Universität Wien

490084 PS Teaching and Learning (2024W)

Kreatives Lehren und Lernen mit digitalen Technologien

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Wednesday 09.10. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 23.10. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 06.11. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 20.11. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 04.12. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 15.01. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
  • Wednesday 29.01. 13:15 - 16:30 Seminarraum 2 Porzellangasse 4, EG04

Information

Aims, contents and method of the course

Goals:
After completing the seminar, students will be able to
- identify and evaluate the opportunities and challenges of digital technologies in the classroom
- reflect on the use of selected digital technologies for creative tasks and assess their potential for the school context
- apply different methods (e.g. digital game-based learning, digital storytelling)
- design, implement and evaluate tasks and teaching concepts that incorporate digital technologies and are linked to the media environment of children and young people
- explain and use the concept of computational empowerment

Contents:
This seminar is based on experimenting and actively designing with digital technologies and using them in teaching/learning settings to promote creativity as a “future skill”. The aim is not only to provide a broad overview of currently relevant technologies, but also to consider and critically reflect on current phenomena and trends in the media worlds of young people (e.g. influencer culture, digital activism, memes, incel culture).
Practical exercises as well as research and reflection tasks are used to actively engage with the opportunities and challenges of digital design tools in formal education. Building onto this, digitally supported teaching and learning scenarios will be designed, tested and discussed, including the following technologies at a beginner-friendly level, depending on the focus: Augmented reality, virtual reality, video editing tools, audio programs, tools for digital storytelling and 3D design software.

The theoretical framework for the seminar is primarily the model of computational empowerment (CE) as well as concepts for the design of technology-supported teaching and learning scenarios. Instead of a passive use of technologies, computational empowerment focuses on active engagement in which students learn to understand themselves as reflective, self-determined co-creators. The aim of this course is to empower both themselves as teachers and, in a further step, learners to become active creators through a critical-reflective approach.
In the course of the seminar, students will choose their own key topics in small groups and develop design tasks for the classroom using digital technologies. The development process and the possible use of these application examples in schools will be reflected on individually and evaluated for their own future teaching.

Methods:
- Preparation of selected literature (individual work)
- Independent research for a shared resource collection (individual work)
- Collaborative, iterative designing with selected digital technologies as well as the development of possible teaching approaches with the integration of a designing, digital technology (group work)
- Presentation of an interim concept (group work)
- Written peer feedback (individual work)
- Written reflections based on given questions (individual work)

Assessment and permitted materials

The following partial performances are cumulated and used for grading:
- Individual work (50 points)
Reflection and research tasks for the preparation and follow-up of the sessions
Submission of all collected individual work as an e-portfolio

- Group work (50 points)
Development of a teaching concept
Holding a presentation
Written feedback on another presentation

Minimum requirements and assessment criteria

Minimum requirements and assessment criteria
Attendance is mandatory in this course.

One excused absence is permitted (any substitutions will be discussed with the course instructor).

Very good: 90 - 100 points
Good: 80 - 89 points
Satisfactory: 70 - 79 points
Sufficient: 60 - 69 points
Not sufficient: less than 60 points

Further information will be provided in the first course session.

Examination topics

This is a course with continuous assessment.
The grade is based on several partial assessments, whereby the content may vary depending on the materials students provide.

Reading list

The literature will be continuously expanded by the students' priorities during the course.

Frutos, M. & Frossard, F. & Trifonova, A. (2018). Strategies for Digital Creative Pedagogies in
Today’s Education. 10.5772/intechopen.80695.
Göbl, B., Guenther, E. A., Kayali, F., & Frauenberger, C. (2023). Situating computational
empowerment in formal education: A multi-perspective view. International Journal of Child-
Computer Interaction, 38, Article 100604. https://doi.org/10.1016/j.ijcci.2023.100604
Iversen O., Smith R., and Dindler C. (2018). From computational thinking to computational
empowerment: a 21st century PD agenda. In Proceedings of the 15th Participatory Design
Conference: Full Papers - Volume 1 (PDC '18). Association for Computing Machinery,
New York, NY, USA, Article 7, 1–11. https://doiorg.
uaccess.univie.ac.at/10.1145/3210586.3210592
Kirk, C. and Pitches, J. (2013) ‘Digital reflection: using digital technologies to enhance and
embed creative processes’, Technology, Pedagogy and Education, 22(2), pp. 213–230. doi:
10.1080/1475939X.2013.768390.
Schön, S. & Ebner, M. & Narr, K. (2020). Digitales kreatives Gestalten. Hintergrund und
methodische Ansätze. In Werkzeugkoffer «Making in der Schule» IQES online.
https://www.iqesonline.net/wp-admin/adminajax.
php?action=LibraryController@download&id=27053&file_id=1&csrf_token=bvalu8oum
t4wok4ck4gg04gkswockwg
Sohns, J.-A. (2009). Popkultur trifft Schule: Bausteine für eine neue Medienerziehung.
Weinheim [u.a.]: Beltz.

Association in the course directory

Last modified: Th 19.09.2024 13:46