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Title:
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SELF-ASSESSMENT OF DIGITAL LITERACY-COURSES
WITH PUPILS.
INTERIM PROJECT REPORT
TEACHING-LEARNING-HUB: DIGITAL HISTORY |
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Author(s):
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Sophie-Luisa Hopf |
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ISBN:
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978-989-8704-61-0 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2024 |
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Edition:
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Single |
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Keywords:
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Self-Assessment, Surveys, Digital Literacy, Education, Digital History, Teaching |
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Type:
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Short |
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First Page:
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375 |
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Last Page:
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378 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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According to the European DigComp framework, digital literacy is one of the eight competencies of lifelong learning and
is therefore essential for navigating our increasingly digitalised society. In order to promote young people's digital skills
outside the curriculum, numerous labs for school pupils have been established in Germany, most of which are based in
the STEM subjects. In addition, such programmes often focus on university research topics and have little connection to
the lifeworld and interests of the pupils.
The 'Teaching-Learning Hub: Digital History' project responds to the resulting gap in the promotion of digital skills
among pupils in the context of humanities disciplines (especially digital humanities and digital cultural heritage). As part
of the project, students are trained as tutors to run self-designed courses on digital history education with pupils. The aim
of these courses is to strengthen the digital skills of pupils, particularly in dealing with historical topics such as local
historical events and personalities. The focus of the teaching is on the ability to search for, process and present
information.
The extent to which this goal has been achieved should be assessed with the help of partially standardised initial and final
surveys. The results of the surveys should be used by the students to evaluate their courses on the one hand, and on the
other hand provide points of reference for reflection and further development of the entire project. In addition, the results
of the initial surveys should be used by the student tutors to check whether the pupils have the media and digital skills
required for the course. So far, a total of 43 participants have been surveyed in each three courses of the first (2022/2023)
and the second cohort (2023/2024).
Due to the individual preparation of the surveys, the autonomous realisation of these by the student tutors and the varying
settings of the different courses, unforeseen difficulties appeared during and after the surveys, that made them hardly
useful. To finally evaluate the courses' goal to raise the level of the pupils' media literacy, the surveys need to be more
systematized.
This contribution to CELDA '24 uses the results of the "Learning history with Instagram" course as an example to reflect
on the method of surveying pupils in hardly controllable survey settings. This article aims to increase the accuracy and
informative value of the surveys so that they can be better compared in the overall evaluation of the project. |
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