ViLeArn_more

In the project ViLeArn_more, innovative pedagogical concepts are developed to advance the media pedagogical competencies of higher education lectureres and students using social Augmented Reality with AI-supported multimodal regulatory signals. Furthermore, the concepts are evaluated with regards to the achievement of objectives and potential side effects.

In an interdisciplinary collaboration between media pedagogy, research on teaching and learning, Human-Computer-Interaction (HCI) and informatics, the development of pedagogical concepts and technological advancements are closely entwined with each other in an iterative process against the background of action-oriented educational research. In the follow-up project of ViLeArn, current Augmented Reality technologies and Artificial Intelligence technologies are used to advance media pedagogical competencies within the pedagogical concepts developed. Educators and learners interact live in hybrid avatar-agent teaching and learning scenarios and now also in hybrid real-virtual teaching and learning scenarios.

The pedagogical concept for professional development is focussed on the action-oriented advancement of media pedagogical competencies of teacher educators with special consideration of diversity. In the pedagogical concept for the advancement of media pedagogical competencies of higher education students, a transculturally sensitive perspective is applied. The concepts are implemented into school pedagogical studies and professional development courses at JMU in three iterations and further developed with regards to the achievement of objectives, following an action-oriented educational research approach.

Tamara Baumann: Supporting preservice teachers to fulfill media-related educational tasks with special consideration of Social Extended Reality as well as a transculturally sensitive perspective. Theory-based development and evaluation of a pedagogical concept for higher education.

Melanie Hartmann: Advancing media pedagogical competencies of teacher educators with special consideration of diversity and Social Extended Reality. Theory-based development and evaluation of a pedagogical concept for higher education professional development.

Prof. Dr. Silke Grafe

Chair of School Pedagogy
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.014

Phone: +49 931 31-81535

Email: silke.grafe@uni-wuerzburg.de

Office Hours: by appointment

[Translate to Englisch:] Prof.in Dr. Silke Grafe

Tamara Baumann

Teaching and Research Assistant and Doctoral Student

Chair of School Pedagogy
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.011

Phone: 0931 31-81001

Email: tamara.baumann@uni-wuerzburg.de

Office hours: by appointment

Melanie Hartmann

Teaching and Research Assistant and Doctoral Student

Institute for Pedagogy
Chair of School Pedagogy
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.011

Phone: 0931 31-81263

Email: melanie.hartmann@uni-wuerzburg.de

Office hours: by appointment

2024[ to top ]

Hartmann, M., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Development and Exploratory Implementation of a Higher Education Pedagogy Concept for Teaching and Learning with Social VR Focusing on Diversity. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2024 (pp. 146-155). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224132/.
- [ Abstract ]
- [ URL ]
In a society characterized by processes of change regarding diversity and digitalization, new tasks arise for teacher educators. This article presents a theory based design of a pedagogical concept to promote media pedagogical competence of teacher educators focusing on diversity and using social virtual reality (VR). The concept was implemented at a German University with a convenience sample of eight higher education lecturers. Participants discussed opportunities and challenges of teaching and learning in social VR in a focus group study. The qualitative content analysis highlights numerous opportunities, such as encouraging users’ self-efficacy and self-awareness, as well as potential challenges (e.g. getting used to working with new technologies or establishing interpersonal relationships). In terms of diversity, participants most frequently addressed mental and physical abilities as well as habitus and appearance. Finally, implications for future higher education pedagogy practices and research are discussed.
Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Teaching and Learning in Social Mixed Reality Focusing on Transcultural Education: Pre-Service Teachers’ Perspectives. Research Highlights in Technology and Teacher Education, 1, 68-85.
- [ Abstract ]
Digitalization and globalization brought significant challenges to initial teacher education. Against this background, this article targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample comprising 15 pre-service teachers from two German universities participated in a teaching and learning scenario within a social mixed reality (MR) environment focusing on transcultural education. Subsequently, their perspectives on it were shared in focus group discussions and, thereafter, qualitatively analyzed. Results revealed a wide range of experiences as well as anticipated opportunities and challenges for central teaching and learning components. Conclusions drawn from this study should be considered in future practices and research within initial teacher education.
Baumann, T., Tiede, J., Latoschik, M. E., & Grafe, S. (2024). Teaching and Learning in Social Mixed Reality Focusing on Transcultural Education: Pre-Service Teachers’ Perspectives. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2024 (pp. 136-145). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224123/
- [ Abstract ]
- [ URL ]
Digitalization and globalization brought significant challenges to initial teacher education. Against this background, this article targeted implications for the development and implementation of a pedagogical concept to foster pre-service teachers’ media pedagogical competence. A sample comprising 15 pre-service teachers from two German universities participated in a teaching and learning scenario within a social mixed reality (MR) environment focusing on transcultural education. Subsequently, their perspectives on it were shared in focus group discussions and, thereafter, qualitatively analyzed. Results revealed a wide range of experiences as well as anticipated opportunities and challenges for central teaching and learning components. Conclusions drawn from this study should be considered in future practices and research within initial teacher education.

Chair of Human-Computer-Interaction, Julius-Maximilians-Universität Würzburg

Chair for Teaching and Learning with Digital Media, Technische Universität München

Chair for Human-Centered Artificial Intelligence, Universität Augsburg

ViLeArn_more

Prof. Dr. Silke Grafe

Tamara Baumann

Melanie Hartmann

Data privacy protection

Data privacy protection

Picture credits