The Non-Cartesian Way: Developing Media Competence through Media Production

The Non-Cartesian Way: Developing Media Competence through Media Production

Sebastian Vogt (Department of Educational Science, Fern Universität Hagen, Germany) and Annika Maschwitz (Department of Continuing Education, Carl von Ossietzky Universität, Oldenburg, Germany)
Copyright: © 2014 |Pages: 13
DOI: 10.4018/jcit.2014040102

Abstract

Based on the seamless learning approach (Wong, 2012), this paper illustrates how media competence can be developed, what didactic design is necessary, and what features this design possesses for teaching media competence at university. The ‘Natural History Museum Berlin project' is considered as an example of this. In this project, during the 2009 summer term, students at the Carl von Ossietzky Universität Oldenburg (Germany) in cooperation with the Natural History Museum Berlin (Germany) developed and produced media products (magazine articles, audio and video podcasts) in which they explored and reflected on the topic of knowledge transfer in terms of constructivism in an authentic context. The closeness to research activities at the university, especially in the Department of Continuing Education, is one of the essential aspects.
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Organizational Background

The Carl von Ossietzky Universität Oldenburg (referred to below as University of Oldenburg) that emerged from the teacher training college ‘Pädagogische Hochschule Oldenburg’ in 1973 is one of Germany’s younger universities. Today it has achieved a profile as a medium-sized, interdisciplinary university, with study programs geared to research and spearheading new and existing priorities in interdisciplinary cutting-edge research. It excels in teaching with a focus on research and interdisciplinarity, centering on lifelong learning as its education mandate. In the winter term 2013/14 there are 12,000 students at the University of Oldenburg, supervised and taught by 182 professors who are supported by altogether 2,000 academic and non-academic staff (University of Oldenburg, 2013a). Academic life is divided between three campuses – the ‘Campus of Wechloy’, the ‘Campus of Haarentor’ and the ‘Lifelong Learning Campus’. The University of Oldenburg offers 82 bachelor and master degree courses as well as a wide range of other further education options (University of Oldenburg, 2013b).

The ‘knowledge transfer’ module presented here is based in the Department of Continuing Education (Institute of Educational Science; Faculty I)1. It is at the same time part of a larger range of modules addressing students from all schools/faculties and semesters (Table 1). The module is offered regularly in the summer term and is open to all students at the university within the ‘Professionalisierungsbereich’ (career-oriented phase: acquisition of key competencies). The composition of the student groups is heterogeneous as regards their primary subjects, and it is this interdisciplinary background that is a special feature of the module. A further hallmark is the close cooperation with external partners-in-practice, such as museums. All students can take advantage of such cross-subject and interdisciplinary study offerings during their studies and obtain credit points for these. The underlying idea is that fostering key competences and meta competences, such as those promoted by these overarching modules, can improve subsequent employability. Such skills also include for instance media competence, on which the present article focuses.

Table 1.
Role of the ‘Professionalisierungsbereich’ within the university structure
School of Educational and Social Science (Faculty I)School of Computing Science, Business Administration, Economics and Law (Faculty II)School of Linguistics and Cultural Studies (Faculty III)School of Humanities and Social Science (Faculty IV)School of Mathematics and Science (Faculty V)School of Human Medicine and Health Sciences (Faculty VI)
Institute of Educational Science
Institute of Special Needs Education and Rehabilitation
Institute of Social Science
Department of Computing Science
Department of Business Administration, Economics and Law
Institute of English and American Studies
Institute of German Studies
Institute of Art and visual Culture
Institute of Textiles and Dress
Institute of Dutch Studies
Institute of Slavic Studies
Institute of Protestant Theology
Institute of History
Institute of Philosophy
Institute of Sport Science
Institute of Biology and Environmental Sciences
Institute of Chemistry
Institute of Chemistry and Biology of the Marine Environment
Institute of Mathematics
Institute of Physics
Department of Psychology
Department of Medical Physics and Acoustics
Department of Neuroscience
Department of Health Service Research
‘Professionalisierungsbereich’ (career-oriented phase: acquisition of key competences)

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