To create a holistic learning experience in the context of DigitUm-Dual, it is necessary to provide a digital learning environment that enables collaborative learning. As defined by a goal-oriented creation of the learning environment, we have a methodical approach that ensures a continuous optimization of the learning experience. By using harmonized analyses we get some findings, that flow into scientific models and in the further education practice.
As Microsoft Teams is provided by the Baden-Wuerttemberg Cooperative State University (DHBW), it is used in a lot of companies and there are a lot of options for communication and collaboration, we decided to use Microsoft Teams as digital learning platform for DigitUm-Dual. We assume that linking the lecturers together in one network with Microsoft Teams creates a holistic learning experience to improve the media literacy of the lecturers in a sustainable manner. To do so, there are different functions available in Microsoft Teams which point out single phases of the problem solving process similarly.
In a multi-level study design, we examine which scientific phenomena are observable in the context of DigitUm-Dual. We understand a scientific phenomenon as a perceived appearance that can not be fully explained and therefore needs to be under further investigation.
First, in the context of a theoretical preliminary investigation, we take a look first at some reference frameworks that are relevant for our studies and accordingly whether there are scientific phenomena that are applicable in our context. By means of the explorative study we want to find out whether the phenomena, identified in the theoretical preliminary investigation, are present in our context or not. In the experimental study we use an optimized learning environment and try to find out how it affects the observational phenomena or if there are certain effects, that are not grounded on the learning environment. Within the framework of the practical study, we offer a further education course to use Microsoft Teams as a tool for communication and collaboration, where the learning environment is an integral part.
By a lecturers self-assessment of their media pedagogical competence characteristics, we find out, whether using the learning environment implicates some gain in all different facets of media literacy or not. By means of further investigations for using the learning environment, concerning the traceability of each user´s activities and their intensity in group interaction as well as for the observable behavior by using the digital offer for communication and collaboration, we get some important insides about the correlation between the usage of the digital learning environment and the impact on the acquisition of media pedagogical competencies.