Action-oriented Media Pedagogy

Media socialisation is a cornerstone for the use of media education. How has the media landscape, its possibilities and usage behaviour changed in recent years? What does this mean for use in education and teaching? In the module, students are introduced to modern media pedagogical practice through practical exercises. A thematic focus here is on digital games, whereby the phenomena multiplayer and online worlds as well as a critical examination of digital games are addressed.

This course deals with the protection of minors and (game) media in German-speaking countries. It explains labelling systems such as PEGI and USK, often misunderstood remedies such as the infamous "indexing" and the role(s) and duties of the media in times of fake news, lack of media ethics and "killer game debates".

The module introduces students to forms and possibilities of informal learning in connection with digital media, with particular emphasis on digital games.

The following topics will be dealt with:

• gender & diversity
• social learning
• interculturality
• e-sports
• mobile gaming

In addition to the theoretical introduction, the students also work on the implementation of their own projects and ideas for their practice.

The aim of the module is for the participants to learn what theatre pedagogy can do for children, adolescents and adults by means of the lecture, but also by means of practical exercises and games. It is only about the rehearsal and performance of a play, but rather about theatre or theatre pedagogical games as help for problems, as therapy. The participants also receive suggestions for further reading or a detailed list of games that are suitable in certain situations or with certain groups. Parallels to computer games are pointed out as well as new forms of theatre in which computer games become a topic.

In an interdisciplinary approach, media worlds of children and young people are brought together with classical tasks and methods of experiential education. In addition to an introduction to experiential education, the seminar focuses on the active confrontation with playful methods of team building, personality development and social learning. In addition, the seminar will test and theoretically substantiate how current smartphone technology can be used for experiential education projects such as "Mobile Games".

For the action-oriented orientation of the course, the participants should get to know best practice projects and try them out for themselves. A further focus of the module is to design and implement a project of their own. This serves as preparation for the project work module. The lecturers have many years of experience in the implementation of projects with children, young people and adults and can pass on their experience not only with regard to practical implementation, but also the organisational framework conditions such as project applications and possible financing models (project management).

The focus of this module is on the mediation methods related to different target groups as well as institutionally conditioned structures in the school-based and extracurricular youth education work. It consists of a part in which basic methods are taught and, in addition, a further part which deals with the concrete thematisation of virtual game worlds in non-formal learning settings.

The teaching of media competence does not only include a technical part, in which the operation and use of a medium is thematised, but must also take pedagogical questions into account. The combination of these two contents enables the course participants to adequately consider the technical application and the pedagogical goal orientation in the conception of their own projects. Cultural and social questions as well as the political dimensions of media pedagogy will be considered. Special challenges such as the (e)participation of young people or the anchoring of projects in the active media work of adolescents are also in the focus.

Media socialisation is a cornerstone for the use of media education. How has the media landscape, its possibilities and usage behaviour changed in recent years? What does this mean for use in education and teaching? In the module, students are introduced to modern media pedagogical practice through practical exercises. A thematic focus here is on digital games, whereby the phenomena multiplayer and online worlds as well as a critical examination of digital games are addressed.

This course deals with the protection of minors and (game) media in German-speaking countries. It explains labelling systems such as PEGI and USK, often misunderstood remedies such as the infamous "indexing" and the role(s) and duties of the media in times of fake news, lack of media ethics and "killer game debates".

The module introduces students to forms and possibilities of informal learning in connection with digital media, with particular emphasis on digital games.

The following topics will be dealt with:

• gender & diversity
• social learning
• interculturality
• e-sports
• mobile gaming

In addition to the theoretical introduction, the students also work on the implementation of their own projects and ideas for their practice.

The aim of the module is for the participants to learn what theatre pedagogy can do for children, adolescents and adults by means of the lecture, but also by means of practical exercises and games. It is only about the rehearsal and performance of a play, but rather about theatre or theatre pedagogical games as help for problems, as therapy. The participants also receive suggestions for further reading or a detailed list of games that are suitable in certain situations or with certain groups. Parallels to computer games are pointed out as well as new forms of theatre in which computer games become a topic.

In an interdisciplinary approach, media worlds of children and young people are brought together with classical tasks and methods of experiential education. In addition to an introduction to experiential education, the seminar focuses on the active confrontation with playful methods of team building, personality development and social learning. In addition, the seminar will test and theoretically substantiate how current smartphone technology can be used for experiential education projects such as "Mobile Games".

For the action-oriented orientation of the course, the participants should get to know best practice projects and try them out for themselves. A further focus of the module is to design and implement a project of their own. This serves as preparation for the project work module. The lecturers have many years of experience in the implementation of projects with children, young people and adults and can pass on their experience not only with regard to practical implementation, but also the organisational framework conditions such as project applications and possible financing models (project management).

The focus of this module is on the mediation methods related to different target groups as well as institutionally conditioned structures in the school-based and extracurricular youth education work. It consists of a part in which basic methods are taught and, in addition, a further part which deals with the concrete thematisation of virtual game worlds in non-formal learning settings.

The teaching of media competence does not only include a technical part, in which the operation and use of a medium is thematised, but must also take pedagogical questions into account. The combination of these two contents enables the course participants to adequately consider the technical application and the pedagogical goal orientation in the conception of their own projects. Cultural and social questions as well as the political dimensions of media pedagogy will be considered. Special challenges such as the (e)participation of young people or the anchoring of projects in the active media work of adolescents are also in the focus.

The course is dedicated to the theoretical foundations of game science research and thus to the question: Can game be defined and what changes when we understand something as a game?
To this end, core texts of the game theoretical debate will first be presented and reflected upon, which make the historical development of the game discourse visible, while at the same time providing the theoretical basis for game studies to this day. On the basis of these texts, instead of a uniform definition of what game is now, various game theoretical perspectives are identified, in the field of tension of which a reflected examination of the topic of game & games should become possible. The aim is therefore to sharpen the "game theoretical view" and to enable an independent examination of fundamental concepts of game theoretical discourse. Furthermore, participants should be encouraged to reflect on game theoretical concepts beyond the medium of games as a perspective on human interaction and cultural construction of meaning.

In the "Future Media" module we take a look into the future. Currently available and in development technologies and products in the field of robotics, augmented/virtual reality, intelligent sensors, apps, artificial intelligence, machine and deep learning are presented in detail and tested for meaningful use. The underlying technologies are also referred to.

The aim of the module is to understand the status quo with regard to what is already feasible, or will be feasible soon, and to enable a critical examination of new technologies instead of being pushed into the role of the passive user.

What comes into view from an educational perspective on Serious Games? How are game purpose and game design related? And to what extent can learning theories and didactic models be used to analyse games and design educational game concepts?

These questions will be discussed theoretically and explored practically during the course. Innovative e-learning with mobile devices will be presented as well as the possibility to make learning and teaching with gamification more attractive.

The project work is a practical work, whereby the options are extremely varied. For example, a game prototype can be implemented, an event can be organised or a complex machina can be produced. The project work can either be carried out with fellow students or with a partner organisation (company/association etc.).

In this module the participants deal with science theory as well as guidelines and principles for good scientific work.

In this module students are introduced to the qualitative and quantitative research paradigm in order to carry out their own research project within the framework of the Master Thesis.

The Master Thesis gives the students of the course the opportunity,

1. to work on a topic in a part of the course and thereby acquire specialist knowledge, and
2. to conduct a scientifically based study, thereby demonstrating his/her ability to formulate objectives, define problems, select methods, systematically implement and present them.

A further objective may be to submit a summary of the Master's thesis as an article to a specialist publication (e.g. journal, conference or anthology; together with the supervisor) so that the acquired knowledge can be made known to a broad specialist audience.