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Improving	
  Media	
  Literacy	
  in	
  Universi5es.	
  Insight	
  into	
  Concep5on	
  
and	
  Implementa5on	
  of	
  a	
  Media	
  Curriculum.	
  
Virtual	
  Presenta2on	
  @	
  Edulearn	
  2012	
  




                                                                                                                                                                                            Source:	
  hJp://www.flickr.com/photos/christoph_bellin/5937668004/	
  
Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  1	
  	
  
Development	
  Goals	
  of	
  the	
  Subproject	
  in	
  the	
  Quality	
  Pact	
  on	
  
Teaching:	
  Fostering	
  Academic	
  Media	
  Literacy	
  at	
  the	
  Faculty	
  of	
  
Business	
  &	
  Social	
  Sciences	
  at	
  the	
  Hamburg	
  University	
  of	
  Applied	
  
Sciences	
  

Targeted	
  improvement	
  with	
  regard	
  to	
  	
  
-  the	
  organiza2on	
  of	
  teaching	
  and	
  learning	
  
-  academic	
  media	
  literacies	
  
     I.  fostering	
  students‘	
  computer	
  literacies	
  
     II.  fostering	
  teachers‘	
  media	
  pedacogical	
  skills	
  
-  coopera2on	
  and	
  collabora2on	
  across	
  disciplines	
  and	
  units	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  2	
  	
  
Development	
  Goals	
  of	
  the	
  Subproject	
  in	
  the	
  Quality	
  Pact	
  on	
  
Teaching:	
  Fostering	
  Academic	
  Media	
  Literacy	
  at	
  the	
  Faculty	
  of	
  
Business	
  &	
  Social	
  Sciences	
  at	
  the	
  Hamburg	
  University	
  of	
  Applied	
  
Sciences	
  

Targeted	
  improvement	
  with	
  regard	
  to	
  	
  
-  the	
  organiza2on	
  of	
  teaching	
  and	
  learning	
  
-  academic	
  media	
  literacies	
  
     I.  fostering	
  students‘	
  computer	
  literacies	
  
     II.  fostering	
  teachers‘	
  media	
  pedacogical	
  skills	
  
-  coopera2on	
  and	
  collabora2on	
  across	
  disciplines	
  and	
  units	
  
-  innova5ve	
  learning	
  scenarios,	
  e.g.	
  blended	
  learning	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  3	
  	
  
What	
  are	
  Academic	
  Media	
  Literacies?	
  Working	
  Defini5on	
  for	
  
Universi5es	
  


Changes	
  in	
  the	
  Use	
  of	
  Media	
  
Ubiquity	
  of	
  digital	
  technologies	
  |	
  Expansion	
  of	
  learning	
  places	
  |	
  Myth	
  of	
  the	
  „Net	
  
Genera2on“	
  
	
  
Concepts	
  of	
  Media	
  
Media	
  as	
  (digital)	
  tools	
  |	
  Socializa2on	
  in	
  science	
  
	
  
Academic	
  Media	
  Literacies	
  
Disposi2ons	
  |	
  Performance	
                 (regarding	
  to	
  Weinert,	
  2001)	
  

	
  
Media	
  Pedagogical	
  Point	
  of	
  View	
  
Training	
  of	
  students	
  |	
  Contribu2on	
  to	
  the	
  professionaliza2on	
  of	
  teachers	
  
                                                                                                                                                        (see	
  Wedekind,	
  2004;	
  Mayrberger,	
  2010)	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
                                           |	
  4	
  	
  
Fostering	
  Technology-­‐enhanced	
  Learning	
  at	
  Universi5es:	
  
Insight	
  into	
  the	
  Scien5fic	
  Discourse	
  


Early	
  Stage	
  of	
  Technological	
  Innova5on	
  
High	
  expecta2ons	
  on	
  e-­‐learning	
   (for	
  a	
  cri2cal	
  point	
  of	
  view	
  see	
  Schnotz,	
  Molz	
  &	
  Rinn,	
  2004)	
  	
  
	
  
Stage	
  of	
  Consolida5on	
  
-  Role	
  of	
  the	
  organiza2on	
  at	
  the	
  implementa2on	
  process	
  (e.g.	
  Schönwald,	
  Euler	
  &	
  Seufert,	
  2004;	
  Seufert	
  &	
  Euler,	
  2003)	
  	
  
                                                                                                                         	
  
-  Importance	
  of	
  the	
  teacher	
  as	
  gate	
  keeper	
   (e.g.	
  Kerres,	
  Stratmann,	
  Ojstersek	
  &	
  Preußler,	
  2010)	
  	
  
                                                                                       	
  
	
  
Stage	
  of	
  Great	
  Uncertainty	
  
Unclear	
  status	
  of	
  e-­‐learning	
  in	
  higher	
  educa2on	
   (e.g.	
  Bachmann,	
  Bertschinger	
  &	
  Miluška,	
  2009)	
  	
  
	
  
Current	
  Stage:	
  Another	
  Boom	
  under	
  Different	
  Premises	
  
-  Technology-­‐enhanced	
  Learning	
  instead	
  of	
  e-­‐learning	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  5	
  	
  
Fostering	
  Technology-­‐enhanced	
  Learning	
  at	
  Universi5es:	
  
Insight	
  into	
  the	
  Scien5fic	
  Discourse	
  


Early	
  Stage	
  of	
  Technological	
  Innova5on	
  
High	
  expecta2ons	
  on	
  e-­‐learning	
   (for	
  a	
  cri2cal	
  point	
  of	
  view	
  see	
  Schnotz,	
  Molz	
  &	
  Rinn,	
  2004)	
  	
  
	
  
Stage	
  of	
  Consolida5on	
  
-  Role	
  of	
  the	
  organiza2on	
  at	
  the	
  implementa2on	
  process	
  (e.g.	
  Schönwald,	
  Euler	
  &	
  Seufert,	
  2004;	
  Seufert	
  &	
  Euler,	
  2003)	
  	
  
                                                                                                                         	
  
-  Importance	
  of	
  the	
  teacher	
  as	
  gate	
  keeper	
   (e.g.	
  Kerres,	
  Stratmann,	
  Ojstersek	
  &	
  Preußler,	
  2010)	
  	
  
                                                                                       	
  
	
  
Stage	
  of	
  Great	
  Uncertainty	
  
Unclear	
  status	
  of	
  e-­‐learning	
  in	
  higher	
  educa2on	
   (e.g.	
  Bachmann,	
  Bertschinger	
  &	
  Miluška,	
  2009)	
  	
  
	
  
Current	
  Stage:	
  Another	
  Boom	
  under	
  Different	
  Premises	
  
-  Technology-­‐enhanced	
  Learning	
  instead	
  of	
  e-­‐learning	
  
-  Emphasis	
  on	
  socio-­‐cultural	
  condi5ons	
  at	
  the	
  University	
  	
   (see	
  Seufert	
  &	
  Euler,	
  2003)	
  	
  


Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  6	
  	
  
Media	
  Curriculum	
  as	
  a	
  Possibility	
  of	
  Structural	
  Consolida5on	
  of	
  
Academic	
  Media	
  Literacy	
  	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  7	
  	
  
Media	
  Curriculum	
  as	
  a	
  Possibility	
  of	
  Structural	
  Consolida5on	
  of	
  
Academic	
  Media	
  Literacy	
  	
  




                                                                                        STUDY	
  PROGRAM	
  
                                                                                             Formal	
  Learning	
  Scenarios	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  8	
  	
  
Media	
  Curriculum	
  as	
  a	
  Possibility	
  of	
  Structural	
  Consolida5on	
  of	
  
Academic	
  Media	
  Literacy	
  	
  




                                                                 INDIVIDUAL	
  PRACTICAL	
  EXPERIENCE	
  
                                                                                              of	
  Students	
  and	
  Teachers	
  




                                                                                        STUDY	
  PROGRAM	
  
                                                                                             Formal	
  Learning	
  Scenarios	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  9	
  	
  
Media	
  Curriculum	
  as	
  a	
  Possibility	
  of	
  Structural	
  Consolida5on	
  of	
  
Academic	
  Media	
  Literacy	
  	
  




                                                                 INDIVIDUAL	
  PRACTICAL	
  EXPERIENCE	
  
                                                                                              of	
  Students	
  and	
  Teachers	
  




                                                                                    MEDIA	
  CURRICULUM	
  
                                               Extracurricular	
  Program	
  for	
  Students	
  and	
  Teachers	
  |	
  Planned	
  Tranfer	
  to	
  Regular	
  Curriculum	
  




                                                                                        STUDY	
  PROGRAM	
  
                                                                                             Formal	
  Learning	
  Scenarios	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
          |	
  10	
  	
  
Technology-­‐enhanced	
  Learning	
  at	
  Hamburg	
  University	
  of	
  Applied	
  Sciences:	
  
                Implementa5on	
  Concept	
  for	
  the	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
  
Students	
  	
                                                                                                        Teachers	
  

                                                       SUPPORT	
  LEVEL	
  	
  
                                         Learning	
  Management	
  System	
  (Moodle)	
  
                                                     Just	
  in	
  Time	
  Support	
  
                                                          BASIC	
  LEVEL	
  
 Computer	
  Literacies	
                                             Basics	
  of	
  Technology-­‐enhanced	
  Learning	
  
 Informa2on	
  Research	
  	
  
 Academic	
  Wri2ng	
  	
  
 Presen2ng	
  Skills	
  
                                                      ADVANCED	
  LEVEL	
  
Online	
  Collabora2on	
                                             Tele	
  Tutoring	
  
Skills	
  in	
  Self-­‐Organiza2on	
                                 Fostering	
  Theory	
  Prac2ce	
  Transfer	
  	
  
Media	
  Law	
  Opportunies	
                                        Media	
  Law	
  Opportunies	
  
Etc.	
                                                               Etc.	
  

                                                        PROJECT	
  LEVEL	
  
                                f.	
  ex.	
  Innova2ve	
  Learning	
  Scenarios,	
  Online	
  Events	
  
Current	
  Challenges	
  from	
  the	
  Individual	
  and	
  the	
  Organiza5onal	
  
Point	
  of	
  View	
  


Fostering	
  Academic	
  Media	
  Literacies	
  
-  What	
  are	
  academic	
  media	
  literacies?	
  
-  Taking	
  students'	
  and	
  teachers'	
  view	
  into	
  considera2on	
  
-  Focussing	
  on	
  real	
  problems	
  and	
  situa2ons	
  (problem-­‐based	
  learning)	
  
-  Dealing	
  with	
  teaching	
  and	
  learning	
  rou2nes	
  and	
  their	
  change	
  

Organiza5onal	
  Development	
  of	
  the	
  Faculty	
  and	
  the	
  University	
  
-  Gaining	
  acceptance	
  for	
  learning	
  and	
  teaching	
  with	
  media	
  
-  Programs	
  in	
  consent	
  with	
  students	
  and	
  teachers	
  
-  Synergies	
  with	
  exis2ng	
  programs	
  (collabora1on	
  with	
  other	
  units)	
  
-  Permanent	
  evalua2on	
  and	
  redesign	
  of	
  the	
  program	
  (design	
  orienta1on)	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  12	
  	
  
Future	
  Challenges:	
  Enabling	
  Organiza5onal	
  Par5zipa5on	
  




Opportuni5es	
  of	
  Par5zipa5on	
  
-  Design	
  op2ons	
  
-  High	
  acceptance	
  
-  Offering	
  on	
  demand	
  
-  ...	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  13	
  	
  
Future	
  Challenges:	
  Enabling	
  Organiza5onal	
  Par5zipa5on	
  




Opportuni5es	
  of	
  Par5zipa5on	
                                                                                 Threats	
  of	
  Par5zipa5on	
  
-  Design	
  op2ons	
                                                                                               -  Scalability	
  
-  High	
  acceptance	
                                                                                             -  Planability	
  
-  Offering	
  on	
  demand	
                                                                                        -  Ressources	
  
-  ...	
                                                                                                            -  ...	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  14	
  	
  
Future	
  Challenges:	
  Enabling	
  Organiza5onal	
  Par5zipa5on	
  




Opportuni5es	
  of	
  Par5zipa5on	
                                                                                 Threats	
  of	
  Par5zipa5on	
  
-  Design	
  op2ons	
                                                                                               -  Scalability	
  
-  High	
  acceptance	
                                                                                             -  Planability	
  
-  Offering	
  on	
  demand	
                                                                                        -  Ressources	
  
-  ...	
                                                                                                            -  ...	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  15	
  	
  
Future	
  Challenges:	
  Enabling	
  Organiza5onal	
  Par5zipa5on	
  




Opportuni5es	
  of	
  Par5zipa5on	
                                                                                 Threats	
  of	
  Par5zipa5on	
  
-  Design	
  op2ons	
                                                                                               -  Scalability	
  
-  High	
  acceptance	
                                                                                             -  Planability	
  
-  Offering	
  on	
  demand	
                                                                                        -  Ressources	
  
-  ...	
                                                                                                            -  ...	
  




                                      Challenges	
  through	
  the	
  Implementa5on	
  Process	
  
                                      -  Crea2ng	
  opportuni2es	
  to	
  par2cipate	
  
                                      -  Ensure	
  the	
  balance	
  of	
  interests	
  and	
  disciplines	
  
                                      -  Preven2ng	
  the	
  risk	
  of	
  pseudo-­‐par2cipa2on	
  
                                                                                                                                    (see	
  Mayrberger,	
  2012)	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
     |	
  16	
  	
  
Thanks	
  for	
  Your	
  A[en5on.	
  




Dr.	
  Sandra	
  Houes	
                                                                                             Chris5ne	
  Hoffmann,	
  M.A.	
  
Hamburg	
  University	
  of	
  Applied	
  Sciences	
                                                                  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  
Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
                                                                Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
  
E-­‐Learning	
  and	
  Blended	
  Learning	
                                                                          Computer	
  Literacy	
  
Alexanderstraße	
  1	
                                                                                                Alexanderstraße	
  1	
  
20099	
  Hamburg	
                                                                                                    20099	
  Hamburg	
  
sandra.ho+ues@haw-­‐hamburg.de	
                                                                                      chris2ne.hoffmann@haw-­‐hamburg.de	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
           |	
  17	
  	
  
References	
  

Bachmann,	
  G.,	
  Bertschinger,	
  A.	
  &	
  Miluška,	
  J.	
  (2009).	
  E-­‐Learning	
  ade	
  –	
  tut	
  Scheiden	
  weh?	
  [Bye	
  bye	
  E-­‐Learning	
  –	
  does	
  separa2ng	
  hurt?].	
  
   In	
  N.	
  Apostolopoulos,	
  H.	
  Hoffmann,	
  V.	
  Mansmann	
  &	
  A.	
  Schwill	
  (Hrsg.),	
  E-­‐Learning	
  2009.	
  Lernen	
  im	
  digitalen	
  Zeitalter	
  [E-­‐Learning	
  
   2009.	
  Learning	
  in	
  the	
  digital	
  age]	
  (pp.	
  118–128).	
  Reihe	
  Medien	
  in	
  der	
  Wissenschax	
  (Band	
  51).	
  Münster.	
  
Kerres,	
  M.,	
  Stratmann,	
  J.,	
  Ojstersek,	
  N.	
  &	
  Preußler,	
  A.	
  (2010).	
  Digitale	
  Lernwelten	
  in	
  der	
  Hochschule.	
  [Digital	
  Learning	
  Environments	
  in	
  
   Higher	
  Educa2on.]	
  In	
  K.-­‐U.	
  Hugger	
  &	
  M.	
  Walber	
  (Hrsg.),	
  Digitale	
  Lernwelten.	
  Konzepte,	
  Beispiele	
  und	
  Perspek1ven	
  [Digital	
  Learning	
  
   Environments.	
  Concepts,	
  Examples	
  and	
  Perspec1ves.]	
  (pp.	
  141–156).	
  Wiesbaden:	
  VS.	
  
Mayrberger,	
  K.	
  (2012).	
  Par2zipa2ves	
  Lernen	
  mit	
  dem	
  Social	
  Web	
  gestalten.	
  [Designing	
  Par2cipa2on	
  with	
  the	
  Social	
  Web.]	
  
   Medienpädagogik.	
  [Media	
  Pedagogy.]	
  21,	
  1-­‐25.	
  
Mayrberger,	
  K.	
  (2010).	
  Web	
  2.0	
  in	
  der	
  Hochschullehre	
  –	
  Überlegungen	
  zu	
  einer	
  (akademischen)	
  Medienbildung	
  für	
  „E-­‐Learning	
  
   2.0“	
  [Web	
  2.0	
  in	
  Higher	
  Educa2on	
  -­‐	
  Reflec2ons	
  on	
  (Academic)	
  Media	
  Educa2on	
  for	
  “E-­‐Learning	
  2.0“.].	
  In	
  B.	
  Herzig,	
  D.	
  M.	
  Meister,	
  H.	
  
   Moser	
  &	
  H.	
  Niesyto	
  (Hrsg.),	
  Jahrbuch	
  Medienpädagogik	
  8.	
  Medienkompetenz	
  und	
  Web	
  2.0	
  [Yearbook	
  Media	
  Pedagogy.	
  Media	
  
   Literacy	
  and	
  Web	
  2.0.]	
  (pp.	
  309–328).	
  Wiesbaden:	
  VS.	
  
Schönwald,	
  I.,	
  Euler,	
  D.	
  &	
  Seufert,	
  S.	
  (2004).	
  Supportstrukturen	
  zur	
  Förderung	
  einer	
  innova1ven	
  eLearning-­‐Organisa1on	
  an	
  
   Hochschulen.	
  [Structures	
  to	
  Foster	
  Innova1ve	
  Organisa1onal	
  E-­‐Learning	
  at	
  Universi1es].	
  St.	
  Gallen:	
  Universität	
  St.	
  Gallen.	
  	
  
Schnotz,	
  W.,	
  Molz,	
  M.	
  &	
  Rinn,	
  U.	
  (2004).	
  Didak2k,	
  Instruk2onsdesign	
  und	
  Konstruk2vismus:	
  Warum	
  so	
  viele	
  Wege	
  nicht	
  nach	
  Rom	
  
   führen.[Pedagogy,	
  Instruc2onal	
  Design	
  and	
  Construc2vism:	
  Why...	
  ]	
  	
  In	
  U.	
  Rinn	
  &	
  D.	
  M.	
  Meister	
  (Hrsg.),	
  Didak1k	
  und	
  Neue	
  Medien:	
  
   Konzepte	
  und	
  Anwendungen	
  in	
  der	
  Hochschule	
  [Pedagogy	
  and	
  New	
  Media:	
  Concepts	
  and	
  Prac1ces	
  in	
  Universi1es]	
  (pp.	
  123–146).	
  
   Münster:	
  Waxmann.	
  
Seufert,	
  S.	
  &	
  Euler,	
  D.	
  (2003).	
  Nachhal1gkeit	
  von	
  eLearning-­‐Innova1onen	
  [Sustainability	
  of	
  E-­‐Learning	
  Innova2ons.]	
  (SCIL-­‐
   Arbeitsbericht	
  Nr.	
  1).	
  St.	
  Gallen:	
  Universität	
  St.	
  Gallen.	
  
Wedekind,	
  J.	
  (2004).	
  Medienkompetenz	
  an	
  Hochschulen.	
  [Media	
  Literacy	
  at	
  Universi2es.]	
  In	
  C.	
  Brehmer	
  &	
  K.	
  E.	
  Kohl	
  (Hrsg.),	
  E-­‐
   Learning-­‐Strategien	
  und	
  E-­‐Learning-­‐Kompetenzen	
  an	
  Hochschulen	
  [E-­‐Learning	
  Strategies	
  and	
  Media	
  Literacies	
  at	
  Universi1es.]	
  (pp.	
  
   267–280).	
  Bielefeld:	
  Bertelsmann.	
  	
  
Weinert,	
  F.	
  E.	
  (2001).	
  Concept	
  of	
  Competence:	
  A	
  Conceptual	
  Clarifica2on	
  (Chapter	
  3).	
  In	
  D.	
  S.	
  Rychen	
  &	
  L.	
  H.	
  Salganik	
  (ed.),	
  Defining	
  
   and	
  Selec1ng	
  Key	
  Competencies	
  (pp.	
  45–65).	
  SeaJle:	
  Hogrefe	
  &	
  Huber.	
  




Sandra	
  Ho+ues	
  |	
  Chris2ne	
  Hoffmann	
  |	
  Hamburg	
  University	
  of	
  Applied	
  Sciences	
  |	
  Faculty	
  of	
  Business	
  &	
  Social	
  Sciences	
                                   |	
  18	
  	
  

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  • 1. Improving  Media  Literacy  in  Universi5es.  Insight  into  Concep5on   and  Implementa5on  of  a  Media  Curriculum.   Virtual  Presenta2on  @  Edulearn  2012   Source:  hJp://www.flickr.com/photos/christoph_bellin/5937668004/   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  1    
  • 2. Development  Goals  of  the  Subproject  in  the  Quality  Pact  on   Teaching:  Fostering  Academic  Media  Literacy  at  the  Faculty  of   Business  &  Social  Sciences  at  the  Hamburg  University  of  Applied   Sciences   Targeted  improvement  with  regard  to     -  the  organiza2on  of  teaching  and  learning   -  academic  media  literacies   I.  fostering  students‘  computer  literacies   II.  fostering  teachers‘  media  pedacogical  skills   -  coopera2on  and  collabora2on  across  disciplines  and  units   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  2    
  • 3. Development  Goals  of  the  Subproject  in  the  Quality  Pact  on   Teaching:  Fostering  Academic  Media  Literacy  at  the  Faculty  of   Business  &  Social  Sciences  at  the  Hamburg  University  of  Applied   Sciences   Targeted  improvement  with  regard  to     -  the  organiza2on  of  teaching  and  learning   -  academic  media  literacies   I.  fostering  students‘  computer  literacies   II.  fostering  teachers‘  media  pedacogical  skills   -  coopera2on  and  collabora2on  across  disciplines  and  units   -  innova5ve  learning  scenarios,  e.g.  blended  learning   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  3    
  • 4. What  are  Academic  Media  Literacies?  Working  Defini5on  for   Universi5es   Changes  in  the  Use  of  Media   Ubiquity  of  digital  technologies  |  Expansion  of  learning  places  |  Myth  of  the  „Net   Genera2on“     Concepts  of  Media   Media  as  (digital)  tools  |  Socializa2on  in  science     Academic  Media  Literacies   Disposi2ons  |  Performance   (regarding  to  Weinert,  2001)     Media  Pedagogical  Point  of  View   Training  of  students  |  Contribu2on  to  the  professionaliza2on  of  teachers   (see  Wedekind,  2004;  Mayrberger,  2010)   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  4    
  • 5. Fostering  Technology-­‐enhanced  Learning  at  Universi5es:   Insight  into  the  Scien5fic  Discourse   Early  Stage  of  Technological  Innova5on   High  expecta2ons  on  e-­‐learning   (for  a  cri2cal  point  of  view  see  Schnotz,  Molz  &  Rinn,  2004)       Stage  of  Consolida5on   -  Role  of  the  organiza2on  at  the  implementa2on  process  (e.g.  Schönwald,  Euler  &  Seufert,  2004;  Seufert  &  Euler,  2003)       -  Importance  of  the  teacher  as  gate  keeper   (e.g.  Kerres,  Stratmann,  Ojstersek  &  Preußler,  2010)         Stage  of  Great  Uncertainty   Unclear  status  of  e-­‐learning  in  higher  educa2on   (e.g.  Bachmann,  Bertschinger  &  Miluška,  2009)       Current  Stage:  Another  Boom  under  Different  Premises   -  Technology-­‐enhanced  Learning  instead  of  e-­‐learning   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  5    
  • 6. Fostering  Technology-­‐enhanced  Learning  at  Universi5es:   Insight  into  the  Scien5fic  Discourse   Early  Stage  of  Technological  Innova5on   High  expecta2ons  on  e-­‐learning   (for  a  cri2cal  point  of  view  see  Schnotz,  Molz  &  Rinn,  2004)       Stage  of  Consolida5on   -  Role  of  the  organiza2on  at  the  implementa2on  process  (e.g.  Schönwald,  Euler  &  Seufert,  2004;  Seufert  &  Euler,  2003)       -  Importance  of  the  teacher  as  gate  keeper   (e.g.  Kerres,  Stratmann,  Ojstersek  &  Preußler,  2010)         Stage  of  Great  Uncertainty   Unclear  status  of  e-­‐learning  in  higher  educa2on   (e.g.  Bachmann,  Bertschinger  &  Miluška,  2009)       Current  Stage:  Another  Boom  under  Different  Premises   -  Technology-­‐enhanced  Learning  instead  of  e-­‐learning   -  Emphasis  on  socio-­‐cultural  condi5ons  at  the  University     (see  Seufert  &  Euler,  2003)     Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  6    
  • 7. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of   Academic  Media  Literacy     Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  7    
  • 8. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of   Academic  Media  Literacy     STUDY  PROGRAM   Formal  Learning  Scenarios   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  8    
  • 9. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of   Academic  Media  Literacy     INDIVIDUAL  PRACTICAL  EXPERIENCE   of  Students  and  Teachers   STUDY  PROGRAM   Formal  Learning  Scenarios   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  9    
  • 10. Media  Curriculum  as  a  Possibility  of  Structural  Consolida5on  of   Academic  Media  Literacy     INDIVIDUAL  PRACTICAL  EXPERIENCE   of  Students  and  Teachers   MEDIA  CURRICULUM   Extracurricular  Program  for  Students  and  Teachers  |  Planned  Tranfer  to  Regular  Curriculum   STUDY  PROGRAM   Formal  Learning  Scenarios   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  10    
  • 11. Technology-­‐enhanced  Learning  at  Hamburg  University  of  Applied  Sciences:   Implementa5on  Concept  for  the  Faculty  of  Business  &  Social  Sciences   Students     Teachers   SUPPORT  LEVEL     Learning  Management  System  (Moodle)   Just  in  Time  Support   BASIC  LEVEL   Computer  Literacies   Basics  of  Technology-­‐enhanced  Learning   Informa2on  Research     Academic  Wri2ng     Presen2ng  Skills   ADVANCED  LEVEL   Online  Collabora2on   Tele  Tutoring   Skills  in  Self-­‐Organiza2on   Fostering  Theory  Prac2ce  Transfer     Media  Law  Opportunies   Media  Law  Opportunies   Etc.   Etc.   PROJECT  LEVEL   f.  ex.  Innova2ve  Learning  Scenarios,  Online  Events  
  • 12. Current  Challenges  from  the  Individual  and  the  Organiza5onal   Point  of  View   Fostering  Academic  Media  Literacies   -  What  are  academic  media  literacies?   -  Taking  students'  and  teachers'  view  into  considera2on   -  Focussing  on  real  problems  and  situa2ons  (problem-­‐based  learning)   -  Dealing  with  teaching  and  learning  rou2nes  and  their  change   Organiza5onal  Development  of  the  Faculty  and  the  University   -  Gaining  acceptance  for  learning  and  teaching  with  media   -  Programs  in  consent  with  students  and  teachers   -  Synergies  with  exis2ng  programs  (collabora1on  with  other  units)   -  Permanent  evalua2on  and  redesign  of  the  program  (design  orienta1on)   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  12    
  • 13. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on   Opportuni5es  of  Par5zipa5on   -  Design  op2ons   -  High  acceptance   -  Offering  on  demand   -  ...   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  13    
  • 14. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on   Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on   -  Design  op2ons   -  Scalability   -  High  acceptance   -  Planability   -  Offering  on  demand   -  Ressources   -  ...   -  ...   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  14    
  • 15. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on   Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on   -  Design  op2ons   -  Scalability   -  High  acceptance   -  Planability   -  Offering  on  demand   -  Ressources   -  ...   -  ...   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  15    
  • 16. Future  Challenges:  Enabling  Organiza5onal  Par5zipa5on   Opportuni5es  of  Par5zipa5on   Threats  of  Par5zipa5on   -  Design  op2ons   -  Scalability   -  High  acceptance   -  Planability   -  Offering  on  demand   -  Ressources   -  ...   -  ...   Challenges  through  the  Implementa5on  Process   -  Crea2ng  opportuni2es  to  par2cipate   -  Ensure  the  balance  of  interests  and  disciplines   -  Preven2ng  the  risk  of  pseudo-­‐par2cipa2on   (see  Mayrberger,  2012)   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  16    
  • 17. Thanks  for  Your  A[en5on.   Dr.  Sandra  Houes   Chris5ne  Hoffmann,  M.A.   Hamburg  University  of  Applied  Sciences   Hamburg  University  of  Applied  Sciences   Faculty  of  Business  &  Social  Sciences   Faculty  of  Business  &  Social  Sciences   E-­‐Learning  and  Blended  Learning   Computer  Literacy   Alexanderstraße  1   Alexanderstraße  1   20099  Hamburg   20099  Hamburg   sandra.ho+ues@haw-­‐hamburg.de   chris2ne.hoffmann@haw-­‐hamburg.de   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  17    
  • 18. References   Bachmann,  G.,  Bertschinger,  A.  &  Miluška,  J.  (2009).  E-­‐Learning  ade  –  tut  Scheiden  weh?  [Bye  bye  E-­‐Learning  –  does  separa2ng  hurt?].   In  N.  Apostolopoulos,  H.  Hoffmann,  V.  Mansmann  &  A.  Schwill  (Hrsg.),  E-­‐Learning  2009.  Lernen  im  digitalen  Zeitalter  [E-­‐Learning   2009.  Learning  in  the  digital  age]  (pp.  118–128).  Reihe  Medien  in  der  Wissenschax  (Band  51).  Münster.   Kerres,  M.,  Stratmann,  J.,  Ojstersek,  N.  &  Preußler,  A.  (2010).  Digitale  Lernwelten  in  der  Hochschule.  [Digital  Learning  Environments  in   Higher  Educa2on.]  In  K.-­‐U.  Hugger  &  M.  Walber  (Hrsg.),  Digitale  Lernwelten.  Konzepte,  Beispiele  und  Perspek1ven  [Digital  Learning   Environments.  Concepts,  Examples  and  Perspec1ves.]  (pp.  141–156).  Wiesbaden:  VS.   Mayrberger,  K.  (2012).  Par2zipa2ves  Lernen  mit  dem  Social  Web  gestalten.  [Designing  Par2cipa2on  with  the  Social  Web.]   Medienpädagogik.  [Media  Pedagogy.]  21,  1-­‐25.   Mayrberger,  K.  (2010).  Web  2.0  in  der  Hochschullehre  –  Überlegungen  zu  einer  (akademischen)  Medienbildung  für  „E-­‐Learning   2.0“  [Web  2.0  in  Higher  Educa2on  -­‐  Reflec2ons  on  (Academic)  Media  Educa2on  for  “E-­‐Learning  2.0“.].  In  B.  Herzig,  D.  M.  Meister,  H.   Moser  &  H.  Niesyto  (Hrsg.),  Jahrbuch  Medienpädagogik  8.  Medienkompetenz  und  Web  2.0  [Yearbook  Media  Pedagogy.  Media   Literacy  and  Web  2.0.]  (pp.  309–328).  Wiesbaden:  VS.   Schönwald,  I.,  Euler,  D.  &  Seufert,  S.  (2004).  Supportstrukturen  zur  Förderung  einer  innova1ven  eLearning-­‐Organisa1on  an   Hochschulen.  [Structures  to  Foster  Innova1ve  Organisa1onal  E-­‐Learning  at  Universi1es].  St.  Gallen:  Universität  St.  Gallen.     Schnotz,  W.,  Molz,  M.  &  Rinn,  U.  (2004).  Didak2k,  Instruk2onsdesign  und  Konstruk2vismus:  Warum  so  viele  Wege  nicht  nach  Rom   führen.[Pedagogy,  Instruc2onal  Design  and  Construc2vism:  Why...  ]    In  U.  Rinn  &  D.  M.  Meister  (Hrsg.),  Didak1k  und  Neue  Medien:   Konzepte  und  Anwendungen  in  der  Hochschule  [Pedagogy  and  New  Media:  Concepts  and  Prac1ces  in  Universi1es]  (pp.  123–146).   Münster:  Waxmann.   Seufert,  S.  &  Euler,  D.  (2003).  Nachhal1gkeit  von  eLearning-­‐Innova1onen  [Sustainability  of  E-­‐Learning  Innova2ons.]  (SCIL-­‐ Arbeitsbericht  Nr.  1).  St.  Gallen:  Universität  St.  Gallen.   Wedekind,  J.  (2004).  Medienkompetenz  an  Hochschulen.  [Media  Literacy  at  Universi2es.]  In  C.  Brehmer  &  K.  E.  Kohl  (Hrsg.),  E-­‐ Learning-­‐Strategien  und  E-­‐Learning-­‐Kompetenzen  an  Hochschulen  [E-­‐Learning  Strategies  and  Media  Literacies  at  Universi1es.]  (pp.   267–280).  Bielefeld:  Bertelsmann.     Weinert,  F.  E.  (2001).  Concept  of  Competence:  A  Conceptual  Clarifica2on  (Chapter  3).  In  D.  S.  Rychen  &  L.  H.  Salganik  (ed.),  Defining   and  Selec1ng  Key  Competencies  (pp.  45–65).  SeaJle:  Hogrefe  &  Huber.   Sandra  Ho+ues  |  Chris2ne  Hoffmann  |  Hamburg  University  of  Applied  Sciences  |  Faculty  of  Business  &  Social  Sciences   |  18