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Implementing a ‘Media Curriculum’ at the Hamburg University of
Applied Sciences.
Findings from a Students’ Survey Christine Hoffmann|Marianne
Wefelnberg HAW Hamburg
Agenda
• The “Media Curriculum” of the “Faculty of Business and Social Sciences” the University of Applied Sciences Hamburg
• The students’ survey
• Results/Discussion
• Resumé
The “Media Curriculum”
Aim of the Survey
• To prove assumptions made in the media curriculum – A large number of students depends on lecturers’
advice when using software
– Students’ software user habits are uniform
• Answers on questions on our target groups – Differences between departments
– Differences within gender
– How is students’ self estimation on their computer (media) literacy?
Method
• Online Questionnaire (90 items)
• Mostly closed questions/ Possibility to complement the given answers with freetext
• Target group (students of the faculty “Business and Social Science”)
• Analysis of the data with simple descriptive statistic methods: frequency and crosstabulations
• Questionnaire was open for 3 weeks
Results
• Participants (9.3% (N=307) of 3290)
• Quotes of gender and department membership correlate with the original sample except the Quote of Male Business Students (10% instead of 19%)
• Additional limitations: Probably students’ online affinity is higher than those of students on average
Standard Software rather than Open Source?
,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
make fulluse of it
know itbasically
have neverused it
do notknow it
Microsoft Word
Open Office/Libre Office
,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
make full useof it
know itbasically
have neverused it
do not knowit
Microsoft Excel
MAXQDA
,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
make full useof it
know itbasically
have neverused it
do not know it
Refworks
Zotero
,0
10,0
20,0
30,0
40,0
50,0
60,0
70,0
80,0
90,0
use it do not use it do not know it
E-Portfolio
Choosing software
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
90,00%
100,00%
word processing data analysis presentationsoftware
referencemanagement
social networks instantmessenging/video
calls
other web 2.0services
for studies (lecturers proposing)
for studies (own initiative)
for internship
privately
Selfconcept using IT
,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
Yes Rather yes Rather no No
total female male
,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
80,0%
Yes Rather yes Rather no No
total Nursing and Management
Public Management Social Work
Business
“I feel self-assured using a PC”
Selfconcept Using IT
,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
Yes Rather yes Rather no No
total female male
,0%
5,0%
10,0%
15,0%
20,0%
25,0%
30,0%
35,0%
40,0%
45,0%
Yes Rather yes Rather no No
total female male
I would like to be more courageous when using a PC.
I keep on informing myself on new IT developments.
Wish and Need for Support
78,5%
5,5%
54,1%
81,1%
5,9%
2,9%
18,6%
8,8%
,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0% 80,0% 90,0%
…I call a friend on the phone
…I skype with s.o.
...I have a look at the help menu
...I use Google search
...I post the problem on Facebook
…I will buy a manual
..I will have later a second look at the problem
…I do not know, what to do
If you have got a problem with the PC oder a program, you…
,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
No, I am solving myproblems on my own
No, I already got s.o. tohelp me.
No, I prefer to ask mylecturer
Yes, such an offer wouldbe helpful
Gesamt
weiblich
männlich
Individual support: Are you interested?
Interest on Knowledge on Media
,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
online-law, digitalrights
social impact internationalnetworking and
globalisation
quality rating ofonline sources
rating the impact,benefit and risks for
my personalreputation
basic principles ofprogramming
No, I am notinterested.
total Nursing and Management Public Management Social Work Business
Resumé
• Students learn from their teachers to choose software for academic work
• Private use of software passes into academic area.
• Use of software is homogenous.
• Social roles seem to determine students’ self estimation, but seem to have no influence on real performance. (Gender and department !)
Thank you for your interest!
This project is funded by the German Federal Ministry of Education and Research (grant No. 01PL11046). All responsibility lies with the authors.
References
• Hofhues, S. and Hoffmann, C. (2012) ‘Improving Media Literacy in Universities. Insight into Conception and Implementation of a Media Curriculum’, EDULEARN12 Proceedings. 4th International Conference on Education and New Learning Technologies, International Association of Technology, Education and Development (IATED), Barcelona, pp. 7670 - 7677.
• Hoffmann,C. and Hofhues, S. (2012) ‘Akademische Medienkompetenzförderung an der Hochschule:
Einblicke in Konzeption und Implementierung eines Mediencurriculums‘, in Service Agentur des Hochschulverbundes Distance Learning Fernstudium und Weiterbildung – Zwischen Medienlust und Medienfrust. Brandenburg/ Havel, pp. 20-40, Available: http://www.hdl-fernstudium.de/images/AWW-HDL/pdf/tagungsband%202012.pdf [17 May 2013]
• Oblinger, D. G. and Oblinger, J. L. (2005) Is it Age or IT: First steps toward understanding the Net
Generation, in Oblinger, D. G./Oblinger, J. L. (ed.) Educating the Net Generation, Washington: Educause. Available: http://net.educause.edu/ir/library/pdf/pub7101.pdf [14 May 2013]
• Prensky, M (2001) ‘Digital Natives, Digital Immigrants. On the Horizon’ [Electronic]. vol. 9, no. 5,
Available: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [17 May 2013]
• Schulmeister, R. (2009) Gibt es eine „Net Generation“?, enhanced version 3.0. Hamburg: University
of Hamburg. Available: http://www.zhw.uni-hamburg.de/uploads/schulmeister_net-generation_v3.pdf, 10.05.2013.
