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The development of digital media continuously provides new opportunities for developing teaching/learning processes. As a result, the media educational requirements for teachers to assess the relevant chances and risks and to use digital media effectively as a learning support, is growing. The article points out the demand for paying increased attention to this specific competence. It presents a media educational competence model for adult educators, which was developed on a theoretical and emp…
Continuing digitalisation is a macrosocial phenomenon – dealing with it is a macrosocial task. For the educational field, it does not only concern a change of teaching-learning situations due to digital media but also the issue of contributing to the changing situation - without excluding certain groups. According to the author, the issue of digitalisation does not allow federal disputes and segment-specific separation of educational areas.
New ideas for supporting the human working memory are required to take advantage of the options of teaching/learning processes provided by digitalisation. A new "cognitive interface" is necessary for connecting human knowledge with the knowledge of digital resources.
The Gutenberg era is coming to an end. Caused by the expansion of digital media and progressing networking opportunities, another technical revolution after the invention of the printing press is forthcoming – "the secondary orality". The author points out the effects on both publishers and the entire academic and learning culture.
The use of new digital techniques and media in class is almost socially mandatory. In his interjection, Klaus Peter-Hufer points out the advantages of programmes that do completely without digital media. Particularly text work are tactile and sensory processes, which are difficult to transfer into digital processes.
The article presents experiences gained in educational work in (post) crisis areas based on the work conducted by the DVV in Mali. According to the findings, adult education centres can be successful providers of holistic education programmes. In addition, conditions and factors for success are presented.
Gegründet wurde die landesweite, und insbesondere von den Gewerkschaften geförderte Organisation 1903 von Albert Mansbridge und seiner Ehefrau Frances Jane Pringle unter dem Namen „Association to Promote the Higher Education of Working Men". 1905 folgte mit der Zulassung von Frauen die Umbenennung. In den Anfangsjahren wurde eine enge Partnerschaft mit den Universitäten aufgebaut. Heute ist sie die größte, aus Spenden finanzierte Erwachsenenbildungseinrichtung Englands.
