Researcher Irene Broer has successfully defended her dissertation.
Irene Broer presented the findings of her four years of research in the HBI library in front of colleagues, friends and her family who had traveled from the Netherlands. “Science Communication in Flux” is the title of her thesis. In this work, she examined new communication intermediaries in the field of tension between science and journalism. A central part of the research involved spending several weeks in the editorial office of the Science Media Center Germany (SMC) in Cologne, during which Irene Broer gained an insight into the work of editors as a participant observer.
In the five articles comprising her cumulative dissertation, she describes the working routines of the Science Media Center Germany, the ruptures in these routines and the various brokering roles that this organisation took on between science and journalism during the COVID-19 pandemic. Conceptually, she proposes the study of science communication as a communicative figuration and offers cultural anthropological perspectives on hybrid newsroom ethnography as a method.
The presentation was followed by a discussion with the commission, consisting of Uwe Hasebrink, Simone Rödder (Universität Hamburg) and Judith Möller as the chair. The committee was so impressed by Irene Broer’s presentation and her ability to convey her research that they awarded the defence the distinction of “summa cum laude”, with an overall grade of “magna cum laude”.
Congratulations!
On January 15, 2024, ZeMKI member Prof. Dr. Andreas Breiter gave a lecture on current research projects at Oxford University. The event was organized by the Department of Education and the Oxford Internet Institute (OII). Particular emphasis was placed on the digital transformation of education, especially with regard to the potential of artificial intelligence.
Abstract:
Challenges of communicative AI in education
Education has been a testbed for new developments in Artificial Intelligence since its beginnings in the 1950s. After years of slower progress with Intelligent tutoring and adaptive learning systems, the advent of communicative AI such as ChatGPT revitalised the concepts of automated feedback to support individualised learning. Education research has shown that feedback can improve learning, particularly formative feedback. Based on a prototype of an automated feedback system for multimodal learning results in higher education settings, the presentation will address challenges of designing and implementing these systems. These range from questions about biases in the data and the models to regulatory aspects (about privacy and copyright) and its organisational embedding. And with the automation of communication in teaching and learning settings, the roles of teachers, learners and technologies will be re-assigned.
Link to the slides
Submission deadline for a special issue of merzWissenschaft on “Media, Media Concepts and Public Audience in the Digital Transformation” ends on January 24, 2024. ZeMKI member Prof. Dr. Andreas Hepp is co-editor.
The special edition of merzWissenschaft is published every December. This issue is dedicated to just one current topic, which it examines comprehensively and from different angles from a scientific perspective. The sections – spektrum, medienreport, publikationen, kolumne – are omitted here. The deadline for submitting abstracts is January 24, 2024.
The mediatization and digitalization of everyday worlds mean that media activities are no longer subject to boundaries. As a result, it is theoretically and practically impossible to use a classic concept of media to research and address media education for delimited parts of life time (TV time, radio time, Internet/PC time). Media, media-mediated relationships and non-media relationships converge, online and offline activities can often no longer be separated, as is made clear by terms such as ‘image activity’ or ‘information activity’. At the same time, the concept of media is essential in the formulation, design and application of central concepts of the discipline – for example, in determining the relationship between concepts of media literacy and concepts of digital literacy – and has implications for the goals and methods of (media) educational practice.
In order to discuss the question of an appropriate concept of media, media education seeks an exchange with its neighboring disciplines, above all communication and media studies, but also sociology, political science and philosophy, law as well as computer science education and other technological sciences. Theoretical and empirical contributions that can provide information on the requirements and determinants of a currently appropriate concept of media and related issues are welcome.
Abstracts with a maximum length of 6,000 characters (including spaces) can be submitted to the merz editorial team (merz@jff.de) until January 24, 2024 (extended submission deadline). Formally, the contributions should be based on the layout specifications of merzWissenschaft, which are available at https://www.merz-zeitschrift.de/manuskriptrichtlinien/. The length of the journal articles should not exceed a maximum of approx. 35,000 characters (including spaces). If you have any questions, please contact Susanne Eggert, phone: +49.89.68989.152, e-mail: susanne.eggert@jff.de
The complete Call for Papers is available here.
The claim to measure education is as old as teaching and learning processes have been offered and organized in an institutionalized form. The aim was and is to improve and optimize learning and education. The central hope is to be able to better support individual learning through the collection of data and the use of metrics. This measurement has gained momentum through the various PISA studies of the last 20 years and will continue to increase due to the possibilities of processing digital data of all kinds.
This new anthology takes a critical look at the datafication of education through contributions from interdisciplinary perspectives. The results are based in part on the research conducted as part of the joint project “All Is Data”, which Prof. Mandy Schiefner-Rohs (RPTU Kaiserslautern-Landau), Prof. Sandra Hofhues (Fernuni Hagen) and Prof. Andreas Breiter (ZeMKI and ifib) carried out with their teams. On the other hand, guest contributions were invited to broaden the diversity of perspectives.
Doreen Büntemeyer, the ZeMKI members Prof. Dr. Andreas Breiter, Adrian Roeske and the former ZeMKI member Dr. Irina Zakharova are involved. The publication is available in Open Access.
Link to the book
The ZeMKI-Lab “Media & Education” is organizing the workshop “Tutorial Culture – Audiovisual Diversity in Communicative Figurations of Informal Learning” next Friday, as part of the research focus “Audiovisual Cultures”.
When: 08.12.2023 – 9:00 am to approx. 3:00 pm
Where: ZeMKI meeting room, Linzerstraße 4.
Everyone is invited!
Gladly also – if time or interest does not allow it – only as a part-time visit.
The program:
9:00 – 9:30 Introduction “Tutorial Culture – Audiovisual Diversity in Communicative Figurations of Informal Learning” (Karsten D. Wolf)
9:30 – 10:30 Audiovisual design aspects of explanatory videos from a didactic perspective: physics (Christoph Kulgemeyer) and mathematics (Martin Ohrndorf & Maike Vollstedt)
10:30 – 11:30 Audiovisual design aspects of explanatory videos from a media psychology perspective (Florian Schmidt-Borcherding)
11:30 – 12:30 Cinematic design features of explanatory videos and tutorials: YouTube-specific and domain-specific design features (Patrick Jung and Karsten D. Wolf ) and subject-specific design features in explanatory videos on the topic of history (Sabine Horn)
Lunch break (Attention, we are at ZeMKI and have no real catering, please bring something with you if necessary)
13:00 – 14:00 (Gender) Diversity in explanatory videos and tutorials (Verena Honkomp-Wilkens & Karsten D. Wolf)
From 14:00 Current research questions & planning publication (Frontiers in Education + application perspectives if applicable)
