490074 PS Communication (2023S)
Prüfungsimmanente Lehrveranstaltung
Labels
GEMISCHT
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mi 01.02.2023 09:00 bis Mi 15.02.2023 09:00
- Anmeldung von Mi 22.02.2023 09:00 bis Di 28.02.2023 09:00
- Abmeldung bis Fr 17.03.2023 12:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
- Marie-Monique Schaper
- Elisa Lange (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
Freitag
31.03.
13:00 - 15:00
Digital
Donnerstag
13.04.
10:00 - 17:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Freitag
14.04.
10:00 - 17:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Samstag
15.04.
10:00 - 16:00
Seminarraum 4 341 Porzellangasse 4 3.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
- Literature Presentation (group work)
- Participatory elaboration and documentation of an exemplary of lesson plan including practical presentation and revision based on instructors’ and peer feedback (group work)
- Written and oral feedback to peers’ lesson plans (individual task)
- Participatory elaboration and documentation of an exemplary of lesson plan including practical presentation and revision based on instructors’ and peer feedback (group work)
- Written and oral feedback to peers’ lesson plans (individual task)
Mindestanforderungen und Beurteilungsmaßstab
Attendance in this course is mandatory. Timely submission of all partial services and holding the presentation are a prerequisite for a positive evaluation.The following tasks are summed up and used for the grading:Individual tasks:
- Written Peer-Feedback: max. 20 pointsSehr Gut: 89 - 100 points
Gut: 76 - 88 points
Befriedigend: 63 - 75 points
Genügend: 50 - 62 points
Nicht genügend: less than 50 pointsGroup work:
- Literature presentation and reflective exercise on related work: max. 20 points (please send after presentation)
- Practical presentation and written report (concept of lesson plan): max. 60 points
- Written Peer-Feedback: max. 20 pointsSehr Gut: 89 - 100 points
Gut: 76 - 88 points
Befriedigend: 63 - 75 points
Genügend: 50 - 62 points
Nicht genügend: less than 50 pointsGroup work:
- Literature presentation and reflective exercise on related work: max. 20 points (please send after presentation)
- Practical presentation and written report (concept of lesson plan): max. 60 points
Prüfungsstoff
Literatur
Smith, R. C., Bossen, C., Dindler, C., & Iversen, O. (2020). When Participatory Design Becomes Policy: Technology Comprehension in Danish Education. Proceedings of the 16th Participatory Design Conference 2020 - Participation(s) Otherwise - Volume 1, 148158. https://doi.org/10.1145/3385010.3385011
Tuhkala, A. (2021). A systematic literature review of participatory design studies involving teachers. European Journal of Education, 56(4), 641659. https://doi.org/10.1111/ejed.12471
Van Mechelen, M., Smith, R.C, Schaper, M.-M., Tamashiro, M. A., Bilstrup, E.-K., Lunding, M., Petersen, M., & Iversen, O.S. (2022). Emerging Technologies in K-12 Education: A Future HCI Research Agenda. ACM Trans. Comput. Interact.
Kafai, Y., Proctor, C., & Lui, D. (2020). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. ACM Inroads 2020, p.47. https://doi.org/10.1145/3381887
Schaper, M.-M., Smith, R. C., Tamashiro, M. A., Van Mechelen, M., Lunding, M., Bilstrup, K.-E., Kaspersen, M. H., Jensen, K. L., Petersen, M. G., & Iversen, O. S. (2022). Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child-Computer Interaction. https://doi.org/doi.org/10.1016/j.ijcci.2022.100537
Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The case for alternative endpoints in computing education. British Journal of Educational Technology, 52(2), 11641177.
Tuhkala, A. (2021). A systematic literature review of participatory design studies involving teachers. European Journal of Education, 56(4), 641659. https://doi.org/10.1111/ejed.12471
Van Mechelen, M., Smith, R.C, Schaper, M.-M., Tamashiro, M. A., Bilstrup, E.-K., Lunding, M., Petersen, M., & Iversen, O.S. (2022). Emerging Technologies in K-12 Education: A Future HCI Research Agenda. ACM Trans. Comput. Interact.
Kafai, Y., Proctor, C., & Lui, D. (2020). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. ACM Inroads 2020, p.47. https://doi.org/10.1145/3381887
Schaper, M.-M., Smith, R. C., Tamashiro, M. A., Van Mechelen, M., Lunding, M., Bilstrup, K.-E., Kaspersen, M. H., Jensen, K. L., Petersen, M. G., & Iversen, O. S. (2022). Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child-Computer Interaction. https://doi.org/doi.org/10.1016/j.ijcci.2022.100537
Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The case for alternative endpoints in computing education. British Journal of Educational Technology, 52(2), 11641177.
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Do 11.05.2023 11:28
Further, through hands-on tasks and literature, the participants will deepen their knowledge in application opportunities of these technologies in the classroom and educational principles to design learning activities with and about them. The final goal of the seminar is the conceptual development of an exemplary project week focusing on the theme Digitalization and Society. Through participatory design methods and peer-feedback, the participants will put their proposals into practice, evaluate and iterate on them.Goals:
- Overview of application opportunities and educational contents about emerging technologies (Artificial Intelligence, Augmented Reality, Internet of Things) in formal education
- Introduction to potentials and societal risks of emerging technologies
- Introduction to interdisciplinary teaching approaches in digital education
- Overview of learning strategies for involving students in the principles of digitalization
- Capacitation of planning of a project task in the field of digital educationMethods:
- Reading and Literature research
- Reflection on contents based on provided tasks and questions
- Testing and reflection of digital and hands-on strategies (z.B. Coding/Decoding, Design Fiction, Embodied Learning)
- Participatory design process and practical testing of exemplary project school week
- Written and oral peer-feedbacks based on provided questions