Papers by Daniela Reimann
Intellect Books, 2008
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IGI Global eBooks, May 3, 2013
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Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation o... more Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This document represents the TACCLE 3 O4 deliverable entitled “Evaluation of existing resources (study/analysis)”.
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Labyrinth, die Zeitschrift der DGhK, Schwerpunktthema Digitale Medien. Berlin 2/2017, Heft 131, S.16-17 , 2017
Lernmaterialien zur Förrderung von Programmierfähigkeit in ästhetischen Prozessen am Beispiel "I... more Lernmaterialien zur Förrderung von Programmierfähigkeit in ästhetischen Prozessen am Beispiel "Interaktive Textilien"
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Computational Thinking in the STEM Disciplines, 2018
Several countries have usually adopted several priorities for developing ICT competences from kin... more Several countries have usually adopted several priorities for developing ICT competences from kindergarten to secondary education. Most of them are focused on the development of key competences and/or coding skills. Although coding may be very attractive for young students and a very good practice or experience, it could be more interesting to develop students’ logical thinking skills and problem-solving skills throughout programming approaches or computational thinking. This is a very exciting challenge with lots of possibilities regarding coding, robots, mobile devices, Arduino-based application, game-based learning, and so on. TACCLE 3 – Coding is a European Union Erasmus+ KA2 Programme project that supports primary school staff and others who are teaching computing to 4–14-year-olds. Specifically, TACCLE 3 project has three main objectives: (1) to equip fellow classroom teachers, whatever their level of confidence, with the knowledge and the materials they need to teach coding effectively; (2) to develop a website of easy-to-follow and innovative ideas and resources to aid teachers in teaching coding (they will also find a review of the current academic research and an overview of the resources currently available for teaching coding); and (3) to provide national and international in-service training courses and other staff development events to help support and develop confidence and competences in teaching coding. This chapter explains the work done in TACCLE 3 and the first experiences we have to introduce the computational thinking to the primary school teachers, with a special attention to the use of smart textile objects.
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CERN European Organization for Nuclear Research - Zenodo, Aug 9, 2022
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Zeitschrift für Berufs- und Wirtschaftspädagogik
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Trends in vocational education and training research, Vol. V. Proceedings of the European Conference on Educational Research (ECER), 2022
Context: The paper is based on the BMBF and ESF-funded research project 'Ageing-appropriate, proc... more Context: The paper is based on the BMBF and ESF-funded research project 'Ageing-appropriate, process-oriented and interactive further training in SME (API-KMU)', which is a collaboration between LSWI at the University of Potsdam, the Karlsruhe Institute of Technology KIT's Institute of Vocational and General Pedagogy, the media design and VR-development company rooom as well as two SMEs to apply the learning environment in the companies. The project aims to develop a virtual learning environment for novices in the job to benefit from the experiences and knowledge of skilled workers. In the paper, we look at research undertaken in one case: a company in natural stone processing (SPP). Approach/methodology: The research approach is based on the analysis of the work tasks (BAG); two main tasks for learning modules were identified. Semi-structured interviews with staff were done, and the observation of the workplace was both video-recorded. The didactic approach is subject-oriented, referring to self-directed and constructivist learning and shaping principles. These form the basis for the development of a virtual learning environment and training concept, including learning modules for use in SMEs. The learning environment is developed to support the SME's needs in the onboarding process. Findings: The analysis of the work process of mitre gluing was followed by the development of a so-called 'competence spider', a tool to support both self-reflection and external assessment in the context of employee interviews. It supports an open dialogue structured along the competences identified and required for the job and how those are perceived by the employee him/herself (internally) and by the supervisor (externally). Conclusion: The analysis of the work tasks (BAG) is a helpful instrument for both identifying skills and competences required and for developing criteria for a training concept. Complex work processes can be broken down into single activities to be used for self-and external assessment in an employee interview. The design process of a pedagogically shaped virtual learning environment is a complex and challenging process, which needs to be designed carefully
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Today, not only diverse design-related disciplines are required to actively deal with the digitiz... more Today, not only diverse design-related disciplines are required to actively deal with the digitization of information and its potentials and side effects for education processes. In Germany, technology didactics developed in vocational education and computer science education in general education, both separated from media pedagogy as an after-school program. Media education is not a subject in German schools yet. However, in the paper we argue for an interdisciplinary approach to learn about computational modeling in creative processes and aesthetic contexts. It crosses the borders of programming technology, arts and design processes in meaningful contexts. Educational scenarios using smart textile environments are introduced and reflected for project based learning.Hoy en día, no solo las diversas disciplinas relacionadas con el diseño requieren tratar activamente con la digitalización de la información y su potencial y efectos laterales con los procesos educativos. En Alemania, l...
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Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21), 2021
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The presentation was given at Carl Benz school Karlsruhe to the teachers. It deals with developin... more The presentation was given at Carl Benz school Karlsruhe to the teachers. It deals with developing Smart textiles with LilYPad Arduino technology, the didactic approach addressing Smart Textiles in Teaching-Learning processes, the context of the Erasmus+ Project RoboSTEAM and the organization with KIT students as mentors to run the school project.
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In the context of the collaborative project <em>Ageing-appropriate, process-oriented and in... more In the context of the collaborative project <em>Ageing-appropriate, process-oriented and interactive further training in SME</em> (API-KMU), innovative solutions for the challenges of demographic change and digitalisation are being developed for SMEs. To this end, an approach to age-appropriate training will be designed with the help of AR technology. In times of the corona pandemic, a special research design is necessary for the initial survey of the current state in the companies, which will be systematically elaborated in this paper. The results of the previous methodological considerations illustrate the necessity of a mix of methods to generate a deeper insight into the work processes. Video-based retrospective interviews seem to be a suitable instrument to adequately capture the employees' interpretative perspectives on their work activities. In conclusion, the paper identifies specific challenges, such as creating acceptance among employees, open questions, e....
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Medienimpulse, 2014
Die padagogische Zielgruppe des BMBF-Forschungsprojekts "MediaArt@Edu" (Leitung: Dr. Da... more Die padagogische Zielgruppe des BMBF-Forschungsprojekts "MediaArt@Edu" (Leitung: Dr. Daniela Reimann, Wiss. Mitarbeiterin: Simone Bekk) sind TeilnehmerInnen auserschulischer berufsvorbereitender Bildungsmasnahmen, die im Rahmen von kunstlerischen Workshops Medienprojekte am ZKM realisieren, die Gestaltungsprozesse mittels Projektportfolio visualisieren und – betreut von studentischen Mentoren – reflektieren. Die Jugendlichen sollen gestalterisch und spielerisch an Medientechnologien herangefuhrt werden, um eigene berufsubergreifende Potenziale entdecken zu konnen. Das KIT kooperiert dabei mit dem Zentrum fur Kunst und Medientechnologie und der Arbeitsagentur Karlsruhe. Es werden Workshops zu unterschiedlichen thematischen Medienmodulen durchgefuhrt und evaluiert, wie z. B. Roboter_Gestalten, Licht_Gestalten, GamesLab, Sound und Smart Textile (Wearables). Ziel des Vorhabens ist es, ein neues Konzept digitaler Medienbildung mit Lernprozessbegleitung durch Studierende zu entw...
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Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 2019
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Although the technical skills of pupils are quite high, the current approach to gain media litera... more Although the technical skills of pupils are quite high, the current approach to gain media literacy still focuses on updating software applying skills, rather than explor- ing the potential for learning and the nature of digital media as programmed entities. Most educational research was focussed on the computer simply as a tool or a re- source, rather than on the idea of making transparent informatic modeling. It discusses the impact of self- made hybrid learning environments to establish a multidimensional media literacy involving different human senses, aesthetic objects and artefacts.
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Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2016
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Papers by Daniela Reimann
Federal Ministry of Education and Research (BMBF), and co-coordinated by the Karlsruhe Institute of Technology’s Institute of Vocational and General Education in collaboration with the Center for Art and Media
ZKM’s department of Museum Communication, the German Federal Agency of Employment Karlsruhe.
The project aims to scrutinize art education approaches and mentoring concepts to be applied in digital media art education with young participants of vocational preparation7 and vocational orientation after
school programs. In the project, a new concept to support digital media literacy of young people by developing media projects documented in project portfolios is developed, applied and evaluated. It brings
together models of art and technology education accompanied by a specific mentoring concept including portfolio work. It perceives portfolio work as an aesthetic practice, rather than a simple tool for visualization, documentation and reflection of learning processes.
In the project, students of pedagogy as well as students of general and vocational education, engineering pedagogy and technology accompany young participants in vocational preparation programs. The project
aims to realize an education-through-art approach to technology by means of introducing artistic processes with digital media as well as didactic concepts of art education to vocational preparation which is rather unusual in VET.
In order to improve media literacy of the young participants the project aims to support them to shape their own vocational biography towards the development of a vocational identity.
In the paper, the challenges of contemporary vocational preparation measures will be addressed and the underlying didactic concept of mentoring such processes, as well as the areas of curricula of digital media are discussed. The educational setting brings together learning venues (ZKM and KIT) and consists of an art education-oriented introduction to the topic of each media module (such as robotics, light installation, Smart Textile, Virtual Worlds/games as well as Sound), a series of hands-on workshops held at ZKM as well as reflection workshop with students and participants using a more visual approach to evaluate the workshops and combine methods to stimulate feedback and discussion.
professionals for the new challenges and opportunities provided
by the ICT. Students must learn how to deal with all the issues
that emerge in this new context. They hsould caquire
computational thinking skills by integrating STEAM, however
this needs for changes in current learning curricula and also new
learning approaches. RoboSTEAM project deals with this issue by
the application of a Challenge Based Learning approach that uses
Robotics and Physical Devices. One of the problems found during
the project is the complexity of the application of a Challenge
Based Learning approach due to the special needs of each
educational institution. Given this situation the present work
presents provides a flexible definition of challenge and describes
also samples regarding how to use them.