Semester Handout Medienproduktion

Für alle diejenigen, die heute kein Handout mehr bekommen haben: Semester Handout

Expert Talk, Tobias Unger

Here are some links that you might find valuable:

  •, Englisch an Gymnasien (no, I don’t get money for this 😉 )
  • Testen und Fördern
  • A page about „Individuelle Förderung“ from the Hessisches Kultusministerium. I think it’s rather interesting that (a) there is no word about the New Media as a means for meeting special needs and (b) to think about how the New Media could be used to put this into action. Please do also have a look at a Musterförderplan to get an insight into what this Individuelle Förderung is all about.

And here are some impressions of Tobias Unger’s Expert Talk on Tuesday.

Vortrag Tobias Unger


Field Trip to Kirchhain

Here are some images from our field trip to the Alfred-Wegener-Schule in Kirchhain. Thanks again to Carsten Schouler to guide us around the school and for all the information he provided us with. I hope that this was informative for all of you.



Gebäude Nr. 8

Gebäude Nr. 8


Learning Theories, Session Résumé

Here are the photos of the posters from the Learning Theories and Principles of Learning session. Pick one of your group for your second blog task. Ok, here we go…


Uses of Blogs in Education

You came up with a lot of good ideas in yesterday’s session. In this post I’d like to list some links which might be useful if you think about using this in class later on. You might get an insight into what you can do by having a look at what other people already did.

If you stumble upon some other page you found useful, please leave a comment below…

First Session

Oh my. This has been something of a bumpy start, I’d say. Sorry for all this mess last Tuesday. Some things were my fault directly, some indirectly. Of course, I needed to be better prepared for technical difficulties because this is also what the course is all about.

So, probably one of the following two things applies for you right now: Either you knew this all from the beginning—what with the unreliability of a media setup and that it’s always this way—or you are surprised that even in a media room something can go wrong. Well, I’m sure that you are not surprised by technical difficulties, because you all experienced these things before.

In the last semester we had a teacher from the Alfred-Wegener-Schule in Kirchhain as an expert who was asked for these obstacles. He said that he really prefered the word obstacle to anything else (problems or difficulties, say) because with this word it is clear that you can somehow overcome these obstacles and get things working. I hope that we can focus on the advantages of the new media in this course. I know that many teachers talk about their Plan B when it comes to a new media session. This seems to be a lot more work than just preparing a conventional session. But sometimes also traditional methods don’t work as they should and you’ll have to come up with something else.

To say it with the Beatles: „I’ve got to admit it’s getting better (better) / it’s getting better all the time (it can’t get no worse)“

Schule hat Zukunft – Mit Medien mehr lernen

Wir haben einen sehr informativen Redebeitrag von Herrn Jochen Hooss gehört und ich möchte in diesem Post ein paar Dinge bereitstellen/verlinken/anmerken.

Zunächst einmal hat uns Herr Hooss die Präsentation bereitgestellt, aus der man schon sehr viele Dinge herausziehen kann: Schule hat Zukunft – Mit Medien mehr lernen Vor allem die Links am Ende sind alle sehr wertvoll.

Eine Sache, von der wir im Vortrag erfahren haben waren die beiden Schwalbacher Erklärungen. Vielleicht ist es ganz interessant, die beiden mal im Originaltext zu lesen:

Des weiteren habe ich noch mal recherchiert und eine interessant Seite zur Rezeption von PISA ’06 auf dem Deutschen Bildungsserver gefunden.

Aber was uns vielleicht viel mehr beschäftigen sollte, sind die von Herrn Hooss abgesprochenen verschiedenen Definitionen von Medienkompetenz. Auch hierzu sei auf eine Seite zum Thema Medienkompetenz des Deutschen Bildungsservers verwiesen.

Ach ja, und dann natürlich noch das positive Beispiel für den kombinierten Einsatz von alten und neuen Medien im Projekt Antolin.

Wir haben eine Menge Ansatzpunkte geliefert bekommen, die es wert sind, sie weiterhin zu verfolgen.

Steinmühle Trip

Anna’s posted some pictures from our trip to the Steinmühle.

Internet Communication and Its Discontent

Or should I say „your discontent“? Don’t get me wrong. I shouldn’t really comment on this session because I wasn’t there and I could only tell from the chat, but I feel that most of you are really opposed to what we are doing. And I question myself, why is that.

Ok, there are a few of the obvious reasons, but what I am concerned about is that most of you would only use the new media as an extra like, let’s say, watching „How the Grinch stole Christmas“ with your class a week before christmas. Am I right?

Is it true that there is absolutely no potential for the new media to be used in class except for recreational purposes? Or am I getting the whole thing completely wrong and secretly deep down inside you would really like to use it for educational reasons but don’t want to tell us about it.

Again, don’t get me wrong. We are not going to bend your opinions until they break. We are not a persuasion seminar. We just want to know.

Ok, here’s the transcript of the chat of Group 2 (PDF), maybe you can analyse why it went wrong and how one could make it better.

How to Create a Bulletproof Knock-Off

Good, now this is classified information. You want to submit a termpaper and you don’t have the time to write it yourself, what with all the parties and stuff? You know that your teacher isn’t that stupid to not figure that you took a termpaper from and submitted it without changing a single letter (or mistake for that matter)? And you want to know about the secrets how to avoid exposure and still being able to show off infront of your fellow students?

Well, you won’t find that here. 😉 Not directly, anyway…

Jaana Stolp wrote in her Internet Research post that she missed something in the virtual session.

If I have to correct papers that my students have written at home, how do I find out if they only used copy and paste?

As always, this question is not quite that easy to answer. What I can do is to give some links you can have a look at. A very good way to start is Prof. Dr. Debora Weber-Wulff’s web site „Fremde Federn Finden“ which gives an insight into what plagiarism is, how to find proof, and she even tested applications which should enable teachers to find plagiarism (most of them weren’t worth the money, actually).

Another source you might want to check is Stefan Weber’s book „Das Google-Copy-Paste-Syndrom“ which deals with plagriarism aspects in the university. I could go on arguing about the style of his book (which I don’t like) or his view of students (which I mostly disagree with, because I think that they are not just lazy), but he has some good arguments in it.

If you have some more suggestion, please feel free to add them as comments or save them in the class‘ delicious bookmarks.