Universität Wien
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190012 PS BM 8 Paradigmatic and Current Examples of Related Research (AHP+IP+MP) (2023W)

Sozialisationsprozesse in der Kultur der Digitalität erforschen

15.00 ECTS (4.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 02.10. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 09.10. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 16.10. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 23.10. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 30.10. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 06.11. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 13.11. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 20.11. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 27.11. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 04.12. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 11.12. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 08.01. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 15.01. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 22.01. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Monday 29.01. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Digital technologies not only enable new ways of obtaining and processing information, but also change the way we produce, shape and communicate knowledge. The diversity of digital media opens up new accesses to knowledge and thus to the individual shaping of reality within a given society or culture. A (media-)critical reflection therefore also requires a critical examination of the conditions and mechanisms of knowledge production, distribution and reception of digital media with regard to socialization and educational processes.

In this course, paradigmatic and relevant research in the field of media education will therefore be discussed and analyzed. In particular, practice-philosophical approaches that fundamentally trace and examine socialization processes will be used for this purpose. This discussion requires an interdisciplinary understanding, ranging from philosophy and cultural criticism to media education and computer science. By engaging with these different perspectives, we can develop a critical and reflective understanding of the culture of digitality, which is of great importance for shaping pedagogical and social practice.

* Students will be familiar with current discourses / research approaches to digital culture in pedagogy
* Critically reflect on the question "What does change and digitality mean" from a media pedagogical perspective.
* Connection of theoretical findings with empirical data
* Independent elaboration of a concrete 'topic'

Teaching methods:
* Impulse lectures by the course instructors
* Interactive processing of scientific texts and empirical data
* Plenary and group discussions
* Field trip
* Presentations of individual texts from the text archive Group work
* Film viewing(s)

Assessment and permitted materials

Continuous collaboration (each will be graded +/-):
* Text reading of the contributions from the digitally provided text archive and discussion
* Text sponsorship with one presentation per participant (group presentations are also possible)
* Submission of the results of group work
* Presentations of group work
* Written research report

LV final papers (will be graded):
* Presentation of self-selected topic (group project)
* Research report
* Percentage of the partial performances in the performance assessment: 30% research report, 35% presentation, 35% participation

Minimum requirements and assessment criteria

The following must be completed as partial performances:

* Group presentations: the empirical content provided or found by the students themselves will be analyzed and discussed with the help of the theories presented.
* Elaboration of a research report / essay in which the presented theories and empirical materials are reflected with own positions (about 15 pages, continuous text 12 opt, according to the formal guidelines of the MEDIENIMPULSE: https://journals.univie.ac.at/index.php/mp/about/submissions)

Group presentation and research report are graded - the overall grade must be positive ...

Examination topics

All content covered in the course, in particular the subject-specific and subject-didactic content and considerations of your own plans and those presented in the seminar. Supporting (digital) learning material (especially the text archive, which is binding for all participants) can be found on Moodle.

Reading list

The text archive of the proseminar as a bibliography - The archive will be made available to the participants digitally via Moodle:

* Baacke, Dieter (1996): Medienkompetenz als Netzwerk. Reichweite und Fokussierung eines Begriffs, der Konjunktur hat, in: medien praktisch, 20. Jg., Heft 7/8, 1996, 4–10.

* Barberi, Alessandro (2017): Medienpädagogik als Sozialtechnologie im digital-kybernetischen Kapitalismus? Kybernetik, Systemtheorie und Gesellschaftskritik in Dieter Baackes Kommunikation und Kompetenz, in: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 27 (Spannungsfelder und blinde Flecken): 173–209, online unter: https://www.medienpaed.com/article/view/485 (letzter Zugriff: 25.09.2023).

* Barberi, Alessandro/Schmölz, Alexander (2017): Artikel: Medientheorien, in: Schorb, Bernd/Hartung-Griemberg, Anja/Dallmann, Christine (Hg.): Grundbegriffe Medienpädagogik, München: kopaed, 312–319, online unter: https://tinyurl.com/y62fq8cc (letzter Zugriff: 25.09.2023).

* bell hooks (1994): Teaching to Transgress: Education as the Practice of Freedom (Introduction & Chapter 1: Engaged Pedadogy), New York/London: Routledge.

* Biermann, Ralf (2021): Der Digitale Habitus – Das Habitus-Konzept unter Berücksichtigung von Digitalität und Algorithmizität, in: Langenohl, Andreas/Lehnen, Katrin/Zillien, Nicole (Hg.): Digitaler Habitus. Zur Veränderung literaler Praktiken und Bildungskonzepte, Frankfurt am Main: Campus, 69–87.

* Bourdieu, Pierre (1998): Über das Fernsehen, Frankfurt am Main: Suhrkamp.

* Bourdieu, Pierre (1985_2001): Die konservative Schule, in: Bourdieu, Pierre (2001): Wie die Kultur zum Bauern kommt. Über Bildung, Schule & Politik. Schriften zu Politik & Kultur 4, Hamburg: VSA, 25–52.

* Brecht, Bertolt (1932): Der Rundfunk als Kommunikationsapparat, in: Pias, Claus/Engell, Lorenz/Fahle, Oliver/Vogl, Joseph/Neitzel, Britta (1999): Kursbuch Medienkultur: Die maßgeblichen Theorien von Brecht bis Baudrillard, München: DVA, 259–263.

* Brumme, Robert (2020): Zur Entfaltung des »Digitalen« in der Welt : Strukturen, Logik und Entwicklung, Weinheim/Basel: Beltz Juventa.

* Langenohl, Andreas/Lehnen, Katrin/Zillien, Nicole (Hg.) (2021): Digitaler Habitus. Zur Veränderung literaler Praktiken und Bildungskonzepte (Einleitung), Frankfurt/New York: Campus.

* Meder, Norbert (1996): Der Sprachspieler. Ein Bildungskonzept für die Informationsgesellschaft, in: Vierteljahresschrift für wissenschaftliche Pädagogik, Heft 1/96, 145–162.

* Meyer-Drawe, Käte (2007): Menschen im Spiegel ihrer Maschinen (1. Kapitel: Der >achte< Tag), München: Wilhelm Fink.

* Niesyto, Horst (2002): Medien und Wirklichkeitserfahrung – symbolische Formen und soziale Welt, in: Mikos, Lothar/Neumann, Norbert (Hg.): Wechselbeziehungen. Medien, Wirklichkeit, Erfahrung, Berlin: kopaed, 29–53.

* Hymoen, Ole/Schmitt, Wolfgang M. (2021): Influencer. Die Ideologie der Werbekörper (Einleitung), Berlin: Suhrkamp.

* Ricken, Norbert/Aßmann, Sandra (2023): Bildung und Digitalität. Analysen – Diskurse – Perspektiven, Wiesbaden: Springer.

* Rousseau, Grégoire/Sternfeld, Nora (2021): Educating the Commons and Commoning Education. Thinking Radical Education with Radical Technology, in: Tavin, Kevin/Kolb Gila/Tervo, Juuso (Hg.): Post-Digital, Post-Internet. Art and Eduaction, Cham: palgrave macmillan, 117–129.

* Schmied-Kowarzik, Wolfdietrich (2008): Das dialektische Verhältnis von Theorie und Praxis in der Pädagogik, Kassel: Kassel University Press.

* Schröter, Jens/Schwering, Gregor/Stäheli, Urs (Hg.) (2006): Media Marx. Ein Handbuch (Einleitung), Bielefeld: transcript.

* Staab, Philipp (2019): Digitaler Kapitalismus. Markt und Herrschaft in der Ökonomie der Unknappheit (Einleitung), Berlin: Suhrkamp.

* Werthner, Hannes et al. (2019): Wiener Manifest für Digitalen Humanismus, online unter: https://tinyurl.com/y6aatkcy (letzter Zugriff: 25.09.2020).

Association in the course directory

BM 8 (AHP+IP+MP)

Last modified: Th 28.09.2023 10:07