MBook project

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Students work with the mBook in class

The multimedia and digital textbook mBook is a construction-transparent, interactive and customizable learning and workbook for teaching and was designed as a prototype for the subject of history. In terms of content and didactic, this browser-based textbook is a new development for competence-oriented and differentiated teaching. It is based on a conception and development strategy developed by the Institute for Digital Learning under the direction of Marcus Ventzke and Florian Sochatzy on the basis of historical didactic research results. The mBook was developed not only as a funding, but also as a research instrument.

mBook version history

The mBook for the subject of history now exists in several versions. The mBook Belgium has been used in the German-speaking community in Belgium since 2013. The second version (mBook NRW) has been in use since 2014 as part of a scientifically supported pilot project. On March 9, 2017, the mBook Russia-German Cultural History was published as freely accessible Open Educational Resources material on behalf of the Ministry of Labor, Health and Social Affairs of the State of North Rhine-Westphalia .

Since August 2016, the mBook history has been available to all teachers and learners via a license model with the mbook.schule project. The mBook story is also part of the tablet project for general high schools in Baden-Württemberg. In February 2018, the first regionalized edition of the mBook history for Baden-Württemberg (grades 7–9) was published on www.mbook.schule.

The mBook NRW for Common Learning (mBook NRW GL) takes a completely different approach. It is the first mBook developed for inclusive learning and can be used throughout lower secondary level. It was completed at the end of 2017 and will be available from spring 2018 on a specially developed distribution platform for all schools in North Rhine-Westphalia.

In 2017 mbook.schule was acquired by Cornelsen. Currently established series of textbooks from Cornelsen Verlag are being digitally implemented under the brand name “mBook” . These can be tried out and tested by schools from the 2018/2019 school year. The mBook story is free of charge between September 2018 and July 2019 as part of this trial.

Theoretical foundations

The mBook brings together several didactic, technical and learning psychological theoretical bases in a textbook aimed at specific school learning situations, which is defined as a completely digital and construction didactic teaching and learning work. The mBook removes the limitations of analog teaching materials and thus creates - for example in the areas of multiperspectivity, differentiation, material coherence, methodology and orientation skills - an expansion of professional work and knowledge opportunities that cannot be achieved in analogue channels or only with an unreasonably high planning and organizational effort is.

Competence orientation

The theoretical basis of didactic history is the competence structure model of the international research group for the promotion and development of a reflected and self-reflective historical awareness (FUER group). On the basis of this model, the mBook regards history as a construction which, based on current challenges, is directed towards the past in order to obtain orientation-relevant constructions of meaning for present and future life. Methodologically regulated narratives about the past always convey individual or collective interests and future expectations. In this way, they not only create knowledge about the past, but also provide orientation for the recipients. Being able to reconstruct and de-construct such stories is the core of the subject. Historically competent is therefore someone who can actively tell stories himself, as well as analyzing and dealing with existing stories. Treating history in class means: “Thinking about history instead of learning”. By its very nature, it cannot be conveyed or learned by heart in the form of a simple sender-receiver relationship. Pupils should learn to work them out with a reflective and self-reflective intention.

Construction didactics

Following on from Marcus Ventzke's considerations on the development of digital construction didactics, the authors of the mBook use the multi-dimensional and potentially incomplete construction possibilities of the digital sphere as an open design space. This can be seen on the display level as well as on the working level: users can use multifunctional elements ( boxes ) to receive and construct all the media options offered by the mBook.

Instructional Psychology

For the conception, instructional psychological findings for (digital) learning were taken into account, which can be combined with the ideas for promoting the acquisition of skills. These include, among other things, independent work, research and learning; active knowledge constructions based on previous knowledge; Development of own, reflected (meta) concepts; Learning in social contexts; Work on authentic, multi-perspective problems with personal orientation potential; Use of cognitive conflicts as a trigger for one's own questions and intrinsic motivation to learn.

Media education

The mBook is also a media-pedagogical stimulus for use in schools. Responsible, self-determined, methodologically controlled handling of new media can be integrated into the school education process on the basis of specific tasks, topics and teaching materials. As learners conduct internet research in the context of technical tasks, get to know the effects of links and acquire digital communication techniques through collaborative learning situations, media learning can be combined with work benefits.

layout

The design concept of the mBook relates to the didactic and media-pedagogical challenges. One of its essential characteristics is to combine the advantages of analog and digital forms of presentation. Nevertheless, the mBook exceeds the limits of previous printed school books. A multi-level system creates a variety of options for expansion and deepening. Methodical work in a de- and reconstructive way is often possible in the first place: Images can be displayed in analyzable sizes. Written sources are offered at different linguistic levels (original of the source, simplified versions adapted to today's language, translations, audios, etc.) and can therefore be used for differentiated teaching. The source selection also enables multi-perspective work. In order to make complex or abstract processes accessible, animations and audio-visual materials are developed or didactically prepared. So that learners can understand that questions decide which stories are told, the mBook makes the construction processes of history transparent. To this end, the authors provide information in so-called dialogue and transparency texts at the beginning of the chapters about the main focus and justify their offers of orientation: Why am I telling you this story in the present way and what significance does it have for my / your life in the present? Author interviews, which can be called up as videos at the beginning of the main chapters, also serve the same purpose. All users receive their own copy. Learners can edit tasks in the mBook, make markings, insert notes or upload their own material in certain areas. However, this content cannot be viewed by other people. In this way, u. a. a long-term documentation of the learning process is created that enables thematic repetition processes across the school year on the basis of independently developed materials. The starting point of the thematic work in the mBook is the current need for orientation. They are based on anthropological tensions (cf. the history theorist Jörn Rüsen ): above and below, poor and rich, powerful and powerless, peaceful and violent, lonely and social, inclusive and exclusive, etc. In the mBook, the specifics of these tensions lead to different ones Times and in different places. The knowledge gained is related to the semantic change in technical terminology, in which with Reinhart Koselleck "Overlaps and shifts of 'modern' and 'old' word meanings [...] are to be asked". In the mBook this change is made transparent and usable through a system of historical categories, conceptual concepts and proper names.

In the mBook NRW and at mbook.schule there is also a teacher version (mBook-L) that is not a “solution booklet” or “theory volume”, but material and lesson-related explanations, competence-oriented sample solutions, possible results backups (blackboard pictures), suggestions for social forms, learning process design and product creation. The mBook-L is always based on the specific planning and organizational task of the instructor. In order to clarify the didactic and content-related 'red threads' of the chapters, so-called “training on demand” have been integrated into the mBook-L. these are videos lasting several minutes, which are intended to facilitate quick overviews and selection decisions.

technology

The mBook is browser-based and therefore independent of the system and platform. The German-speaking Community of Belgium (DG) used the mBook within the fronter learning platform until 2018; in North Rhine-Westphalia it is distributed via the LOGINEO platform. The user login is transferred to the mBook via a single sign-on procedure. Notes, markings, task responses and uploads are saved and assigned to the individual users. In addition, an offline use as is generally webapp possible. The individual access also enables the differentiation of user groups: This gives teachers access to the teacher version of the mBook (mBook-L), for example. The mbook.schule project has its own user administration, but does not collect any personal data.

practice

A version of an mBook in five volumes developed for the German-speaking Community of Belgium has been in use since September 1, 2013 . The volumes deal with all epochs from antiquity to contemporary history and form the medial basis for teaching in secondary schools at the DG (grades 9-12). The mBook Belgium implements the competence-oriented framework plan for the subject of history developed between 2010 and 2013. As an introduction to regular lessons, the DG has provided a so-called 1: 1 supply of all classes with tablet computers . However, the mBook can also be used on any other computer. For the first time, history lessons have their own learning and workbook approved and recommended by the Ministry of the German-speaking Community. For the German state of North Rhine-Westphalia , an mBook history is available for younger learners at lower secondary level (grades 5–9). Since September 2014, the mBook NRW has been tested in an implementation phase in 41 selected schools in regular lessons. In addition to tablets, students can also work with other common computers. In North Rhine-Westphalia, the student version of the mBook is supplemented by a teacher version tailored to the needs of competence-oriented teaching. In 2017, the mBook NRW was approved as a learning aid in the subject of history.

On www.mbook.schule, under the keyword “Flatrate History”, the topics of secondary level 1 are prepared in such a way that a large part of the curriculum topics for all federal states is covered. With the already published mBook history for Baden-Württemberg and the planned mBook history for Bavaria, curriculum-specific publications are currently in the foreground. The mBook Russia-German Cultural History, which was commissioned by the then Ministry of Labor, Integration and Social Affairs in North Rhine-Westphalia (MAIS) and with the support of the State Advisory Board for Issues of Displaced People, Refugees and Spätaussiedler, has been used since 2017. a. used in schools that have a higher proportion of learners with a Russian-German background. It is designed to connect subjects and is a model project for the successful implementation of diversity and differentiation in specialist teaching. The mBook Common Learning for the subject of history in the lower secondary level of the state of North Rhine-Westphalia is based on the mBook History NRW, but has been optimized for inclusive teaching. Newly developed content chapters thematically address inclusion and exclusion as a basic social condition for each epoch. The mBook Common Learning also has an auxiliary tool (magic tool bar) that can be called up on every content element of the book, which, based on the materials, offers differentiations according to the concept of challenge density, media alternatives and task-specific explanations of methodical procedures. A personalization tool can be used to adjust fonts, contrasts, background colors, etc. Foreign language translations of the texts, etc. a. into Arabic are also possible. The associated offer for teachers includes a. concrete tips for working with shortened narratives and explanations for the implementation of the underlying concepts (competence orientation, inclusion and diversity). In addition, there are specific tips for the horizons of results in inclusive lessons, such as blackboard pictures for inclusive lessons.

License

mbook.schule could be used by purchasing a time-limited license. The different license types were based on the needs of private users, teachers, school classes and institutions and could be booked individually. From September 2018, the mBook history was released for free testing until July 2019. Users can choose between a class license and a single license for teachers.

The contents of the mBook may be used both privately and for teaching purposes, but the copyright of the texts and the media used must be taken into account. Some of the media in the mBook story is under Creative Commons or public domain licenses; special regulations apply here for use.

mBook and digitization

The Prime Minister of North Rhine-Westphalia, Hannelore Kraft , listed the mBook as part of the state's digitization strategy in her government declaration in the state parliament on January 29, 2015.

Since July 2017, mBook.schule has been part of the Cornelsen publishing house and acts as an innovation driver for digital educational media in all school subjects.

research

In the DG, the use of the mBook is scientifically accompanied by a BMBF project. In a longitudinal study , DG learners take part in a competence test at the beginning of each school year. It is asked whether the use of the mBook shows effects in the acquisition of skills. In other formats, the mBook opens up even more possibilities in textbook and competence research. Technology-based textbook research with the help of the mBook provides empirically valid data for the first time on the use of history textbooks in the classroom. These can be used to record competency characteristics, but also to promote competencies. Inclusive classes are a special field of application. The Institute for Digital Learning does the necessary development work. The scientific research of the mBook is carried out through partnerships that exist between the Professorship for Theory and Didactics of the University of Eichstätt-Ingolstadt, the Institute for Digital Learning and other research institutions. Partners for empirical research are the German Institute for International Educational Research Frankfurt am Main, the Leibniz Institute for Knowledge Media Tübingen and the Hector Institute for empirical educational research at the Eberhard-Karls-Universität Tübingen .

Awards

The mBook won the German eBook Award 2015 at the Frankfurt Book Fair . In 2015, the mBook was nominated for the “Textbook of the Year” award from the Georg Eckert Institute for international textbook research at the Leipzig Book Fair . This was the first time that digital and multimedia teaching and learning material was available. In 2016, Volume 5 of the mBook History for the second and third level of general and technical transitional instruction in the regular secondary school of the German-speaking Community of Belgium on the history of the 19th century was awarded the “Special Prize for School Book of the Year”, which was awarded in 2016 by Georg-Eckert -Institute for International Textbook Research in cooperation with the Federal Agency for Civic Education In 2016, the Institute for Digital Learning won the Frankfurt Book Fair's wildcard for a trade fair appearance with the mBook. 137 publishers from over 20 countries applied. The Institute for Digital Learning used its presentation area for the Edu-Couch program: interviews with education experts were broadcast live from the fair.

In autumn 2017, the mBook Russia-German Cultural History was again honored with the eBook Award during the Frankfurt Book Fair.

In 2018, the mBook Geschichte was awarded 1st place as the textbook of the year 2018 during the didacta education fair in Hanover in the Society category. The prize was awarded in 2018 by the Georg Eckert Institute for International Textbook Research, the Didacta Association and the Federal Agency for Civic Education.

literature

  • Florian Sochatzy and Marcus Ventzke: THE DIGITAL EDUCATION REVOLUTION AND ITS CONSEQUENCES. CHANGES FOR TEACHING AND TEACHING MATERIALS , in: Frank Thissen (ed.), Learning in Virtual Spaces. Perspectives of mobile learning, Berlin / Boston 2017, pp. 54–70.
  • Marcus Ventzke, Johannes Grapentin, Florian Sochatzy: THE MBOOK LEARNING TOGETHER - CONCRETE INCLUSION IN THE CLASSROOM , in: Schule NRW. Official Journal of the Ministry for Schools and Further Education, 69 vol., No. 11 (2017), pp. 6-10.
  • Andreas Körber, Waltraud Schreiber, Alexander Schöner (eds.): Competencies in historical thinking. A structural model as a contribution to competence orientation in history didactics. Ars Una, Neuried, 2007 (2nd edition), ISBN 978-3-89391-788-4
  • Waltraud Schreiber, Alexander Schöner, Florian Sochatzy: Analysis of school books as the basis of empirical history didactics. Kohlhammer, Stuttgart, 2013, ISBN 978-3-17-022634-0
  • Marcus Ventzke, Sylvia Mebus, Waltraud Schreiber: Thinking history instead of cramming in upper secondary school: 20 years after the Peaceful Revolution; German and European perspectives in high school history lessons. Saxon Education Institute, Radebeul, 2010
  • Florian Sochatzy, Marcus Ventzke, Waltraud Schreiber: New technology and the potentials and limitations for constructivist instructional designers: A multimedia history Textbook , in: Joanna Wojdon (ed.), E-teaching History, Newcastle upon Tyne 2016, pp. 50–64 .
  • Marcus Ventzke, Florian Sochatzy, Bernadette Thielen: The introduction of the multimedia textbook (mBook) as an impetus for teaching development processes in high schools in the state of North Rhine-Westphalia - an insight , in: Katja Lehmann, Michael Werner, Stefanie Zabold (ed.), Historical Thinking Now and in the future. Ways to a theoretically sound and evidence-based handling of history - Festschrift for Waltraud Schreiber on his 60th birthday (= history didactics in the past and present, vol. 10), Berlin 2016, pp. 121–128.

Web links

Individual evidence

  1. ↑ Schreiber, Sochatzy, Ventzke: The multimedia textbook - competence-oriented, customizable and construction-transparent. in: Schreiber, Schöner, Sochatzy: Analysis of School Books as the Basis of Empirical History Didactics , 2013, pp. 212–232
  2. ↑ mBook Russia-German Cultural History ( Memento of the original from March 16, 2017 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  @1@ 2Template: Webachiv / IABot / mbook.schule
  3. ↑ Cornelsen takes over the digital textbook mBook. Book report, June 29, 2017, accessed on July 13, 2017 .
  4. ↑ For a year, provides Cornelsen selected schools the mBook available - Schools may apply. March 29, 2018. Retrieved March 29, 2018 .
  5. ↑ Try out the mBook history for secondary level I with all its multimedia options now. Simply register for free and try it out until July 2019! September 27, 2018, accessed September 27, 2018 .
  6. ↑ Körber, Schreiber, Schöner: Competencies of historical thinking. A structural model as a contribution to competence orientation in history didactics. 2007
  7. ↑ Ventzke, Mebus, Schreiber: Thinking history instead of cramming in upper secondary level: 20 years after the Peaceful Revolution; German and European perspectives in high school history lessons. , 2010
  8. ↑ Sochatzy, Florian: The multimedia textbook (mBook) - from theory to practice: conception, production and empirical review of a multimedia history textbook, University of Eichstätt-Ingolstadt 2016.
  9. ↑ Reinhart Koselleck: Introduction , in: Otto Brunner, Werner Conze, Reinhard Koselleck (ed.): Geschichtliche Grundbegriffe, Vol. 1, 4th edition, Klett-Cotta, Stuttgart 1992, ISBN 978-3-608-91500-6 , Pp. 89-109.
  10. ↑ Books in the browser
  11. ↑ http://www.bildungsserver.be/PortalData/21/Resources/downloads/schule_ausbildung/schulische_ausbildung/rahmenplaene_neu/RP_Geschichte_SEK_AU_T__2und_3_Stufe.pdf
  12. ↑ mBook NRW . Website of the media advice NRW. Retrieved February 3, 2015.
  13. ↑ Frequently asked questions about the mBook. Idea: L GmbH. mBook Online Shop, accessed September 12, 2016 .
  14. ↑ https://land.nrw/sites/default/files/asset/document/regierungserklaerung_mp_kraft_vor_dem_landtag_29_01_2015.pdf
  15. ↑ https://www.cornelsen.de/unternehmensinformationen/1.c.4440284.de
  16. ↑ German eBook Award. German eBook Award, accessed on October 28, 2015 .
  17. ↑ 2015 nominations on gei.de accessed on October 28, 2015
  18. ↑ : Gilda Sahebi nominated mBook from Eichstaett - Textbook of the year. B5 Aktuell, March 13, 2015, archived from the original on April 2, 2015 ; accessed on March 27, 2015 .
  19. ↑ Special award for digital educational media goes to the mBook. (No longer available online.) Georg Eckert Institute - Leibniz Institute for International Textbook Research, March 30, 2016, archived from the original on July 19, 2016 ; Retrieved July 19, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.gei.de
  20. ↑ Wildcard for multimedia textbooks. Boersenblatt, June 27, 2016, accessed on July 19, 2016 .
  21. ↑ This year's award for "Textbook of the Year" shows the direction in which digital lessons could go: The "mBook history" belongs first time a school book of the winners, which is no longer printed on paper. " Spiegel Online, accessed on 29 March 2018 .