educating the net-generation: political and cultural
TRANSCRIPT
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Educating the Net-Generation:Political and Cultural Aspects
Conference Schedule23-24 March 2015
Beit Berl Collegeالكلية الأكاديميةّ بيت بيرل PH Ludwigsburg
University of Education
Conference
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Beit Berl College is one of Israel’s oldest and largest public colleges – and a leader in education, society, and the arts. Founded in the pre-state era as an institution for continuing education, it became a teacher college in the 1960’s and than fully licensed as a multi-disciplinary academic college in 1979. Renowned for academic excellence and innovation, Beit Berl College sees education as a vehicle for social mobility, equality and justice for all sectors of Israeli society.
Beit Berl College’s graduates comprise 20% of all Israeli secular public school teachers, Jewish and Arab, and hold prominent positions in Israeli national and local government, private and non-profit sectors, and the global arts community.With an enrollment of 10,000 students, the College offers an extensive range of undergraduate and graduate degrees, as well as certificate programs in three major faculties: # The Faculty of Education – known for its rigorous and entrepreneurial approach to
teacher education and community education, the faculty serves the pre-service and professional development of teachers from early childhood to secondary education as well as informal education, at-risk youth and special education. The faculty includes the Arab Academic Institute of Education which trains teachers for the Israeli Arab education system with instruction in Arabic, as well as research and library facilities focusing on Arabic language and culture. In all graduate degrees and honors B.Ed programs Jewish and Arab students and faculty members study and teach together.
# The Faculty of Society and Culture – offers interdisciplinary studies in the social sciences and humanities, including criminology and law enforcement, gender studies, public administration, social policy, information and knowledge management. The degree programs are carried out in cooperation with the Open University, providing an opportunity to those who entered the workforce directly, and may lack formal qualifications, to achieve higher education.
# The Faculty of Arts: HaMidrasha – established as the center for a unique Israeli voice in conceptual art, using simple, cheap materials identified with the frugality of the establishment of the state, the faculty offers studies in fine arts, film and design, as well as graduate degrees in art education and art therapy. In addition, a preparatory program is available for promising young Arab artists, and most of them continue their undergraduate studies in the faculty.
In addition, Beit Berl College offers a range of professional and continuing education programs in the Keshet Center for Continuing Education – including enrichment programs for educators and the general public.
Beit Berl College’s faculty of 700 professors, lecturers and field professionals include leaders in their fields. The College maintains a comprehensive library system, including unique collections in Arabic – one of the largest in Israel – a dedicated art and digital media library, and a Center for Children’s Literature, including many rare volumes.
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Educating the Net-Generation:Political and Cultural Aspects
Conference Schedule23-24 March 2015
Beit Berl Collegeالكلية الأكاديميةّ بيت بيرل
Monday, March 238:30-9:00 Registration
9:00-9:30 Opening Greetings Library Auditorium
Prof. Amos Hofman, Vice President for Academic Affairs, Chairperson of the Conference, Beit Berl College
Prof. Tamar Ariav, President, Beit Berl College Prof. Dr. Bärbel Völkel, Ludwigsburg University of Education
Morning Session Library Auditorium
Chairperson: Prof. Amos Hofman
9:30-10:15 Keynote Lecture Prof. Sheizaf Rafaeli, Haifa University Teaching and Educating a Networked Generation.
10:15-10:30 Discussion
10:30-11:00 Dr. Asaf Matskin, Beit Berl College What If There Was No Internet? - Presentation of Survey Results.
11:00-11:30 Coffee Break
11:30-12:00 Daniel Landau, Beit Berl College Art, Technology and Society: The Reside Project.
PH LudwigsburgUniversity of Education
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12:15-13:45 Parallel Sessions A. Understanding Digital Culture Dekel 407/1 (Green Classroom)
Chairperson: Dr. Peter Dines, Ludwigsburg University of Education
Dr.MonikaNęckaandProf.AlicjaPanasiewicz, Pedagogical University of Krakow
Moving in the Cloud of Memories: the Need to Develop Cultural Identity.
Dr. Nurit Buchweitz, Beit Berl College Contemporary Subjectivity according to Michel Houellebecq:
Postscript on the Human.
Dr. Carmel Vaisman, Tel Aviv University The Matrix Discarded: Debunking Myths of Information
and Learning.
B. Digital Society and Politics Dekel 407/2 (Blue Classroom)
Chairperson: Dr. Kussai Haj Yehia, Beit Berl College
Dr. Stefanie Rhein, Ludwigsburg University of Education Digital Youth Culture(s): the Use of the Internet from
a Sociological Point of View.
Dr. Dorit Olenik-Shemesh and Dr. Tali Heiman, The Open University of Israel
Online Harassment and Vulnerability Among the Net-Generation: A Systematic Research Review.
Jay Hurvitz, The Mofet Institute From Presence to Prescience: Youth Facing a Changing
Online Reality.
Dr. Sharon Haleva-Amir, Beit Berl College Talking to Themselves: Facebook’s Political Usages - the
Israeli Case.
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13:45-14:45 Lunch
15:00-16:30 Parallel Sessions C. Digital Learning in Teacher Education Dekel 407/1 (Green Classroom)
Chairperson: Dr. Orly Haim, Beit Berl College
Aryeh Ben-Chaim, Beit Berl College, Prof.BaruchOffir, Bar Ilan University
Model of the Mediating Teacher in Distance Learning Environments
Sigal Morad, Beit Berl College, Dr. Noa Ragonis, Beit Berl
College and Technion - Israel Institute of Technology, Dr. Miri Barak, Technion - Israel Institute of Technology
Examining Innovative Thinking among Undergraduate Students of Education.
Dr. Orit Gilor and Dr. Pnina Shavit, Beit Berl College Learning Communities in Online Courses
Irit Millo, Beit Berl College The Contribution of Collaborative Platforms to Pre-Service
Art Teachers’ Training.
D. Impact of Digital Learning on the Study of Language, Literacy and Science
Dekel 407/2 (Blue Classroom)
Chairperson: Dr. Peter Fenn, Ludwigsburg University of Education
Dr. Antony Crossley, Ludwigsburg University of Education Does the Use of the World Wide Web Support Knowledge
Acquisition in Science Learning?
Liat Shaked and Dr. Aviva Klieger, Beit Berl College Percentages Misconceptions: Augmented Reality as a
Teaching Strategy
Prof.MalgorzataPamula-BehrensandMgr.ŁukaszOlesiak, Pedagogical University of Krakow
Net-Generation in a Synchronous Multi-Group Videoconference-Based Language Education Model: A Case Study.
Dr. Eman Younis, Beit Berl College Towards Digital Literacy: Reading and Writing in/for Digital
Environments.
Dr. Ruwaida Abu Rass, Beit Berl College Digital Story Telling
16:30-17:15 Closing Session Library Auditorium
Chairperson: Dr. Osant Dagan, Beit Berl College Prof. Yoram Eshet, The Open University of Israel Thinking in a Digital Era
17:15-17:30 Discussion
17:30-18:00 Summary and Conclusions
Beit Berl Collegeالكلية الأكاديميةّ بيت بيرل PH Ludwigsburg
University of Education
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Tuesday, March 249:00-10:30 Workshop 1 Meeting at the Botanical Garden
Dr. Osnat Dagan, Beit Berl College Augmented Reality Campus Tour
10:30-11:00 Coffee Break
11:00-12:30 Parallel Workshops Workshop 2 Dekel 407/1 (Green Classroom)
Prof. Dr. Heike Deckert-Peaceman, Ludwigsburg University of Education, Dr. Anja Seifert, Ludwigsburg University of Education, Dr. Orly Haim, Beit Berl College
Being Part of the Y-Generation: Perspectives of German and Israeli Student-Teachers.
Workshop 3 Dekel 407/2 (Blue Classroom)
Orna Vaadia and Irit Millo, Beit Berl College Practical Experience in Creating Intertextual Networks.
12:30-14:00 Workshop 4 Dekel 407/1 (Green Classroom)
Prof. Dr. Rosmarie Gödel-Gassner and Dipl.-Päd. Cornelia Rémon, Ludwigsburg University of Education
Becoming a teacher in the Net-Generation: Motives for Career Choice.
14:00-15:00 Lunch
15:00-16:30 Workshop 5 Dekel 407/1 (Green Classroom)
Prof. Dr. Bärbel Völkel, Dr. Helmut Däuble, Dr. Peter Fenn and Dr. Ulrich Iberer, Ludwigsburg University of Education
Hyperculturality: The Future in a Globalized world.
16:30-17:00 Conclusion of the Conference: Looking Towards the Future
Dekel 407/1 (Green Classroom)
Chairperson: Prof. Amos Hofman
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Abstracts
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Daniel Landau
Art, Technology and Society
Daniel Landau’s work lays at the intersection of art, technology and society. Since the mid-90s he has been exploring digital media with its aesthetic and social potential. His work typically uses multi-layered processes of research, documentation and mediamatic exploration – investigating the interchangeable qualities between documentary and fiction. His interest in narrative mechanism is essential to his examination of time, identity and social-political realities.
In his presentation, Daniel Landau will focus on the “Reside” project. “Reside” is a documentary performance platform, exploring the relationship between people and places. It examines how displacement affects people’s core notion of body, time and identity.
The “Reside” action begins by visiting a community as an alien “vessel” – mapping its social grid, its terrain and its resident’s stories. “Reside” is interested in exploring the migration of embodiments within a group of people sharing a common reality.
The project extends documentary film conventions by using a process in which resident’s interviews are projected onto large masks operated by live performers. This physical-digital entity then migrates to various possible media ranging from stage, installation and film.
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Dr.MonikaNęckaandProf.AlicjaPanasiewicz
Moving in the Cloud of Memories: the Need to Develop Cultural Identity
One of the most common appearances of modernity is the increasing interconnection between globalizing influences and personal dispositions. Cultural spaces have more and more an anonymous, hybrid character. Looking at cultural identity in a multicultural world, we can understand that there is a need to give some support to young users in order to enable them to find their inner images, emotions, and memories on which their identity can be built and developed. In the field of intercultural education, the teacher’s task is to emphasize sameness and difference – geographical, physical, linguistic, and religious – and then to search deeper for what is still kept in our memory, something that was of first importance, a first shape or taste we remember – basic representations of our own world.
As globalization increases the frequency of these interactions, effective cross-cultural communication is growing in importance. Multicultural communication at the crossroads of our languages, cultures and behaviours requires multicultural education based on shared knowledge and language acquisition. The abilities that could be successfully developed are creativity, improvisation, empathy, nonverbal communication and seeking for information.
To illustrate different ways of working on the issue of identity we will give some examples:l Joanna Rajkowska with Greetings from Jerusalem Avenue, a public project in an urban space;l The contemporary sense and shape of folk and symbolic inspirations in young polish design.
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Dr. Nurit Buchweitz
Contemporary Subjectivity According to Michel Houellebecq:Postscript on the Human
As a topic of academic discussion, the Net-Generation has found its way into a whole range of contemporary debates, and its definitions are anchored in particular modalities. The novel, however, seems better designed to say something about the society that sanctions a particular kind of living. The novel is perhaps be more able to discuss subjectivity reshaped by technology, hyper-reality and consumer society capitalism. The novel as a narrative genre has consistently been an arena of contemplation on current issues, since representation is a powerful means of signification and cognition of the world, the subject and the possibilities for being human. Novels continually seek to put forward a social reflection and criticism of contemporary societal desires and crises of an age.
Regarding the Net-Generation as a term signifying contemporary subjectivity, I propose to present the French author Michel Houellbecq’s understanding of present-day mores and how the prevailing cultural logic impacts the degree of agency ascribed to the individual. Houellebecq, in his entire novelistic project, introduces a discussion of the posthuman human and rethinks agency and selfhood as a consequence of the crisis and collapse of the subject. Employing postmodern indeterminacy, Houellebecq explores and debates the extinction of the individualist “I” and its substitution by an empty being, whose internal essence is cast into doubt, due to the co-existence of capitalism and technology. In my presentation I will concentrate on Houellebecq’s novels Extension du Domaine de la Lutte (Translated into English as Whatever) and La Possibilité d’une Ile (The Possibility of an Island).
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Dr. Carmel L. Vaisman
The Matrix Discarded:Debunking Myths of Information and Learning
What does it mean to live in an information society or a virtual culture, and what consequences does it have for learning processes and perceptions of education? The discourse of technology’s consequences is often limited to utopian or dystopian perceptions of specific technologies. In this presentation I focus on the core perceptions of virtuality and information that came to dominate our culture since the rise of cybernetics theory.
In her seminal book How We became Posthuman, Kathrine N. Hayles (1999) defines virtuality as “the cultural perception that material objects are interpenetrated by information patterns.” Cybernetic systems theory and influential science fiction narratives inspired by it resulted in a popular myth that matter could ultimately be translated into information and manipulated. The Matrix movie (1999) is probably the most recognized science fiction narrative that tapped into the myth of a material world made of information and data made flesh. These narratives are supported by our experience with digital technologies based on cybernetic principles that put our bodies into direct feedback loops with computers and we experience ourselves as pattern (information flow) rather than bodily presence.
This paper is concerned with the consequences of the information narrative as a myth of learning on actual learning and perception of education. I focus on one iconic scene from The Matrix that portrays learning as a process of direct brain upload, often presented as the future of education in public discourse of brain research.
Based on my 15 years of experience as an educator in the field of digital culture I identify three main consequences of the culture of virtuality which came to dominate students’ learning habits and perceptions and function as learning disabilities: memory fixation, novelty bias and audience fallacy. I explain how these inclinations stem from cybernetic narratives and undermine the process of learning, as well as offer some counter measures.
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Dr. Stefanie Rhein
Digital Youth Culture(s):The Use of the Internet from a Sociological Point of View
Digital media, especially the internet, play a very important role in the life of young people – as means of communication and interaction, for entertainment purposes and as sources of information. With the “web 2.0” the possibilities to play an active part in the internet, to be a producer of content rather than only a consumer, have strongly increased. According to the media study JIM-Studie 2013, 81% of the 12-19 year-olds in Germany own smartphones, which enable them to use the internet almost everywhere and all the time. These latest developments seem to have made the internet an even more attractive place for youth cultural activities. Adults, especially parents and teachers, often tend to be concerned about the adolescents’ fascination with the internet because from their point of view the internet also (and sometimes even foremost) seems to be a potentially unsafe place.
From a sociological perspective I will highlight the social relevance of the internet for young people. I will argue that with the increasing individualization and cultural differentiation of society, identity work – i.e. the personal contribution of individuals to their self-development and social integration – is required more than ever. The concept of self-socialization has been developed to emphasize the required active part of the subject within the process of socialization. In the context of identity construction and socialization, media (and the corresponding youth and media cultures) play an important role: identities are offered on cultural and medial market spaces and have to be selected and appropriated. Thus youth cultures and media cultures are to be understood as self-chosen socialization contexts. The internet, especially, offers access to a broad range of different youth and media cultures, and with the web 2.0 the available ways of using the internet have multiplied – just as have the opportunities and possibilities to create specific youth cultural ways of using it. Based on these considerations, the lecture focusses on the internet as a means of and a “place” for self socialization and identity construction within youth cultural contexts – including the chances and risks that go along with this.
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Dr. Dorit Olenik-Shemesh and Dr. Tali Heiman
Online Harassment and Vulnerability among the Net-Generation:A Systematic Research Review
The current presentation is based on a series of studies conducted during the years 2009-2015, which explored the nature of online harassment and vulnerability among children, focusing on cyber victimization. Online harassment and vulnerability (cyberbullying) refers to a deliberate aggressive activity that takes place using electronic technology, aimed at hurting and harassing others through digital communication means. This kind of activity is constantly increasing during the last years. Online harassment and cyberbullying is characterized by unique features offered by the electronic technology communication, such as anonymity, rapid communication, wide accessibility, online disinhibition effect and possibilities to change location and identification. Approximately 2000 children, adolescents and young adults completed questionnaires examining their involvement in online harassment, as well as key socio-psychological variables and their emotional and behavioral reactions to online harassment. One third of the participants reported being cyber victims and harassed on-line (with a significant increase over the years). Significant correlations were found between cyber victimization and high levels of depressive mood, social and emotional loneliness, low levels of self-efficacy and subjective well-being and low levels of self- image. The most common emotional reactions were rage and anxiety, while the least common were loss of appetite and sleeping difficulties. Common behavioral reactions were assaulting back and sharing with close friends, but not with parents. Almost no one of the cyber victims disconnected from the network. Possibilities for prevention intervention programs integrating psychology and technology aspects will be discussed on the basis of the studies results and according to the different participants’ developmental stages.
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Jay Hurvitz
From Presence to Prescience – Youth Facing a Changing Online Reality
Today’s youth have grown up with an online openness that invites them to feel comfortable when revealing – perhaps even exposing – large amounts of information about themselves. Though perhaps overly open, research suggests that they feel in command concerning what they choose to reveal. Due to the extensive information accumulated about them without their intent, however, this feeling of security may be misplaced
In a public message from the close of 2013 whistleblower Edward Snowden stated “A child born today will grow up with no conception of privacy at all.” Perhaps he was right. In 2009, Eric Schmidt, then CEO of Google, remarked “Every young person one day will be entitled automatically to change his or her name on reaching adulthood in order to disown youthful hijinks stored on their friends’ social media sites.” Though Schmidt later noted that this was said in jest, one year later he also stated “We know where you are. We know where you’ve been. We can more or less know what you’re thinking about.”
This accumulation of information isn’t a design flaw. It is an integral element of our digitized lives. Some claim that the public availability of personal information is desirable; that rather than being threatened by how much is known about us, we should embrace the public and make more and more of our lives digitally accessible.
In school as well today’s youth encounter this reality. Commenting on his company’s ability to analyze, and ultimately orchestrate, student learning, Jose Ferreira, CEO of Knewton, claims “We literally have more data about our students than any company has about anybody else about anything, and it’s not even close.” Rather than suggesting an era of “Big Brother”, Ferreira sees this accumulation of information as a force for good.
The difficulty of erasing today’s digital trails compels us to ask to what extent we still have freedom of choice today. Sadly, today’s youth can’t avoid this question, and their teachers must learn to help them deal with it.
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Dr. Sharon Haleva-Amir
Talking to Themselves: Facebook’s Political Usages – the Israeli Case
As part of an empirical research based on web content analysis, I have studied the activity of Israeli Members of the Knesset (MKs) in Facebook in order to characterize prevalent usages which will enable us to identify the current representative roles MKs hold.
Prevalent Facebook political usages by MKs were classified into seven categories:
1. Status updates stating political positions. 2. References to current affairs. 3. Media references. 4. Reporting parliamentary activities. 5. Raising issues to create discussion and encourage engagement. 6. Photo albums. 7. Personal photos and notes, personal and holiday greetings.
Literature had recognized five representative roles: delegate, trustee, partisan, constituency service and the representative as a political persona. Assigning each of the above mentioned categories with one of these roles, 3 main roles were identified:
1. The representative as a political persona (current affairs references; media references, photo albums & personal activity)
2. The trustee role (Parliamentary reports)3. The partisan role (political position statements)
Despite the notion that social media will enable a closer bond between politicians and citizens and have greater impact on representation and participation (as it will encourage citizens to become politically involved), it seems that Israeli parliamentarians still use social media in the old fashioned way, mainly as a one-sided hierarchical platform. In other words, most Israeli politicians utilize Facebook merely as a preaching platform and not as a means to really communicate with constituents. Therefore, notwithstanding the high rate of presence of Israeli MKs in Facebook, politics in Israel still stays the same.
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AryehBen-ChayimandProf.BaruchOffir
Model of the Mediating Teacher in Distance Learning EnvironmentsIncluding information and communication technology in education may help shape processes and methods of teaching, where the teacher serves as a mediator and supporter of learning. Distance learning theories indicate that classical distance learning environments restrict important pedagogical factors such as the teacher-student interaction.
This study investigated a distance learning model that also includes a “mediating teacher” in the classroom. This model was based on the 1979 Feuerstein, Rand and Hoffman’s mediated learning experience theory. An intervention based on the MISC model was carried out, where teachers were given instruction in mediated teaching in the instructive and the communicational aspects of the model. The study sample included 116 students and 12 teachers from high schools. The intervention group included the classes of six teachers who received training for mediated teaching and used videotaped lectures in their lessons. The comparison group included the classes of six teachers who did not receive such training and used videotaped lectures in their lessons.
The study included three stages:1. Pre-stage, where all teachers in both groups were videotaped.2. Intervention stage, where the teachers in the intervention group
received instruction for mediated teaching.3. Post-stage, where all teachers in both groups were videotaped.
The research tools included: a questionnaire for evaluating mediated teaching (MIEQ) which was developed by the researcher; an observation tool for analysis of mediating interactions, OMI; a teacher’s sense of self-efficacy questionnaire. Quantitative and qualitative analyses of the data were performed.
The main research findings were:1. Significant difference in the prevalence of apparent mediation
components amongst the teachers who received mediated interaction training.
2. Significant difference in the students’ evaluation of the mediational interaction among students whose teachers received the training.
3. Significant difference in the measurement of communication chains, in the length of the communication chains.
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Sigal Morad, Dr. Noa Ragonis, Dr. Miri Barak
Examining Innovative Thinking among Undergraduate Students in Education
Due to the rapid technological development of the 21st century, one of the important competencies in working and learning is innovative thinking. Innovative thinking is defined as a cognitive process that leads to a change in something existing by creating something new that can be applied. The importance of innovative thinking is well established among business and industry entrepreneurs. In the business world innovators hold four discovery skills: observing, questioning, exploring, and idea networking. These skills are yet to be examined in the field of education.
Our study aimed at examining those skills among undergraduates, who study education and might teach the next generation of business and industry people. We examined whether and how undergraduate students in education (N=212) perceive themselves as innovative thinkers and whether these perceptions relate to their information and communications technology (ICT) expertise. The mix method research was applied in the collection, analysis, and interpretation of data, using questionnaires of open- and close-ended questions. In the conference we will present the four discovery skill categories and their suitability to the world of education world in a Likert-type survey. The findings will be presented in accordance to these categories. Findings indicated that (a) most of the students perceive themselves as innovative thinkers; (b) students are inclined to generate innovative ideas by observing the world around them rather than by asking inspiring questions; and (c) two differentiated groups within the research population, young students at the ages of 18-20 and those that self-reported as ICT experts, had the highest tendency to perceive themselves as innovative thinkers.
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Dr. Orit Gilor and Dr. Pnina Shavit
Community of Learners in Online Courses
Thanks to the advanced technology, distance learning is very accessible to students and lecturers. The number of students registering to online courses is rising steadily, and so is the variety of online courses offered. Recent research has found no significant differences between the effectiveness of online courses and that of the traditional face to face method. In contrast, studies of higher-order thinking, found the online method more efficient.
One of the disadvantages of online learning is the absence of interpersonal relationship between teacher and student and among the students as the group. Some claim that the absence of face to face interaction does not allow the construction of a “community of learners”, which contributes to develop learning and thinking by means of the spontaneous interplay and the experience of social interactions between the individual and others in the classroom. Students who participate in group discussion are actually involved in a cognitive knowledge seeking process. Our study addresses the lack of interpersonal contact. This study found that online courses make substantial and qualitative debate possible, even more so than in traditional face-to-face classes.
The study followed the discussions in eight online forums in three types of courses dealing with the subject of inclusive teaching at classes with pupils with special needs .Participants were pre-service teachers studying in various training programs ,from various social sectors) e.g ,.religious and secular .(Each forum was attended by30 pre-service teachers .The tasks given to the various forums were varied .Yet ,they all led to fruitful discussions.
The findings were processed by discourse analysis.These findings indicate rich interaction between participants ,far beyond what was necessary for completing the tasks .We found formulation of clear ideas and in-depth discussion of moral values .There was also openness to sharing personal experiences – even problematic and complex ones.
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Irit Millo
The Contribution of Collaborative Platformsto Pre-Service Art Teachers’ Training
The educational discourse in the second decade of the21 st century leaves no doubt as to the essential value of digital collaborative learning platforms as a pedagogical tool. Collaborative platforms are not only a “technology that provides means”, but also a driving force of educational processes, by which learners are responsible for construction of personal and social knowledge, generating a collaborative network of information sources, concepts and ideas, facilitated by teaching environment. Web-supported emergent-collaboration learning processes are implemented in pre-service teachers’ training programs that are aimed at instilling new pedagogical concepts relevant for this century.
This presentation – based on research conducted as part of my M.Ed. studies in art education, supervised by Dr. Nurit Cohen Evron –will focus on the contribution of collaborative transactional patterns in diverse didactic modes, reflected by students’ corresponding dialogues in a pre-service art teachers’ training course. I will present some collaborative learning events and some preliminary research findings collected from an e-learning course entitled “Art, Education and Media”, taught in the 2013/14 academic year. The course dealt with the implementation of wide accessibility communication information technology environments and “participatory presence” culture, fostering methodology aimed at the creation and investigation of collaborative studies in visual culture art education, modeling active and constructivist-connectivist significant learning in collaborative processes and environments. The participants were 40 graduate students in the art and cinema teachers training program.
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Dr. Antony Crossley
Does the World Wide Web support knowledge acquisition in science learning?
In the past years the World Wide Web (WWW) has become very popular for students and for teachers alike. In Germany young adults use the WWW for about three hours every day. These activities include out of school learning activities. This is true for learning physics and for science related subjects as well. Students and teachers use the WWW as a new source of information in order to prepare lectures, presentations, solve learning or school related problems or to do their homework.
From a science-education point of view, to learn and to understand basic concepts in physics is an important issue for students and adults in science learning alike. But even though there is empirical evidence that the WWW is being used for science learning and teaching, we do not know much about the influence it has in terms of students’ knowledge acquisition.
To determine whether or not students benefit from the use of the WWW two studies were conducted: one to determine whether or not and also how science teachers (N=324) use the WWW and modern technologies in science teaching. A second study was conducted in the field of thermodynamics. N=910 participants used an online environment to solve physics problems. In short, one group of participants received additional preselected “web link collections” to solve problems (treatment). The other group did not receive this support, but the members of this group were allowed to freely use the WWW by themselves (control group). Results: the first study revealed that a lot of German science teachers fear using modern technologies. When the WWW is used in class it is used primarily for searching information, which often is ineffective for several reasons. The results of the second study show significant differences in knowledge acquisition between the two student groups: the treatment group had a significantly higher knowledge acquisition regarding basic concepts in thermodynamics.
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Liat Shaked and Dr. Aviva Klieger
Percentages Misconceptions:Augmented Reality as a Teaching Strategy
This study examines the use of technology in order to reduce students’ misconceptions, focusing on the mathematics topic of percentages. The study focuses on mobile technology and augmented reality as a new application domain, and examines its feasibility in reducing misconceptions regarding percentages.
The premise of the study is that it is feasible to use technology as a key in reducing students’ misconceptions. In order to do so, a teaching unit has been developed using augmented reality, and a comparison was made between three teaching strategies: traditional (frontal) teaching, augmented reality, and teaching according to Posner’s model.
Research methodology included three research groups. Each group used one of the strategies mentioned above. The research tools are pre- and post-tests and interviews designed to examine the existence of students’ percentage misconceptions, as well as examining if these misconceptions has been reduced and/or resolved.
Study results show that using augmented reality has significantly reduced students’ misconceptions regarding the topic of percentages. Students who studied the subject using augmented reality had the highest achievements comparing to those who used the Posner method and to those who studied in the traditional frontal method (the control group). Students of the augmented reality group not only showed the largest reduction in percentage misconceptions, but also expressed the greatest degree of pleasure in learning.
The importance of this study is in proving the substantial role of technology (focusing on mobile learning and augmented reality) in teaching mathematics. Based on the study results, we recommend increasing the integration of mobile learning in class. The development of learning units combining these tools seems to generate interest among students who perceive them as relevant, thus making their learning more meaningful and enjoyable.
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Dr.hab.Prof.UPMałgorzataPamuła-BehrensandMgr.ŁukaszOlesiak
Net-Generation in a Synchronous Multi-Group Videoconferencing-Based Language Education Model: a Case Study
We would like to share our reflexion on the innovative educational project lead by the Institute of Modern Languages at the Pedagogical University of Cracow: Language Cloud Academy (iLCA). In October 2014, we opened the Pedagogical University to students from professional technical schools and we started teaching English for professional purposes using videoconferencing and an e-platform. This project is a part of the Małopolska Educational Cloud Project, where the universities of the Małopolska Voivodeship offer videoconferencing-based classes to learners from secondary schools.
Language Cloud Academy is a new idea in education. Compared to a traditional school, this innovative educational model is different. New techniques and methods need to be employed and the roles of teachers and learners require rethinking. By presenting this project we would like to contribute to the discussion concerning the new models in the language education of the Net-Generation.
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Dr. Eman Younis
Towards Digital Literacy:Reading and Writing in /for Digital Environment.
In order to adjust our education to the digital age and to meet our student`s needs, we have to change the DNA of education in general. This requires us to change many traditional patterns and habits of education we are accustomed to, including patterns of reading and writing. Significant amount of research dealing with education for the 21st century focuses on digital literacy as an essential step towards educating people who can positively interact and merge within digital communities.
Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. Digital Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.
Such tasks require to that we teach our student new skills and new patterns of reading and writing within digital environment. They have to learn and to master skills in order to manipulate digital texts in ways different from those they used to use with printed texts. In this paper I will focus on some of these essential patterns and skills required in/for digital environment.
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Dr. Ruwaida Abu Rass
Digital Story Telling
In this presentation I will talk about a digital story telling project, which is a practice of using computer-tools, including texts, recorded audio narrations, video clips and/or music in order to tell stories.
This project will be carried out at the Tira Junior High School, where third year students who are majoring in English as a Foreign Language (EFL) do their practice teaching. These student-teachers will be involved in a digital storytelling project, working closely and collaboratively with the English school teachers for fostering extensive as well as intensive reading among pupils. A list of stories will be recommended, and the student-teachers will work in pairs, discussing these stories with small groups of pupils using their laptops. Besides integrating technology into EFL instruction, the aim of this project is to help these pupils develop a habit of reading.
All participants, including pupils, student-teachers and in-service teachers will be interviewed in order to evaluate the project in terms of strengths and weaknesses. Moreover, obstacles for implementing such a project in an Arab school, where most of the instruction is still delivered in traditional ways, will be reported.
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Dr. Osnat Dagan
Campus Tour: Augmented Reality (workshop)
Augmented Reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. AR is both interactive and registered in 3D, combining real and virtual objects. AR enhanced the user’s perception of and interaction with the real world.
The workshop will include: 1. experiencing the AR through campus tour;2.experiencing the creating phase of AR objects;3.Following other groups AR objects.
During the workshop we will experience the Aurasma application and will discuss the contribution of AR to teaching and learning methods.
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Prof. Dr. Heike Deckert-Peaceman, Dr. Orly Haim, Dr. Anja Seifert
Being Part of the Y-Generation: Perspectives of German and Israeli Student Teachers (workshop)
This workshop is designed to promote a discussion among German and Israeli students regarding characteristics of the current digital era and our ever increasing changing world (e.g., political, social and economical changes, globalism, new media, post-humanism) as well as their educational implications. Students will express their perspectives while examining similarities and differences in their experiences, professional and academic activities and points of view.
The students will communicate prior to the Conference and will write their own personal stories about the use of technology or its impact on their lives. They will discuss the topics referring to several questions, document their ideas and present them to the audience. Suggested discussion topics: l The need of new learning and teaching strategies at school and at
college/university (e.g. online courses, surfing the web, possibility for multitasking, you tube and films
l The balance between work/study and personal lifel The importance of peers’ opinion for youngsters according to own
experiences (using Instagram, facebook, WhatsApp)
Workshop Outline1. introduction – short PowerPoint presentation (5-10 min.) will
be prepared by Orly;2. Group work discussing the questions and making reference to
their own stories (45 min.). Expected outcome: Students will prepare a short presentation about the educational implications of technology making specific reference to their classroom instruction (how prospective teachers can use technology in the classroom effectively and meaningfully).
3. Student presentations (variety of formats – 20 min.); 4. Summary and conclusions (15 min.).
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Irit Millo & Orna Vaadia
Practical Experiencein Creating Intertextual Networks (workshop)
“All images relate to other cultural texts such as books, poems, music, and, of course, other images,” wrote the art educator, Brent Wilson. A visual representation is never a singular object; it is always inter-woven within intertextual network of connections containing visual and verbal texts. These cultural texts represent and construct our perception of reality.
Coping with the extent and complexity of today’s visually mediated world, the workshop will include a practical experience of creating an intertextual network, using a digital collaborative presentation platform. The workshop intends to present the principles of the Visual Culture Art Education approach, implemented by creating intertextual networks, modeling active and constructivist-connectivist significant learning methodology in collaborative processes and environments.
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Dr. Rosmarie Gödel-Gaßner and Dipl.-Päd. Cornelia Rémon
Becoming a teacher in the Net-Generation:Motives of career choice (workshop)As it developed through the ages, teaching is not only seen as an simple act of advice or help for learning, but has become an institutionalized profession. The profession is still constantly changing, e.g. developing from a typically male to a female career (especially in primary education). In our research, we are interested in the motives of today’s students, the so-called „Net-Generation“, for choosing a teacher’s training program. Following current research findings, we assume a great impact of gender stereotypes and role
models in the students’ environments, shown in the following categories:In the workshop some first findings from a questionnaire on a database of around 320 students will be briefly presented:l Theoretical background and main thesis of our questionnaire (10 min.) l Preliminary research findings focusing on the Net Generation’s motives of
teacher career choice, focusing on the role of gender and media (10 min.) Depending on the number of participants we would like to discuss the following issues (in groups or in plenum):l In your opinion, what are adequate motives of career choice for teachers?
Do they fit with the findings of the present survey? Do you think they have changed in the Net Generation in comparison to former generations?
l Considering our survey findings, what could be crucial aspects to increase the number of male teachers in elementary school? By what means could the media influence this decision?
l The Net Generation living in modern western societies is said to be less prejudiced by gender stereotypes. How do you explain that still career choices seem to prove the existence of many of those stereotypes? Do you also find those stereotypes having an impact on the use and way of consumption of media in your country?
l How do you explain the difference in research findings in Israel und Germany?
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Prof. Dr. Bärbel Völkel, Dr. Helmut Däuble, Dr. Ulrich Iberer, Dr. Peter Fenn
Hyperculturality: The Future in a Globalized World (workshop)
Basis of the proceedings will be the cultural-philosophical theories of Byung-Chul Han, as developed particularly in his book Hyperkulturalität (Merve Verlag, Berlin 2005). Each presenter will make a brief statement on hyperculturality from the perspective of a particular chosen field of modern social culture, together with a short interpretatory explanation. The floor will then be opened for workshop discourse, with discussion in respective groups centering on the four perspectives presented. The final phase of the session will be a forum presentation of group outcomes.
Participants
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Ruwaida Abu [email protected]
Dr. Ruwaida Abu Rass is the UNESCO Chair-Holder for Multiculturalism in Teacher Education at Beit Berl College. She headed the English Department in the Arab Institute for Education for four years and the Forum of English Department Heads at MOFET Institute for five years. Her main research interests are EFL, multiculturalism in teacher education and teaching and teacher education in general.
Miri [email protected]
Assistant Professor Miri Barak is the Head of the Science and Learning Technologies (SLT) group in the Department of Education in Science and Technology, Technion. Her studies involve the use of ICT with emphasis on cloud applications and 21st century skills to foster meaningful and deep learning. Her work examines sociocultural aspects of web-based collaborative learning, online self- regulated learning, and the promotion of innovative and flexible thinking. Currently she is leading an international research project on MOOCs – Massive Online Open Courses. She published more than forty papers in peer-reviewed journals and book chapters.
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Aryeh Ben [email protected]
Aryeh Ben Chayim is a Ph.D. Candidate at Bar-Ilan University in Israel. Mr. Ben Chayim has completed his Ph.D. dissertation (currently under review) on the topic of distance learning pedagogical models. He is a member of a research team on distance learning at Bar-Ilan University lead by Prof. Baruch Offir. He is currently the Director of MOFET International Online Academy, a pedagogical consultant at Beit Berl College ICT Academic Unit, and a lecturer in education in the field of distance learning and teaching.
Nurit [email protected]
Dr. Nurit Buchweitz is a senior lecturer of comparative literature at Beit Berl College and is Vice Dean and Chair of the Academic Council of the Faculty of Society and Culture. She specializes in postmodern literature and literary theory, late-modernist poetry and 21st century narrative.
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Antony [email protected]
Dr. Antony Crossley studied physics, mathematics and computer science at Heidelberg and Hagen. He used to work as a commercial photographer, as a computer scientist at the German Cancer Research Center, Heidelberg, and as a high school physics teacher. In 2008 he joined the Department of Physics at the Ludwigsburg University of Education. His research interests and expertise mainly deals with homework in science teaching, the influence of the Internet and modern technology on physics learning and the concept of energy in science education.
Osnat [email protected]
Osnat Dagan holds a Ph.D. in technology education from School of Education at Tel-Aviv University. Her Ph.D. dissertation focused on problem solving in design and technology in Junior High School students. She is currently a lecturer at Beit Berl College and the Head of ICT Academic Unit. The main aim of this unit is to enhance the lecturers to integrate pedagogy with ICT in their teaching methods.Previously, Dr. Dagan was a school teacher for 20 years. She developed curriculum materials for science and technology education and for integrating ICT. She served as the pedagogical manager in World ORT in Israel and at World ORT London international center. In this position, at Israel Osnat ran pedagogical projects such as the “1000 smart classes” in the Negev and Galilee, robotics in the kindergarten, science days, etc. In London, she coordinated the use of ICT and the technology education in all ORT school across the globe (60 countries). Her academic and professional interests are enhancing design and technology, the use of innovation pedagogy with ICT technology and develop thinking skills and problem solving skills of learners using constructivist methods.
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Helmut Dä[email protected]
Dr. Helmut Däuble is a senior lecturer for political sciences and student counselor at the University of Education Ludwigsburg. He graduated middle-school-teacher in mathematics, history and civic education with more than ten years of teaching experience. Dr. Däuble holds a Masters degree in Sociology from the New School for Social Research, New York, and a Ph.D. in Political Science. His research interests are political culture, relation between democracy and capitalism, migration and collective identity, didactics and methods of civic education.
Heike [email protected]
Prof. Dr. Heike Deckert-Peaceman has taught and trained students, held advanced training for teachers, and done research in Germany and abroad. She earned her doctorate with an ethnographic study on Holocaust Education for children in the USA. After having worked at the Fritz Bauer Institute, Deckert-Peaceman joined the faculty of Primary Education at Frankfurt University as an assistant professor. Since 2004 she works as a professor for primary education and childhood studies at the Pädagogische Hochschule Ludwigsburg. Her research interests are: history, theory and discourse of childhood and schools, school reforms (all-day-schools, inclusion, transitions from early childhood to primary), teacher’s education.
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Yoram [email protected]
Yoram Eshet is a Full Professor at the Open University of Israel, Department of Education & psychology. He is currently the Head of the M.A. program in educational technologies and the founder (and formerly the Head) of the Research Center for Innovation in Learning Technologies.Professor Eshet has a diverse academic and professional background. He holds a B.A in Archeology, M.Sc. in Geology and Ph.D. in Earth & Environmental Sciences. For a decade, he was the Head of the Instructional Design Program and of the teachers training program at Tel Hai Academic College and served as a Senior Researcher in the Geological Survey of Israel. He has 20 years experience in the educational technology industry – developing technology-based instructional solutions for educational systems in Israel and the USA. In this capacity, he was involved in the design of hundreds of simulations, microworlds, data-bases, tutorials and large-scale curriculum integration projects.His major research and interests focus mainly on digital literacy, digital reading, cognitive aspects of working with digital technologies, technology integration in educational systems, digital games and design principles of computer-based learning environments. He serves on the editorial board of various international journals, and on the program committees of international conferences.
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Peter [email protected]
Dr. Peter Fenn is lecturer in English in the Institute of Languages at the Ludwigsburg Pedagogical University. His teaching fields are practical language studies, linguistics and applied linguistics studies, British culture with particular emphasis on history and literature, German linguistics (teacher training, Erasmus and adult education programmes).
His fields of research are English grammar and linguistics, specific areas of pragmatics, e.g. register as both a language and a cultural field. He is member of the International Pragmatics Association. He authored numerous publications on grammar and applied linguistics, including a university reference grammar A Student´s Advanced Grammar of English (Narr, Tübingen 2010) and a Handbook of English Grammar for Schools (Klett, Stuttgart, forthcoming 2015).
Orit [email protected]
Dr. Orit Gilor is a lecturer and researcher in the fields of special education and learning disabilities in Beit Berl College. Her main interests are the implementation of inclusion policies in Israel and teacher education. During the last four years she has taught several online courses.
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Rosemarie Gö[email protected]
Dr. Rosmarie Gödel-Gassner is a lecturer at Ludwigsburg University of Education, Institute of Educational Science, in the Department of Philosophy of Education, which she heads. She is also Head of the Examination office at the University.Her major research and teaching interests are gender in education; history of female teachers and girls’ education; educational progressivism; new education movement at the beginning of the 20th century; Janusz Korczak’s philosophy of education, and student’s motives of career choice.
Orly [email protected]
Dr. Orly Haim is Head of the English Department at Beit Berl College. Her main research interests are: bi/multilingualism, multilingual education, and teacher cognition in language teaching. Specialties include: task-based learning, innovation in language teaching in the digital era, literacy development in EFL/ESL contexts, grammar learning and teaching, and language and migration.
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Dr. Heiman is a senior lecturer in the Department of Education and Psychology at the Open University of Israel. Her main fields of research are students with learning disabilities, emotional and social coping; self perception and learning styles; teachers’ coping within different educational frameworks; technology’s impact on the academic and social life of students; coping with cyberbullying. She published several scientific papers in these fields. She is also a COST Management Committee member and participated in two EU projects regarding children and parents.
Sharon [email protected]
Dr. Sharon Haleva-Amir is a lecturer in Tel Aviv University and Beit Berl College and a research fellow at the Haifa Center of Law and Technology (HCLT), Faculty of Law, University of Haifa. Sharon holds a Bachelor’s Degree in Law (LLB) from Tel-Aviv University; a Master’s degree (MA) in Information Science (Internet Studies track) from Bar-Ilan University and a Ph.D. in law from the University of Haifa. She is a member of the Israeli bar for the last 19 years, and has practiced law as a legal counsel, as well as editorial and web mastering roles. Her fields of research include e-Democracy, e-Politics, MPs’ web practices, law and technology, websites content analysis and internet ethics. She has won a doctoral scholarship for excellent students from the University of Haifa, a SHVIL (Transparency International – TI) Israel scholarship for establishing a doctoral research plan to advance governmental transparency and the best paper award for 2013 on behalf of the Israeli Political Science Association.
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Jay Hurvitz devotes most of his time to examining the influence of digitality on our lives, particularly in education. He does this in a number of frameworks, including the Mofet Institute, where he is a tutor in Information and Communication Technologies in Teacher Education of the School of Professional Development, and a member of the Unit for Online Teaching and Learning Environments. At the Achva Academic College he has been furthering digital studies for over a decade as a core member of the Unit for ICT in Teaching and Learning. He previously spent numerous years in the Elementary School Department of the Ministry of Education in the division for Innovative Learning Environments.He is lucky to be able to almost earn a living from these jobs, yet also to find time to continue dealing with these subjects in his “free” time, writing extensively to his Hebrew blog dealing with ICT and learning.
Ulrich [email protected]
Dr. Ulrich Iberer is a lecturer at Institute for Educational Leadership, Ludwigsburg University of Education. He is Member of the Senate, and Commissioner for Privacy policy at the University.His main topics in teaching and research are theoretical models of educational Leadership; curriculum development; strategic educational management; values and costs of Education; innovations in learning and teaching, especially distance learning.Dr. Iberer cooperates in terms of these topics with several national nonprofit organizations and nongovernmental organizations and associations in educational fields: German Olympic Sports Confederation, German Alpine Club, Baden-Württemberg Employers’ Association of the Metal and Electrical Industry, Catholic Adult Education Association.
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Aviva [email protected]
Aviva Klieger holds a Ph.D. from the Hebrew University of Jerusalem in Science Education. She is the Chair of the Master Teaching program at the Faculty of Education at Beit Berl College. Her research interests are science education, integrating technology in teaching and teacher education.
Asaf [email protected]
Dr. Asaf Matskin (Ph.D., Tel Aviv University, 2007) is a lecturer in the Faculty of Culture and Society at Beit Berl College. He specializes in the fields of ethics and corruption in public administration and has published books and articles on these subjects. Dr. Matskin is also an educator and teacher of civic studies in high school for over a decade. He regularly initiates and participates in various educational initiatives and projects.
Irit [email protected]
Irit Millo is the digital media application coordinator in the Faculty of Arts-Hamidrasha, Beit Berl College, and a lecturer in the department of Art Education. Currently she is completing her studies towards a Master’s degree in art education. Her research interests include collaboration in online learning and its challenges to pre-service art teachers’ training. Irit Millo is also an artist in digital painting and papercuts.
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Sigal [email protected]
Sigal Morad is a doctoral student in the Department of Education in Science and Technology at the Technion. Her research is focused on learning technologies, and specifically characterizing innovative thinking in diverse collaborative online learning environments. Sigal is a pedagogical advisor to lecturers in integrating learning technologies in teaching in the ICT Academic unit at Beit Berl College. Her experience includes developing, integrating, and assessing learning technologies at higher education and school levels; characterizing and developing and implementing ICT systems in education (e.g., LMS systems, academic sites and portals), and management of e-learning projects.
MonikaNę[email protected]
Dr. Monika Nęcka is working at the Faculty of Arts, Pedagogical University in Cracow and at the Academy of Fine Arts in Cracow. She teaches pedagogy, art education methodology, methodology of creative workshops, art therapy, a masterpiece as a part of the therapy, visual shaping of interpersonal relationships. Dr. Nęcka is also the author of the art history program for children age 6-9 – “Meetings with art”, and a program for developing cultural identity, “Pictures from the past for the future”.She is a member of the Board of the Polish Committee of the International Society for Education through Art (InSEA) and member of Forum-Krakow. Cooperating with Bunker of Art, the International Cultural Centre, Malopolska Cultural Institute, the Association of Gaudium et Spes and the School Without Barriers Foundation for education of children and youth with multiple disabilities.
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Baruch Offir is a Professor at Bar-Ilan University. His research focuses on the subject of change in learning systems, where the computer comprises a means by which their integration into learning systems requires a major change. His studies were used to formulate methods for increasing the effectiveness of teaching and learning systems by identifying and defining variables that are significant and essential for activation of learning systems.
Dorit [email protected]
Dr. Dorit Olenik-Shemesh, from the Department of Education & Psychology at the Open University of Israel, focuses her research on adolescent and child psychology. Her current research centers on cyberbullying and victimization among youth, children and young adults. Her projects include mapping the phenomenon and linking it with social and emotional aspects, as well as with youth wellbeing and coping strategies.Dr. Olenik-Shemesh participated in EU Projects concerning coping with cyberbullying, and she is an EU COST Management Committee member in the Actions “Appearance matters and body image” and “Cyber bullying, coping with negative and enhancing positive uses of new technologies in educational settings”. Additionally, she is a member of the Research Center for Innovation in Learning Technologies.
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Lukasz [email protected]
Lukasz Olesiak, an academic teacher at the Institute of Modern Languages at the Pedagogical University of Cracow. His professional interests focus on using digital technologies in English Language Teaching (ELT), telecollaboration in language education and methods of ELT. He is a teacher and researcher at the innovative educational project led by the Institute of Modern Languages – Language Cloud Academy (iLCA).
MałgorzataPamuł[email protected]
Dr hab. Małgorzata Pamuła-Behrens, is professor of applied linguistics at the French Department of Pedagogical University of Cracow. She specializes in the fields of second language learning, autonomy, e-learning and assessment. Coordinator of the innovative educational project lead by the Institute of Modern Languages at the Pedagogical University of Cracow: Language Cloud Academy (iLCA). Her research and teaching is cross-disciplinary and interdisciplinary. The results of her research were published in several journal articles and books.
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Alicja [email protected]
Professor Alicja Panasiewicz is currently Dean of Faculty of Art, Pedagogical University Cracow, Poland. She studied at the Interior Architecture Department of the Academy of Fine Arts in Cracow. Since 1996 she has been at the Faculty of Art at the Pedagogical University in Cracow, teaching biodesign, environmental art and visual structures, and leading workshops for students on the subject of visual perception and environmental art. She also works on light sculptures, installations and glass design. She is the author of numerous works about interior design, furniture, lamps, unique sculpture forms, glass forms.
Sheizaf [email protected]
Professor Sheizaf Rafaeli (B.A., Haifa University, M.A. Ohio State University, M.A., Ph.D., Stanford University) is Founding Director of the Center for Internet Research and former Head of the Graduate School of Management, Haifa University. He leads the Serious Games for Executives project, and serves as Director in a series of public interest organizations and as a member of several Editorial Boards. He is co-PI and member of the Academic Management of the ICORE LINKS Center of Excellence for Research on Learning in the Age of Information.His interests are in computers as media, and he has published on this topic in many academic journals as well as in the popular press. The two dozen lectures of the radio series on “The Computer, the Network and the Information Age“ were broadcast and rebroadcast since 2012-2013.He is also active in practicing what he preaches: He has been involved in
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building internet-based activities such as online higher-education, journalism, political, governmental, social and economic virtual organizations and efforts. He authored software and books on graphics, electronic spreadsheets and statistical analysis, and a textbook on information systems for the Open University. He served as founder and co-editor of The Journal of Computer-Mediated Communication, and is proud of initiating and setting up “SHIL“ (Citizen‘s Advice Board) online service. Prof. Rafaeli is a long time member of the Stockholm International Challenge Jury for IInformation Systems‘ Projects. He has served in visiting research and teaching positions at Ohio State University, Michigan State University, IBM, Stanford University, Technion, Israeli College of Management, and the University of Michigan. His current interests include electronic business, information studies, computer mediated communication, social networks analysis, computer-mediated collaboration and online simulations and serious games. Over the past twenty five years he has taught courses on computers as media, and the social implications of new communication technologies, as well as numerous Information Systems‘ courses.
Dr. Noa Ragonis is the head of the Instructional Development Center at Beit Berl College which includes the ICT Academic unit. She is a computer science lecturer at Beit Berl College, and at the Department of Education in Science and Technology, at the Technion. In the last two decades she is involved in the professional development of in-service and pre-service computer science teachers. She has published several research papers focusing on cognitive aspects of teaching and learning of computer science. She authored seven high school text books and teachers guides on different content of the Israeli curriculum, and co-authored the book Guide to Teaching Computer Science, An Activity-Based Approach (Springer, 2011).
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Cornelia Ré[email protected]
Cornelia Rémon (Dipl.-Paed.) is a lecturer at the Ludwigsburg University of Education, Institute of Education, Department of Philosophy of Education. Her research and teaching interest are:Relational anthropology (dissertation project: anthropology of friendship);Basic concepts and theories of the term “education” (Erziehung und Bildung);Methodology of the educational sciences;Meta-ethics of education; Motives of career choice (research project: teacher students motives of career choice).
Stefanie [email protected]
Dr. Stefanie Rhein currently works at the Department of Sociology at the Ludwigsburg University of Education. After graduating with an M.A. in cultural management (2000), she worked as a research assistant in a project funded by the Deutsche Forschungsgemeinschaft towards a Ph.D. (2005). In addition to her current teaching and research position at the University of Education she offers courses in media sociology, the sociology of culture and the sociology of youth as an adjunct lecturer at several universities in and around Stuttgart. Her main teaching and research interests are socialization and identity, youth (cultures), fandom, media and music audiences, lifestyle, gender.
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Anja [email protected]
Dr. Anja Seifert is a senior lecturer at Ludwigsburg University of Education, in the Institute of Education in pedagogy and didactics at elementary and primary level since 2007. She trained as a teacher with the subjects German, History and Social Sciences. She has a Master of Education degree in cultural studies, youth studies and adult education, and she wrote her doctoral thesis in these fields.Her main interests in teaching and research are transitions in education, formal and informal education, intercultural education and inclusive education, curriculum activities, methods. She works with culturally alienated and multilingual children as well as disabled children within the public and private school and welfare system in Germany. She (co-)authored several publications on these topics.
Liat [email protected]
Liat Shaked is a mathematics teacher at junior high school. She holds a BA in computer science and M. Teach degree. She is constantly looking to integrate technologies and applications in her teaching. Ms. Shaked is also Assessment and Measurement Coordinator at her school, and currently is responsible for establishing a program for outstanding students in the field of science and mathematics.
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Pnina [email protected]
Dr. Pnina Shavit is a lecturer in the Special Education Department and in the Master’s program “Learning Disabilities – Assessment and Education Intervention” at Beit Berl College. She conducts research in the fields of self-determination and self-advocacy, the social aspects of pupils with special needs, and teacher education. She has been teaching online courses for the past three years.
Orna [email protected]
Orna Vaadia is a lecturer in the department of Art Education in the Faculty of Arts- Hamidrasha, Beit Berl College. She teaches courses in art education and visual research methodologies. Currently she is writing her Ph.D. thesis on the subject of “Maps in Schoolbooks and the Spatial Imaginary in the Israeli education system, 1903-1967.” Her research interests are postmodern approach to art education and critical visual research.
Carmel L. [email protected]
Dr. Carmel Vaisman is an associate lecturer at the multidisciplinary program in the Humanities and the Cohen institute for the history and philosophy of the sciences and ideas, Tel Aviv University. She earned her Ph.D. from the Hebrew University in Jerusalem in 2010.Dr. Vaisman’s research interests are ethnographic research of digital cultures, digital discourse analysis, Philosophy of technology – post-humanism and trans-humanism. She co-authored the book Hebrew On-Line with Ilan Gonen, and published in journals such as Language & Communication and the Journal of Children and Media as well as edited volumes such as Digital Discourse (Oxford University Press), Mediated Youth (Palgrave-McMillan) and International Blogging (Peter Lang).
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Bärbel Vö[email protected]
Prof. Dr. Bärbel Völkel teaches of history and history didactics at the University of Education Ludwigsburg. She is a member of the Scientific Advisory Council at the National Archive (Ludwigsburg branch, Central Office for the Investigation of National Socialist Crimes). Her current research fields are: thinking and teaching history in immigration societies; inclusive history didactics; teaching National Socialist history in the 21st century.
Maria [email protected]
Professor Maria Wasilewska, Vice-Dean for Student Affairs at the Faculty of Art, Pedagogical University of Cracow. She graduated from the Nicolas Copernicus University in Torun, the Faculty of Fine Arts in Professor Adolf Ryszka’s studio. She also holds a diploma in Professor Maciej Szańkowski’s sculpture studio, and she was a grant holder of The Ministry of Culture and National Heritage in 2008. Since 2010 she teaches sculpture and spatial forms and activities in the Faculty of Art. Her art work specializes in installations, site specific projects and environmental art and she also creates spatial objects.
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Dr. Eman [email protected]
Dr. Younis is the Head of the Department of Arabic Language and Literature, in the Arabic Academic Institute of Education, Beit Berl College. Her areas of research are contemporary Arabic literature (specializing in digital literature), literary criticism, and teaching and learning the Arabic language.