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Normative objects in educational infrastructures
Hiebl, Johannes
Book Chapter
| Aus: Cole, Nicki Lisa; Jahrbacher, Michaela; Getzinger, Günter (Hrsg.): Conference Proceedings of the STS Conference Graz 2021: Critical Issues in Science, Technology and Society Studies, 3-5 May 2021 | Graz: Verlag der Technischen Universität Graz | 2021
42011 Endnote
Author(s):
Hiebl, Johannes
Title:
Normative objects in educational infrastructures
In:
Cole, Nicki Lisa; Jahrbacher, Michaela; Getzinger, Günter (Hrsg.): Conference Proceedings of the STS Conference Graz 2021: Critical Issues in Science, Technology and Society Studies, 3-5 May 2021, Graz: Verlag der Technischen Universität Graz, 2021 (Science, Technology and Society), S. 132-149
DOI:
10.3217/978-3-85125-855-4-07
URL:
https://doi.org/10.3217/978-3-85125-855-4-07
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Inhaltsanalyse; Dokumentenanalyse; Open Educational Resources; Praxeologie; Norm <Ethik>; Soziales Handeln; Praxis; Bildung; Infrastruktur; Offenheit; Lehrmittel; Lernmittel; Rahmenrichtlinien; Bildungspolitik; Wirtschaft <Handel>; Digitale Medien; Digitalisierung; Lehr-Lern-Prozess; Internetportal
Abstract (english):
This paper describes open learning and teaching materials, so-called open educational resources (OER), as visualizing, economic and normative objects, and classifies these into a plenum with interwoven practices and arrangements of material (Schatzki). The plenum determines how the actors, their socio-material practices, and the associated political and technical frameworks each generate different interpretations of OER for the actors. The discussion is based on a case study of a video platform providing academic content. The empirical example, studied via document analysis and content analysis, of the TIB AV portal as an educational infrastructure offering videos of scientific conferences and teaching as an online service shows how the normative requirements to open educational resources are produced by the infrastructure. The paper focuses on the argument that the normative dimension of OER be part of material arrangements. The normative OER model is implemented in the infrastructure, while the social norms of openness are provided by the service. OER in terms of normative objects embodying the norm of openness are produced performatively through repositories. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Adolescents' computer performance. The role of self-concept and motivational aspects
Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes
Journal Article
| In: Computers & Education | 2015
34959 Endnote
Author(s):
Christoph, Gabriela; Goldhammer, Frank; Zylka, Johannes; Hartig, Johannes
Title:
Adolescents' computer performance. The role of self-concept and motivational aspects
In:
Computers & Education, 81 (2015) , S. 1-12
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Baden-Württemberg; Computer; Datenanalyse; Deutschland; Geschlecht; Informations- und Kommunikationstechnologie; Interesse; Jugendlicher; Kompetenz; Leistung; Motivation; Psychometrie; Sekundarbereich; Selbstkonzept; Soziales Handeln; Strukturgleichungsmodell; Wissen
Abstract:
This study focuses on the correlational structure between adolescents' computer self-concept and different computer-related performance outcomes, following expectancy-value theory (e.g. Wigfield & Eccles, 2000). More specifically, computer interest and ICT-related social engagement were considered as mediators by which the link of computer self-concept and basic computer skills as well as theoretical computer knowledge should be established. Extending this research, the role of gender was additionally examined, testing the extent to which the proposed structural patterns are similar or dissimilar. Based on a sample of 445 German secondary school boys and girls, we applied latent mediation as well as group-based analysis. Results showed that computer self-concept plays a significant role in regard to ICT-related motivational characteristics and computer performance outcomes. As to basic computer skills, the self-concept to performance relation was mediated by computer interest but not by ICT-related social engagement. Regarding the computer self-concept to theoretical computer knowledge relation, only ICT-related social engagement (not computer interest) emerged as a significant mediator. Exploring the role of gender, a gender-specific rather than a gender-invariant model seems better applicable. Thus, mean-level differences as well as differences in the underlying correlational structure could be asserted. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Observing the doings of built spaces. Principles of an ethnography of materiality
Reh, Sabine; Temel, Robert
Journal Article
| In: Historical Social Research/Historische Sozialforschung | 2014
35415 Endnote
Author(s):
Reh, Sabine; Temel, Robert
Title:
Observing the doings of built spaces. Principles of an ethnography of materiality
In:
Historical Social Research/Historische Sozialforschung, 39 (2014) 2, S. 167-180
DOI:
10.12759/hsr.39.2014.2.167-180
URN:
urn:nbn:de:0168-ssoar-385113
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Aktivität; Beobachtung; Berlin; Bremen; Deutschland; Empirische Untersuchung; Ethnografie; Forschungsprojekt; Gebäude; Raum; Schule; Schüler; Schulgebäude; Soziales Handeln; Stimmung; Teilnehmende Beobachtung; Theorie; Wirkung
Abstract:
"Das Tun gebauter Räume beobachten. Ansätze einer Ethnographie der Materialität". The paper makes a methodological contribution to the question as to which part built space plays in social practices. In doing so, we firstly use practice theory according to Schatzki as a theoretical basis to clarify the relationship between space and activity. For that, it is important to overcome with Schatzki (and Heidegger) the difference between subjective and objective space. This is made possible by making "lived space" not independent of or dependent on subjectivity, but dependent on activity. In a second step, we will use an example of ethnographic observation to show under which conditions and advertencies it was possible to recognize space's part in activity. We describe what appeared by chance in observation theoretically with the concept of atmosphere in the third part. This concept was introduced into the discourse on architecture by Böhme, it was rendered more precisely by Seel, and we try to connect it to our starting point in practice theory. After applying the concept of atmosphere methodologically on observation, we cautiously draw methodical consequences from this for observation of built spaces as part of social practices. (DIPF/Orig.)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
Lehrerinnen und Lehrer in der Gesellschaft. Empirische Hinweise zum öffentlichen Engagement
Schuchart, Claudia; Weishaupt, Horst
Journal Article
| In: Empirische Pädagogik | 2008
7791 Endnote
Author(s):
Schuchart, Claudia; Weishaupt, Horst
Title:
Lehrerinnen und Lehrer in der Gesellschaft. Empirische Hinweise zum öffentlichen Engagement
In:
Empirische Pädagogik, 22 (2008) 4, S. 516-536
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Lehrer; Soziales Handeln; Gemeinwesenarbeit; Verein; Empirische Untersuchung; Statistische Angaben; Deutschland
Abstract:
In der öffentlichen Wahrnehmung zeichnen sich die Lehrer durch gesellschaftliche Präsenz aus. Da sich Akademiker stärker als andere Statusgruppen gesellschaftlich engagieren und Lehrer die größte akademische Berufsgruppe sind, stellen sie eine wichtige Quelle für den Aufbau und den Erhalt sozialen Kapitals in der Gesellschaft dar. Indessen sind empirische Untersuchungen zu Umfang und Art der gesellschaftlichen Mitwirkung von Lehrern rar. Im vorliegenden Ar tikel wird untersucht, in welchem Ausmaß sich Lehrer in verschiedenen öffentlichen Vereinigungen betätigen und auf welche individuellen und regionalen Merkmale ein solches Engagement zurückgeführt werden kann. Die Ergebnisse verwe isen auf die Bedeutung, die Lehrern für die Schöpfung, Verbreitung und Sicherung sozialen Kapitals in unserer Gesellschaft zukommt. (DIPF/Orig.)
Abstract (english):
Being a well-educated and geographically dispersed group, teachers are an important source of social capital. However, empirical studies investigating the extent and nature of teachers' civic engagement are scarce. In the present paper we investigate to what extent teachers are engaged in public associations. Furthermore, we analyse to what individual and regional characteristics such an engagement can be attributed. The results highlight the importance of teachers in the process of building and protecting social capital. (DIPF/Orig.)
DIPF-Departments:
Steuerung und Finanzierung des Bildungswesens
Politics, law and citizens' resposibility. Justice judgements in the everyday reconstructions of […]
Breit, Heiko; Döring, Thomas; Eckensberger, Lutz H.
Book Chapter
| Aus: Breit, Heiko; Engels, Anita; Moss, Timothy (Ed.): How institutions change: Perspectives on social learning in global and local environmental contexts | Opladen: Leske u. Budrich | 2003
6397 Endnote
Author(s):
Breit, Heiko; Döring, Thomas; Eckensberger, Lutz H.
Title:
Politics, law and citizens' resposibility. Justice judgements in the everyday reconstructions of environmental conflicts
In:
Breit, Heiko; Engels, Anita; Moss, Timothy (Ed.): How institutions change: Perspectives on social learning in global and local environmental contexts, Opladen: Leske u. Budrich, 2003 , S. 179-203
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Ökologie; Selbstverantwortung; Ethik; Soziales Handeln
Abstract:
Dieser Artikel beschreibt die Rekonstruktion individueller und kollektiver Handlungschancen und Handlungsverantwortung im Geflecht alltagsweltlicher normativer Regelsysteme und formaler Institutionen wie Recht und Politik. Die qualitativen empirischen Daten über Selbst- und Fremdverantwortung für ökologisch nachhaltiges Handeln belegen hinsichtlich der Wahrnehmung individueller, kollektiver und institutioneller Handlungsmöglichkeiten kognitiv-moralische Differenzen von Befragten. Kern der unterschiedlichen Argumentationsmuster bilden Strukturkriterien kontextualisierter moralischer Urteile: die Unterscheidung in heteronome und autonome moralische Urteile, d.h. eher auf Interventionund Kontrolle oder eher auf Partizipation ausgerichtete Orientierungen und die Differenzierung solcher Urteile in einen interpersonalen und einen transpersonalen Deutungsraum, d.h. einem eher gemeinschaftlich angelegten Interaktionskontext und einem eher funktional-ausdifferenzierten Gesellschaftskontext. Die Rekonstruktion der Daten ergibt strukturell unterschiedliche Ideen von Politik, Gesellschaft und Demokratie.
Abstract (english):
This article deals with the reconstruction of individual and collective action space and responsibility for action in the web of common normative rule systems and formal institutions such as law and politics. The qualitative empirical data on the extent to which individuals feel that they themselves or others are responsible for ecological remedial action demonstrate cognitive and moral differences of interviewees with respect to the interpretation of vidual, collective and institutional action space. Structural criteria of contextualised moral judgements constitute the core of varying arguments: The differentiation between heteronomous and autonomous moral judgements, i.e. orientated either toward intervention and control or to participation, as well as the differentiation of such judgements into an interpersonal or transpersonal sphere of interpretation, i.e. a more communitarian context of interaction or a more functionally differentiated concept of society. The reconstruction of the data shows that the "everyday types of morality" represent different notions of politics, society and democracy.
DIPF-Departments:
Bildung und Kultur
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