15 Einführung Medienpädagogik 5 Lernen ÜBER Medien 3 Medialität–Digitalität Was ist nun anders

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3. Video Medialität oder Digitalität? Was hat sich eigentlich geändert? der 5. Sitzung zu Lernen ÜBER Medien (Medienkompetenz/Medienbildung) . • Aufzeichnung der Vorlesung Einführung in die Medienpädagogik von Prof. Dr. phil. Thomas Knaus an der PH Ludwigsburg. Bei diesem Video handelt es sich um Teil 3 von 5 der fünften Sitzung zu Lernen ÜBER Medien in dem einer der beiden großen Teilbereiche der Medienpädagogik – das Lernen ÜBER Medien – vorgestellt wird. In Abgrenzung zum zweiten Teilbereich – dem Lehren und Lernen MIT Medien , geht es beim Lernen ÜBER Medien um die Medien selbst: die Medien als Lern- und Inhaltsbereich. Dazu gehören das Wissen über Medien, Mediensysteme und mediale Prinzipien, der Umgang mit ihnen sowie die dafür nötigen Kompetenzen. Beim Lernen ÜBER Medien sind also die Zielperspektiven der Medienpädagogik – die Medienkompetenz bzw. die Medienbildung – zentral: Was sollten Menschen über Medien wissen und wie sollten sie mit Medien umgehen können, um sich in einer medialen/digitalen Gesellschaft gut zurechtzufinden und souverän mitwirken (partizipieren) zu können. Hierfür erkläre ich zunächst die vier Dimensionen des klassischen Medienkompetenzmodells von Dieter Baacke sowie dessen theoretisch-konzeptionelle Wurzeln. Daraufhin stelle ich ausgewählte aktuelle Medienkompetenzmodelle vor und vergleiche deren Kompetenzbereiche (u. a. LKM 2015, KMK 2016/2021, DigCom 2022). Ergebnis dieses Vergleichs ist, dass sich die konkreten Kompetenzen – zumindest im Weitwinkel betrachtet – über die medialen und digitalen Transformationsprozesse nicht verändert haben. Mittels eines Interaktionsmodells, das ich, inspiriert durch das OSI-Layer-Modell aus der Informatik, entwickelt habe, weise ich darauf hin, dass sich mit den digitalen Medien aber die Inhaltbereiche erweitert haben: D. h. künftig in der Förderung der vorgestellen Kompetenzen nicht mehr nur mediale Prinzipien beachtet werden müssen, sondern zusätzlich auch digital-technische Prinzipien relevant sind. Wichtig ist also, dass idealerweise alle Menschen in die Lage versetzt werden, die digitale Technik und die Algorithmen, auf deren Grundlage sie arbeitet, zumindest grundlegend zu verstehen. Denn nur, wer auch über die Kenntnis verfügt, was hinter dem medialen Interface vor sich geht, kann kompetent wahrnehmen, decodieren, analysieren und reflektieren. Zur gesellschaftlichen Handlungsfähigkeit gehört künftig nicht nur die Befähigung zur Medienkritik und ein konzeptionelles Verständnis über Medien und -systeme, sondern auch die Befähigung zur Technikkritik sowie ein grundlegendes Verständnis digitaler Technologien/Technik sowie entsprechender Prinzipien. • Wie bereits in der Gegenüberstellung aktueller MK-Modelle im vorherigen Video verdeutlicht, haben sich die Kompetenzen über die medialen und digitalen Transformationsprozesse kaum verändert. In diesem dritten Video Medialität oder Digitalität? möchte ich im Rahmen einer (analytischen) Medienkritik in Baacke'scher Manier nachspüren, was sich eigentlich geändert hat. Die bisherigen Erkenntnisse werde ich hierfür in ein Interaktionsmodell einordnen, das ich zur Visualisierung der Bedeutung der digitalen Prinzipien für das Medium entwickelt habe. In der knappen Betrachtung der unterschiedlichen Layer, wird deutlich, dass aufgrund der (digital-)technischen Basis digitaler Medien künftig nicht nur mediale Prinzipien Auswirkungen auf Subjektivierung und Gesellschaftsentwicklung haben, sondern auch digitale Prinzipien; außerdem ergeben sich neue Gestaltungsmöglichkeiten. Weiterhin im Medien-Kritik-Modus wird deutlich, dass wir uns in immer stärkere Abhängigkeiten begeben: Wir nutzen Medien, da sie uns unterstützen, aber wir hinterfragen kaum die Interessen, die sich hinter Daten, Software, Technik und Plattformen verbergen und reflektieren die in Technik eingeschriebenen ( pro-grammierten ) Werte kaum. Technologie und Technik werden bisher kaum bezüglich ihrer kultur- und gesellschaftstheoretischen Bedeutung diskutiert. Dies erklärt warum der digitale Wandel unsere Gesellschaften gerade so sehr fordert: Wer trifft künftig die ethischen und juristischen Entscheidungen, auf deren Basis unsere Welt in technische/informatische Modelle abgebildet und überführt werden? Denn wer die Modellierung (der Domänen- und Architekturmodelle) vornimmt und wer codiert, bestimmt, wie die Welt von morgen aussieht. • Ziel der Vorlesung ist es, einen orientierenden Überblick in die erziehungswissenschaftliche und medienwissenschaftliche Disziplin Medienpädagogik und ihre Aufgaben-, Berufs- und Arbeitsfelder, Ziele und Intentionen zu geben. Fokus liegt auf der (medien-)pädagogischen und didaktischen Arbeit in Schule und Unterricht. Zielgruppe des Videos sind Studierende der Erziehungswissenschaften, der Sozial- und Medienpädagogik, der Erwachsenenbildung, der Kultur- und Medienbildung sowie angehende Lehrerinnen und Lehrer in der ersten Phase der universitären Lehrerinnen- und Lehrerbildung.","styleRuns":[{"startIndex":0,"length":1813,"styleRunExtensions":{"styleRunColorMapExtension":{"colorMap":[{"key":"USER_INTERFACE_THEME_DARK","value":4294967295},{"key":"USER_INTERFACE_THEME_LIGHT","value":4279440147}]}},"fontFamilyName":"Roboto"},{"startIndex":1813,"length":9,"fontName":"Roboto-Medium","weightLabel":"FONT_WEIGHT_BOLD","styleRunExtensions":{"styleRunColorMapExtension":{"colorMap":[{"key":"USER_INTERFACE_THEME_DARK","value":4294967295},{"key":"USER_INTERFACE_THEME_LIGHT","value":4279440147}]}},"fontFamilyName":"Roboto"},{"startIndex":1822,"length":3162,"styleRunExtensions":{"styleRunColorMapExtension":{"colorMap":[{"key":"USER_INTERFACE_THEME_DARK","value":4294967295},{"key":"USER_INTERFACE_THEME_LIGHT","value":4279440147}]}},"fontFamilyName":"Roboto"}]},"headerRuns":[{"startIndex":0,"length":1813,"headerMapping":"ATTRIBUTED_STRING_HEADER_MAPPING_UNSPECIFIED"},{"startIndex":1813,"length":9,"headerMapping":"ATTRIBUTED_STRING_HEADER_MAPPING_UNSPECIFIED"},{"startIndex":1822,"length":3162,"headerMapping":"ATTRIBUTED_STRING_HEADER_MAPPING_UNSPECIFIED"}]}},{"itemSectionRenderer":{"contents":[{"continuationItemRenderer":{"trigger":"CONTINUATION_TRIGGER_ON_ITEM_SHOWN","continuationEndpoint":{"clickTrackingParams":"CM0BELsvGAIiEwjJyOv4ieKLAxWUdHoFHSp8KLw=","commandMetadata":{"webCommandMetadata":{"sendPost":true,"apiUrl":"/youtubei/v1/next"}},"continuationCommand":{"token":"Eg0SCzJaWE1fdDNIeHN3GAYyJSIRIgsyWlhNX3QzSHhzdzAAeAJCEGNvbW1lbnRzLXNlY3Rpb24%3D","request":"CONTINUATION_REQUEST_TYPE_WATCH_NEXT"}}}}],"trackingParams":"CM0BELsvGAIiEwjJyOv4ieKLAxWUdHoFHSp8KLw=","sectionIdentifier":"comment-item-section","targetId":"comments-section"}}],"trackingParams":"CMwBELovIhMIycjr-IniiwMVlHR6BR0qfCi8"}},"secondaryResults":{"secondaryResults":{"results":[{"compactVideoRenderer":{"videoId":"WTWK4F9Nro4","thumbnail":{"thumbnails":[{"url":"https://i.ytimg.com/vi/WTWK4F9Nro4/hqdefault.jpg?sqp=-oaymwEbCKgBEF5IVfKriqkDDggBFQAAiEIYAXABwAEG rs=AOn4CLBkOnQH8ne3nZaJaS66peSUl7a4rw","width":168,"height":94},{"url":"https://i.ytimg.com/vi/WTWK4F9Nro4/hqdefault.jpg?sqp=-oaymwEcCNACELwBSFXyq4qpAw4IARUAAIhCGAFwAcABBg== rs=AOn4CLC_NzjOYR7ZqAuIp-JT3PQkv_AvAg","width":336,"height":188}]},"title":{"accessibility":{"accessibilityData":{"label":"16. 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