Course Topics
See the individual course modules.

Propaedeutic courses
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Teaching format
12420A Lecture; input, discussions, integrated group-work, preparatory tasks in the sense of a flipped classroom, self-assessment 12420B Group work, practical work with digital tools, analysis and discussion of media products and their reception. 12420C Keynote speech and discussions, integrated group work, preparatory exercises in the spirit of the flipped classroom 12420D Work on texts and examples; teaching through lectures and testing through hands-on experience.

Educational objectives
The module encompasses and deepens two interrelated areas aimed at innovative processes in kindergarten and primary school: media pedagogy and the evaluation and development of/in educational systems. In a specific, thematically orientated sense, media pedagogy and didactics as well as the use of digital media in educational contexts are of particular importance as they induce the transformation of traditional educational settings. The reorganisation of the learning environment is accompanied by a criteria-based definition and scientifically validated evaluation of specific educational processes as well as educational institutions and their systemic framework conditions; this includes procedures for ensuring and developing their quality. Against this background, the laboratory also aims to prepare the final thesis, which is also expected to contribute to innovative processes in kindergarten or primary school. Expected learning outcomes and competences: Knowledge and understanding Students are familiar with basic theoretical concepts and conceptual distinctions in media education, media didactics, media education and media socialisation in the past and present - know the basics of media didactics and the differences between forms of knowledge and their presentation - know forms and procedures of evaluation and quality development - know the possibilities, but also the limits of systemic processes of pedagogical and organisational development - know the principles and rules for writing a thesis and are familiar with the ethical principles of academic work Application of knowledge and understanding The students - are able to transfer media education concepts and approaches to educational processes in kindergarten and primary school in an age-appropriate manner. - are able to productively consider the media socialisation of children in their educational activities - are able to transfer concepts and approaches of evaluation and quality development to concrete structures and processes in educational institutions and modify them accordingly - are able to deal productively and effectively with their final thesis. Judgement Students can - evaluate media education and didactic processes in terms of their theoretical and practical scope and their ethical significance, interpret them consistently and assess their theoretical, methodological and pedagogical validity; - are able to scientifically justify their own initiatives for media education in kindergarten and primary school and assess their practical feasibility - are able to critically assess the benefits of concepts of evaluation and further development and mediate in a differentiated manner in the event of possible conflicts of interest; - have an independent judgement of the quality of their own final thesis and the possibilities for improving it. Communication Students can - use media critically and independently to exchange information about their pedagogical initiatives; - communicate evaluation processes and quality development measures and promote them productively in a team dialogue; - write their final thesis in such a way that it can be seen as a productive contribution to the further development of pedagogical knowledge. Learning strategies Students can - develop and evaluate learning strategies for themselves and for others on the basis of media didactics - consider theories and instruments of evaluation and quality development as learning processes for a "learning organisation" as well as for the people working in it; - consider their final thesis both as a conclusion of student learning processes and as an invitation to further develop new learning strategies.

Assessment
Oral examination based on a written paper/project (e.g. as a scientific poster presentation) developed in the context of the laboratories, in which students attempt to combine elements of media education with evaluation and development in such a way that both a thematic understanding of the subject matter is demonstrated and central components of a scientific thesis (development of a research question, hypothesis and a suitable research design) are developed and reflected upon.

Evaluation criteria
Assignment of a single final assessment for the entire module in the oral module examination. The assessment is based on the syllabus, the topics covered, the expected learning outcomes and the specific educational objectives. Criteria for the assessment: Appropriate answers, logical structure, clear argumentation, reference to literature, ability to critically analyse and reflect, use of academic terminology, independent and reasoned judgement. In the event of a negative assessment of the overall module, the entire module examination must be repeated. Please note that according to the examination regulations, taking the examination three times without passing leads to a blocking for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).

Required readings

12420 A

European Commission, Directorate-General for Education, Youth, Sport and Culture. (2019, July 8). Key competences for lifelong learning (Council Recommendation of 22 May 2018). Publications Office of the European Union. 

European Commission, Joint Research Centre. (2024). DigComp 2.2: The Digital Competence Framework for Citizens. Publications Office of the European Union.

European Training Foundation (ETF) & European Commission, Joint Research Centre. (2023). Scaffold: A deck of cards to design competence-oriented learning experiences (102 cards). Retrieved from ETF / JRC resources.

European Commission. (2022, May 11). The new strategy for a Better Internet for Kids (BIK+). Digital Strategy & Better-Internet-for-Kids portal. Retrieved from European Commission website.

European Commission. (2022, October 25). Ethical Guidelines on the use of Artificial Intelligence (AI) and Data in Teaching and Learning for Educators. Retrieved from European Commission website.

Redecker, C., & European Commission, Joint Research Centre. (2017). DigCompEdu: European Framework for the Digital Competence of Educators. Publications Office of the European Union.

Süss, D., Lampert, C., & Trültzsch-Wijnen, C. W. (2018). Medienpädagogik. Ein Studienbuch zur Einführung (3., überarb. und aktual. Aufl.). Springer VS. Kapitel 2 Mediensozialisation, S. 19-46; Kapitel 4 Medienpädagogische Ansätze, S. 83-108; Kapitel 5 Medienkompetenz, S.5/6109-134; Kapitel 7 Mediendidaktik, S. 161-169, 173-188

12420 B

wird im LAB bekannt gegeben

12420 C

Balzer, L., & Beywl, W. (2015). evaluiert: Planungsbuch für Evaluationen im Bildungsbereich. Pflichtliteratur: Kap. 1,2,7 und 8

Bartsch, S., Beywl, W., Farrokhzad, S., Gutknecht-Gmeiner, M., Jelitto, M., Lück-Filsinger, M., … Uzunova, E. (2016). Evaluationspraxis: Professionalisierung – Ansätze – Methoden (2., korrigierte und ergänzte Aufl.). Waxmann. Pflichtliteratur: Kapitel „Evaluationsmethoden“

Pflichtliteratur: Kaptiel 1

12420 D

Bohl, T. (2018): Wissenschaftliches Arbeiten im Studium der Erziehungs- und Bildungswissenschaften. Weinheim und Basel: Beltz, 4. vollständig überarbeitete Auflage

Friebertshäuser, B. (2013). Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft (4., durchges. Aufl.). Beltz Juventa.

Supplementary readings

Berger, R., Granzer, D., Looss, W., & Waack, S. (2013). "Warum fragt ihr nicht einfach uns?“: Mit Schüler-Feedback lernwirksam unterrichten: Unterrichtsentwicklung nach Hattie. Beltz.

Kempfert, G., & Rolff, H.-G. (2002). Pädagogische Qualitätsentwicklung: Ein Arbeitsbuch für Schule und Unterricht (3rd, uned. ed.). Beltz.

Bosse, I. (2017). Gestaltungsprinzipien für digitale Lehrmittel im Gemeisamen Unterricht. Eine explorative Studie am Beispiel der Lernplattform Planet Schule. In K. Mayrberger, J. Fromme, P. Grell, & Th. Hug (Eds.), Jahrbuch Medienpädagogik 13. Vernetzt und entgrenzt - Gestaltung von Lernumgebungen mit digitalen Medien (pp. 133-150). Springer VS.

Kaspar, K., Aßmann, S., & Konrath, D. (2017). Studierende als Gestalter*innen einer kollektiven virtuellen Lernumgebung. In K. Mayrberger, J. Fromme, P. Grell, & Th. Hug (Eds.), Jahrbuch Medienpädagogikgik 13. Vernetzt und entgrenzt - Gestaltung von Lernumgebungen mit digitalen Medien(pp. 195-212). Springer VS.

Lüschen, I., Moschner, B., & Walter-Laager, C. (2017). Interesse + Engagement = Lernzuwachs? Eine quantitativ-empirische Untersuchung zum Umgang von Kleinkindern mit einer Sprachlern-App, In K. Mayrberger, J. Fromme, P. Grell, & Th. Hug (Eds.), Jahrbuch Medienpädagogik 13. Vernetzt und entgrenzt – Gestaltung von Lernumgebungen mit digitalen Medien (pp. 165-180). Springer VS.

Resinger, P., Knitel, D., Mader, R., & Brunner, H. (2021).Leitfaden zur Bachelor- und Masterarbeit. Wissenschaftliches Arbeiten und berufsfeldbezogenes Forschen an Hochschulen und Universitäten (4th, revised and expanded ed.). Tectum.

Stockmann, R. (2007). Handbuch zur Evaluation: Eine praktische Handlungsanleitung. Waxmann.

Further information
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