Implementing a Media Curriculum at the Hamburg University of Applied Sciences.
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1 Implementing a Media Curriculum at the Hamburg University of Applied Sciences. Findings from a Students Survey Christine Hoffmann Marianne Wefelnberg HAW Hamburg
2 Agenda The Media Curriculum of the Faculty of Business and Social Sciences the University of Applied Sciences Hamburg The students survey Results/Discussion Resumé
3 The Media Curriculum
4 Aim of the Survey To prove assumptions made in the media curriculum A large number of students depends on lecturers advice when using software Students software user habits are uniform Answers on questions on our target groups Differences between departments Differences within gender How is students self estimation on their computer (media) literacy?
5 Method Online Questionnaire (90 items) Mostly closed questions/ Possibility to complement the given answers with freetext Target group (students of the faculty Business and Social Science ) Analysis of the data with simple descriptive statistic methods: frequency and crosstabulations Questionnaire was open for 3 weeks
6 Results Participants (9.3% (N=307) of 3290) Quotes of gender and department membership correlate with the original sample except the Quote of Male Business Students (10% instead of 19%) Additional limitations: Probably students online affinity is higher than those of students on average
7 Standard Software rather than Open 70,0 Source? 80,0 60,0 50,0 40,0 30,0 20,0 Microsoft Word Open Office/Libre Office 70,0 60,0 50,0 40,0 30,0 20,0 Microsoft Excel MAXQDA 10,0 10,0,0 make full use of it know it basically have never used it do not know it,0 make full use of it know it basically have never used it do not know it 90,0 90,0 80,0 80,0 70,0 60,0 50,0 40,0 30,0 20,0 10,0,0 make full use of it know it basically have never used it do not know it Refworks Zotero 70,0 60,0 50,0 40,0 30,0 20,0 10,0,0 use it do not use it do not know it E-Portfolio Facebook
8 Choosing software 100,00% 90,00% 80,00% 70,00% 60,00% 50,00% 40,00% 30,00% 20,00% 10,00% 0,00% word processing data analysis presentation software reference management social networks instant messenging/video calls other web 2.0 services for studies (lecturers proposing) for studies (own initiative) for internship privately
9 Selfconcept using IT I feel self-assured using a PC 80,0% 80,0% 70,0% 70,0% 60,0% 60,0% 50,0% 50,0% 40,0% 40,0% 30,0% 30,0% 20,0% 20,0% 10,0% 10,0%,0% Yes Rather yes Rather no No,0% Yes Rather yes Rather no No total female male total Public Management Business Nursing and Management Social Work
10 Selfconcept Using IT I would like to be more courageous when using a PC. I keep on informing myself on new IT developments. 70,0% 60,0% 45,0% 50,0% 40,0% 35,0% 40,0% 30,0% 30,0% 25,0% 20,0% 20,0% 15,0% 10,0% 10,0% 5,0%,0% Yes Rather yes Rather no No,0% Yes Rather yes Rather no No total female male total female male
11 Wish and Need for Support If you have got a problem with the PC oder a program, you I do not know, what to do 8,8%..I will have later a second look at the problem 18,6% I will buy a manual...i post the problem on Facebook 2,9% 5,9%...I use Google search 81,1%...I have a look at the help menu 54,1% I skype with s.o. 5,5% I call a friend on the phone 78,5%,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0% Individual support: Are you interested? 70,0% 60,0% 50,0% 40,0% 30,0% Gesamt weiblich männlich 20,0% 10,0%,0% No, I am solving my problems on my own No, I already got s.o. to help me. No, I prefer to ask my lecturer Yes, such an offer would be helpful
12 Interest on Knowledge on Media 60,0% 50,0% 40,0% 30,0% 20,0% 10,0%,0% online-law, digital rights social impact international networking and globalisation quality rating of online sources rating the impact, benefit and risks for my personal reputation basic principles of programming No, I am not interested. total Nursing and Management Public Management Social Work Business
13 Resumé Students learn from their teachers to choose software for academic work Private use of software passes into academic area. Use of software is homogenous. Social roles seem to determine students self estimation, but seem to have no influence on real performance. (Gender and department!)
14 Thank you for your interest! This project is funded by the German Federal Ministry of Education and Research (grant No. 01PL11046). All responsibility lies with the authors.
15 References Hofhues, S. and Hoffmann, C. (2012) Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum, EDULEARN12 Proceedings. 4th International Conference on Education and New Learning Technologies, International Association of Technology, Education and Development (IATED), Barcelona, pp Hoffmann,C. and Hofhues, S. (2012) Akademische Medienkompetenzförderung an der Hochschule: Einblicke in Konzeption und Implementierung eines Mediencurriculums, in Service Agentur des Hochschulverbundes Distance Learning Fernstudium und Weiterbildung Zwischen Medienlust und Medienfrust. Brandenburg/ Havel, pp , Available: [17 May 2013] Oblinger, D. G. and Oblinger, J. L. (2005) Is it Age or IT: First steps toward understanding the Net Generation, in Oblinger, D. G./Oblinger, J. L. (ed.) Educating the Net Generation, Washington: Educause. Available: [14 May 2013] Prensky, M (2001) Digital Natives, Digital Immigrants. On the Horizon [Electronic]. vol. 9, no. 5, Available: %20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [17 May 2013] Schulmeister, R. (2009) Gibt es eine Net Generation?, enhanced version 3.0. Hamburg: University of Hamburg. Available:
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