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

Journal of Cases on Information Technology, 16(2), 1-13, April-June 2014

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

Sebastian Vogt, Department of Educational Science, Fern Universität Hagen, Germany Annika Maschwitz, Department of Continuing Education, Carl von Ossietzky Universität, Oldenburg, Germany

EXECUTIVE SUMMARY

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.

Keywords: Learning Approach, Media, Media Competence, Students, Teaching

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

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82 bachelor and master degree courses as well Furthermore, one essential priority area as a wide range of other further education op- of the University of Oldenburg is combin- tions (University of Oldenburg, 2013b). ing teaching and research along the lines of The ‘knowledge transfer’ module presented research-based learning (Barr & Tagg, 1995). here is based in the Department of Continuing This concentrates on links between teaching Education (Institute of Educational Science; and research in the same way as between the Faculty I)1. It is at the same time part of a larger subjects and their cultures. The approach is range of modules addressing students from all complemented by a selection of (regional and schools/faculties and semesters (Table 1). The supraregional) cooperation arrangements that module is offered regularly in the summer term open up new vistas, enable new results, and make and is open to all students at the university within teaching a practice-driven, problem-based and the ‘Professionalisierungsbereich’ (career- project-oriented experience. This is reflected oriented phase: acquisition of key competen- in the approach presented here and illustrated cies). The composition of the student groups is below with the example of a project conducted heterogeneous as regards their primary subjects, with the Natural History Museum Berlin. and it is this interdisciplinary background that is a special feature of the module. A further hallmark is the close cooperation with external SETTING THE STAGE partners-in-practice, such as museums. All stu- From the outset, the University of Oldenburg dents can take advantage of such cross-subject aimed to link science and society. This project and interdisciplinary study offerings during manages to do so by joining learning products their studies and obtain credit points for these. and social interests through cooperation with The underlying idea is that fostering key com- public institutions. It allows students to par- petences and meta competences, such as those ticipate proactively in the development and promoted by these overarching modules, can research process by taking part and collaborating improve subsequent employability. Such skills self-reliantly in producing the artifacts, and to also include for instance media competence, on develop their media competence. Central ques- which the present article focuses. tions addressed by this article are:

Table 1. Role of the ‘Professionalisierungsbereich’ within the university structure

School of School of Computing School of School of School of Human School of Educational and Science, Business Linguistics and Humanities and Medicine and Mathematics and Social Science Administration, Cultural Studies Social Science Health Sciences Science (Faculty V) (Faculty I) Economics and (Faculty III) (Faculty IV) (Faculty VI) Law (Faculty II)

Institute of Department of Institute of English Institute of Institute of Biology Department of Educational Science Computing Science and American Protestant Theology and Environmental Psychology Institute of Special Department Studies Institute of History Sciences Department of Needs Education of Business Institute of German Institute of Institute of Medical Physics and Rehabilitation Administration, Studies Philosophy Chemistry and Acoustics Institute of Social Economics and Law Institute of Art and Institute of Sport Institute of Department of Science visual Culture Science Chemistry and Neuroscience Institute of Textiles Biology of the Department of and Dress Marine Environment Health Service Institute of Dutch Institute of Research Studies Mathematics Institute of Slavic Institute of Physics Studies

‘Professionalisierungsbereich’ (career-oriented phase: acquisition of key competences)

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