@article{Könitz_2018,

title = {OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?},

author = {Christopher Könitz},

url = {https://www.medienpaed.com/article/view/609},

doi = {10.21240/mpaed/32/2018.10.24.X},

issn = {1424-3636},

year  = {2018},

date = {2018-10-24},

urldate = {2018-12-20},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {32},

number = {Oktober},

pages = {63–71},

abstract = {Spätestens seit der Debatte um die Vergütung von urheberrechtlich geschütztem Material nach UrhG §52a, scheinen Open Educational Resources (OER) die Antwort auf proprietäre Verlagsangebote zu sein. Jedoch gibt es lizenzrechtliche, technische und begriffliche Unschärfen, die dazu führen, dass OER in eine selbstverschuldete digitale Unmündigkeit führen können. Dieser Beitrag liefert daher im Kern eine kritische Auseinandersetzung mit dem OER-Begriff aus einer bildungstheoretisch-medienpädagogischen Perspektive. Im ersten Teil werden die genannten Unschärfen näher beleuchtet und erste Lösungsansätze aufzeigt. Der Beitrag plädiert für eine Hinwendung zu einem starken Copyleft, welches derzeit mit den Creative Commons nicht möglich ist, da diese unter Umständen zu proprietären Materialen führen können. Die technische Perspektive richtet sich auf die verwendeten Dateiformate von OER, die häufig nicht frei und/oder editierbar sind. Die begriffliche Perspektive stellt heraus, dass der OER-Begriff ein negatives Konzept von Freiheit verfolgen und mit Blick auf die Medienpädagogik untertheoretisiert sind.



Im zweiten Teil werden daher durch das Medienkompetenzmodell nach Baacke und der Strukturalen Medienbildung nach Jörissen und Marotzki zwei mögliche medienpädagogische Anschlüsse geschaffen. Durch diese Anschlüsse werden die Momente der Medienkritik und der Reflexivität eingebracht. Damit wird der Fokus von einer Outputorientierung auf den Aufbau eines Orientierungswissens – und damit auf transformatorische Bildungsprozesse und den damit verbundenen medialen Artikulationen – verschoben.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Yue2013,

title = {When disfluency is—and is not—a desirable difficulty: The influence of typeface clarity on metacognitive judgments and memory},

author = {Carole L Yue and Alan D Castel and Robert A Bjork},

url = {https://doi.org/10.3758/s13421-012-0255-8},

doi = {10.3758/s13421-012-0255-8},

issn = {1532-5946},

year  = {2013},

date = {2013-02-01},

urldate = {2018-12-21},

journal = {Memory & Cognition},

volume = {41},

number = {2},

pages = {229–241},

abstract = {There are many instances in which perceptual disfluency leads to improved memory performance, a phenomenon often referred to as the perceptual-interference effect (e.g., Diemand-Yauman, Oppenheimer, & Vaughn (Cognition 118:111–115, 2010); Nairne (Journal of Experimental Psychology: Learning, Memory, and Cognition 14:248–255, 1988)). In some situations, however, perceptual disfluency does not affect memory (Rhodes & Castel (Journal of Experimental Psychology: General 137:615–625, 2008)), or even impairs memory (Glass, (Psychology and Aging 22:233–238, 2007)). Because of the uncertain effects of perceptual disfluency, it is important to establish when disfluency is a ``desirable difficulty'' (Bjork, 1994) and when it is not, and the degree to which people's judgments of learning (JOLs) reflect the consequences of processing disfluent information. In five experiments, our participants saw multiple lists of blurred and clear words and gave JOLs after each word. The JOLs were consistently higher for the perceptually fluent items in within-subjects designs, which accurately predicted the pattern of recall performance when the presentation time was short (Exps. 1a and 2a). When the final test was recognition or when the presentation time was long, however, we found no difference in recall for clear and blurred words, although JOLs continued to be higher for clear words (Exps. 2b and 3). When fluency was manipulated between subjects, neither JOLs nor recall varied between formats (Exp. 1b). This study suggests a boundary condition for the desirable difficulty of perceptual disfluency and indicates that a visual distortion, such as blurring a word, may not always induce the deeper processing necessary to create a perceptual-interference effect.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Oppenheimer,

title = {Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes},

author = {Daniel M. Oppenheimer and Connor Diemand Yauman and Erikka B. Vaughan},

doi = {10.1016/j.cognition.2010.09.012},

issn = {0010-0277},

year  = {2010},

date = {2010-01-01},

journal = {Cognition},

volume = {32},

pages = {2739–2742},

abstract = {Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}