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Information und Kommunikation bei mediengestütztem Lernen

Entwicklungslinien und Perspektiven mediendidaktischer Forschung

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Zusammenfassung

Die Mediendidaktik beschäftigt sich mit Medien, die für Zwecke des Lehrens und Lernens Einsatz finden. Die Anzahl an Publikationen zu mediendidaktischen Fragen hat in den letzten Jahren deutlich zugenommen ebenso wie das Gewicht von Medienfragen in der pädagogischen Diskussion. Dabei nimmt die Auseinandersetzung über Konstruktivismus — aufgefasst als Gegenpol zu Behaviorismus und Kognitivismus — in der mediendidaktischen Theoriediskussion einen erheblichen Stellenwert ein (als Beispiel: Jonassen 1991). Tatsächlich ist die grundsätzliche Frage, wie (ob) Wissen erworben und weitergegeben werden kann, für die Mediendidaktik von hoher Relevanz. Doch Wissens- und Lerntheorien ersetzen keine eigentlich mediendidaktische Modellbildung zur Konzeption medialer Lernangebote (s. bereits Dichanz/Kolb 1973).

Um zu untersuchen, was also mediendidaktische Forschung ausmacht, wird die Entwicklung von Forschungsgegenstand und von Forschungsansätzen in der Mediendidaktik diskutiert. Als zentrale mediendidaktische Untersuchungs- und Entscheidungsdimensionen werden dabei die Informations- und Kommunikationskomponente des mediengestützten Lernens differenziert. Der Beitrag zeigt auf. wie sich das Verhältnis dieser beiden Komponenten durch aktuelle Entwicklungen der Medientechnik verändert, und diskutiert die Konsequenzen und Perspektiven für die mediendidaktische Forschung.

Summary

Information and communication in media-supported learning: Directions of development and perspectives for media-didactic research

The field of Media Didactics is concerned with media which are used for the purposes of teaching and learning. The number of publications which deal with this area of research has increased noticeably in the last few years, as has the weighting which questions concerning this type of media are being given in educational debates. Here, the critical discussion about Constructivism — understood as the antithesis of Behaviourism and Cognitivism — has played a particular role in media-didactic theory debates (eg. Jonassen 1991). Indeed, the question of how (whether) knowledge is acquired and passed on is of fundamental relevance for Media Didactics. However, theories on knowledge and learning are no substitute for media-didactic modelling, which deal with conceptions based on the provision of media learning (see Dichanz/Kolb as early as 1973).

In an attempt to illuminate the question of what makes media-didactic research special, the development of the objects of this research and research approaches in Media Didactics will be discussed. The difference between informational and communicational components of media-didactic learning will be highlighted as the central dimension for investigations and decision-making within mediadidactic research. The paper can then demonstrate how the relationship between these two components is changing following recent developments in media technology. Following this, the consequences and perspectives of this for research in the field of Media Didactics will be discussed.

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  1. Institut für Pädagogik, Ruhr-Universität Bochum, 44780, Bochum, Germany

    Michael Kerres

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Kerres, M. Information und Kommunikation bei mediengestütztem Lernen. ZfE 3, 111–130 (2000). https://doi.org/10.1007/s11618-000-0008-5

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