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Paper: Interactive technology enhanced learning for social science students

Paper: Interactive technology enhanced learning for social science students published on No Comments on Paper: Interactive technology enhanced learning for social science students

Budka, P., Schallert, C., Mader, E. 2011. Interactive technology enhanced learning for social science students. In M. E. Auer & M. Huba (Eds.), Proceedings 14th International Conference on Interactive Collaborative Learning (ICL2011) (pp. 274-278), CD-ROM. Piscataway, NJ: IEEE.

Abstract

This paper introduces the case of an interactive technology enhanced learning model, its contexts and infrastructure at a public university in the Bologna era. From a socio-technological perspective, it takes a look at the conditions and challenges under which this flexible learning model for the social sciences has been developed. Furthermore, selected evaluation results, including experiences and expectations of social science students, are discussed. The paper concludes that it is possible, with the appropriate didactical model, to create and facilitate interactive student-centered learning situations, even in “mass lectures”.

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Seminar: Media & visual technologies as material culture – students’ projects

Seminar: Media & visual technologies as material culture – students’ projects published on No Comments on Seminar: Media & visual technologies as material culture – students’ projects

The following joint student projects are conducted in the seminar “Media and visual technologies as material culture” at the Department of Social and Cultural Anthropology of the University of Vienna:

  • Team A: Non-Use of Smartphones
    -> Which impact does the non-use of smartphones have for the private and working life? Why do people decide against using smartphones?
  • Team B: Meaning of Cellphones for Refugees
    -> What is the meaning of cellphones for refugees in Austria?
  • Team C: Crowd-sourcing & Labor
    -> How are subjective meanings of “team work” shaped by the inter-dependencies between freelancers and the website Capacitor?
  • Team D: Sharing of Visual Media, Art & Cultural Identity
    -> In what aspects have the Japanese art forms of dance and painting changed through the sharing of visual media/material?
  • Team E: Access to Internet & Power Relations within the Family Home
    -> What are the effects of internet usage on children and young adults in respect to power relations in the family home?
  • Team F: Conversion/Discussion about Digital Content
    -> What is the difference between usage of commentary sections of Serbian and German online newspapers?
  • Team G: Self-Identification through Visual Communication & Social Media
    -> How do people identify/define themselves through visual communication via social media (websites (blogs), video blogs and Instagram)?
  • Team H: Ayahuasceros – Making of Ritual Community on Facebook
    -> What is the relevance of Facebook in the community building process of Austrian Ayahuasca ceremonies?
  • Team I: Bicycle Movement & Digital Media in Vienna
    -> How are digital media technologies utilized in relation to the social network BikeKitchen?

Article: Neue Entwicklungen und Herausforderungen im sozialwissenschaftlichen Studium

Article: Neue Entwicklungen und Herausforderungen im sozialwissenschaftlichen Studium published on No Comments on Article: Neue Entwicklungen und Herausforderungen im sozialwissenschaftlichen Studium

Budka, P., Schallert, C., Mitterauer, L., Hintermayer, M. 2012. Neue Entwicklungen und Herausforderungen im sozialwissenschaftlichen Studium (New developments and challenges in social science studies). Das Hochschulwesen, 3/2012, 99-106.

Abstract
Dieser Beitrag befasst sich mit dem Studieren der Sozialwissenschaften in der Ära von Bologna, die neben der curricularen Umstellung auf  ein zwei- bzw. dreistufiges System von Studienabschlüssen und der Einführung eines  ECTS Leistungspunktesystems vermehrt auch eine Steigerung der Arbeits- und Prüfungsbelastung für die Studierenden mit sich bringt (z.B. Allenspach/Husfeldt 2012). Am Fallbeispiel der im Zuge des Bologna-Prozesses 2007 implementierten gemeinsamen sozialwissenschaftlichen Studieneingangs- und Orientierungsphase der Universität  Wien (SOWI-STEOP, http://esowi.univie.ac.at/) werden Herausforderungen, Strukturen und Entwicklungen in Bezug auf die spezifischen Charakteristika der Studienbeginner/innen diskutiert und studentische Erwartungen und Bewertungen beleuchtet.

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Paper: Interactive technology enhanced learning for social science students

Paper: Interactive technology enhanced learning for social science students published on No Comments on Paper: Interactive technology enhanced learning for social science students

Budka, P., Schallert, C., Mader, E. “Interactive technology enhanced learning for social science students”, Paper for ICL Conference 2011, Piestany, Slovakia, 21-23 September 2011.

Prezi Presentation

Abstract
This paper introduces the case of an interactive technology enhanced learning model, its contexts and infrastructure at a public university in the Bologna era. From a socio-technological perspective, it takes a look at the conditions and challenges under which this flexible learning model for the social sciences has been developed. Furthermore, selected evaluation results, including experiences and expectations of social science students, are discussed. The paper concludes that it is possible, with the appropriate didactical model, to create and facilitate interactive student-centered learning situations, even in “mass lectures”.

Article: How “real life” issues affect the social life of online networked communities

Article: How “real life” issues affect the social life of online networked communities published on No Comments on Article: How “real life” issues affect the social life of online networked communities

Budka, Philipp. 2008. How “real life” issues affect the social life of online networked communities. In C. Trupp & P. Budka (Eds.), Austrian Studies in Social Anthropology – Sondernummer KSA-Tage 2007 (Workshop Medien und Film), June 2008, 50-61.
Online: http://www.univie.ac.at/alumni.ethnologie/journal/abstract/budka.html

Abstract

Speaking of “the internet”, one often forgets that this is not a monolithic media technology, but a whole range of applications embedded in the life of people practicing these technologies. This paper explores on the one hand the social life of a publicly accessible mailing list that connects various indigenous and non-indigenous persons to form a global electronic network. On the other hand, it analyses a Usenet newsgroup, which is dedicated to the socio-cultural life in Austria. With the help of two cyberanthropological case studies the interconnections between “real life” or offline issues and “virtual” or online lives on mailing lists and newsgroups is demonstrated. The paper intends to show that “virtual life” never can be separated from “real life” and its issues.

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Article: Lehren & Lernen mit Technologien an Hochschulen

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Budka, P., Ebner, M., Nagler, W., Schallert, C. 2011. Hochschule – Strukturen, Rahmen und Modelle für die Lehre mit Technologien. In Ebner, M. & S. Schön (Eds.), Lehrbuch für Lernen und Lehren mit Technologien.

Abstract

Ausgehend von der bestehenden Bildungslandschaft und ihres politisch historischen Entwicklungskorsetts diskutiert dieser Beitrag das Potential von mit digitalen Medien und Technologien gestütztem Lehren und Lernen an Hochschulen. Unter besonderer Berücksichtigung von organisatorischen und infrastrukturellen Rahmenbedingungen und anhand des Spezialfalls der universitären Massenlehrveranstaltung werden ein didaktisches Modell sowie die Anwendungen von Lernmanagementsystemen vorgestellt. Dabei wird vor allem der Frage nachgegangen, wie Interaktion und Interaktivität in Lehrveranstaltungen mittels entsprechend didaktischer Modelle und mit Unterstützung von Lernsystemen gesteigert und verbessert werden können. Beispiele aus der Praxis und Maßnahmen für den Einsatz von digitalen Medientechnologien in der universitären Lehre ergänzen das Kapitel.

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L3T – Lehrbuch für Lernen und Lehren mit Technologien
Mehr zu L3T

Article: Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning

Article: Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning published on No Comments on Article: Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning

Budka, P., & Schallert, C. 2009. Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning. In: Learning Inquiry, 3(3), 131-142.

Abstract
The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation. The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public universities with high student numbers.

Keywords
Higher education – Learning – Infrastructure – Social sciences – Austria

Journal Special Issue: Austrian Studies in Social Anthropology – Media & Film

Journal Special Issue: Austrian Studies in Social Anthropology – Media & Film published on No Comments on Journal Special Issue: Austrian Studies in Social Anthropology – Media & Film

C. Trupp & P. Budka 2008. (Eds.) Austrian Studies in Social Anthropology – Sondernummer KSA-Tage 2007: Workshop “Medien und Film” (Special Issue on Media and Film), Jun. 2008. Abstract & Text.

Aus der Einleitung:

“In den letzten Jahren unterzog sich die Kultur- und Sozialanthropologie einem großen Wandel, der auch eine Reihe neuer Themen und Forschungsfelder mit sich brachte. Zu diesen neueren Forschungsrichtungen zählen auch die Anthropologie der Medien und die Anthropologie des Films. Um einen Einblick in die vielfältigen Thematiken dieser beiden Forschungsfelder der Kultur- und Sozialanthropologie zu geben, fand im Rahmen der 3. Tage der Kultur- und Sozialanthropologie 2007 erstmals ein eigener Workshop mit dem Titel „Medien und Film“ statt. In zehn interessanten Beiträgen stellten die ReferentInnen aktuelle Forschungsfelder der Anthropologie der Medien und des Films vor. Eine Auswahl möchten wir in dieser Sondernummer der ASSA vorstellen.”

Inhaltsverzeichnis:

Artikel 2-7: Workshop “Medien und Film”, Claudia Trupp und Philipp Budka (Hg.)
Artikel 2:
Claudia Trupp und Philipp Budka: Einleitung
Artikel 3:
Martha-Cecilia Dietrich Ortega: Indigene Repräsentation im „neuen“ venezolanischen Fernsehen
Artikel 4:
Georg Schön: Soziale Bewegungen und (Gegen-)Öffentlichkeiten in Mexiko
Artikel 5:
Sabine Karrer: Bittersüße Schokolade – Die Geschichte eines Widerstandes?
Artikel 6:
Philipp Budka: How “real life” issues affect the social life of online networked communities
Artikel 7:
Katrin Julia Brezansky: ANANCY´S WEB. Über Cyberspaces und Cyberscapes im Kontext einer universellen Rastafari-Philosophie

Michael Gurstein in Vienna

Michael Gurstein in Vienna published on No Comments on Michael Gurstein in Vienna

One of the founders of community informatics, Michael Gurstein, visits Vienna to introduce this new disciplin to an audience at the Austrian Computer Society. The event is co-organized by the Graduate Students’ Centre of the Faculty of Social Sciences of the University of Vienna.

frome the Wikipedia:

Community informatics (CI) refers to an emerging set of principles and practices concerned with the use of information and communication technology (ICT) for the personal, social, cultural or economic development of and within communities. CI as an academic discipline (and as a practice) is often located within Information Systems presented however, in conjunction with community development and other social academic and practice areas. It can be considered as a cross or interdisciplinary approach utilising ICTs for different forms of community action.
(…)

for more information see:

http://en.wikipedia.org/wiki/Community_informatics

http://en.wikipedia.org/wiki/Michael_Gurstein
http://www.ciresearch.net
http://ci-journal.net
http://www.communityinformatics.net