Media didactics

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The starting thesis of media didactics, without which the whole subject would not exist, is that the choice of medium is not arbitrary, but is inextricably linked with the goal, content and method. Unfortunately, the article offers neither arguments nor examples for this (initially only alleged) interdependence. Why is it - in the light of media didactics - not irrelevant whether, for example, vocabulary is learned with a flash card or with software? Why does it not matter whether an essay is written on paper or typed into the laptop?
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Students with OLPC XO-1 laptops

The Media Education is a branch of pedagogy or educational science . Here it is assigned to media education on the one hand and didactics on the other . Media didactics deals with the use of analog and digital communication media ( media , teaching media ) in lessons . Application areas include higher education , the education and the many forms of non-formal education such. B. in adult and continuing education . Related areas are media education and media studies .

background

Media didactics is based on the idea that the choice of teaching medium must be linked to the objectives, content and methods of teaching.

There are often several media to choose from for the same teaching purpose. A teacher who, as part of a teaching unit, B. wants to convey certain information, u. a. the choice of giving a lecture , having a text read or showing a YouTube video. Media didactics provides criteria for what these media can achieve in a particular context of use and how they must be handled.

Definition of terms

Firstly, media didactics is differentiated from media education , which seeks to convey a competent handling of technical media - currently especially the Internet . Second, it is distinguished from information technology education , which teaches the practical use of hardware and software .

In the early 1970s, some educationalists, including Dieter Baacke , used the term "media didactics " to refer to " media education " in general. This usage was abandoned in the mid-1970s.

history

Development of media didactics

Considerations for the best possible use of teaching media have existed since teaching media have existed. In his book Orbis sensualium pictus (1653/1658), Comenius had already thought about which aids should be used to bring learning content to children and young people.

A scientific, d. H. Systematically theoretically based media didactics did not emerge until the 1960s, when Paul Heimann - "under the impression of the increasing importance of electronic mass media" - first highlighted the choice of media as a didactic decision that deserved just as much attention and care as the decisions about goals and content and methods. Heimann considered the medium, goal, content and method to be closely linked and based this thesis on the Berlin model, which was extremely influential for the German-speaking area .

Deviating development outside of the German-speaking area

Outside the German-speaking area, the interdependence thesis has been partially contradicted, for example by Richard E. Clark ( USC Rossier School of Education ), a representative of instruction design . Clark is of the opinion that there is no dependency between the choice of media and the other decision-making fields, since "with a more detailed analysis, every content, every goal, every method can be conveyed with every medium." a. contradicted by Robert B. Kozma, who, in a debate famous today, took the view that there is a close connection between media choice and didactic context variables. In the USA, media taxonomies emerged in the late 1960s and 1970s : classification schemes in which media were classified according to certain criteria. The taxonomies should make it easier for teachers to determine the appropriate medium for each teaching purpose. Some were based on Edgar Dale's 1946 "experience cone". Another influential taxonomy was introduced by Robert Gagné in 1969 ; Gagné had played a key role in the development of the instruction design in the 1960s. Today, media didactic approaches in English-speaking countries are dealt with under the heading of educational technology .

Further development: student-centered and constructivist concepts

In the German-speaking countries, in the late 1960s - as a countermovement to the teacher-centered understanding of teaching that had prevailed up to that point - a student-centered media didactics (sometimes referred to as "activity and participant-related media didactics") that tried to take into account the new learning theories and media no longer just that Teacher, but also wanted to leave it to the students so that instead of just perceiving them passively, they can actively use the media as a learning tool and even create it themselves.

At the beginning of the 1990s, a constructivist media didactics emerged , which also started out from the student, but found its theoretical foundation in the constructivist learning psychology founded by Jean Piaget . Your main representative, Kersten Reich , assumed that learning is not the collection and storage of information, but active intellectual construction that is stimulated and supported by the creation of your own learning materials. Similar to student-centered media didactics, constructivist didactics put creative processes above a purely receptive use of media.

Empirical research approaches in media didactics

The empirical research approaches are important in answering the question of which concepts for the use of media in teaching-learning processes can be distinguished and which considerations are associated with them. A distinction is made between studies on general media effects and on special media characteristics of interaction-oriented studies and evaluations . In addition, these research approaches are connected with various theoretical assumptions and approaches to media design, namely the media taxonomic approaches (differentiation of the media with regard to their properties and suitability for different teaching tasks) and the learning theory approaches (references to different basic orientations) Overall, one then differentiates between five concepts of Media use: teaching material concept, work material concept, building block concept, system concept, learning environment concept. (see Tulodziecki, 1997)

Research and Teaching

literature

See also the footnotes and personal articles on the personalities named under “Research and Teaching”.

General

  • Brigitte Armbruster, Ottmar Hertkorn: General media didactics. A study guide for teacher training and teacher training (materials for media didactics; Vol. 6) Greven Verlag, Cologne 1978.
  • Claudia de Witt, Thomas Czerwionka: media didactics . (Study texts for adult education). Bertelsmann Verlag, Bielefeld 2007, ISBN 978-3-7639-1914-7 .
  • Volker Frederking, Axel Krommer, Klaus Maiwald: German media didactics. An introduction (Fundamentals of German Studies; Vol. 44). Erich Schmidt Verlag, Berlin 2008, ISBN 978-3-503-09822-4 .
  • Wilfried Hendricks (Ed.): New media in secondary level I and II. Didactics, teaching practice, learning, Internet (compact course). Cornelsen Scriptor, Berlin 2000, ISBN 3-589-21249-7 .
  • Elisabeth Kampmann, Gregor Schwering: Teaching Media. Media theory for school practice - basics, examples, perspectives , transcript, Bielefeld 2017, ISBN 978-3-8376-3053-4 .
  • Friedrich W. Kron, Sofos Alivison: Mediendidaktik. New media in teaching and learning processes (UTB; Vol. 2404). Ernst Renhardt Verlag, Munich 2003, ISBN 3-8252-2404-X .
  • Wolfgang Maier: Basic course in media education. Media didactics; a study and work book . Beltz, Weinheim 1998, ISBN 3-407-25210-2 .
  • Helmut Meschenmoser: Learning with the media. On the theory, didactics and design of interactive media . Schneider-Verlag Hohengehren, Baltmannsweiler 1999, ISBN 3-89676-187-0 (plus dissertation, University of Hamburg 1998).
  • Helmut M. Niegemann : New learning media. Design, develop, use . 1st edition. Huber, Bern 2001, ISBN 3-456-83448-9 .
  • Dominik Petko: Introduction to media didactics. Teaching and learning with digital media , Weinheim, Basel (Beltz) 2014, ISBN 978-3407256782 .
  • Martin Plieninger: Learning and teaching with new media (Praxis Schule 5–10 / Extra). Westermann, Braunschweig 2004, ISBN 3-14-161003-7 .
  • Werner Sacher: School media work in the computer age. Basics, concepts, perspectives . Klinkhardt, Bad Heilbrunn 2000, ISBN 3-7815-1067-0 .

Web links

Wiktionary: Media didactics  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ^ A b Gerhard Tulodziecki : Media in education and training . 3. Edition. Bad Heilbrunn 1997, p. 45 . ; Wilhelm Hagemann: From teaching aids to new media - 40 years of school-related media development and media discussion . In: Bardo Herzig (Ed.): Media make school. Basics, concepts and experiences in media education . Bad Heilbrunn 2001, p. 31 .
  2. ↑ Robert Murauer: Mobile media and the skills of Upper Austrian teachers: An empirical analysis . disserta Verlag, Hamburg 2013, ISBN 978-3-95425-236-7 , p. 17 ( limited preview in Google Book search).
  3. ↑ Concepts for the use of media in teaching and learning processes. Archived from the original on December 22, 2015 ; accessed on December 16, 2015 .
  4. ^ Gerhard Tulodziecki : Media in education and training. Basics and examples of an action- and development-oriented media education . Bad Heilbrunn 1997, p. 65 .
  5. ^ Paul Heimann: Didactics as theory and teaching . Die Deutsche Schule, H. 9, 1962, pp. 407-427
  6. ↑ Quoted from: Michael Kerres: Media decisions in lesson planning. To arguments for effectiveness and reasons for the didactic use of digital media . Education and Upbringing, H. 1, 2000, pp. 19–39 (here: p. 34).
  7. ^ The Influence of Media on Learning: The Debate Continues
  8. ^ Edgar Dale: Audio-visual methods in teaching . The Dryden Press, New York 1946.
  9. ^ Robert Mills Gagné: Learning and Communication . In: RV Wiman, WC Meierhenry (Ed.): Educational Media: Theory and Practice . Charles E. Merrill pub. Company, Columbus 1969.
  10. ↑ J. Hüther: Mediendidaktik . In: J. Hüther, B. Schorb (Hrsg.): Basic concepts of media education . kopaed, Munich 2005, p. 234–240 (here: p. 236) .
  11. ↑ Claudia de Witt, Thomas Czerwionka: Mediendidaktik. Retrieved December 17, 2015 .
  12. ^ TU Braunschweig: Dipl.-Päd. Thomas Czerwionka. Archived from the original on December 22, 2015 ; Retrieved December 18, 2015 .
  13. ^ Learning Lab. Retrieved December 17, 2015 .
  14. ↑ Michael Kerres: Media Didactics. Conception and development of media-based learning opportunities . 3. Edition. Oldenbourg Verlag, Munich 2012, ISBN 978-3-486-27207-9 (Former title: Multimedia and telemedial learning environments. Concept and development ).
  15. ↑ Multimedia didactics. Archived from the original on December 22, 2015 ; Retrieved December 17, 2015 .
  16. ↑ Fernuni Hagen: Claudia de Witt. Retrieved December 18, 2015 .
  17. ↑ LearnLab media didactics. Retrieved December 17, 2015 .
  18. ^ Gerhard Tulodziecki: Media in education and training. Basics and examples of an action- and development-oriented media education . 3. Edition. Klinkhardt, Bad Heilbrunn 1997, ISBN 3-7815-0916-8 (former title: media education in schools and lessons ); Gerhard Tulodziecki (Red.): New media in schools. Projects, concepts, competencies; an inventory . Bertelsmann Stiftung , Gütersloh 1996, ISBN 3-89204-238-1 ; Gerhard Tulodziecki, Bardo Herzig: Handbook media pedagogy. Volume 2: Media Didactics. Use media in teaching and learning processes . Klett-Cotta, Stuttgart 2006, ISBN 3-86736-202-5 (together with Silke Grafe and Maria Herrlich).