Bildung und Digitalisierung

2020 ◽  
Keyword(s):  
Digital Media ◽  
Tertiary Education ◽  
Educational Practice ◽  
Professional Perspectives ◽  
Didactic Models

This volume discusses the challenges posed by digitalisation in the field of education from different professional perspectives. Authors from various disciplines analyse general theoretical questions, present current empirical findings, discuss didactic models and projects, and consider the use of digital media in tertiary education. In addition, they present specific projects from educational practice. With contributions by Alessandro Barberi, Gerhard Brandhofer, Josef Buchner, Markus Ebner, Martin Ebner, Nicole Duller, Walter Fikisz, Sonja Gabriel, Barbara Getto, Nina Grünberger, Elke Höfler, Fares Kayali, Michael Kerres, Philipp Leitner, Peter Micheuz, Marlene Miglbauer, Thomas Nárosy, Daniel Otto, Alexander Pfeiffer, Claudia Schreiner, Carmen Sippl, Elke Szalai, Caroline Roth-Ebner, Karin Tengler, Manfred Tetz, Christine W. Trültzsch-Wijnen, Thomas Wernbacher, Christian Wiesner

scholarly journals Observing inter-professional videos: impact of collaboration between physicians and psychologists on attitude and knowledge acquisition

2020 ◽  
Author(s):  
Johannes Großer ◽  
Joachim Kimmerle ◽  
Thomas Shiozawa ◽  
Bernhard Hirt ◽  
Martina Bientzle
Keyword(s):  
Medical Students ◽  
Knowledge Acquisition ◽  
Professional Education ◽  
Psychological Treatment ◽  
Educational Practice ◽  
Professional Collaboration ◽  
Dependent Variables ◽  
Treatment Support ◽  
Registration Number ◽  
Professional Perspectives

Abstract BackgroundInter-professional collaboration (IPC) is an important prerequisite for successful patient care. Even though inter-professional education (IPE) is increasingly common in undergraduate medical education, few IPE approaches explicitly address the IPC among medical students and students of psychology. IPE videos can be used to give learners the opportunity to gather relevant knowledge from different professional perspectives. So far it has been unclear whether it is enough when the topic of the video itself is inter-professional or if it is necessary for experts from different professions explicitly to appear in the video.MethodsIn an online experiment, medical students watched one of two videos about Parkinson’s disease (PD) and the care of PD patients. The information was either provided by protagonists from only one profession (i.e., physicians; mono-professional condition) or provided by protagonists from two different professions (i.e., physicians and a psychologist; inter-professional condition). Attitude toward inter-professional interaction and learning, evaluation of the entertaining and illustrative character of the video, attitude toward physicians and psychologists, importance of IPC, evaluation of psychological treatment support, and knowledge acquisition served as dependent variables.ResultsThe analysis was based on 140 participants (74 in the mono-, 66 in the inter-professional condition). We found that the inter-professional video was perceived to be more entertaining than the mono-professional video (t(138) = -2.227; p = 0.028; d= 0.38). The inter-professional video was also considered to be more illustrative (t(138) = -6.269; p < 0.001; d= 1.06). Moreover, participants improved their attitude toward physicians by watching the video (F(1, 138) = 4.860, p < 0.001, η2p = 0.11), but they did not change their attitude toward psychologists (p = 0.146). Participants who watched the inter-professional video considered IPC to be more important than participants who watched the mono-professional video (t(138) = -7.954; p < 0.001; d= 1.354). Finally, the inter-professional video led to better performance in the knowledge test (t(138) = -2.285; p = 0.024; d= 0.04).ConclusionsInter-professional videos showing explicitly the appearance of experts from different professions come along with several advantages. We discuss the implications of their application in educational practice.Trial registrationThe study was pre-registered on the pre-registration platform AsPredicted (aspredicted.org) before we began data collection (registration number: #33143).

scholarly journals Truth Communication in Times of Digital Abundance: A Practical Theological Perspective

Open Theology ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 420-429 ◽  
Author(s):  
Thomas Schlag
Keyword(s):  
Digital Media ◽  
Educational Practice ◽  
Basic Question ◽  
Public Theology ◽  
Digital World ◽  
Educational Processes ◽  
Theological Perspective ◽  
Practical Theological ◽  
The Individual ◽  
Theological Understanding

Abstract Digital providers inundate their users with an abundance of words, as well as pictorial and iconic information that has long become almost unmanageable. In terms of religious communicative usage, there are some indications that a new, perhaps even disruptive quality is being introduced into these digital practices, particularly with regard to truth communication. For both the individual actors and their places of lived religion and religious communication, the claim to truth expressed in each case is influenced by the very dynamics of digital use. Against this background, the basic question arises of whether a practical-theological reflection in the mode of a critical observation of these digital dynamics is conceivable at all. Therefore, I examine the current dynamics of digital media use in more detail by focusing on the anthropologically and theologically relevant concept of “searching” in a fundamental sense. The question arises of whether the implied, highly intensive and independent religious search developments are actually able to represent and promise in their entirety that “truth” which can be meaningfully searched for and found according to theological understanding. From these reflections on a practical public theology, some exemplary consequences for the field of religious educational practice are subsequently pointed out. I argue that, in the sense of cultivating critical perception and interpretation competence, an awareness of the significance of this abundance of analogous expressions and behaviors should be created in concrete educational processes. But an awareness should also be created of the relevance of developing an identity and a personal relationality in the digital world, shaped by the theological idea not only of “searching,” but of “finding” and “being found.”

scholarly journals Open badges for education: what are the implications at the intersection of open systems and badging?

2014 ◽  
Vol 22 ◽  
Author(s):  
June Ahn ◽  
Anthony Pellicone ◽  
Brian S. Butler
Keyword(s):  
Education Reform ◽  
Digital Media ◽  
Open Systems ◽  
Educational Practice ◽  
Learning Technology ◽  
Open Education ◽  
Complex Phenomenon ◽  
Design Considerations

Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.Keywords: open education; gamification; learning; credentials; badges; education reform(Published: 8 August 2014)Citation: Research in Learning Technology 2014, 22: 23563 -http://dx.doi.org/10.3402/rlt.v22.23563

Involving Service Users Through Digital Means to Enhance Interprofessional Learning

2010 ◽  
pp. 129-140
Author(s):  
Frances Gordon ◽  
Karen Booth ◽  
Helen Bywater
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Interprofessional Education ◽  
Service User ◽  
User Involvement ◽  
Educational Practice ◽  
Service Users ◽  
Learning Materials ◽  
Interprofessional Learning ◽  
E Learning

This chapter will provide guidance for educational practice founded on theory and on the experience of involving service users and carers in student education. Whilst this is an accepted philosophy and practice it is not necessarily easy to achieve. There are numerous ways of including service users in education but the era of digital media has added a means of bringing the service user into the learning environment and of overcoming many of the barriers to their effective engagement. The Centre for Interprofessional e-learning (CIPeL) has been engaged in developing e-learning materials which address some of the barriers to interprofessional education and issues related to user involvement in education. This experience is outlined and some examples from practice are given.

scholarly journals Editorial

2017 ◽  
Vol 46 (2) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata ◽  
Katelyn Barney
Keyword(s):  
Tertiary Education ◽  
Indigenous Education ◽  
Educational Practice ◽  
High Stakes Testing ◽  
High Stakes ◽  
Complex Landscape ◽  
Policy Testing ◽  
Indigenous Educators ◽  
The Relationship ◽  
Ways Of Being

We are very pleased to bring you Volume 46.2 of the Australian Journal of Indigenous Education. In conversation as Indigenous and non-Indigenous educators working towards social justice in education, the papers in this Volume explore key questions across school, tertiary education and policy contexts. One of the key challenges for those of us working in Indigenous education landscapes in Australia and globally continues to be the ways in which policy plays out and is performed through high stakes testing of various shapes and forms. Like policy itself, ‘testing’ is linked to discourse about Indigenous peoples, capacity for educational ‘success’ and the kinds of pedagogies and teacher-ly performativities that might be enacted to achieve such outcomes. This is a necessarily complex landscape and the discussions we present in this Volume ask us to take pause and consider the relationship between policy, testing and educational practice and the ways these interface with Indigenous ways of being, doing and knowing.

The Collaborative Animation Forum in Facebook

2014 ◽  
pp. 280-297
Author(s):  
Josh McCarthy
Keyword(s):  
Digital Media ◽  
Tertiary Education ◽  
South Australia ◽  
Evaluation Process ◽  
The United States ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Student Cohorts ◽  
Penn State ◽  
Use Of Social Media

This chapter reports on the use of Facebook as the host site for a collaborative international animation forum between student cohorts from the University of South Australia in Australia, Penn State University in the United States of America, and Nanyang Technological University in Singapore. From July to December in 2012, 69 animation students from the three institutions took part in the forum. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their global peers. Locally, resulting discussions were often transferred into the physical classroom, be it a lecture or studio, for further dissemination between peers. Internationally, students took on new roles, with more experienced students mentoring their peers. The evaluation process of the international online learning environment included informal discussions between associated teaching staff, and a post semester survey providing participating students with the opportunity to critically reflect on the experience. The findings of the study are discussed in light of the growing use of social media to support mentoring, learning and teaching in tertiary education, particularly in the fields of design and digital media.

scholarly journals Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition

2020 ◽  
Vol 7 ◽  
pp. 238212052095764
Author(s):  
Johannes Großer ◽  
Joachim Kimmerle ◽  
Thomas Shiozawa ◽  
Bernhard Hirt ◽  
Martina Bientzle
Keyword(s):  
Medical Students ◽  
Knowledge Acquisition ◽  
Professional Education ◽  
Psychological Treatment ◽  
Educational Practice ◽  
Professional Collaboration ◽  
Dependent Variables ◽  
Treatment Support ◽  
Registration Number ◽  
Professional Perspectives

Background: Inter-professional collaboration (IPC) is an important prerequisite for successful patient care. Even though inter-professional education (IPE) is increasingly common in undergraduate medical education, few IPE approaches explicitly address the IPC among medical students and students of psychology. IPE videos can be used to give learners the opportunity to gather relevant knowledge from different professional perspectives. So far it has been unclear whether it is enough when the topic of the video itself is inter-professional or if it is necessary for experts from different professions explicitly to appear in the video. Methods: In an online experiment, medical students watched 1 of 2 videos about Parkinson’s disease (PD) and the care of PD patients. The information was either provided by protagonists from only 1 profession (ie, physicians; mono-professional condition) or provided by protagonists from 2 different professions (ie, physicians and a psychologist; inter-professional condition). Attitude toward inter-professional interaction and learning, evaluation of the entertaining and illustrative character of the video, attitude toward physicians and psychologists, importance of IPC, evaluation of psychological treatment support, and knowledge acquisition served as dependent variables. Results: The analysis was based on 140 participants (74 in the mono-, 66 in the inter-professional condition). We found that the inter-professional video was perceived to be more entertaining than the mono-professional video ( t(138) = −2.227; P = .028; d = 0.38). The inter-professional video was also considered to be more illustrative ( t(138) = −6.269; P < .001; d = 1.06). Moreover, participants improved their attitude toward physicians by watching the video ( F(1,138) = 4.860, P < .001, η2 p = 0.11), but they did not change their attitude toward psychologists ( P = .146). Participants who watched the inter-professional video considered IPC to be more important than participants who watched the mono-professional video ( t(138) = −7.954; P < .001; d = 1.354). Finally, the inter-professional video led to better performance in the knowledge test ( t(138) = −2.285; P = .024; d = 0.04). Conclusion: Inter-professional videos showing explicitly the appearance of experts from different professions come along with several advantages. We discuss the implications of their application in educational practice. Trial registration: The study was pre-registered on the pre-registration platform AsPredicted ( aspredicted.org ) before we began data collection (registration number: #33143). The pre-registration document can be accessed via the following link: https://aspredicted.org/blind.php?x=gd5hd8 .

scholarly journals Reinforcing preschoolers’ phonemic awareness through the use of tablets

2021 ◽  
Vol 1 (1) ◽  
pp. 28-36
Author(s):  
Evaggelia Skaraki ◽  
Keyword(s):  
Digital Media ◽  
Phonemic Awareness ◽  
Intervention Program ◽  
Educational Practice ◽  
Kindergarten Children ◽  
Digital Tools ◽  
Control Group ◽  
Initial Phoneme ◽  
Experimental Group ◽  
Phoneme Identification

This study aimed to implement an intervention program to examine whether tablets enhance kindergarten children’s phonemic awareness. Seventy-four (74) kindergarten children (40 boys and 34 girls) aged 4 to 6 years from 4 public kindergarten classrooms participated in the study, from which 38 children formed the experimental group while 36 children formed the control one. During the intervention program, children in the experimental group were trained through tablets in initial phoneme identification, initial phoneme deletion, and phoneme segmentation, while the control group trained in the same tasks without tablets. Results showed statistically significant differences in favor of the experimental group. In conclusion, the present research found that digital media help educational practice, but it is also how teachers use digital tools to facilitate learning.

scholarly journals Meta-reflexivity for resilience against disinformation

Comunicar ◽  
2021 ◽  
Vol 29 (66) ◽  
pp. 107-118
Author(s):  
Tea Golob ◽  
Matej Makarovič ◽  
Mateja Rek
Keyword(s):  
Digital Media ◽  
Tertiary Education ◽  
National Sample ◽  
Critical Distance ◽  
Measurement Tool ◽  
Fake News ◽  
Active Response ◽  
Fact Checking ◽  
Las Mujeres ◽  
Medios De Comunicacion

The rise of digital media contributes to fake news and disinformation being circulated on a larger scale and pace. The central aim of the work is to consider the potentials of individuals to actively respond to disinformation and fake news. In that regard, the authors rely on Archer’s theoretical framework of reflexivity and its modes. It is argued that a specific mode of reflexivity, namely meta-reflexivity, can enable people to take a critical distance towards media messaging. The method involves the Reflexivity Measurement Tool (RMT) to provide an approximate assessment of one’s reflexivity in terms of quantitative scores. The survey has been conducted in Slovenia on a representative national sample and path analysis is applied to identify the relationship between demographic features, media exposure, reflexivity and fact-checking. The results show how age and education affect media preferences, in terms of how frequently an individual is exposed to a particular type of media. Younger people, women and persons with tertiary education are more meta-reflexive, which contributes to their active response to disinformation. It is concluded that meta-reflexivity is essential but not sufficient to produce an active response of individuals to disinformation. Need for professional fact-checking-services and media education is discussed. El avance digital contribuye a que las noticias falsas y la desinformación aumenten en número y ritmo. El objetivo central de este trabajo es considerar el poder de las personas para responder activamente a la desinformación y noticias falsas. Para ello, los autores se basan en Archer, específicamente su propuesta teórica relacionada con la reflexividad y sus modos. Argumentamos que un modo específico de reflexividad, la meta-reflexividad, permite distanciarse críticamente de los mensajes de los medios de comunicación. El método consiste en el uso de la Herramienta de Medición de la Reflexividad (HMR) para proporcionar una evaluación aproximada de la propia reflexividad en términos de puntuaciones cuantitativas. La encuesta se ha realizado en Eslovenia sobre una muestra nacional representativa y se ha aplicado un análisis de la trayectoria para determinar la relación entre las características demográficas, la exposición a los medios de comunicación, la reflexividad y la verificación de los hechos. Los resultados muestran que la edad y la educación afectan las preferencias relacionadas con los medios, medidos en base a la frecuencia de exposición a un tipo particular de medio. Los jóvenes, las mujeres y las personas con educación terciaria son más meta-reflexivos, lo cual contribuye a que tengan una respuesta activa a la desinformación. Se concluye que la meta-reflexividad es necesaria pero no suficiente para producir una respuesta activa de los sujetos a los mensajes de los medios de comunicación. Finalmente se menciona la necesidad de tener servicios profesionales de verificación, además de programas de educación mediática.

Creating Virtual Marae

2011 ◽  
pp. 58-79 ◽  
Author(s):  
Janinka Greenwood ◽  
Lynne Harata Te Aika ◽  
Niki Davis
Keyword(s):  
Digital Media ◽  
New Technologies ◽  
Tertiary Education ◽  
Historical Context ◽  
Digital Technologies ◽  
Education Programme ◽  
Self Determination ◽  
History Of ◽  
Language Revitalisation

Maori people have a history of adaptation of new technologies. In recent decades Maori innovators have taken and adapted digital technologies for a range of purposes that can be broadly defined as educational. In this chapter, the authors examine three cases where groups have utilised, and ‘colonised’, a range of particular technologies in order to build capacity for their tribal groups and wider community. In this way they use technologies as tools to overcome some of the financial, social and political deprivation caused by historic and continuing colonisation. The authors initially locate their exploration in a discussion of the historical context of colonisation, Maori movement towards self-determination, and in a discussion of Maori values and approaches to knowledge. They then present the three cases, beginning with one from a formal tertiary education programme (a Maori one), then examining a tribal initiative for language revitalisation and finally looking at a national use of digital media through Maori television.1

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