DIDAE - Digital Didactics in Art Education
The project “Digital Didactics in Art Education” (DIDAE) gathers tools and ideas for teaching in art and design in a digital state of mind in schools and universities.
Steckbrief
- Beteiligte Departemente Hochschule der Künste Bern
- Institut(e) Institut Praktiken und Theorien der Künste
- Forschungseinheit(en) Kunstvermittlung
- Förderorganisation Europäische Union
- Laufzeit (geplant) 01.03.2021 - 28.02.2023
- Projektleitung Prof. Dr. Maren Polte
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Projektmitarbeitende
Gila Kolb
Lena Hoppenkamps
Ausgangslage
A specific skills gap has revealed itself among both school teachers and staff at tertiary education institutions, at least in part because of the COVID-19 pandemic: the ability to use digital resources effectively for teaching online and offline. In the school sector, accessibility and the use of open digital resources have emerged as particular concerns.
Vorgehen
-Intellectual output 1: Gathering digital tools and ideas for teaching art & design The intellectual output of Work Packages 1 and 2 will be an inventory of digital tools for making art and a collection of easy-to-follow, step-by-step instructions for using these tools. This output will also be a collection of creative ideas for teaching in the expanding digital classroom. – Intellectual output 2: Digital didactics and the potential of the body in art education Work Package 3 focuses on the potential of the physical body in the digital classroom. – Intellectual output 3: Online platform, Digital Didactics in Art Education (DIDAE) The output of Work Package 4 will be an online platform to bring together the intellectual output and the content. The criteria to be used for selecting tools and creating ideas are: open access; data protection; online stability; different end devices; peer-to-peer learning among users; social inclusion.
Ergebnisse
The DIDAE platform will serve as an open educational resource (OER). It will nourish the use of digital resources for learning in art & design during the current pandemic when distance learning is a necessity, and also in the times after the pandemic when students and teachers have returned to physical classrooms. Moreover, digital education has many benefits beyond the needs created by COVID-19, e.g. by allowing equal participation in education to students with special needs and to those unable to physically attend classes. This underlines the great potential of DIDAE for fostering different dimensions of inclusion.
