|R.596 | Wednesday, 18 July 2007, 17:50 - 18:20, Room MZH |
|Web 2.0 as Pedagogical Challenge
|The public discourse and in great measure the pedagogical thinking regarding new media is dominated by socioeconomic paradigms of the post-industrial information or knowledge society which are largely characterized by extreme technological determinism and lack of the consideration for historical perspectives: current changes of the media technologies are equated with a revolution that radically reshapes all areas of the human life. The danger of such an approach in educational contexts is firstly that it leads to a concentration on the technique as the driving force of social processes while people (and therewith the learner) disappear from sight. Secondly, as a result it is often ignored that the recent developments mirror to some extent ancient dreams and also fears which have been a pedagogical subject for a long time.
Based on some examples from YouTube, the article demonstrates how actively and autonomously young people today use applications of the “social software” to articulate their interests and to explore their creativity. Thereby they merge different communication forms (textual, visual, auditory, dramaturgic etc.) and fulfil in this way the primeval dream of intermediality. This poses at least two challenges for education: On the one hand pedagogy itself has much to learn from the informal learning processes that are taking place in Web 2.0 – e.g. to encourage youths from the “information poor” classes to participate in social developments. On the other hand the artificial disjunctions between the disciplines and the counterproductive dualism of discursive (analytic) versus presentational (sensous) approaches have to be abolished. Regarding both aspects there are some (in part for hundreds of years) already elaborated pedagogical concepts and models which can be enhanced to meet the challenges of the current era.