Interaktionsdesign: Wie werden digitale Medien zu Bildungsmedien?
Heidi Schelhowe
Diese Publikation zitieren
Heidi Schelhowe, Interaktionsdesign: Wie werden digitale Medien zu Bildungsmedien? (2011), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2011 #03, S.350
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Accesses
Accesses
Beschreibung / Abstract
Zusammenfassung: Der Computer ist ein Höhepunkt von Abstraktion und Formalisierung. Gleichzeitig aber erlaubt er als neues Medium höchst konkreten Umgang, der nicht einmal mehr die Distanz der Sprache oder die Repräsentation in Bildern benötigt. Interaktionskonzepte der Informatik wie "Be-Greifbare Interfaces" oder "Body-Interaction", erlauben immersiven, intuitiven und handlungsorientierten Gebrauch. Wenn Computer der menschlichen Bildung, nicht nur einem zweckgerichteten Handeln, dienen sollen, dann ist mehr zu bedenken, als dass sie intuitiv zu benutzen sind und so erscheinen, als würden sie einen unvermittelten, direkt-manipulativen Umgang ermöglichen. Komplexes Lernen besteht im Hin und Her zwischen Immersion und Reflexion. Beim Design von Software für Bildungsprozesse dürfen Digitale Medien nicht "bloße" Werkzeuge oder Medien - transparent für den Zugriff auf Information und virtuelle Gegenstände - bleiben, es braucht reflexives Design, durch das der Computer und die hinter ihm verborgenen Modellierungsprozesse selbst sichtbar werden. Die inhärenten Modelle und ihr formalisierter Ausdruck müssen zugänglich und erfahrbar werden. Der Beitrag thematisiert, wie der Computer zum Bildungsmedium werden kann und warum die Erziehungswissenschaft das Design von digitalen Lernanwendungen "informieren" muss.
Stichwörter: Digitale Medien, Lernen, Simulation
Abstract: The computer constitutes a culmination of abstraction and formalization. At the same time, however, this new medium also allows for a highly concrete interaction which does not even need the distance of language or the representation in pictures. Concepts of interaction developed by computer science such as "tangible interfaces" or "body-interaction" allow for an immersive, intuitive, and action-oriented use. If computers are to serve human education, and not merely purposeful action, then more has to be considered than to simply allow for them to be used intuitively or to make them appear as if they would enable an immediate, direct-manipulative interaction. Complex learning consists in moving back and forth between immersion and reflection. When designing software for educational processes, digital media must not remain "mere" tools or media - transparent for the access to information or virtual objects, rather, a reflexive design is needed through which the computer itself and the modeling processes hidden behind its surface become visible. The inherent models and their formalized expression have to be made accessible and tangible. The article discusses how the computer can become a medium of education and why educational science needs to "inform" the design of digital learning applications.
Key words: Digital media, Learning, Simulation
Stichwörter: Digitale Medien, Lernen, Simulation
Abstract: The computer constitutes a culmination of abstraction and formalization. At the same time, however, this new medium also allows for a highly concrete interaction which does not even need the distance of language or the representation in pictures. Concepts of interaction developed by computer science such as "tangible interfaces" or "body-interaction" allow for an immersive, intuitive, and action-oriented use. If computers are to serve human education, and not merely purposeful action, then more has to be considered than to simply allow for them to be used intuitively or to make them appear as if they would enable an immediate, direct-manipulative interaction. Complex learning consists in moving back and forth between immersion and reflection. When designing software for educational processes, digital media must not remain "mere" tools or media - transparent for the access to information or virtual objects, rather, a reflexive design is needed through which the computer itself and the modeling processes hidden behind its surface become visible. The inherent models and their formalized expression have to be made accessible and tangible. The article discusses how the computer can become a medium of education and why educational science needs to "inform" the design of digital learning applications.
Key words: Digital media, Learning, Simulation