenden Herausforderungen. Der vorliegende Band beschäftigt sich mit der Frage der Professionalisierung von Grundschullehrkräften und pädagogischen Fachkräften für eine Digitale Bildung im Grundschulalter und ist auf der Grundlage des BMBF-Projekts Primat des Pädagogischen in der Digitalen Grundbildung – Grundsatzfragen und Gelingensbedingungen in der Professionalisierung von pädagogischen Akteur:innen für Kinder im Grundschulalter, P3DiG, entstanden. Im ersten Teil des Sammelbandes werden Grundlagen der Professionalisierung für eine Digitale Grundbildung dargelegt. Im zweiten Teil werden die Ergebnisse des Projekts präsentiert. Dabei werden sowohl Professionalisierungsmodelle für eine Digitale Grundbildung als auch die Ergebnisse der im Projekt durchgeführten empirischen Untersuchungen zur Digitalen Grundbildung im Grundschulalter vorgestellt. Der Band kann damit als Grundlage für die Ausarbeitung von Professionalisierungskonzepten in Hochschulen, Seminaren und Weiterbildungseinrichtungen dienen und liefert Impulse für die weitere wissenschaftliche Auseinandersetzung.

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“…bereitung der Studierenden auf Kultur-und Kommunikationsaspekte und das Eröffnen neuer (Bildungs-)Räume (u. a Sesink, 2008)…”

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Professionalisierung für Digitale Bildung im Grundschulalter. Ergebnisse des Forschungsprojekts P³DiG

2023

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“…The mass distribution of printed products essentially contributed to the literacy of the masses and, conversely, equally necessitated acquiring cultural techniques such as reading and writing as a prerequisite for societal participation. This in turn required the establishment of new institutions such as public schools, teacher training, ministries of education, publishing houses, libraries, etc., in order to install an infrastructure for disseminating these cultural techniques (Sesink, 2008). Possibilities of critically comparing and producing printed documents grew.…”

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confidence: 99%

“…Possibilities of critically comparing and producing printed documents grew. In the long run, concepts of individuality, authorship, and personal rights are consequently diversified (Baecker, 2007;Sesink, 2008). In sum, changes in media conditions, are accompanied by changes in subjectivation, cultural techniques and also processes of institutionalization (Jörissen & Meyer, 2015).…”

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confidence: 99%

Post-digital, Post-internet: Propositions for Art Education in the Context of Digital Cultures

Klein

2021

Post-Digital, Post-Internet Art and Education

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Concepts such as Post-Digital and Post-Internet act as symptomatic descriptors of digitally permeated cultures. Starting from a broad understanding of digitality in its societal and cultural-historical interdependencies, both terms are first introduced and afterward extended through the discussion of four theses, with a particular emphasis on aesthetic aspects. Elaborating on (1) distributed artworks, (2) hybrid subjects, (3) fluid materiality, and (4) blind spots, each thesis leads to a proposition for art education dealing with digital cultures. The chapter concludes by highlighting art education’s potential in reflecting on digital cultures and in developing new models and methods for practical application.

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“…In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007;Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010).…”

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Reflections on Offers and Use of Digital Media for Transferring Knowledge in Teacher Education

Schumacher¹,

Stadler-Altmann²

2021

Education and New Developments 2021

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Digital processing, augmented reality and virtualisation have been developed and tested in the gaming world and working environment for some time. In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007; Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010). In terms of knowledge theory, the question arises to which extent knowledge changes as a result of media processing and, not least, how students' knowledge assets build up, transfers and influence each other (see Stadler-Altmann & Keiner, 2010). In the first decade of the millennium, numerous activities introduced in higher education had been carried out related to media-based knowledge transfer and information acquisition in the context of curricular offerings, pilot events or third party financed projects with non-university cooperation partners (Iske & Meder, 2010; Gördel at al., 2018; Hofhues, Jochuma & Kohrs, 2013; Reinmann, Ebner & Schön, 2013). In this paper, concepts of media-supported teaching and learning environments in the context of the training of pedagogical professionals in South Tyrol are depicted. Didactic designs for lectures and seminars are presented and critically reflected. These two teaching formats are mainly intended for the one-level master's degree in Primary Education at the Free University of Bozen-Bolzano. The design research approach chosen for this purpose does not diminish input-output comparisons, but rather raises the question of which media-pedagogical innovations and didactic interventions can improve the existing teaching-learning situation (Fishman et al., 2013). First, the pedagogical fields of action are analysed by considering both the specific context of the given structure at university and the existing teaching-learning settings. Consequently, impulses for a didactic re-framing in the context of the methodological dimensions of control and teaching style will be discussed in the light of the current state of research.

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Bildungstheorie und Medienpädagogik. Versuch eines Brückenschlags

Cited by 20 publications

References 2 publications

Professionalisierung für Digitale Bildung im Grundschulalter. Ergebnisse des Forschungsprojekts P³DiG

Professionalisierung für Digitale Bildung im Grundschulalter. Ergebnisse des Forschungsprojekts P³DiG

Post-digital, Post-internet: Propositions for Art Education in the Context of Digital Cultures

Reflections on Offers and Use of Digital Media for Transferring Knowledge in Teacher Education

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