Hillen / Sturm Challenges Facing Contemporary Didactics. Diversity of Students and the Role of New Media in Teaching and Learning

1. Auflage 2011
ISBN: 978-3-8309-7589-2
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 200 Seiten

This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world.
The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems.
This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

Autoren/Hrsg.

Hillen, Stefanie

Sturm, Tanja

Inhaltsverzeichnis

1;Contents;6
2;Preface;8
3;Introducing didactic perspectives to contemporary challenges;10
3.1;A concept of Didactics: Allgemeine Didaktik;11
3.2;The challenge of Diversity and New Media in teaching;13
3.3;Content of the book;18
3.4;References;20
3.5;Diversity;24
4;‘Doing differences’ – a Matter of Teaching and Learning Concepts;26
4.1;Abstract;26
4.2;1 Sketch of the problem;26
4.3;2. “Doing difference” in teaching practice;28
4.4;3. Methodological frame and methods worked with;30
4.5;4 Orientations in teaching concepts;31
4.6;5 Discussion and Perspectives;39
4.7;References;40
5;Capacities in Diversified Classrooms;44
5.1;Abstract;44
5.2;1 Current on-going changes in education in the context of school accountability;46
5.3;3 Students as capacities in education;52
5.4;4 Conclusion;56
5.5;References;57
6;The Role of Imagination when Teaching the Diverse Group;62
6.1;Abstract;62
6.2;1 Introduction;62
6.3;2 The role of imagination in Didaktik;64
6.4;3 The semantics of teaching;66
6.5;4 Discussion: The challenge of group diversity;70
6.6;5 Conclusion;72
6.7;References;73
6.8;Gender;76
7;The Professional Student – a Matter of Gender? Learner Responsibility in Upper Secondary Schools;78
7.1;Abstract;78
7.2;1 Introduction;78
7.3;2 Learner responsibility for school learning;79
7.4;3 Method;81
7.5;4 Students’ apprehension of responsibility versus freedom;81
7.6;5 Discussion;88
7.7;References;91
8;Gender and Didactics: How to Teach Gender Theory;94
8.1;Abstract;94
8.2;1 Introduction;94
8.3;2 Dealing with gender in higher education;95
8.4;3 Experiments on gender-learning: Shopping mall, nail polishing, walking and sitting like a man or a woman;100
8.5;4 Gender and didactics: Gender sensitivity;107
8.6;References;109
9;Double Socialisation: Gender and Disciplinary Cultures in Higher Education;114
9.1;Abstract;114
9.2;1 Introduction;114
9.3;2 Beginner students’ double socialisation into academic and student culture;115
9.4;3 Male students’ statements: disadvantages of being a minority?;118
9.5;4 Synopsis and conclusion;124
9.6;References;126
9.7;Media;128
10;Media, Bildungstheorie and Didactics1;130
10.1;Abstract;130
10.2;1 The term ‘Bildung’;130
10.3;2 Media Bildung;135
10.4;3 Summary;139
10.5;References;139
11;Gender Mainstreaming and Diversity Management in E-learning-projects;144
11.1;Abstract;144
11.2;1 Gender Mainstreaming (GM) and e-learning;144
11.3;2 Checklists and quality guidelines as contribution to gender mainstreaming and gender-sensitive didactics;145
11.4;3 Insights and consequences drawn from the research on e-learning;147
11.5;4 Summary: consequences for the implementation of a gender-sensitive strategy;155
11.6;References;156
12;Mimetic Didaktik: Why “The Medium is the Message” in Teaching;158
12.1;Abstract;158
12.2;1 Introduction;158
12.3;2 Theory;159
12.4;3 Discussion;161
12.5;4 Conclusion;167
12.6;References;167
13;The Role of Worksheets in Media Based Instruction;170
13.1;A Didactic and Diagnostic Approach Abstract;170
13.2;1 Media based learning environments – and learning theories;170
13.3;2 The relationship of New Media and Instruction;171
13.4;3 The research study’s underlying theoretical framework;172
13.5;4 The art of asking questions;173
13.6;5 What are worksheets?;175
13.7;6 Summary;181
13.8;References;181
14;Gaming and Learning: Theory, Research, and Practice;186
14.1;1 Introduction-What is learning by gaming about?;186
14.2;2 Complex information processing is more than cognitive processing;187
14.3;3 Gaming attributes and characteristics revisited;190
14.4;4 Didactic implications;192
14.5;5 Summary;197
14.6;References;197
15;About the authors;200