While Didaktik once was for the few in teacher education and a concept with very low status outside the pedagogical field, it is now common to use the term in politics, public and private organisations and associations in the civil society. If you need an expert in pedagogy or Didaktik in public service it isn’t seldom the case to invite lawyers, economist, private consultants or even just parents or layman (Prange). Through this expansion of the use of the term it is more and more questionable what it means. But also the Didaktik-field seems to be unaware or confused about the core of the discipline. On one side all kinds of discourses like social political (inclusion), economic political (entrepreneurship), identity political (safe spaces) wave against and into basic schooling. As soon as we talk about teaching and learning in any sense the term Didaktik is mobilized. On the other hand the discipline of Didaktik is in a crisis. - selv i feltet selv er der en diffusitet (og afskaffet) The very recent introduction of digital Learning Platforms in the Danish primary and lower secondary school can be seen as a concrete example of the outcome-based paradigm of educational thinking. The national requirements for the development of the platforms very explicitly demand the smooth integration of the national learning objectives and tools for evaluation of these in the course builder tool. The study of 102 most shared course designs in one of the most popular platforms (Meebook) showed that the use of objectives does not qualify the planning enterprise and the content of teaching rarely connects to the pupils’ preconceptions. Our analysis of the emerging affordance when the platform meets the teachers planning activities suggest that the use of learning objectives and evaluation tools has to be seen as rather instrumental. Further on our analysis documents that the teachers’ use of learning resources within the platform is disproportional to the overexposed learning intentions and the underexposed learning activities. The platform facilitates very much the use of digital learning resources and seems primarily to serve as a mere container for these resources. Even though the course builder in Meebook frames the planning of courses by chapters and some relevant planning tools the analysed course designs show only little characteristics of a complete course design in the sense of the Didaktik-tradition. The course builder does not facilitate to bring together the objectives the content, the activities (i.e. teaching methods) and the resources (Gissel, Graf, & Slot, n.y. (in review); Graf, Gissel, & Slot, n.y (in review); Graf, Slot, & Gissel, 2017). The German Didaktik-tradition has dealt with this core issue under the term interdependency (Heimann, 1962/1976; Heimann, Otto, & Schulz, 1965/1975) or the relation of implication (Blankertz, 1972; Klafki, 2001) of the mentioned categories. In order to renew this core issue for the didactical enterprise I present an analytical framework (model) that contains content, method and media as the main categories with each three subcategories and stresses the main relation between them (Graf, 2009). The framework builds on a pedagogical, historical, phenomenological and systematic argument and re-conceptualizes the German Didaktik-tradition (Graf, 2012a, 2012b). Finally the paper demonstrates how the analytical framework can be uses for designing didactic interventions and highly structured observations of teaching and learning (Mikkelsen & Graf, 2015).
|Status||Udgivet - 2018|
|Begivenhed||Netværket Curriculum and didactics in complicated dialogue.: netværket Curriculum and didactics in complicated dialogue. - Syddansk Universitet, Odense, Danmark|
Varighed: 25 jan. 2018 → 26 jan. 2018
|Seminar||Netværket Curriculum and didactics in complicated dialogue.|
|Periode||25/01/18 → 26/01/18|