- I am professor for “Digital Media in Education” at the Computer Science Department of the University of Bremen since ... moreI am professor for “Digital Media in Education” at the Computer Science Department of the University of Bremen since 2001. I have a background in pedagogy, being a high school teacher for several years (German and Theology) as well as in computing science, owning a diploma and PhD in the field. My special field of research and teaching is application of Digital Media in schools as well as in university teaching, vocational training and museums. I have been in charge for several research projects and I am member of different committees. I am head of the Digital Media in Education (dimeb) research group, an interdisciplinary team of researchers. dimeb is situated within the Department of Computer Science and Mathematics and is a part of the Center for Computing Technologies (TZI), an institute within the University of Bremen. Due to the interdisciplinary field in which dimeb conducts research, the scientists come from a spectrum of backgrounds: This research group comprises computer scientists, graduates of Digital Media Studies, Educational and Social Scientists, Cultural Scientists, Artists. The competences of the group are in the areas of •Development of software and hardware for digital media for education, especially in the field of tangible technologies, mobiles and social media•Design of educational environments and museum applications•Empirical research and evaluation in the field•Media Bildung, media literacyWeb-site: www.dimeb.deedit
Im vorliegenden Text wird untersucht, wie sich der Unterricht in den Schulen durch digitale Medien verändert hat. Dabei wird über ein Forschungsprojekt berichtet, in welchem Lehrpersonen im Rahmen von didaktischen... more
Im vorliegenden Text wird untersucht, wie sich der Unterricht in den Schulen durch digitale Medien verändert hat. Dabei wird über ein Forschungsprojekt berichtet, in welchem Lehrpersonen im Rahmen von didaktischen Weiterbildungsveranstaltungen befragt wurden. Besonders interessierte die Frage, wie weit analoge Medien den Unterricht noch heute dominieren, bzw. wie stark in den letzten Jahren digitale computerbasierte Medien genutzt werden. Gleichzeitig stellt sich aber auch die Frage, ob es typische didaktische Arrangements gibt, in deren Kontext die befragten Lehrkräfte eher analoge bzw. digitale Medien einsetzen.
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We propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and... more
We propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.
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In this paper I want to look at computing science, its paradigms, its products and processes, from a gender perspective. My claim is that the gender question is not (just) a problem of women not being suitable or interested in... more
In this paper I want to look at computing science, its paradigms, its products and processes, from a gender perspective. My claim is that the gender question is not (just) a problem of women not being suitable or interested in higher-level expertise concerning the design of computer programs. Paradigms of computing science - at least in Germany, where the author
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„Die Philosophen haben die Welt nur verschieden interpretiert; es kommt aber darauf an, sie zu verändern"(Marx 1888/1958: 535). lst dieser Unterschied, der in der Eingangshalle der Humboldt-Universität zu Berlin als Leitspruch... more
„Die Philosophen haben die Welt nur verschieden interpretiert; es kommt aber darauf an, sie zu verändern"(Marx 1888/1958: 535). lst dieser Unterschied, der in der Eingangshalle der Humboldt-Universität zu Berlin als Leitspruch prangt, für die Wissensgesellschaft noch ...
Konzept. Kahlert verknüpft Nancy Frasers Begriffsbestim-mung der Geschlechtergerech-tigkeit mit dem Konzept des Gender-Mainstreamings und diskutiert dies anhand von fünf gleichstellungspolitischen Handlungsfeldern in... more
Konzept. Kahlert verknüpft Nancy Frasers Begriffsbestim-mung der Geschlechtergerech-tigkeit mit dem Konzept des Gender-Mainstreamings und diskutiert dies anhand von fünf gleichstellungspolitischen Handlungsfeldern in Bildungs-institutionen. Dieser Beitrag kann somit als eine ...
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ABSTRACT Children can be considered as innovative thinkers and as contributors to novel creations in emerging fields of science and technology, e.g. robotics or smart textiles. How can we support them in making their ideas for future... more
ABSTRACT Children can be considered as innovative thinkers and as contributors to novel creations in emerging fields of science and technology, e.g. robotics or smart textiles. How can we support them in making their ideas for future society work? Based on a constructionist learning approach, this paper proposes a modelling tool---a software application which enables children to implement running prototypes even of their intricate ideas. It supports them in abstracting their concrete ideas gradually into rather formal programs for their prototypes. The tool follows a novel approach by combining reverse storyboarding with diagrammatic representation techniques, while holding a strong connection to concrete construction objects. Children's first tests imply that they succeed in modelling their ideas with the tool, and that it can support the implementation of own ideas along with the modelling and abstraction process.
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Im Rahmen des Programms "Neue Medien in der Bildung - Förderbereich Hochschule" (NMB) des Bundesministeriums für Bildung und Forschung (BMBF) wurden in über 500 Hochschulprojekten in 100 Verbundprojekten mit großem... more
Im Rahmen des Programms "Neue Medien in der Bildung - Förderbereich Hochschule" (NMB) des Bundesministeriums für Bildung und Forschung (BMBF) wurden in über 500 Hochschulprojekten in 100 Verbundprojekten mit großem Programmieraufwand neue Digitale Lernmodule oder ganze Plattformen hergestellt. Der vorliegende Beitrag beschreibt Ergebnisse aus dem Begleitforschungsprojektes "Gender Mainstreaming medial" im Programm NMB. Inspiriert aus Ergebnissen der Geschlechterforschung im Zusammenhang mit
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Die Virtuelle Internationale Frauenuniversität "vifu" war ein vom Bundesministerium für Bildung und Forschung (BMBF) für die Dauer von gut anderhalb Jahren (Mitte 1999 bis Ende 2000) gefördertes Projekt. Aufgabe war es, die... more
Die Virtuelle Internationale Frauenuniversität "vifu" war ein vom Bundesministerium für Bildung und Forschung (BMBF) für die Dauer von gut anderhalb Jahren (Mitte 1999 bis Ende 2000) gefördertes Projekt. Aufgabe war es, die Internationale Frauenuniversität "Technik und Kultur" ifu, die für drei Monate an verschiedenen Hoch- schulen in Deutschland als ein interdisziplinäres, post- graduiertes Studium stattfand und an der ca. 800
ABSTRACT In this paper we describe our approach of involving children and young people in processes of innovation using the concept of "living labs". For this purpose we use construction kits made for children and young... more
ABSTRACT In this paper we describe our approach of involving children and young people in processes of innovation using the concept of "living labs". For this purpose we use construction kits made for children and young people for high-fidelity prototyping. We argue that design with children can be extended from educational intentions towards participation in innovation processes and towards civic engagement. As a showcase we demonstrate novel products children invented and created during a design session in the field of "Smart Textiles".
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... Sage: S. 80-94 Kember, Sarah 2003: Cyberfeminism and Artificial Life. London, New York: Routledge Klawe, Maria 2001: Refereshing the Nerds. ... Bie-lefeld: Kleine Schachtner, Christina/Gabriele Winker (Hrsg.) 2005: Virtuelle Räume ... more
... Sage: S. 80-94 Kember, Sarah 2003: Cyberfeminism and Artificial Life. London, New York: Routledge Klawe, Maria 2001: Refereshing the Nerds. ... Bie-lefeld: Kleine Schachtner, Christina/Gabriele Winker (Hrsg.) 2005: Virtuelle Räume neue Öffentlichkeiten. ...
ABSTRACT In this paper, we present results from the ongoing research project expertAzubi that seeks to foster the learning experiences from teen-aged children in work context by providing a Web 2.0 platform, in which they can collaborate... more
ABSTRACT In this paper, we present results from the ongoing research project expertAzubi that seeks to foster the learning experiences from teen-aged children in work context by providing a Web 2.0 platform, in which they can collaborate and build a community. This target group grew up as so-called "Digital Natives". Due to a lack of established concepts how to involve teenagers in the development process of the platform, we chose several methods mainly known from user-centered design processes with children and adults. We report on our results from applying the methods in an exploratory fashion using six focus group workshops and drawing conclusions on their applicability for the target group of teen-aged Digital Natives.
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... einerseits um Assimilation, mit der Menschen sich die Umwelt einverleiben und sie den in ihrem Kopf existierenden inneren Ordnungsmustern unterwerfen; ... Der Computer, so sagenSherry Turkle und Seymour Papert, ist Höhepunkt der... more
... einerseits um Assimilation, mit der Menschen sich die Umwelt einverleiben und sie den in ihrem Kopf existierenden inneren Ordnungsmustern unterwerfen; ... Der Computer, so sagenSherry Turkle und Seymour Papert, ist Höhepunkt der Abstraktion und ...
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Research Interests:
ABSTRACT The paper introduces the field of Interaction Design for Marginalized Young People, which is the matter of discussion during the homonymous workshop held at IDC 2008. We summarize backgrounds, problems, and topics for this... more
ABSTRACT The paper introduces the field of Interaction Design for Marginalized Young People, which is the matter of discussion during the homonymous workshop held at IDC 2008. We summarize backgrounds, problems, and topics for this emerging field. We argue that awareness for the digital divide in today's societies has to become a major concern, even now when inclusion is no longer a matter of access to computers and the Internet only, but a matter of why and how. The paper gives a short overview on the papers that have been selected for presentation at the workshop. These contributions span from describing projects in developing countries to theoretical aspects of the field to practical software design solutions for overcoming the gap.