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Media Education - Discipline, Theory, Praxis

Theo Hug:
Disciplining Media Education – Who cares?

Media education has been developed in terms of everyday practices and folk theories, principles of teaching and learning and related subject in schools, continuing education and respective processes of professionalization, endeavors in educational policies and e-learning industries as well as in academic research and teaching. As to groundwork and foundations, we find multiple modes of argumentation ranging from pragmatic justification to various disciplinary orientations and eclectic approaches. In this context the question remains: Who cares about disciplining media education and why? - The contribution starts (1) with an outline of different modalities of disciplining media educational research and teaching, followed (2) by a discussion of limitations and critical issues of related endeavors. Finally (3), the contribution aims at reflecting antifoundationalist perspectives and options for media education between the priorities of media activism and action-oriented learning.

Theo Hug is professor of educational sciences at the University of Innsbruck and coordinator of the Innsbruck Media Studies research forum. His areas of interest include philosophy of education, media education and media literacy, mobile learning and microlearning, theory of knowledge and qualitative research methodology (http://hug-web.at). E-mail: theo.hug[at]uibk.ac.at

Manuela Pietraß:
Transgressing disciplinary limits.
Why mediality is constitutive for the science of media education

The difference between mediated and not-mediated educational phenomena is caused by technological mediality. Mediated phenomena, like learning, socialization, culturalization, cannot be understood fully without considering their mediality. Mediality is quite a new issue for research, due to the fact that a broader observation of multiple media und multiple media realities only came up in the 80ies. This put the science of media education in a new situation, since the difference between media and reality was not anymore as self-evident as it seemed when newspapers and TV were the most important media. Today, the limits of the science of media education, lying in educational theory, become visible. These limits have to be transgressed to understand the constitution of mediated reality.
On the example of using virtual reality as didactical means this argumentative line will be proved methodologically. The conviction that virtual reality may cause learning effects is based on the idea of making media reality as real as possible (Slater 2006, Pan/Slater 2011). In the end this conviction leads to a paradox, since the most effective way of teaching with media would be if they were undistinguishable to reality. In consequence, the similarity-argument means that learning could be strengthened with media, if media would be totally opaque – this means, if they would vanish and could not be perceived any more. But if there was no such difference, what would the purpose of media education be?

Pan, X. & Slater, M. (2011). Confronting a moral dilemma in virtual reality: a pilot study. In Proceedings of the 25th BCS Conference on Human-Computer Interaction (S. 46–51). British Computer Society.
Slater, M., Antley A., Davison A., Swapp D., Guper Ch., Barker Ch., Pistrang N. & Sanchez-Vives M. V. (2006). A Virtual Reprise of the Stanley Milgram Obedience Experiments. PLoS ONE 1(1), journals.plos.org/plosone/-article. Zugegriffen: 07.01.2016.
Pietraß, M. (2014) Soziales Handeln in digitalen Spielen. Der Einfluss des Medialitätsbewusstseins auf moralische Entscheidungsdilemmata. München: Bayerische Landeszentrale für neue Medien (unveröff. Manuskript)
Swertz, Ch. (2008). Bildungstechnologische Medienpädagogik. In: Sander U., Gross Friederike v., Hugger K.-U. (Hrsg.). Handbuch Medienpädagogik. Wiesbaden: VS, S. 66-74.

Prof. Dr. Manuela Pietraß leitet seit 2010 den Lehrstuhl Erziehungswissenschaft mit Schwerpunkt Medienbildung an der Universität der Bundeswehr München. Forschungsschwerpunkte: Erfahrung und Bildung durch Medien, Mediale Hybridformate und Medienwirklichkeiten, Grundlagen und Konzeptionen der Medienpädagogik.

Anu Pöyskö:
In theory, the praxis of media education is guided by the theory

Most of us practitioners of media education claim that our work is based on theory. In reality the connection between theory and practice is much less distinct and vivid as we might expect. Some theoretical discourses seem to have little impact on our everyday practices as media educators. What are the reasons for this? Are we practitioners just too busy to listen to more profound theoretical discourses? What captures our attention? What kind of theoretical inputs influence and inspire the work of media educators „on the field“?

Mag. Anu Pöyskö, Einrichtungsleiterin wienxtra-medienzentrum. Arbeitsschwerpunkte: handlungsorientierte Medienpädagogik, Medien im Alltag von Kindern und Jugendlichen. Anu.Poeyskoe[at]wienxtra.at

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