TY - JOUR A1 - Oberdörfer, Sebastian A1 - Birnstiel, Sandra A1 - Latoschik, Marc Erich A1 - Grafe, Silke T1 - Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design JF - Frontiers in Education N2 - The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar. KW - interdisciplinary education KW - virtual reality KW - augmented reality KW - serious games KW - learning environments KW - teacher education Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-241612 SN - 2504-284X VL - 6 ER - TY - CHAP A1 - Förster, Kristina A1 - Hein, Rebecca A1 - Grafe, Silke A1 - Latoschik, Marc Erich A1 - Wienrich, Carolin ED - Basteans, Theo T1 - Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment T2 - Proceedings of Innovate Learning Summit N2 - The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Virtuelle Realität KW - Medienkompetenz KW - International Comparative Research KW - TETCs Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260586 UR - https://www.learntechlib.org/primary/p/220276/ ER - TY - CHAP A1 - Förster, Kristina A1 - Grafe, Silke T1 - ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks T2 - Proceedings of Society for Information Technology & Teacher Education International Conference N2 - Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Medienkompetenz KW - International Comparative Research KW - TETCs KW - DigCompEdu KW - Media Didactica KW - Digital Capabilities Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260577 UR - https://www.learntechlib.org/p/219321/ ER -