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TY - THES AU - Mühlhausen, Jan TI - Genuines videobasiertes E-Learning in der Lehrerbildung: mediendidaktische Modalitäten der Nutzung von Learning Management Systemen PB - Rheinisch-Westfälische Technische Hochschule Aachen VL - Dissertation CY - Aachen M1 - RWTH-2020-06898 SP - 1 Online-Ressource (227 Seiten) : Illustrationen, Diagramme PY - 2020 N1 - Veröffentlicht auf dem Publikationsserver der RWTH Aachen University N1 - Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2020 AB - This doctor's thesis aims towards the development of an ideal type model of video based E-learning in Teacher education, that facilitates an acquisition of professional competencies in blended as well as autonomous learning environments. Following a brief delineation of the historical role of media in education, specific use cases of New media and particularly of videography in the educational sciences during the past decades are outlined, as kicked of by the general technological progress. Especially for observational studies, visualizing didactic concepts and as an objective basis for analyzing and reflecting upon classroom instruction, videographic documentation has become the primary instrument to impart vocational proficiency to prospective teachers. A broad accumulation of different videographic formats - from classroom-simulations, self-documentation and demonstrations by experienced professionals to the staging of „best practice lessons“ - is posed to help trainee teachers to confront themselves with their individual deficiencies in dealing with classroom interactions like observational offsets or the stereotyping of students. Ever since the new millennium very different concepts for the digital transformation of learning and teaching have been established under the „E-learning“ paradigm - not just in teacher education. Within the German-speaking scientific community this term usually specifies any use of electronic media in educational settings, thereby characterizing even those primarily prerequisite actions as „E-learning“, which solely serve to facilitate the preparation and administration of virtual lectures or their communication. This thesis‘ theoretic foundation for video based digital learning scenarios is therefore a specification of the general E-learning terminology by using the attribute „genuine“. This attribution is derived from a broader, primarily technology- and process-oriented understanding of this term to explicitly encompass specific constituting as well as facultative media didactic modalities. The premise, that those technological functionalities are just a necessary but not sufficient condition of the digital transformation as it pertains to teaching is an immediate corollary of these observations. To exhibit the extraordinary educational potential inherent in video based learning, a survey of a cross section of national academic programs will showcase their distinct didactic and technical properties. These properties and their functional dependencies are constituting the framework for an ideal type of „meta model“ of video based learning system in higher education. The web portal „WBA.HANUB.DE“ subsequently examplarizes the complementarity of these didactic modalities and technical functions. Building on this the ethical and judicial specialties as well as constraints regarding the creation and dissemination of videographic learning content are presented and discussed using specific headline making legal cases. A code of practice to ensure compliance for Germany‘s diverse federal laws for data privacy was established by the evaluation of a survey issued to the 16 acting states‘ „Landesdatenschutzbeauftragten“.In conclusion the potential of videobased teaching and learning is appraised in contrast to its economical, political, judicial and logistic challenges. LB - PUB:(DE-HGF)11 DO - DOI:10.18154/RWTH-2020-06898 UR - https://publications.rwth-aachen.de/record/793410 ER -