Universität Wien FIND

Kehren Sie für das Sommersemester 2022 nach Wien zurück. Wir planen Lehre überwiegend vor Ort, um den persönlichen Austausch zu fördern. Digitale und gemischte Lehrveranstaltungen haben wir für Sie in u:find gekennzeichnet.

Es kann COVID-19-bedingt kurzfristig zu Änderungen kommen (z.B. einzelne Termine digital). Informieren Sie sich laufend in u:find und checken Sie regelmäßig Ihre E-Mails.

Lesen Sie bitte die Informationen auf https://studieren.univie.ac.at/info.

490049 SE Lehren und Lernen (2021S)

Digital Schoolbook

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Prüfungsimmanente Lehrveranstaltung
DIGITAL

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

Mittwoch 10.03. 13:15 - 16:30 Digital
Mittwoch 24.03. 13:15 - 16:30 Digital
Mittwoch 21.04. 13:15 - 16:30 Digital
Mittwoch 05.05. 13:15 - 16:30 Digital
Mittwoch 19.05. 13:15 - 16:30 Digital
Mittwoch 02.06. 13:15 - 16:30 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

The course Digital Schoolbook teaches the creation of learning contents for digital schoolbooks across different subject areas. The course is held in cooperation with the Human Computer Interaction Group at the Faculty of Informatics at TU Wien. Participants collaborate with technical students and engage in a `design as research' approach as they work on a series of six different practical tasks involving digital and playful learning. These tasks are tackled by mixed student groups. Preceding and following each task, there is a joint workshop session. Development will be handled by TU Wien students. No prior technical knowledge is necessary to participate in this course.

Goals:
to understand the many potential applications of creating and using digital schoolbooks as well as recognise their limits and pitfalls
to understand modern iterative, agile design and development methodologies and recognise their strengths and weaknesses
to unlock creativity and learn to evaluate ideas in the context of digital schoolbooks
to learn collaborating with technicians and programmers

Methods:
Students conceptualise, design and reflect on digital schoolbook contents. They also gain insights on the development, which is done by the technical students. The emphasis of the course is on different forms of sketching and prototyping digital schoolbook contents resulting in differentiated design insights.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Presentations and written documentation

Mindestanforderungen und Beurteilungsmaßstab

Mandatory attendance, only excused absence will be tolerated
Completion of five design tasks, each with a presentation in the seminar
Submission of a written documentation and reflection

The overall grade will be composed of; 50% design tasks, 25% presentations, 25% documentation.

Prüfungsstoff

Literatur

Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428). ACM.

Donald A Schön. 1983. The Reflective Practitioner: How Professionals Think in
Action. Vol. 1. Basic Books.

Andrew Stapleton. 2005. Research as design – design as research. In
Proceedings of the DiGRA 2005 Conference – Changing Views: Worlds in Play. DiGRA.

Keith Trigwell. 2002. Approaches to Teaching Design Subjects: a quantitative
analysis. Art, Design & Communication in Higher Education 1, 2 (Jul 2002), 69–80.
https://doi.org/10.1386/adch.1.2.69

Paul Trowler and Terry Wareham. 2008. Tribes, territories, research and teaching
enhancing the teaching-research nexus. (2008).

John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through
design as a method for interaction design research in HCI. In Proceedings of the
SIGCHI conference on Human factors in computing systems. ACM, 493–502.

Diego Ávila-Pesántez, Luis A. Rivera, and Mayra S. Alban. 2017. Approaches for Serious Game Design: A Systematic Literature Review. The ASEE Computers in Education (CoED) Journal 8, 3 (2017).

Stephen Brookfield. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions 18, 4 (1998), 197–295.

Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.

J. Dewey. 1938. Logic: The Theory of Inquiry. Southern Illinois University Press.

Clive L. Dym, Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer.
2005. Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education 94, 1 (Jan 2005), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x

Henrik Gedenryd. 1998. How designers work – making sense of authentic cognitive activities. Ph.D. Dissertation. Lund University.

Kyle Gray, Kyle Gabler, Shalin Shodhan, and Matt Kucic. 2005. How to Prototype a Game in Under 7 Days. (Oct 2005). https://www.gamasutra.com/view/feature/130848/how_to_prototype_a_game_in_under_7_.php

John Hattie. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.

Mick Healey. 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University (2005), 14.

Rami Ismail. 2014. Game A Week: Getting Experienced At Failure. (Feb 2014). http://www.gamasutra.com/blogs/RamiIsmail/20140226/211807/Game_A_Week_Getting_Experienced_At_Failure.php

Internet interventions 6 (2016), 89–106.

Fares Kayali. 2015. Educating secondary school teachers in game design and
game-based learning. In Perspectives on Art Education Symposium. De Gruyter, 59–65.

Raph Koster. 2015. A Theory of Fun for Game Design. Paraglyph Press 2005

Bryan Lawson. 1997. How designers think: the design process demystified. Architectural Press.

Naemi Luckner and Peter Purgathofer. 2014. Explorative Design as an Approach
to Understanding Social Online Learning Tools. International Journal on Advances in Intelligent Systems 7, 3&4 (2014), 493–506.

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Mi 21.04.2021 11:27