| Autor: |
Könitz, Christopher, Diel, Jakob, Cleve, Jürgen |
| Předmět: |
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| Zdroj: |
Proceedings of the European Conference on e-Learning (ECEL); 2013, p209-217, 9p |
| Abstrakt: |
Assessments have always been part of scholarly education and thus part of learning processes. Tests, term papers and research results determine deadlines that have a massive impact on learning behavior and types of learning processes. On the other hand, universities want their students to think critically in a Humboldtian tradition. The result is a gap between pragmatic and idealistic ambitions of education. With this paper we will show an approach how modern electronic assessment can support and enable reflexive learning processes and the development of media literacies through video podcasts. Therefore we will give an overview what reflexive learning processes are and how they can be included in e-assessments. First, we will define the basic terms of our paper: learning, education, Bildung, competence and literacy. Then we want to give a methodological overview that will adapt the research style of Strukturale Medienbildung and neoformalistic analysis to reconstruct media literacies and reflexive potentials through video podcasts. After this methodological introduction we want to demonstrate how this methodological framework can be used for e-assessments. Therefore, we will focus on the process of the integration of video podcasts as e-assessment in language education at Wismar University. We will begin with an explanation of the concept of the APL as starting point for our development. After that, we will analyze and compare two video podcasts that students have created for assessments in terms of media literacies and reflexive techniques. In a next step we want to show the further development of assessments through neoformalistic analysis. We will show that this methodological approach requires a new thinking about e-assessment as a cyclic research process. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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