On the use of YouTube, digital games, argument maps, and digital feedback in teaching philosophy.

Autor/inn/en	Bohlmann, Markus; Lanius, David; Maisenhölder, Patrick; Moser, Tim; Noller, Jörg; Schwartz, Maria
Titel	On the use of YouTube, digital games, argument maps, and digital feedback in teaching philosophy.
Quelle	In: Journal of didactics of philosophy, 7 (2023) [1], S. 1-20 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2624-540X
DOI	10.46586/JDPh.2023.9863
Schlagwörter	Digitale Medien; Spiel; Feedback; Lehren; Methodik; Video; Fachdidaktik; Digitalisierung; Transformation; Philosophie; Argument
Abstract	We give an overview of the methodological possibilities of some important digital tools for teaching philosophy. Several didactically applicable methods have evolved in digital culture, including their implicit methodologies, theories about how these methods may be used. These methodologies are already applied by philosophers today and have their benefits and justifications in philosophy classes as well. They can help to solve known problems of philosophy education. We discuss problems of incomprehensibility and their possible solutions through digital explanations in pod- and videocasts such as YouTube; problems of interaction, motivation, and immersion that digital games and gamification may solve; problems of the complexity of philosophical content and digital concept- and argument-maps to deal with these; problems of implicitness and the possibility to make implicit things in philosophy class explicit through indirect feedback tools.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1