Universität Wien
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490074 PS Communication (2023S)

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Continuous assessment of course work
MIXED
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: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 31.03. 13:00 - 15:00 Digital
  • Thursday 13.04. 10:00 - 17:00 Seminarraum 4 341 Porzellangasse 4 3.OG
  • Friday 14.04. 10:00 - 17:00 Seminarraum 4 341 Porzellangasse 4 3.OG
  • Saturday 15.04. 10:00 - 16:00 Seminarraum 4 341 Porzellangasse 4 3.OG

Information

Aims, contents and method of the course

Content:

Our society is in the process of digitization. This development affects our lives in almost all areas and requires the integration of emerging technologies (e.g. artificial intelligence, augmented reality, internet of things) not only as learning tools in education, but also as interdisciplinary components of the teaching content. The seminar focuses on learning methods how to connect technical knowledge and topics around the ethnic and societal implications of emerging technologies. In addition, the theme is based on the concept Computational Empowerment"in digital education, which describes the aim to support students in the development of digital skills that enable them to make reflective and critical decisions about the role of technology in their lives. In this seminar, the participants will work in interdisciplinary working groups to develop exemplary scenarios of how this concept can be applied into teaching practice.

Through a hands-on workshop, the participants will first explore different emergent technologies in a playful manner. For this purpose, the participants will use technologies that are available in the Computational Empowerment Lab and off-the-shelf software (e.g. Teachable Machine, Dance with AI)
Further, through hands-on tasks and literature, the participants will deepen their knowledge in application opportunities of these technologies in the classroom and educational principles to design learning activities with and about them. The final goal of the seminar is the conceptual development of an exemplary project week focusing on the theme Digitalization and Society. Through participatory design methods and peer-feedback, the participants will put their proposals into practice, evaluate and iterate on them.

Goals:
- Overview of application opportunities and educational contents about emerging technologies (Artificial Intelligence, Augmented Reality, Internet of Things) in formal education
- Introduction to potentials and societal risks of emerging technologies
- Introduction to interdisciplinary teaching approaches in digital education
- Overview of learning strategies for involving students in the principles of digitalization
- Capacitation of planning of a project task in the field of digital education

Methods:
- Reading and Literature research
- Reflection on contents based on provided tasks and questions
- Testing and reflection of digital and hands-on strategies (z.B. Coding/Decoding, Design Fiction, Embodied Learning)
- Participatory design process and practical testing of exemplary project school week
- Written and oral peer-feedbacks based on provided questions

Assessment and permitted materials

- Literature Presentation (group work)
- Participatory elaboration and documentation of an exemplary of lesson plan including practical presentation and revision based on instructors’ and peer feedback (group work)
- Written and oral feedback to peers’ lesson plans (individual task)

Minimum requirements and assessment criteria

Attendance in this course is mandatory. Timely submission of all partial services and holding the presentation are a prerequisite for a positive evaluation.

The following tasks are summed up and used for the grading:

Individual tasks:
- Written Peer-Feedback: max. 20 points

Sehr Gut: 89 - 100 points
Gut: 76 - 88 points
Befriedigend: 63 - 75 points
Genügend: 50 - 62 points
Nicht genügend: less than 50 points

Group work:
- Literature presentation and reflective exercise on related work: max. 20 points (please send after presentation)
- Practical presentation and written report (concept of lesson plan): max. 60 points

Examination topics

Reading list

Smith, R. C., Bossen, C., Dindler, C., & Iversen, O. (2020). When Participatory Design Becomes Policy: Technology Comprehension in Danish Education. Proceedings of the 16th Participatory Design Conference 2020 - Participation(s) Otherwise - Volume 1, 148158. https://doi.org/10.1145/3385010.3385011
Tuhkala, A. (2021). A systematic literature review of participatory design studies involving teachers. European Journal of Education, 56(4), 641659. https://doi.org/10.1111/ejed.12471
Van Mechelen, M., Smith, R.C, Schaper, M.-M., Tamashiro, M. A., Bilstrup, E.-K., Lunding, M., Petersen, M., & Iversen, O.S. (2022). Emerging Technologies in K-12 Education: A Future HCI Research Agenda. ACM Trans. Comput. Interact.
Kafai, Y., Proctor, C., & Lui, D. (2020). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. ACM Inroads 2020, p.47. https://doi.org/10.1145/3381887
Schaper, M.-M., Smith, R. C., Tamashiro, M. A., Van Mechelen, M., Lunding, M., Bilstrup, K.-E., Kaspersen, M. H., Jensen, K. L., Petersen, M. G., & Iversen, O. S. (2022). Computational empowerment in practice: Scaffolding teenagers’ learning about emerging technologies and their ethical and societal impact. International Journal of Child-Computer Interaction. https://doi.org/doi.org/10.1016/j.ijcci.2022.100537
Tissenbaum, M., Weintrop, D., Holbert, N., & Clegg, T. (2021). The case for alternative endpoints in computing education. British Journal of Educational Technology, 52(2), 11641177.

Association in the course directory

Last modified: Th 11.05.2023 11:28