Ethische Aspekte inklusiver Medienbildung. Gleichberechtigter Zugang zu Information und Kommunikation als Voraussetzung

Der durch die UN-Behindertenrechtskonvention beschleunigte Prozess der Umgestaltung traditioneller „Behindertenpolitik“ zu einer rechtebasierten Politik der Inklusion ist mit zahlreichen ethischen Fragen verbunden. Medien werden dabei Aufgaben in zahlreichen Gesellschaftsbereichen zugewiesen. Dazu gehören Differenzsetzungen, die durch mediale Präsentationen erzeugt werden, die Zugänglichkeit zu Medien und als berufsethische Herausforderung die inklusive Medienbildung. Der Artikel zeichnet aktuelle Entwicklungen, die sich unter anderem aus dem Einbezug von Menschen mit Behinderung in die Rundfunkbeitragspflicht ergeben haben, nach, um die Frage zu beantworten, wie Menschen in einer immer stärker von Medien geprägten Welt handlungsfähig und -mächtig werden bzw. bleiben.EnglishIngo Bosse: Ethical Aspects of Inclusive Media Education. Equal Access to Information and Communication as a Prerequisite The UN convention on the Rights of Persons with Disabilities accelerated the restructuringprocess of traditional policies concerning persons with disabilities towards policies based on social inclusion, human rights and is related to numerous ethical questions. Thereby, the media will play an essential role in numerous areas of society. This includes making a difference through media presentations, the accessibility of media and – as a challenge to professional ethics - the implementation of inclusive media education. The article provides an overview of current developments. One facet thereof is the recently enacted inclusion of persons with disabilities in the general system of mandatory payment of public broadcasting subscription fees in Germany. These considerations address the aspect of how people, living in an increasingly media-oriented world, are capable of becoming and remaining active and self-empowered.

Virtual reality for children with special needs

While virtual reality technology is already widely used in business and culture for immersion in new worlds of experience, virtual reality (VR) in the field of special and inclusive education is still not widespread. Students with intellectual and developmental disabilities (IDD) are often externally determined to various degrees in their lives. To cope with everyday life independently, practicing action skills is necessary. In a real-world physical environment, this is not always easy. Virtual reality offers a possibility to acquire skills without restrictive conditions.Within the project “Virtual Reality for Children with Special Needs” the potentials of virtual reality for students with IDD are explored. This research and development (R&D) project is a collaborative effort of the University of Applied Sciences (ZHAW Winterthur), the University of Teacher Education in Special Needs (HfH Zürich), and Vivala as the Foundation which supports persons with intellectual and developmental disabilities

A GPS-referenced wavelength standard for high-precision displacement interferometry at λ = 633 nm

Since the turn of the millennium, the development and commercial availability of optical frequency combs has led to a steadily increase of worldwide installed frequency combs and a growing interest in using them for industrial-related metrology applications. Especially, GPS-referenced frequency combs often serve as a "self-calibrating" length standard for laser wavelength calibration in many national metrology institutes with uncertainties better than u = 1 × 10^-11. In this contribution, the application of a He-Ne laser source permanently disciplined to a GPS-referenced frequency comb for the interferometric measurements in a nanopositioning machine with a measuring volume of 200 mm × 200 mm × 25 mm (NPMM-200) is discussed. For this purpose, the frequency stability of the GPS-referenced comb is characterized by heterodyning with a diode laser referenced to an ultrastable cavity. Based on this comparison, an uncertainty of u = 9.2 × 10^-12 (τ = 8 s, k = 2) for the GPS-referenced comb has been obtained. By stabilizing a tunable He-Ne source to a single comb line, the long-term frequency stability of the comb is transferred onto our gas lasers increasing their long-term stability by three orders of magnitude. Second, short-term fluctuations-related length measurement errors were reduced to a value that falls below the nominal resolving capabilities of our interferometers (ΔL/L = 2.9 × 10^-11). Both measures make the influence of frequency distortions on the interferometric length measurement within the NPMM-200 negligible. Furthermore, this approach establishes a permanent link of interferometric length measurements to an atomic clock

Case studies of personalized learning

Deliverable 4.1, Literature review of personalised learning and the Cloud, started with an evaluation and synthesis of the definitions of personalized learning, followed by an analysis of how this is implemented in a method (e-learning vs. i-learning, m-learning and u-learning), learning approach and the appropriate didactic process, based on adapted didactic theories. From this research a list of criteria was created needed to implement personalised learning onto the learner of the future. This list of criteria is the basis for the analysis of all case studies investigated. – as well to the learning process as the learning place. In total 60 case studies (all 59 case studies mentioned in D6.4 Education on the Cloud 2015 + one extra) were analysed. The case studies were compared with the list of criteria, and a score was calculated. As a result, the best examples could be retained. On average most case studies were good on: taking different learning methods into account, interactivity and accessibility and usability of learning materials for everyone. All had a real formal education content, thus aiming at the core-curriculum, valuing previous knowledge, competences, life and work skills, also informal. Also the availability of an instructor / tutor or other network of peers, experts and teachers to guide and support the learning is common. On the other hand, most case studies lack diagnostics tests as well at the start (diagnostic entry test), during the personalized learning trajectory and at the end (assessment at the end). Also most do not include non-formal and informal learning aspects. And the ownership of personalized learning is not in the hands of the learner. Five of the 60 case studies can as a result be considered as very good examples of real personalized learning

Medienbildung für alle: Medienbildung inklusiv gestalten!

Bosse I, Haage A, Kamin A-M, Schluchter J-R. Medienbildung für alle: Medienbildung inklusiv gestalten!. In: Brüggemann M, Sabine E, Angela T, eds. Medienbildung für alle – Digitalisierung. Teilhabe. Vielfalt. München: kopaed; 2019: 207-219

A literature review of personalized learning and the Cloud

In order to provide effective application of the Cloud in education it is essential to know how the learning should and could – if needed – be adapted. In this respect the concept of ‘personalising learning’ is frequently used. But what exactly is personalising learning. And how can it be implemented in using the cloud? The aim of WG3 i-Learner of the School on the Cloud network is to investigate this from the point of view of the learner, whereas WG2 i-Teacher looks on the role of the educators, and WG4 i-Future on the technology. The document has two parts: - The first part starts with an evaluation and synthesis of the definitions of personalized learning (Ch. 3), followed by an analysis of how this is implemented in learning style (e-learning vs. i-learning, m-learning and u-learning, Ch. 4) and learning approach (Ch. 5). To implement this an appropriate pedagogy (Ch. 6) is needed. - The second part is an attempt on how to implement this onto the learner of the future (Ch. 7), as well to the learning process and to the learning place. Recommendations are made in Ch. 8

Günther Opp / Georg Theunissen (Hrsg.): Handbuch schulische Sonderpädagogik. Unter Mitarbeit von Jana Teichmann. Bad Heilbrunn / Stuttgart: Klinkhardt / UTB 2009, 592 S. [Rezension]

Rezension von: Günther Opp / Georg Theunissen (Hrsg.): Handbuch schulische Sonderpädagogik. Unter Mitarbeit von Jana Teichmann. Bad Heilbrunn / Stuttgart: Klinkhardt / UTB 2009 (592 S.; ISBN 978-3-8252-8426-8; 37,90 EUR)

Gestaltungsprinzipien für digitale Lernmittel im Gemeinsamen Unterricht: Eine explorative Studie am Beispiel der Lernplattform Planet Schule.

Fast 160 Staaten haben die UN-Behindertenrechtskonvention inzwischen unterzeichnet. Die Ratifizierung dieses völkerrechtlichen Vertrags hat in der Bildung Veränderungen hin zu Systemen, die inklusiv für alle Schülerinnen und Schüler ausgestaltet sind, weltweit enorm beschleunigt. Eine der zentralen Herausforderungen bei der Umsetzung inklusiver Bildung besteht zur Zeit darin, „didaktische Leitlinien für den Umgang mit Vielfalt in der Schule“ (Amrhein, Dziak-Mahler 2014: Titel) zu formulieren

Gestaltungsprinzipien für digitale Lernmittel im Gemeinsamen Unterricht

Fast 160 Staaten haben die UN-Behindertenrechtskonvention inzwischen unterzeichnet. Die Ratifizierung dieses völkerrechtlichen Vertrags hat in der Bildung Veränderungen hin zu Systemen, die inklusiv für alle Schülerinnen und Schüler ausgestaltet sind, weltweit enorm beschleunigt. Eine der zentralen Herausforderungen bei der Umsetzung inklusiver Bildung besteht zur Zeit darin, „didaktische Leitlinien für den Umgang mit Vielfalt in der Schule“ (Amrhein, Dziak-Mahler 2014: Titel) zu formulieren