Abstract:

Digital media and technologies have become indispensable in today's world. This development is also making inroads into educational institutions such as schools and universities. In this context it is important for both students and teachers to be able to deal with these developments and the resulting technologies in the classroom (KMK, 2017, 2021). Accordingly, the development of media- and digitalization-related competencies is becoming increasingly important in teacher education (Redecker & Punie, 2017).

The project "Teacher Education goes digital" (TEgoDi) at the University of Education Weingarten aims at supporting pre-service teachers in their acquisition of media- and digitization-related competencies. To achieve this, the university's curriculum is enriched with mandatory media projects and, simultaneously, necessary support structures are established. The following support structures are provided: (1) a pedagogical makerspace, (2) a tutoring system, (3) self-learning-courses, (4) an online self-assessment (OSA), and (5) a competence framework.

A central element of this project is the further expansion of the university's pedagogical makerspace, the Collaborative Liberal Laboratory (CoLiLab). In the CoLiLab, pre-service teachers are enabled to create digital artifacts with access to high quality hard- and software and support via qualified tutors. For this purpose, the university provides a comprehensive tutoring system, which is constantly evaluated and modified to meet the needs of pre-service teachers. Complementary self-learning courses were designed to foster the underlying theoretical foundation in various digital competence areas. These courses are distributed via the university's Learning Management System (moodle). Thematically, the courses are closely interwoven with the pre-service teachers' needs in the production of media products such as explainer videos or podcasts. However, students are also provided with essential knowledge regarding project management in the context of carrying out media projects or Open Educational Resources and Creative Commons licensing. Currently, several self-study courses are being evaluated and further revised and planned. In addition to the self-learning courses, the tutors and the pedagogical Makerspace CoLiLab, an OSA has been developed in which students can regularly monitor themselves in their individual media competence development. The assessment developed is based on a competence framework designed for the university and covers four core competence areas (evaluation, teaching and learning, digital resources, learner orientation). Based on the results from the OSA, students are given recommendations for their further development; likewise, these results can form the basis for consultation with tutors. Through the close integration between a theoretically founded basis through the competence framework, the available assessment as well as self-learning courses, tutors and the pedagogical Makerspace, students of the University of Education Weingarten are enabled to acquire 21st century skills.

The paper discusses the relationships between the elements described above and the added value of these linkages. The results from practice as well as from evaluations are highlighted.

Keywords:

Teacher Education, Digital Competence, 21st century skills, Makerspace, Tutoring system, Self-learning courses, Online self-assessment.