Eckert. Dossiers
Permanent URI for this collectionhttps://repository.gei.de/handle/11428/73
In der Reihe Eckert. Dossiers erscheinen Sammelbände, die unter anderem aus Konferenzen zur Bildungsmedienforschung entstanden sind. Darüberhinaus können hier Arbeitspapiere und Forschungsberichte schnell und dennoch mit redaktioneller Qualitätskontrolle veröffentlicht werden. Eckert. Dossiers erscheinen ausschließlich online. Wenn Sie eine ihrer Arbeiten in der Reihe Eckert. Dossiers veröffentlichen möchten, können Sie Wibke Westermeyer unter edu.docs(at)gei.de kontaktieren. Die Reihe trägt die ISSN 2191-0790.
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Item Digitale Schulbücher im Unterricht: Wissenschaftliche Begleitung der Verwendung des mBook Geschichte(2019-06) Bock, Annekatrin; Macgilchrist, FelicitasAktuell gibt es in Deutschland nur sehr begrenzt wissenschaftliche Begleitforschung zur Verwendung von digitalen Schulbüchern. In den vorhandenen Studien werden dabei in der Regel naturwissenschaftliche Lehrwerke betrachtet, wobei sich die Untersuchungen auf die quantitativ messbare Erfassung von Lernerfolg konzentrieren und für gewöhnlich mit (quasi-)experimentellen Designs arbeiten. Die vorliegende Begleitforschung des Georg-Eckert-Instituts erweitert den Kanon der vorliegenden Forschungen um eine kommunikations- und medienwissenschaftliche sowie geschichtsdidaktische Perspektive auf die Verwendung des mBook Geschichte.Item Textbook Production: The entangled practices of developing educational media for schools(2017-12-05) Macgilchrist, FelicitasThis paper reports on a long-term ethnographic discourse analysis of educational publishing in Germany. It traces how textbooks and other curricular materials for history, politics and economics were produced, how decisions were made, and which human and other-than-human actors were involved. It includes a reflection on how digital technology is shaping the future of learning. The situated case studies speak to broad discursive struggles over democracy, gender, global hierarchies, racism, ethics, contingency, critique and the entrepreneurial self. After reviewing the literature on educational publishing, the paper draws on the case studies to list eight practices which play a role in selecting content: (1) market orientation, (2) knowledge delegation, (3) procedural authorization, (4) pedagogical goals, (5) scholarly accuracy, (6) ethical appropriateness, (7) imagined readers/users, and (8) discursive echoes. Finally, the paper discusses the dynamics of change in educational publishing, given the shifting, unstable, messy, materialdiscursive entanglements of the field. It suggests that previous “nodal talk”, which aims to identify a single node as the key decision-maker, is misplaced: Substantial change (progressive or otherwise), so the study shows, is brought about when several socio-material-discursive strands congeal into one (political, ethical, pedagogical, etc.) formation.Item Textbook Production in a Hybrid Age: Contemporary and Historical Perspectives on Producing Textbooks and Digital Educational Media(2016-12-20) Sammler, Steffen; Müller, Lars; Otto, Marcus; Macgilchrist, FelicitasThere is no education without media. But what do we know about how educational media are made? Or how they shape the knowledge constructed in schools? These questions have been approached from various disciplines, using a range of methods. Individual researchers have, however, rarely looked across to see how other disciplines are engaging with these questions. Also, they have mainly focused on the ‘constraints’ limiting textbook publishing or ed-tech design. In this paper, we take an explicitly inter-disciplinary approach, and suggest a shift in perspective: By exploring the practices of publishers, authors and editors, as well as material-semiotic practices, research can shed new light on the contingencies of how ‘what counts as worth knowing’ is selected. This position paper thus provides an overview of current scholarship on four aspects of production practices (1. Authors and Authorship, 2. State and Interest Groups, 3. Political Economy and Business Models, 4. Technological and Media Change). We suggest two directions for future scholarship: First, we highlight the need for more international, comparative and praxis-orientated empirical research on textbook production and ed-tech design. Second, we propose that the debates on economic models be placed in their historical contexts and subjected to critical scrutiny. In order to use our research object itself (ed-tech) to open a dialogue across disciplines, we encourage readers to open the article in their browsers and comment on the paper using the non-profit hypothes.is annotation tool (https://hypothes.is/).