Medienpädagogische Handlungskompetenzen: Problemorientierung und Kompetenzerwerb beim Lernen mit neuen Medien

Vor dem Hintergrund sich wandelnder (medialer) Lebenswelten von Schülerinnen und Schülern gewinnen Bestimmungsversuche um medienpädagogische Handlungskompetenzen von Lehrpersonen an Bedeutung. Der Erwerb medienpädagogischer Kompetenz, verstanden als dynamisches Zusammenspiel von domänenspezifischem Wissen und anwendungsorientiertem Können, wird in der vorliegenden Arbeit als wesentliches Lernziel der medienpädagogischen (Aus-)Bildung bestimmt. Als ein Weg zur Förderung medienpädagogischer Handlungskompetenz wird von der Autorin auf der Folie konstruktivistischer Vorstellungen über das Lehren und Lernen die Methode der Problemorientierung vorgeschlagen. Im ersten Teil der Arbeit werden Modelle und Konzepte diskutiert, die Bausteine für ein Modell medienpädagogischer Kompetenz liefern. Im zweiten Teil wird eine empirische Untersuchung zum Erwerb medienpädagogischer Handlungskompetenz auf der Basis eines von der Autorin erarbeiteten Modells vorgestellt und die Ergebnisse diskutiert. Eine kompetenztheoretische Annäherung erfolgt auf der Basis zweier Konzepte. Dies sind die Ausführungen zu einem Konzept kommunikativer Kompetenz nach Jürgen Habermas sowie dessen Überführung in die Medienpädagogik durch Dieter Baacke. Ferner wird die rezente bildungspolitische Kompetenzdebatte in Anbindung an Franz E. Weinert analysiert. Es folgt eine Zusammenschau über die methodischen Konzepte zur Erfassung von Kompetenzen in der Erziehungswissenschaft und deren Anwendbarkeit für die medienpädagogische Kompetenzforschung. Die gegenwärtig vorliegenden Entwürfe zu einer inhaltlichen Bestimmung medienpädagogischer Kompetenzen werden besprochen (Sigrid Blömeke, Werner Sesink, International Society for Technology in Education). Im Rekurs auf konstruktivistische lerntheoretische Überlegungen erfährt das problemorientierte Lernen beim Aufbau von Kompetenzen eine enorme Aufwertung. In der Arbeit wird insbesondere den Arbeiten von David Jonassen zu einer konstruktivistisch-instruktionistischen Herangehensweise bei der Gestaltung problemorientierter Lernumgebungen eine große Bedeutung zugesprochen (vgl. auch Ansätze des Goal-based Scenarios/Roger Schank und des Learning by Design/Janet Kolodner). Im zweiten Teil wird die Interventionsstudie im Kontrollgruppendesign vorgestellt. Anhand eines Modells medienpädagogischer Kompetenz, dass auf den Dimensionen Wissen einerseits und Können andererseits basiert, wurden Studierende (n=59) in einem Pre-Posttestverfahren auf diese Dimensionen getestet. Die Studierenden der Interventionsgruppe (n=30) arbeiteten über ein Semester mit einer problemorientierten Lernanwendung, die Studierenden der Kontrollgruppe (n=29) in einem klassischen Seminarsetting. Hauptergebnis der Untersuchung ist es, das die Intervention zu einem messbaren Lernerfolg beim medienpädagogischen Können führte. In der Diskussion der Ergebnisse werden Empfehlungen zur Gestaltung problemorientierter Lernumgebungen formuliert. Die Chancen einer Orientierung an problemorientierten Lernsettings für das Lernen an Hochschulen werden herausgestellt.

A simple tool for stereological assessment of digital images: the STEPanizer

STEPanizer is an easy-to-use computer-based software tool for the stereological assessment of digitally captured images from all kinds of microscopical (LM, TEM, LSM) and macroscopical (radiology, tomography) imaging modalities. The program design focuses on providing the user a defined workflow adapted to most basic stereological tasks. The software is compact, that is user friendly without being bulky. STEPanizer comprises the creation of test systems, the appropriate display of digital images with superimposed test systems, a scaling facility, a counting module and an export function for the transfer of results to spreadsheet programs. Here we describe the major workflow of the tool illustrating the application on two examples from transmission electron microscopy and light microscopy, respectively.

Adapting health-risk communication to the specific cultural contexts of diverse populations : an assessment of malaria-treatment programs in Liberia

Drawing on theories of technical communication, rhetoric, literacy, language and culture, and medical anthropology, this dissertation explores how local culture and traditions can be incorporated into health-risk-communication-program design and implementation, including the design and dissemination of health-risk messages. In a modern world with increasing global economic partnerships, mounting health and environmental risks, and cross-cultural collaborations, those who interact with people of different cultures have “a moral obligation to take those cultures seriously, including their social organization and values” (Hahn and Inhorn 10). Paradoxically, at the same time as we must carefully adapt health, safety, and environmental-risk messages to diverse cultures and populations, we must also recognize the increasing extent to which we are all becoming part of one, vast, interrelated global village. This, too, has a significant impact on the ways in which healthcare plans should be designed, communicated, and implemented. Because communicating across diverse cultures requires a system for “bridging the gap between individual differences and negotiating individual realities” (Kim and Gudykunst 50), both administrators and beneficiaries of malaria-treatment-and-control programs (MTCPs) in Liberia were targeted to participate in this study. A total of 105 people participated in this study: 21 MTCP administrators (including designers and implementers) completed survey questionnaires on program design, implementation, and outcomes; and 84 MTCP beneficiaries (e.g., traditional leaders and young adults) were interviewed about their knowledge of malaria and methods for communicating health risks in their tribe or culture. All participants showed a tremendous sense of courage, commitment, resilience, and pragmatism, especially in light of the fact that many of them live and work under dire socioeconomic conditions (e.g., no electricity and poor communication networks). Although many MTCP beneficiaries interviewed for this study had bed nets in their homes, a majority (46.34 percent) used a combination of traditional herbal medicine and Western medicine to treat malaria. MTCP administrators who participated in this study rated the impacts of their programs on reducing malaria in Liberia as moderately successful (61.90 percent) or greatly successful (38.10 percent), and they offered a variety of insights on what they might do differently in the future to incorporate local culture and traditions into program design and implementation. Participating MTCP administrators and beneficiaries differed in their understanding of what “cultural incorporation” meant, but they agreed that using local indigenous languages to communicate health-risk messages was essential for effective health-risk communication. They also suggested that understanding the literacy practices and linguistic cultures of the local people is essential to communicating health risks across diverse cultures and populations.

United States certificate programs in technical communication : a feminist-sophistic investigation

Technical communication certificates are offered by many colleges and universities as an alternative to a full undergraduate or graduate degree in the field. Despite certificates’ increasing popularity in recent years, however, surprisingly little commentary exists about them within the scholarly literature. In this work, I describe a survey of certificate and baccalaureate programs that I performed in 2008 in order to develop basic, descriptive data on programs’ age, size, and graduation rates; departmental location; curricular requirements; online offerings; and instructor status and qualifications. In performing this research, I apply recent insights from neosophistic rhetorical theory and feminist critiques of science to both articulate, and model, a feminist-sophistic methodology. I also suggest in this work that technical communication certificates can be theorized as a particularly sophistic credential for a particularly sophistic field, and I discuss the implications of neosophistic theory for certificate program design and administration.

Intensive Family Preservation in Children's Mental Health: Predictors of Placement

This article examines the predictors of placement following IFPSfor a sample of child mental health service recipients and their families. Risk and protective factors vary depending on the time frame under consideration. Immediately following service, children 's level of Social/Legal functioning, a previous group home placement, and the presence of mental health problems for other family members increase risk of placement, while the number of follow-up services serves to lessen risk. Three to six months after service, the presence of a child behavior presenting problem and a projected placement in foster care serve as protective factors, while two service targets, alcohol monitoring and time management, serve to increase risk. Appropriate use of results for program design and for structuring access to services is discussed.

Simple training tool is insufficient for appropriate diagnosis and treatment of malnutrition: A pre-post intervention study in a tertiary center.

OBJECTIVES To improve malnutrition awareness and management in our department of general internal medicine; to assess patients' nutritional risk; and to evaluate whether an online educational program leads to an increase in basic knowledge and more frequent nutritional therapies. METHODS A prospective pre-post intervention study at a university department of general internal medicine was conducted. Nutritional screening using Nutritional Risk Score 2002 (NRS 2002) was performed, and prescriptions of nutritional therapies were assessed. The intervention included an online learning program and a pocket card for all residents, who had to fill in a multiple-choice questions (MCQ) test about basic nutritional knowledge before and after the intervention. RESULTS A total of 342 patients were included in the preintervention phase, and 300 were in the postintervention phase. In the preintervention phase, 54.1% were at nutritional risk (NRS 2002 ≥3) compared with 61.7% in the postintervention phase. There was no increase in the prescription of nutritional therapies (18.7% versus 17.0%). Forty-nine and 41 residents (response rate 58% and 48%) filled in the MCQ test before and after the intervention, respectively. The mean percentage of correct answers was 55.6% and 59.43%, respectively (which was not significant). Fifty of 84 residents completed the online program. The residents who participated in the whole program scored higher on the second MCQ test (63% versus 55% correct answers, P = 0.031). CONCLUSIONS Despite a high ratio of malnourished patients, the nutritional intervention, as assessed by nutritional prescriptions, is insufficient. However, the simple educational program via Internet and usage of NRS 2002 pocket cards did not improve either malnutrition awareness or nutritional treatment. More sophisticated educational systems to fight malnutrition are necessary.

A comparative analysis of CHIP Perinatal policy in twelve states

The purpose of this comparative analysis of CHIP Perinatal policy (42 CFR § 457) was to provide a basis for understanding the variation in policy outputs across the twelve states that, as of June 2007, implemented the Unborn Child rule. This Department of Health and Human Services regulation expanded in 2002 the definition of “child” to include the period from conception to birth, allowing states to consider an unborn child a “targeted low-income child” and therefore eligible for SCHIP coverage. ^ Specific study aims were to (1) describe typologically the structural and contextual features of the twelve states that adopted a CHIP Perinatal policy; (2) describe and differentiate among the various designs of CHIP Perinatal policy implemented in the states; and (3) develop a conceptual model that links the structural and contextual features of the adopting states to differences in the forms the policy assumed, once it was implemented. ^ Secondary data were collected from publicly available information sources to describe characteristics of states’ political system, health system, economic system, sociodemographic context and implemented policy attributes. I posited that socio-demographic differences, political system differences and health system differences would directly account for the observed differences in policy output among the states. ^ Exploratory data analysis techniques, which included median polishing and multidimensional scaling, were employed to identify compelling patterns in the data. Scaled results across model components showed that economic system was most closely related to policy output, followed by health system. Political system and socio-demographic characteristics were shown to be weakly associated with policy output. Goodness-of-fit measures for MDS solutions implemented across states and model components, in one- and two-dimensions, were very good. ^ This comparative policy analysis of twelve states that adopted and implemented HHS Regulation 42 C.F.R. § 457 contributes to existing knowledge in three areas: CHIP Perinatal policy, public health policy and policy sciences. First, the framework allows for the identification of CHIP Perinatal program design possibilities and provides a basis for future studies that evaluate policy impact or performance. Second, studies of policy determinants are not well represented in the health policy literature. Thus, this study contributes to the development of the literature in public health policy. Finally, the conceptual framework for policy determinants developed in this study suggests new ways for policy makers and practitioners to frame policy arguments, encouraging policy change or reform. ^

Identifying characteristics of mentally ill homeless individuals who are successfully linked to health and social services post-incarceration via the jail inreach project

Healthcare for the Homeless—Houston (HHH) received a research grant from The Medallion Foundation, Inc. in March 2006 to pilot The Jail Inreach Project, an intensive “inreach” initiative to assess the impact of providing continuity of mental and primary health care services for homeless individuals who suffer from mental illness and/or substance abuse being released from jail. This pilot project was initiated by HHH, in collaboration with the Harris County Sheriff’s Office and the Mental Health Mental Retardation Authority of Harris County (MHMRA). Those who are flagged as “frequent flyers” and who are diagnosed with a mental illness are referred to the Jail Inreach Project. In order to maximize the effectiveness of the discharge plan, case managers offer the option of meeting the client at the time of release and bring them to the HHH clinic located four blocks from the jail. Participation in both the program and the option for direct release to the care of a case manager are voluntary.^ The purpose of this study is to determine the outcomes of the Jail Inreach Project and addresses the following objectives: (1) to evaluate the characteristics of inmates that chose to be released from jail to the direct care of an HHH case manager versus those who opt for self release and (2) to determine the number and percent of inmates that are linked to services and relationship with type of release (direct versus indirect), (3) to determine if there is a relationship between outcomes and characteristics and (4) to determine what outcomes are a function of release, controlling for characteristics. Statistical analysis, including frequencies, cross tabulations, chi-square and logistical regression, found that those who opt for self release are six times less likely to be successfully linked to services and that gender is the most significant predictor of choosing self release. Men are far more likely to opt for self release than women engaged in this program. These findings help inform policy and program design and development that addresses the difference in service utilization and successful linkage to services post-incarceration. Successful linkage to services, thus continuity of and access to care, further impact the effects of the revolving door phenomenon of mentally ill homeless individuals cycling between the streets, jails and hospital emergency centers.^

A descriptive study of comprehensive and categorical services for pregnant and parenting adolescents in West Dallas

This study evaluates the effectiveness of the Children and Youth Projects' Adolescent Family Life Program, a comprehensive program serving pregnant and parenting adolescents in the economically disadvantaged area of West Dallas. The underlying question asked is what are the relative contributions of the comprehensive, school-linked Adolescent Family Life (AFL) Program compared with the Maternal Health and Family Planning Program (MHFPP), a categorical provider of family planning and reproductive services, towards meeting the immediate and intermediate term needs of adolescent mothers. Also addressed are the protective effects of participation in the Dallas Independent School District Health Special Program, a segregated school for pregnant adolescents.^ A cohort of 339 West Dallas adolescent mothers who delivered babies during a two-year period, 1986 through 1987, are monitored by linking records from Parkland Hospital, the primary provider to hospital services to indigent women in Dallas, the Dallas Independent School District, and the prenatal care providers, the AFL and MHFP Programs. Information is collected on each teen describing her demographic, fertility, service utilization and educational characteristics.^ The study tests the hypothesis that adolescents receiving services from the comprehensive AFL program will be less likely to have a repeat birth and to discontinue school during the 24 month study period, compared with categorical provider clients. Although the study finds that there are no statistically significant differences in repeat deliveries, using survival analysis, or in school continuation between programs, important findings are revealed about the ethnic differences. Black and Hispanic fertility and educational behaviors are compared, and their implications for program design and evaluation discussed. ^

Measuring Service Effectiveness for Families

While most professionals do not dispute the fact that evaluation is necessary to determine whether agencies and practitioners are truly providing services that meet clients’ needs, information regarding consistent measures on service effectiveness in human service organizations is sparse. A national survey of 250 not-for-profit family service organizations in the United States (52.8% return rate) yielded results relevant to client identified needs and agency effectiveness measures in serving today’s families. On an open-ended survey item, 52.3% agencies indicated that poverty represented the most pressing problem among today’s families because other psychological needs also take priority. Over two thirds of these agencies used multiple methods to evaluate their services. Clients’ feedback and outcome measures are the most popular methods. The findings reveal agencies' difficulties in determining what or who decides if the most appropriate services are being provided for the target population. Limited data collected on outcomes and impact may impose additional difficulties in program design and planning.

Conversaciones sustantivas en el aula

En este ensayo se procura conceptualizar acerca de cómo los niños, niñas y docentes construyen interpretaciones compartidas en el aula. Desde el análisis dialógico (Bajtin), entendemos el aprendizaje de los alumnos desde sus “respuestas" en relación con las voces de los maestros, textos y pares. Distinguimos el tratamiento unívoco del lenguaje, propio del recitado; de su tratamiento como instrumento de pensamiento, en el intercambio dialógico y en el discurso interactivo. Se analiza como se guía a un grupo de escolares en una institución pública de educación especial; centrando la mirada en las interacciones conversacionales del debate y preguntándonos qué patrones contribuyen más eficazmente a sus aprendizajes. El diseño supone la búsqueda de lo cualitativo, lo irrepetible y lo singular; incorporando el paradigma “indiciario" (Guinzburg). En la sistematización registramos, que las preguntas auténticas indican que el maestro otorga prioridad al razonamiento por sobre la memorización. Se caracteriza la interacción cercana al debate, como apuntes colaborativos. Esta construcción dialógica de sentido promueve el aprendizaje, porque genera respuestas con argumentación y facilita el diálogo entre lo nuevo y lo ya conocido. Así, el modo en que los alumnos piensan y lo que pueden aprender está relacionado a la modalidad que los docentes desarrollan para responder a sus preguntas.

Novos formatos escolares para novas demandas sociais : O Ensino Médio Integrado

When it comes to reflecting on the Brazilian educational system , secondary education is what causes the most controversial debates . For a long time , enrollment rates in secondary school were embarrassing , what has changed in recent decades . It became mandatory and expanded significantly the enrollment , but keep the high level of failure and dropout . Historically, the definition of options for secondary education and particularly vocational education , has been in Brazil for conflict of interests and positions , which is expressed in the diversity of curricular proposals presented throughout the twentieth century and the beginning of this XXI century. Currently, the line adopted by the federal government is to encourage states and municipalities to implement the method of integrated secondary school , thus seeking to establish links between the academic and professional learning . The topic of this article is precisely this choice of integrated education . It is within the framework of the Brazilian educational scenario and its late development compared to other countries in the region under review debate and educational policies aimed to integrate the high school and the working world

Novos formatos escolares para novas demandas sociais : O Ensino Médio Integrado

When it comes to reflecting on the Brazilian educational system , secondary education is what causes the most controversial debates . For a long time , enrollment rates in secondary school were embarrassing , what has changed in recent decades . It became mandatory and expanded significantly the enrollment , but keep the high level of failure and dropout . Historically, the definition of options for secondary education and particularly vocational education , has been in Brazil for conflict of interests and positions , which is expressed in the diversity of curricular proposals presented throughout the twentieth century and the beginning of this XXI century. Currently, the line adopted by the federal government is to encourage states and municipalities to implement the method of integrated secondary school , thus seeking to establish links between the academic and professional learning . The topic of this article is precisely this choice of integrated education . It is within the framework of the Brazilian educational scenario and its late development compared to other countries in the region under review debate and educational policies aimed to integrate the high school and the working world

Novos formatos escolares para novas demandas sociais : O Ensino Médio Integrado

When it comes to reflecting on the Brazilian educational system , secondary education is what causes the most controversial debates . For a long time , enrollment rates in secondary school were embarrassing , what has changed in recent decades . It became mandatory and expanded significantly the enrollment , but keep the high level of failure and dropout . Historically, the definition of options for secondary education and particularly vocational education , has been in Brazil for conflict of interests and positions , which is expressed in the diversity of curricular proposals presented throughout the twentieth century and the beginning of this XXI century. Currently, the line adopted by the federal government is to encourage states and municipalities to implement the method of integrated secondary school , thus seeking to establish links between the academic and professional learning . The topic of this article is precisely this choice of integrated education . It is within the framework of the Brazilian educational scenario and its late development compared to other countries in the region under review debate and educational policies aimed to integrate the high school and the working world

As Estratégias de Marketing e de Comunicação utilizadas na Educação a Distância

Este trabalho visa conhecer e analisar as ferramentas de marketing e de comunicação utilizadas pela Universidade Metodista de São Paulo, pela Universidade Anhembi Morumbi e pela Universidade de São Paulo em seus cursos de Educação a Distância, bem como nas disciplinas semipresenciais oferecidas pelas referidas instituições, através de pesquisas nos sites e entrevistas com os responsáveis pela elaboração da EaD nas instituições. Tenciona ainda, comparar as estratégias criadas por essas instituições no desenvolvimento de seus cursos e disciplinas, além de conhecer e analisar a comunicação elaborada por elas, como forma de divulgar e persuadir seus públicos-alvo. Objetiva também buscar o conhecimento e a percepção que seus alunos possuem desses cursos e disciplinas e da Educação a Distância como um todo, através de entrevistas individuais e utilizando um questionário estruturado.(AU)