Vol. 4 No. 4 (2024)

Dauerhafte URI für die Sammlung

https://www.weizenbaum-library.de/handle/id/705

Special Issue: Education in the Digital World

Listen

Gerade angezeigt 1 - 5 von 5

Personal Responsibility and Beyond: Developing a Comprehensive Conceptualization of Digital Citizenship Competences
(Weizenbaum Institute, 2024-07-16) Huschle, Lucy; Kindlinger, Marcus; Abs, Hermann Josef
As digital transformation reshapes society, it is crucial to understand the evolving demands on education to prepare individuals for this new reality. Although the conceptualizations and objectives vary, digital citizenship education (DCE) typically aims to equip individuals with the competencies necessary not just to thrive in digital and democratic societies but also to critically analyze and actively shape them. However, existing efforts often focus too narrowly on technical skills and online safety, overlooking the broader notion of citizenship in educational contexts. This article addresses this gap by examining the conceptualization of citizenship within the field of DCE, led primarily by the structure of Choi’s (2016) concept analysis, and proposing a more comprehensive framework based on the citizenship ideals by Westheimer and Kahne (2004). Drawing on existing frameworks and synthesizing various DCE approaches, the article presents the Integrated Framework of Abilities for Digital Citizenship (Infra-DC). We then examine existing measurement instruments to determine their alignment with the proposed framework. This conceptual work contributes to advancing DCE efforts by promoting a nuanced understanding of citizenship and providing guidance for future research, program development, and evaluation.
An Introduction to Open Educational Resources and Their Implementation in Higher Education Worldwide
(Weizenbaum Institute, 2024-07-03) Atenas, Javiera; Ebner, Martin; Ehlers, Ulf-Daniel; Nascimbeni, Fabio; Schön, Sandra
The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher education, focusing on their development, how they are understood, and the opportunities they offer. OER are defined as learning materials released under open licenses, allowing no-cost access, reuse, adaptation, and redistribution. The article discusses the OER movement, its milestones, and its integration into educational practice. It also presents arguments for OER: they enable free access to education, improve teaching practice, diminish legal issues, and foster open science. In addition, it highlights criticisms, including resistance from traditional publishers and concerns about marketing influence. The article concludes by examining current OER implementation in higher education and its promise of innovation. While OER are increasingly adopted, proprietary resources still dominate. The article emphasizes the need for educators to use open licenses meaningfully and innovatively and presents research on OER acceptance and usage. The monitoring of OER development in higher education is essential, but approaches may vary across countries.
Comparative Analysis of the Essential Factors for the Adoption of Massive Open Online Courses in Higher Education of a Developing Country: Pre and Post COVID-19
(Weizenbaum Institute, 2024-06-27) Chavoshi, Amir; Jandaghi Shahi, Sara
Although massive open online courses (MOOCs) offer numerous benefits to students, developing countries are still in the early stages of promoting their implementation. This study aims to investigate how the factors influencing MOOC adoption have evolved in response to the increased usage of online courses during the pandemic. The proposed model is based on the Technology Acceptance Model, and research hypotheses are presented based on six different factors: Perceived Usefulness, Perceived Ease of Use, Openness, Self-Efficacy, Quality of Service, and Reputation of the MOOC Provider. To test these hypotheses two surveys were conducted, one before and one after the COVID-19 period. Analyzing the data from these two time periods provides insight into the level of influence each of these factors has had on increased MOOC usage. Survey data was tested using the novel Partial Least Squares-Artificial Neural Network approach, which can effectively analyze complex human decisions. The findings indicate that Perceived Usefulness was the most influential factor in the adoption of MOOCs both before and after the COVID-19 pandemic. Interestingly, changes have been observed in the impact of Openness between the pre-pandemic and post-pandemic periods.
Educational Impulses for Redesigning (Online) Teaching in the Post-Pandemic World: A Discussion and Evaluation of Lessons Learned
(Weizenbaum Institute, 2024-06-24) Knaus, Thomas
This article reflects on the challenge of online teaching from the perspective of media didactics, a perspective that gained prominence during the COVID-19 pandemic. The qualitative-reconstructive study reflects on 65 multidisciplinary papers written during the pandemic. Together, these studies empirically examine the challenges, achievements, and failures of the first large-scale experiment in university teaching during that time and include quantitative empirical studies and qualitative first-hand accounts from university lectures that document how scholars adapted their courses from on-campus teaching to online teaching. Many approaches are innovative and creative, while some are not really new, at least from the perspective of media education. Still, many teachers with limited exposure to media-based or online teaching pre-pandemic broke new ground in their individual teaching. Of course, learning is an individual process. Nevertheless, expectations that university teaching would be fundamentally redesigned were almost inevitably destined for disappointment due to the pandemic’s suddenness, a lack of didactic knowledge, technical and organizational hurdles, and various other individual challenges. It is now clear that the emergency online semesters have permanently changed university teaching. Learning from both successes and failures, this article proposes the design and development of good (online) teaching for post-pandemic times. It bases its proposals on the documented experiences of teachers, on empirical data, and on three practical examples.
ChatGPT and Its Text Genre Competence: An Exploratory Study
(Weizenbaum Institute, 2024-06-24) Brommer, Sarah; Frick, Karina; Bursch, Adriana; Rodrigues Crespo, Marina; Schwerdtfeger, Laura Katrin
Being able to reciprocate and produce different kinds of texts is a key quality and a core professional competence. Therefore, genre competence is fundamental in not only educational and academic contexts but also professional environments. This paper addresses the extent to which text-generating AI tools could support the development of genre competence and how suitable they are as a tool for genre-based writing didactics. To answer this, it is necessary to examine whether AI tools, such as ChatGPT, are competent in terms of text genres. To do this, the research explores whether ChatGPT is capable of producing and revising genre-specific texts or identifying and analyzing genre-specific patterns and whether it produces different outputs in terms of genre. To examine these questions, we have conducted a pilot study that includes several different text types and several areas of application (generating, revising, summarizing, classifying, and analyzing). The paper’s results relate to three aspects of “Education in the Digital World”: a) competencies, b) possible changes to educational and learning processes using AI tools, and c) appropriate tools for education in general.

Listen

Neueste Veröffentlichungen