Measurement of media pedagogical competences of adult educators

Abstract

Media pedagogical competence is critical for the modern-day adult educator. In the process of adult learning, both the use of digital media in the classroom and the transfer of knowledge in dealing with media are the basis for social participation and individual development that must be provided by teachers. However, at present little or no research has been conducted that assess media pedagogical competence of adult educators. Moreover, an instrument to measure media pedagogical competence was lacking. In order to redress these concerns, in the present paper an instrument for objectively measuring media pedagogical competence is designed and piloted with adult educators (n=622). The study provides the first results concerning objective measurement of adult educator media pedagogical competence.

The relationship between trainers’ media‐didactical competence and media‐didactical self‐efficacy, attitudes and use of digital media in training

“…Media‐didactical competence was measured by eight competence test items (α = 0.69) developed by the MEKWEP project based on a model of media‐pedagogical competence, which has been previously validated (Rohs et al ., ). The participants were given descriptions of training settings or problem statements regarding the didactical use of digital media in training.…”

“…In recent years, there have been several initiatives throughout Europe to improve the professionalization of adult educators and trainers and introduce qualification standards (Strauch et al ., ). However, media‐related competencies have played only a minor role in these concepts (Rohs et al ., ).…”

“…Rohs et al . () developed a model of the media‐pedagogical competence of adult educators based on the works conducted by Blömeke, the TPACK model and previous models of adult educators that referenced media‐related facets (e.g. Bernhardsson & Lattke, ; Buiskool et al ., ).…”

“…Bernhardsson & Lattke, ; Buiskool et al ., ). The model consists of the following four core facets (Rohs et al ., ): (1) media‐related field competence, which includes knowledge regarding the media use of participants and their media competence to adjust the concepts of media‐supported teaching accordingly; (2) media‐related attitudes and self‐regulation , which are based on the general ideas of professionals regarding digital media and its potential in adult education; this facet also includes the readiness to apply digital media to organizing and preparing courses; (3) subject‐specific media‐related competence, which considers that the possibilities of using digital media to create learning environments are not independent from the contents; and (4) media‐didactical competence , which includes the pedagogical, didactical and psychological knowledge needed for the design of learning settings. Moreover, media‐didactical competence comprises knowledge of learning technologies and the skill, willingness and motivation to integrate technology into trainings (see Weinert’s concept of competence; Weinert, ).Therefore, media‐didactical competence is the core of successfully integrating (digital) media into trainings to create effective learning settings.…”

Between adoption and rejection: attitudes of adult educators toward digitization in Germany

“…The basis for the study presented here is a media pedagogical competency model, based on a literature review of media pedagogical competence models in the field of adult education as well as qualitative research in the form of interviews and expert focus groups. The model consists of four competence facets, based on general pedagogical and media competence (for further information about the test instrument see Rohs et al , ): Media‐related field competence encompasses all areas that adult educators know and can use in their field of activity. This includes, e.g.…”