Ingo Karl Bosse

Applying Movie and Multimedia to the Inclusive Learning and Teaching in Germany: Problems and Solutions

The focus of the study is on the didactic and methodological implementation of inclusive education through multimedia with a focus on film. The data was provided by teachers using media in their lessons incorporating inclusive forms of learning. The whole project consisted of phase I and II. The educational homepage “Planet School” by the public broadcaster WDR was used as an example. For this purpose, different types of schools worked with “Planet School” in inclusive education. Using guidelines based on the findings of the first phase, the public broadcasting organization WDR made four films for use in geography lessons, as well as additional media and materials for inclusive education. The focus of phase II is on the didactic and methodological implementation of inclusive education using film as a medium. The question is examined: How successfully can pupils learn using films and materials designed using inclusion guidelines? The existing films and materials were tested by eight inclusive classes. Based on these tests, an understanding of how media should be designed to acquire knowledge in inclusive education was achieved. The results of data analysis underline the relative satisfaction of students and teachers. The systematic comparison of the different data sources was made along deductively and inductively developed categories. These example of a personalised learning with a blended learning platform show not only how media based education can enhance everybody’s ability to learn, but also that special education can be a key driver in proliferating media related learning.

Criteria for Designing Blended Learning Materials for Inclusive Education: Perspectives of Teachers and Producers

Inclusion and learning with media are both global megatrends in 21st century education and both are stimulating profound changes for educational institutions. While there is consensus that media education offers special opportunities for inclusive classrooms, most of the blended learning platforms currently on offer are not accessible to and thus not usable for students with special needs. It is a challenge for both teachers and producers of media based learning materials to meet the needs of all students. The purpose of the exploratory study presented here was to collect qualitative data on the didactical requirements for inclusive learning materials from the perspectives of teachers and producers. The subject of the study was “Planet School”, the most important blended learning platform available for schools in Germany. To include the perspectives of experienced teachers the first research module had a focus on their practical experiences in inclusive classrooms. Based on participatory observation and interviews it was possible to develop recommendations for the design of blended learning materials for inclusive education. The second module focused on the perspectives of the producers. Based on the results of module one the responsible public broadcaster developed criteria for the design of materials, modules, and activities for inclusive education. This article compares the different perspectives. This procedure will lead to the development of a blended learning platform that addresses the needs of different types of learners and offers accessible and usable materials including movies, television broadcasts, and interactive and multimedia content for students with different prerequisites for learning.

“Planet School”: Blended Learning for Inclusive Classrooms

“Planet School” is currently the most important blended learning platform in Germany. The multimedia content of the popular website is developed especially for teachers by the public service broadcasters WDR and SWR. However, as it stands today, “Planet School” is neither accessible by all students, nor does it meet the needs of the entire student population. This paper presents both the results of the evaluation of the learning platform in inclusive classrooms and first recommendations on how to offer variable content for students with special needs. The revised version of “Planet School” shall address different types of learners and offer accessible and usable materials, including movies, television broadcasts, interactive and multimedia content for students with very different prerequisites for learning. The paper has implications for application-oriented research in the field of e-inclusion and blended learning, for the development of multimedia content by broadcasters and others as well as for the use of multimedia in inclusive classrooms.

Accessibility as Prerequisite for the Production of Individualized Aids Through Inclusive Maker Spaces

The article demonstrates by the example of persons with complex needs how to open up 3D-printing and peer production to everybody. It describes the requirements for accessibility and a competence-based scalable approach that empowers persons with complex needs to produce prototypes of products – such as assistive tools. In addition to discussing the systematics of the fields of action, the focus of the presentation will be the developed accessibility checklist and the tested products. Furthermore, first findings and products, such as a methodology for co-constructing products in a design thinking process and up taking results from social innovation, are described. General principles of accessibility for the design of maker spaces are presented, to sensitize the maker scene for this issue. These general principles are complemented by applicable standards, guidelines to be followed and supporting funding.

Media Use of Persons with Disabilities

The study “Media use of Persons with Disabilities” (MMB16 [1]) provides data on disabled people’s access to and personal use of media and the limitations in the use of such media. Nowadays, full and effective participation in society [2] is not possible without full and effective participation in media and communication. To date, there is no valid data about media usage by the disabled in Germany.

Gestaltungsprinzipien für digitale Lernmittel im Gemeinsamen Unterricht. Eine explorative Studie am Beispiel der Lernplattform Planet Schule.

Fast 160 Staaten haben die UN-Behindertenrechtskonvention inzwischen unterzeichnet. Die Ratifizierung dieses volkerrechtlichen Vertrags hat in der Bildung Veranderungen hin zu Systemen, die inklusiv fur alle Schulerinnen und Schuler ausgestaltet sind, weltweit enorm beschleunigt. Eine der zentralen Herausforderungen bei der Umsetzung inklusiver Bildung besteht zur Zeit darin, „didaktische Leitlinien fur den Umgang mit Vielfalt in der Schule“ (Amrhein, Dziak-Mahler 2014: Titel) zu formulieren.

Research and Intervention to Improve Institutional Structures for Adult AAC Users

In order to promote the establishment and implementation of AAC in facilities for adults with complex communication needs, this study examined: which binding institutional and network structures contribute to the establishment and implementation of AAC, and how AAC can lead to more self-determination and participation in assisted living and sheltered workshop facilities. Additionally, the research examined how a service center, where AAC users give peer advice, can support this process. In order to achieve triangulation, expert interviews, participatory observations and a group discussion were conducted. The definition of the categories is based on the participation model by Beukelman and Mirenda and the International Classification of Functioning, Disability and Health (WHO). The main factors for the successful implementation of AAC are awareness, knowledge, and institutional structures and structural parameters. The results led to recommendations for the implementation of AAC in living and working facilities for adult AAC users.

Cloud Computing in European Schools – The Impact on Inclusive Education

Cloud Computing can be a key driver for innovation and transformation in learning and teaching. The School on the Cloud network, consisting of 57 partners from multiple disciplines in 18 European countries, aims to explore this technology to find new dynamic ways of delivering education. One key result published thus far analyses 59 existing good-practice case studies exploring the impact of the Cloud on personalized learning for pupils with special needs. It also discusses how teachers can use new technologies as a value added component in inclusive education.