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鲍苍颈惫别谤蝉颈迟脿 Liedia de Bulsan

Selezion毛ia l lingaz. Lingaz atual: LLD

Pedagogia dei media; sistema formativo: valutazione e sviluppo

Semester 1 路 12420 路 Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione in lingua tedesca 路 10CFU 路 EN 路 DE


See the individual course modules.

Dozenc: Susanne Schumacher, Ursula Pulyer, Christian Laner, Paul Resinger, Daniele Morselli, Simone Seitz

Ores de ensegnament: 60
Ores de laboratore: 40
Oblianza de frecuenza: In accordance with the regulation

Argomenc dl curs
See the individual course modules.

Modalit茅 de ensegnament
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.

Obietifs formatifs
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.

Sort de ejam
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.

Criters de valutazion
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).

Bibliografia obligatora

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).  

European Commission, Joint Research Centre. (2024). DigComp 2.2: The Digital Competence Framework for Citizens.

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

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

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

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

S眉ss, D., Lampert, C., & Tr眉ltzsch-Wijnen, C. W. (2018). Medienp盲dagogik. Ein Studienbuch zur Einf眉hrung (3., 眉berarb. und aktual. Aufl.). Springer VS. Kapitel 2 Mediensozialisation, S. 19-46; Kapitel 4 Medienp盲dagogische Ans盲tze, 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 f眉r Evaluationen im Bildungsbereich. Pflichtliteratur: Kap. 1,2,7 und 8

Bartsch, S., Beywl, W., Farrokhzad, S., Gutknecht-Gmeiner, M., Jelitto, M., L眉ck-Filsinger, M., 鈥� Uzunova, E. (2016). Evaluationspraxis: Professionalisierung 鈥� Ans盲tze 鈥� Methoden (2., korrigierte und erg盲nzte Aufl.). Waxmann. Pflichtliteratur: Kapitel 鈥濫valuationsmethoden鈥�

Pflichtliteratur: Kaptiel 1

12420 D

Bohl, T. (2018): Wissenschaftliches Arbeiten im Studium der Erziehungs- und Bildungswissenschaften. Weinheim und Basel: Beltz, 4. vollst盲ndig 眉berarbeitete Auflage

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



Bibliografia aconsieda

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

Kempfert, G., & Rolff, H.-G. (2002). P盲dagogische Qualit盲tsentwicklung: Ein Arbeitsbuch f眉r Schule und Unterricht (3rd, uned. ed.). Beltz.

Bosse, I. (2017). Gestaltungsprinzipien f眉r 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 Medienp盲dagogik 13. Vernetzt und entgrenzt - Gestaltung von Lernumgebungen mit digitalen Medien (pp. 133-150). Springer VS.

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

L眉schen, 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 Medienp盲dagogik 13. Vernetzt und entgrenzt 鈥� 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 Universit盲ten (4th, revised and expanded ed.). Tectum.

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




Obietifs per n svilup sostenibel
Chesta ativit茅 didatica deida da arjunje chisc obietifs per n svilup sostenibel



Modules

Semester 1 路 12420A 路 Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione in lingua tedesca 路 3CFU 路 EN

Module A — Pedagogia e didattica dei media

The course aims to foster students鈥� knowledge of scientific methodologies and contents of the interdisciplinary subjects: media pedagogy, media didactics, and media literacy. The course deals with the history and basic terminology of media education, basic uses of media in pedagogic and didactic contexts, features of computer and network technology, software management, theories of media and
media socialization, media impact research, media ethics, media- mediated teaching and learning processes, media literacy, and media in educational research.

Dozenc: Susanne Schumacher, Daniele Morselli

Ores de ensegnament: 30 15 h: Dr. phil. Susanne Schumacher 15 h: Prof. Daniele Morselli
Ores de laboratore: 0

Argomenc dl curs
1. Media Pedagogy and Digital Literacy Definitions, history, and basic notions of media pedagogy, didactics, and literacy Main theories of media and media socialization Media as forms of knowledge Research on media impact, media ethics, and media language Media in educational research Media-mediated teaching and learning processes; basic uses of media in pedagogic and didactic settings 2. Digital Competence and Educational Frameworks The Key European Competences for Lifelong Learning Digital Competence Framework for Citizens (DigComp) Digital Competence Framework for Educators (DigCompEdu) Scaffold: a card game based on European Competence Frameworks to revolutionize teaching The Better Internet for Kids strategy Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators 3. Digital and AI Tools for Education Using digital tools (OLE, Padlet, PanQuiz) and AI (Perplexity, Co-Pilot, Gemini) for teaching and learning.

Modalit茅 de ensegnament
The lesson takes place remotely. Lectures, exercices, discussions, integrated group-work, preparatory tasks

Bibliografia obligatora

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

European Commission, Joint Research Centre. (2024). DigComp 2.2: The Digital Competence Framework for Citizens.

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

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

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

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

S眉ss, D., Lampert, C., & Tr眉ltzsch-Wijnen, C. W. (2018). Medienp盲dagogik. Ein Studienbuch zur Einf眉hrung (3., 眉berarb. und aktual. Aufl.). Springer VS. Kapitel 2 Mediensozialisation, S. 19-46; Kapitel 4 Medienp盲dagogische Ans盲tze, S. 83-108; Kapitel 5 Medienkompetenz, S.5/6109-134; Kapitel 7 Mediendidaktik, S. 161-169, 173-188



Semester 1 路 12420B 路 Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione in lingua tedesca 路 2CFU 路 DE

Module B — Pedagogia dei media per la didattica (lab.)

In the laboratory, the topics addressed in the lecture are explored in greater depth and implemented and tested using practical examples for the nursery and primary school.

Dozenc: Christian Laner, Susanne Schumacher

Ores de ensegnament: 0
Ores de laboratore: 20 Gruppe 1: Dr. phil. Susanne Schumacher Gruppe 2, 3, 4 und 5: Mag. Christian Laner

Semester 1 路 12420C 路 Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione in lingua tedesca 路 3CFU 路 EN

Module C — Valutazione e sviluppo del sistema della scuola dell'infanzia e primaria

The lecture summarizes key concepts and considerations on individual aspects of evaluation and quality development of kindergarten and primary school that were introduced and developed during the study period. Acquired concepts and reflections are systematized on the basis of current research and experience in the field of evaluation.

Dozenc: Ursula Pulyer

Ores de ensegnament: 30
Ores de laboratore: 0

Semester 1 路 12420D 路 Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria - sezione in lingua tedesca 路 2CFU 路 DE

Module D — Preparazione alla tesi (lab.)

Against the background of new challenges in the context of new media or evaluation and quality development, the laboratory is also aimed at the personal challenge of completing the degree programme with a thesis, which is also expected to make an innovative contribution to the educational landscape of South Tyrol. This laboratory utilises the broad background of the previous degree programme to provide the appropriate impetus for the design and implementation of the Master's thesis in terms of interesting topics and a necessary scientific form of processing.

Dozenc: Ursula Pulyer, Paul Resinger, Simone Seitz

Ores de ensegnament: 0
Ores de laboratore: 20 Gruppe 1, 3 und 4: Prof. Dr. Paul Resinger Gruppe 2: Prof. Dr. Simone Seitz Gruppe 5: Dr. Ursula Pulyer

Domanda d'informaziun