Innovation boost at the JGU: New laboratories for creative learning founded!

Innovation boost at the JGU: New laboratories for creative learning founded!

Gutenberg-Campus, Mainz, Deutschland - The Johannes Gutenberg University Mainz (JGU) has undertaken an important step towards media and future-oriented teaching. With the establishment of the Learning Future Laboratory (Leaf.Lab) and the Media Education Lab (Medu-LAB) on the Gutenberg Campus, a space is created to promote innovative and creative work methods with modern digital media. These Labs set new standards in teacher training by enabling the students to gain practical experience in dealing with digital media and to reflect on media didactic methods.

In the detailed range of the Leaf.lab, two central areas are available: the Digilab and the project LAB. The DIGILAB offers teacher students the opportunity to experiment in everyday digital life. In addition, a podcast studio is set up that provides the student audio productions. The project LAB, on the other hand, promotes project -oriented learning in a motivating atmosphere in which students can work on project projects. This initiative is supported by the Coordination Center Sunny (Sustainable University) and Future@JGU.

media education focus

The Medu Lab, that of Prof. Dr. Jasmin Bastian and Dr. Lena Groß-Mlynek was designed, has a clear media education focus. It examines innovative media technologies in educational contexts, with the research focus on learning software, digital education materials, apps, games as well as VR and AI-based applications. The scientific examination of these technologies is an essential part of the contemporary teacher training, which is constantly evolving to meet the challenges of the digital world.

digital media are indispensable in teaching and learning settings, both in presence and digital formats. Further analyzes show that positive attitudes, student-oriented thinking and competencies in the Tpack model are crucial for how teacher-students digital media effectively use in class. The quality of the seminars and practical didactics are decisive. University development measures, such as the equipment with mobile devices, support this development considerably.

challenges and perspectives

Despite the progress, there are also considerable obstacles to the use of digital media. Many teachers report a lack of previous experience, negative attitudes and an inadequate infrastructure in schools. The development of curricula in the context of digitization is also a great challenge that forces political actors to identify changes and to derive requirements for the education system.

The examination of digital media must follow a holistic approach that goes beyond the mere technical equipment. Finally, media education as a cross -sectional task should be integrated into other educational areas in order to use the opportunities of digitization comprehensively. The TPack model can serve as a helpful orientation framework to support the use of digital media in non-formal education.

In certain studies, there are both positive and negative effects of digital media on social skills, which is why open research questions exist on the long -term effects of digital media. So far, extensive studies have also been missing that extensively illuminate the perspectives of students on curricula and the role of mentors in the formation of teaching.

Overall, it becomes clear that the new infrastructure of the JGU and the associated initiatives play an important role in the progressive process of digitization of education. The development of innovative teaching methods and the promotion of a critical use of digital media are prerequisites for transforming the educational landscape.