Since the summer semester of 2022, we have been running a compulsory module entitled ‘Fundamentals of Media Education and Oral Communication’ as part of the cross-disciplinary component of all teacher training programmes. For this, we were awarded the Stifterverband’s ‘Hochschulperle’ and the university’s Teaching Prize in 2024. Those wishing to explore media in greater depth can do so in the compulsory-elective module “Advanced Media Literacy”.
Although a media literacy certificate for students was introduced at Heidelberg University of Education as early as 2003, and since 2011 compulsory-elective modules on media education and digital media literacy have also been incorporated into the curriculum, it was nevertheless decided in 2021 to introduce a compulsory study module entitled ‘Fundamentals of Media Education and Oral Communication’. The aim of the module is to train future teachers to use digital media in the classroom in a critical and reflective manner – and to do so at the earliest possible stage of their training. The foundations acquired can thus be expanded and deepened (in subject-specific contexts) as the course progresses, or put into practice during school placements or subject-specific teaching methodology courses. The compulsory module is aimed at students on all Bachelor’s degree programmes leading to a teaching qualification.
The programme is aimed at students from all faculties at Heidelberg University of Education, with the main target group being teacher training students, who, in their role as future multipliers, play a particularly central role in the teaching of media literacy. In the ‘Fundamentals of Media Education’ module, students gain practical insights into the use of digital educational technologies in the classroom, whilst also exploring the relevant theoretical models and concepts.
The current version of the compulsory Media Education module consists of a one-hour lecture and a two-hour accompanying seminar, plus a seminar on the fundamentals of oral communication.
The lecture takes place in the usual face-to-face format. The accompanying seminar, which runs weekly in parallel with the lecture, is divided into online preparation phases and face-to-face sessions. Alongside the lecture, the accompanying seminar—which runs in parallel—thus establishes a link to school teaching and highlights the potential of digital learning resources in various teaching scenarios.
The lecture will cover the fundamental concepts, issues and areas of focus within media education, media pedagogy and media didactics. It will also address issues relating to media socialisation, media use and the protection of young people in the media.
These topics will be explored in more detail through the impact and consequences of the digital transformation on society in general and on specific areas of life in particular. The socialisation of children and young people in a largely digital environment, as well as the resulting changes in the demands placed on the school system in the context of a culture of digitality, will also be addressed.
Methodologically, the lecture is delivered weekly in a face-to-face setting in a fairly conventional synchronous format and streamed simultaneously.
- What digital resources can I use to prepare for and organise my learning?
- How can I competently assess digital resources in terms of their reliability and suitability?
- What are Open Educational Resources (OER)?
- How can traditional face-to-face teaching be enhanced and the teaching and learning process (using self-created materials) supported with digital teaching and learning resources in order to illustrate, encourage and promote inclusion?
- How can I digitally assess learners’ knowledge and needs during the teaching process and integrate this into the lesson plan?
- How can the elements of teaching and learning processes be designed for an online environment?
- How can this be used to offer pupils personalised learning opportunities?
[1] Meeh, H. & Schulze, A. (2022). Digitale Kompetenzen für alle, daktylos. Bildungswissenschaftliches Magazin der Pädagogischen Hochschule Heidelberg, 27, 18-19.
[2] Meeh, H. & Schulze, A. (2024). Digitale Hochschullehre konsequent umsetzen. Didaktische und technische Planung eines E-Learning-Projekts zur Unterstützung großer Lehrveranstaltungen, Lehre. Lernen. Digital. Unabhängige interdisziplinäre Zeitschrift für das Lehren und Lernen mit digitalen Medien, 5(2), 18-24.
[3] Meeh, H. & Schulze A. (2025). Digitale Kompetenzen für alle Lehrkräfte. Das Grundlagenmodul Medienbildung an der PH Heidelberg. In: Bast-Schneider, A. / Eckhardt-Kamps, C. / Dammer, K.-H. / Schön, H. (Hrsg.): KI und ChatGPT im Bildungsbereich. Diskurs Bildung. Schriftenreihe der Pädagogischen Hochschule Heidelberg. S. 181-196 Heidelberg: Mattes.
[4] Meeh, H. & Schulze, A. (2025). Potenziale digital unterstützter Hochschullehre konsequent nutzen. Academic Development Conference 2025.
[1] Meeh, H. & Schulze, A. (2023). Digitale Kompetenzen für alle Lehrkräfte. Das Grundlagenmodul Medienbildung an der PH Heidelberg, 24.4.2023 auf der Online-Fachtagung digi@school 2023 „Schule im digitalen Wandel am 23.4. und 24.4. 2023.
[2] Meeh, H. & Schulze, A. (2023). Medienbildung, EdTech und KI: Das Grundlagenmodul Medienbildung an der PH Heidelberg. 10.11.2023 auf dem International Symposium "AI and ChatGPT in Educational Contexts" an der PH Heidelberg.
[3] Meeh, H. & Schulze, A. (2024). Zukünftige Lehrkräfte digital qualifizieren: Das Grundlagenmodul Medienbildung an der PH Heidelberg am 2.7.2024 im Rahmen der Online-Fortbildungsreihe Bildungsbits.
[4] Meeh, H. & Schulze, A. (2025).Potenziale digital unterstützter Hochschullehre konsequent nutzen. 27.2.2025 auf der Academic Development Conference 2025 an der FH St. Pölten.