Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Verwendung von Kommunikationsmedien, die die Lehre in den bereichen Organisation, Betreuung und Zusammenarbeit unterstützen können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.:Grußwort 3 Kommunikationsanlässe in der Lehrveranstaltung 4 Nutzung von Web 2.0 und Social Media für das Studium 6 Video-/Audio-/Chatkonferenzen 7 Foren 17 Blogs 23 Wikis 29 Trend: weitere Tools für die Online-Zusammenarbeit 37 Ausblick 38 Unterstützung, Services, Kontakt 39

Die vorliegende Broschüre ist Teil einer Publikationsserie, die einen Überblick über verschiedene Medienformate von digitalen Texten über elektronische Tests und Wikis bis hin zu digitalen Simulationen gibt. Dieses Heft widmet sich schwerpunktmäßig der Verwendung von Kommunikationsmedien, die die Lehre in den bereichen Organisation, Betreuung und Zusammenarbeit unterstützen können. Anhand von Ergebnissen einer Online-Befragung im Jahr 2016 und Interviews, die Beispiele aus der Lehre sächsischer Hochschullehrender vorstellen, wird aufgezeigt, welche Einsatzmöglichkeiten derzeit an den sächsischen Hochschulen genutzt werden. Sie bieten Inspiration für die Entwicklung eigener mediengestützter Lehrkonzepte. Hinweise auf Werkzeuge zur Erstellung digitaler Lehrangebote und Antworten zu häufigen Fragen bei der Nutzung der einzelnen Medienformate bieten Anregungen und Informationen, wie der Einstieg in die digital gestützte Lehre möglichst ohne großen Initialaufwand gestaltet werden kann. Antworten auf häufig gestellte Fragen, praktische Tipps und rechtliche Hinweise geben eine erste Orientierung und Sicherheit bei der Nutzung digitaler Medien. Dabei erfahren Sie auch, wie Sie die einzelnen medial gestützten Formate mit der klassischen Präsenzlehre verbinden und wie unterschiedliche Einsatzszenarien miteinander kombiniert werden können.:Grußwort 3 Kommunikationsanlässe in der Lehrveranstaltung 4 Nutzung von Web 2.0 und Social Media für das Studium 6 Video-/Audio-/Chatkonferenzen 7 Foren 17 Blogs 23 Wikis 29 Trend: weitere Tools für die Online-Zusammenarbeit 37 Ausblick 38 Unterstützung, Services, Kontakt 39

Summaries in German and English / Text in German / Die vorliegende, in der Praktischen Theologie respektive Religionspädagogik verfasste Arbeit fragt nach einem geeigneten Rahmen, in dem religiöse Lernprozesse für Heranwachsende entstehen können, mit dem primären Ziel der Identitätsstiftung durch den christlichen Glauben. In dieser Untersuchung ist der Gedanke leitend, dass wahres Menschsein nur als Existenz im Gegenüber und in Beziehung zu Gott verstanden werden kann. Es wird argumentiert, dass Lernen nicht nur einen kognitiven Prozess darstellt, aber dass "Lernen in Beziehung" einen Beitrag zur Daseinsdeutung und Identitätsbildung leistet. Maßgebend ist dabei der Gedanke, dass nicht der Mensch den Glauben bewirkt, sondern Gott. Hinsichtlich meiner interdisziplinären Forschungen wurde deutlich, Essen in Gemeinschaft fördert aufgrund seiner impliziten Werte die Gesprächskultur des Glaubens und daher die Kommunikation des Evangeliums; wo Heranwachsende sich vor Gott und in Gemeinschaft mit Gott neu verstehen können; ganz wesentlich ist das Verständnis des „Sein-in-Gemeinschaft“ und das Vertrauen, Gott sichert seine Gegenwart und Gemeinschaft auf dem Weg des Lebens zu. / In this study processes of learning for teenagers are explored with a view to the formation of faith identity. The study is done within Practical Theology and Religious Education, but perspectives from other disciplines are also investigated. The underlying premise of the study is that humans cannot forge faith – faith comes through existence before God and a relationship with God. It is argued that learning does not come through cognitive processes only, but that "learning in relationships" contributes to understanding one's existence and the formation of the own identity. From an interdisciplinary perspective it is shown that communal meals foster relationships and promote a culture of discussion, therefore opening up the possibility of discussing the faith and of communicating the Gospel in an atmosphere of community; where young people could come to a new understanding of themselves before God and in relationship with God and others; where their faith identity could be formed. / Philosophy, Practical and Systematic Theology

Deutschlandweit nehmen die Schulen zahlenmäßig von Jahr zu Jahr zu, die ein bilinguales Angebot z.B. als Zweig oder als Modul in ihr Unterrichtsprogramm aufnehmen. Die meisten Angebote sind in englischer Sprache, aber auch andere – vor allem europäische Sprachen – spielen eine Rolle. Mittlerweile gibt es bilinguale Angebote in fast allen Fächern, wobei die gesellschaftswissenschaftlichen Fächer wie z.B. Geschichte und Geographie nach wie vor dominieren. Überraschenderweise spielt das Fach Darstellendes Spiel in der Diskussion um potenziell geeignete bilinguale Fächer weder in der Theorie noch in der Praxis eine nennenswerte Rolle. Mit der Wahl dieses Themas für die vorliegende Dissertationsschrift wird der bilinguale Sachfachunterricht Darstellendes Spiel erstmals in das Blickfeld der Forschung gerückt. Damit werden sowohl dem Sachfach als auch dem bilingualen Unterricht neue Perspektiven eröffnet. In der vorliegenden Dissertation wird folgenden übergeordneten Fragestellungen nachgegangen: Wie kann das bilinguale Sachfach Darstellendes Spiel für die Sekundarstufen I und II der allgemeinbildenden Schulen konzipiert werden? Worin liegt das besondere Potenzial des bilingualen Sachfachunterrichts Darstellendes Spiel? Welches sind seine spezifischen Merkmale? Dabei soll aufgezeigt werden, wo und in welchem Maße der Einsatz der Fremdsprache die sachfachliche Arbeit positiv oder negativ beeinflusst bzw. welche Auswirkungen der Unterricht im Sachfach auf den Fremdsprachenerwerb hat. Zur Beantwortung dieser Fragen wurde eine Auswahl existierender Ansätze zum szenischen Spiel im Fremdsprachunterricht unter Einbeziehung allgemeiner Überlegungen zur Funktion von Theaterspiel analysiert und zu den Besonderheiten des bilingualen Sachfachunterrichts in Beziehung gesetzt. Das auf dieser Basis erstellte Konzept wird in seinen vielfältigen Potenzialen analysiert und ausgelotet und mit Hilfe eines Praxisbeispiels in englischer Sprache veranschaulicht. / The number of schools in Germany which offer to teach one or more subjects in a foreign language (content and language integrated learning = CLIL) is still growing. The subjects often chosen for this type of instruction are Geography and History. Other subjects are less frequently taught in a foreign language. The courses vary in length (a number of school years or only some weeks). Drama is very rarely chosen as a CLIL-subject, and there are hardly any reports of successful teaching of or scientific literature about CLIL Drama. This thesis puts CLIL Drama for the first time in the centre of scientific research, thus opening new prospects for Drama and CLIL. The main questions this thesis attempts to answer are the following: What could a concept for CLIL Drama look like for pupils at state schools aged between 13 and 18? How can the potential value added of CLIL Drama be described? What are its key features? This thesis also points to the advantages and disadvantages of CLIL Drama. In the search for an answer to the above questions the author has analysed existing approaches to teaching a foreign language (mainly English, but also German and French) with the help of drama, including the current German discussion about bilingual teaching at state schools. Furthermore, the author presents an alternative look into what theatre is about in this context. On the basis of the results of her research the author draws up a broad concept for CLIL Drama at German secondary schools. The thesis concludes with an illustration of a CLIL Drama project (in English) launched among 14-year-olds at a German gymnasium.

Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist.

The Communicative Approach to Second Language Teaching in Current Textbooks of Czech for Foreigners Jarmila Valková Abstract The general part of the thesis reviews the background, current understanding and key principles of the Communicative Approach to second language teaching with regard to their foundation in the Direct Oral Method. The objective, usual teaching techniques and textbook components of Communicative Language Teaching are compared to the ones used in the Grammar-Translation Method to show the essential difference between the direct and indirect language approaches to language acquisition and their implications for the character of textbook components. The research part of the thesis examines selected textbooks of Czech as a second language which are supposed to epitomise the following tendencies in the area of contemporary writing of textbooks of Czech for foreigners: a) consistent use of the strategies and textbook components based on the Grammar- Translation Method, b) eclectic application of Grammar-Translation strategies and components together with certain features of the Communicative Approach, c) coherent implementation of the Communicative Approach with related techniques and textbook components. Existence of the above mentioned tendencies in current textbooks of Czech as a second...

Der vorliegende Artikel diskutiert die aktuellen Erscheinungs- und Wirkformen Neuer Medien in der Hochschullehre und setzt sich kritisch, am Beispiel der TU Bergakademie Freiberg, damit auseinander, was E-Learning im akademischen Bereich ist/sein kann und vor allem, wo ein Einsatz nachhaltig und sinnvoll möglich ist.

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)

In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms. This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project. The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom. In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews. The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour. Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers. In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)