Due to the rapid development of digital media, the work of researchers in all scientific disciplines has dramatically changed. The objective of this chapter is to give a brief overview of digital tools that can be used for action or practice research in the context of seamless learning. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of digital science. On the other hand, researchers shall be equipped with a user guide that encourages them to try out various digital tools for searching, collecting, annotating, analyzing, visualizing, interpreting as well as publishing information. Owing to the dynamic nature of the issue under review this chapter will undoubtedly only offer a snapshot.

Due to the rapid development of digital media, the work of researchers in all scientific disciplines has dramatically changed. The objective of this chapter is to give a brief overview of digital tools that can be used for action or practice research in the context of seamless learning. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of digital science. On the other hand, researchers shall be equipped with a user guide that encourages them to try out various digital tools for searching, collecting, annotating, analyzing, visualizing, interpreting as well as publishing information. Owing to the dynamic nature of the issue under review this chapter will undoubtedly only offer a snapshot.

No abstract

The concept of Social Video Learning (SVL) marks the shift from a passive-receptive to an active-productive or active-constructive exploration of video material in learning groups and emphasizes the sharing of experiences and knowledge in a situational context. The objective of this chapter is to give a brief overview of this phenomenon within an EU-funded project. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of collaborative video annotation exemplified by SVL. On the other hand, based on quantitative and qualitative data from two case studies, they try to explore its potential for teacher education.

Die inhaltliche Verknüpfung von Themen wie Bildung für nachhaltige Entwicklung (BNE), Globales Lernen und Medienbildung liegt nicht nur thematisch auf der Hand, sondern wird auch politisch gefordert (vgl. bspw. WBGU 2019). Da schulischer und hochschulischer Bildung diesbezüglich eine Verantwortung zukommt (vgl. bspw. Grünberger, 2020; Demmler & Schorb, 2021), gilt es auch Studierende des Lehramtsstudiums in die genannten Themenfelder einzuführen, „Diskursarenen“ zu schaffen (vgl. WBGU 2019, S.17) sowie didaktisch-praktische Anregungen (vgl. Rieckmann, 2021) zur Vermittlung der Themen anzubieten. Im Rahmen des Schwerpunkts „Medienbildung und Informatische Grundbildung“ (80 ECTS) der PH Wien wird dies auf unterschiedlichen Ebenen geleistet, die mit diesem Poster beschrieben werden.