Conference Agenda

Media and in particular digital media play an important role within the discussion unfold around the professionalization of practitioners in adult education as a heterogeneous target group (e.g. Rohs & Bolten 2017; Breitschwerdt et al. 2022). On one hand the focus of this debate is the identification of different necessary skills and knowledge resources adult educators have to develop in order to deal with the challenges and opportunities of a digital world. On the other hand, the research interest lies in the analysis of formal, but especially informal and non-formal learning processes in order to develop these skills and knowledge resources (ibid.). Looking at the documents of current EU education initiatives in this context (e.g. Council of the European Union 2021; European Commission 2020), digitalization is stylized as a turbulent, dark, and opaque sea in which adult education actors are called upon to navigate the European society as a global competitive player (Bellinger & Dehmel forthcoming – 2024). Consequently, adult education is an extremely heterogeneous field whose stakeholders can hardly be reduced to a common denominator, while at the same time European education policy attaches enormous strategic importance to it. Against this background, the associated professionalization processes of adult educators to acquire (digital) media related skills and knowledge resources become a very complex and simultaneously crucial element in order to ensure a successful “education in an age of uncertainty” in European society.

While the discussion about the necessary media related skills has now progressed very far and has produced a variety of knowledge based on empirical research (e.g. Schmidt-Hertha et al. 2020), there is surprisingly still an important gap in the question of what “media” actually are from the perspective of adult educators. Of course, most – if not all! – studies on media related professionalization define a concrete concept of media from media theory on which the analysis is based on. However, this is always a procedure that is naturally made by researchers with a view on adult education practice and practitioners. As far as we know, there have been no studies yet that explicitly deal with the latent ideas and associations that practitioners in adult education themselves have towards the question what media can be. This question seems to be particularly important because these ideas and associations frame their specific efforts of media related professionalization and an in-depth analysis will help to understand them better.

Our submission aims to fill this gap and will analyze excerpts from interviews with various planning and teaching adult education staff as further explained in the methods section. We deliberately base our study on a heterogeneous sample in order to do justice to the diversity of adult education. First, we will examine which latent perceptions and associations of the interviewed practitioners regarding the concept of media are concealed in the qualitative data material. Secondly, we reflect on our research results against the background of educational media theory. In doing so, we focus on theoretical deliberations that suggest a broader view on media beyond technologies as entities that decisively shape the way we perceive the world and how we relate to the world (Bettinger 2021). In the third step, we relate our media theoretical findings back to the discourse on media related professionalization in adult education and consider what significance they have with regard to a successful “education in an age of uncertainty” in perspective of EU adult education policy (e.g. Council of the European Union 2021; European Commission 2020).

The educational landscape has undergone fundamental changes in recent years due to the rapid development of digital technologies. One innovative technology gaining increasing importance in this context is Virtual Reality (VR) technology. With the capability to immerse learners in interactive learning environments, VR technology offers unique opportunities to expand and enrich traditional learning approaches (eg. Burdea & Coiffet, 2003; Butt, Kardong-Edgren & Ellertson, 2018; Herrington & Tacy, 2020).

In the realm of career orientation, the study conducted by Spangenberger and Freytag (2020) suggests that the utilization of Virtual Reality (VR) technology can serve as a valuable complement, enhancing various facets of the career orientation process. This technology facilitates immersive and authentic experiences, offering participants profound insights into diverse professional domains. Moreover, VR technology establishes a secure environment for the evaluation of intricate tasks and scenarios, enabling individuals to assess their aptitude for technical and manual professions, as well as explore diverse career pathways. This is particularly beneficial for refugees who are not yet familiar with the German job market and available options.

While the use of VR in educational and professional contexts has been extensively researched, the application of VR technology in literacy courses with a focus on career orientation has not been specifically addressed.

In 2023, within the framework of the "Educational Year for Adult Refugees with Limited or No Language and Literacy Skills" (BEF Alpha) project, VR technology was introduced into the context of career orientation at two selected educational institutions. This implementation underwent scientific monitoring, and some of the findings will be presented in the upcoming session.

BEF Alpha courses are designed to provide adult refugees in Germany, who have limited language skills, with the means to attain a solid understanding of the German language and acquire a foundational education necessary for successful integration into the society. This initiative is funded by BMBF (Federal Ministry of Education and Research) and involves a collaboration between the federal government and the state, and the Ministry of Education, Youth and Sports of Baden-Wuerttemberg. The target group of BEF Alpha courses are refugees between the ages of 20 and 35. About half of the participants are either people who have not previously attended school, or they are only literate in their native language. BEF Alpha aims to provide the refugee participants with sustainable competencies to manage their integration into society and their entry into the workforce. In 35 weeks (28 lessons per week), participants receive literacy and language training, basic digital education, as well as everyday life skills and basic civics education, and career orientation (Koppel, 2020).

The presentation centers on the domain of career orientation facilitated by Virtual Reality (VR) technology within the BEF Alpha program. The primary inquiry is framed as follows: "What success factors and design principles contribute to the proficient implementation of VR technology in adult career orientation, with a specific emphasis on literacy and basic education?"

To address this query comprehensively, the presentation will commence with theoretical perspectives, followed by an exploration of practical insights derived from the 2023 implementation of VR technology within the BEF Alpha program. Specifically contextualizing within the realm of career orientation and emphasizing literacy and basic education, the presentation aims to identify and discuss key success conditions and design principles emerging from the utilization of VR technology. These insights are intended to shed light on how VR technology enhances engagement and effectiveness in the career orientation process for adult learners. Furthermore, the findings will offer valuable guidance for educators, policymakers, and practitioners seeking to integrate VR technology into similar educational contexts.

As researchers in the field of media education and adult education, we were invited to support the implementation process of a local open learning centre for all - called DoLE. The aim was to support the implementation process actively with our educational expertise in self-directed learning (Faulstich & Grell 2005) and to gain reliable insights through evaluation. Therefore, we followed an action research approach. The local "Volkshochschule" (a traditional, non-commercial adult education organisation providing adult education in all regions of Germany) was in charge of the process; three academic staff members were part of the board and our core group. The board engaged ten new learning coaches paid on an honorarium for the work with the learning community. The qualification plan and process for the learning coaches to support open learning
started before we participated in the process. The centre's implementation began in 2022; as researchers, we supported the process from April to October 2023. Following a participatory approach, we discussed and negotiated all our plans for support and the evaluation with the board. All our notes and memos were part of the research process. We had monthly 3-hour meetings and a continuous exchange (in terms of content and organisation) between TU (academic staff) and DOLE project management. We conducted a participant observation during a training course for the learning coaches (May 2023). Central data collection took part during a participatory evaluation workshop (June 2023), focussing on the hindrances and challenges of the learning coaches. A full documentation of the workshop was shared with the coaches afterwards.
The research questions (developed with the board of the centre): What are the main challenges and potential hindrances in implementing an attractive centre for open learning? What are the perspectives of the learning coaches towards the process and its success?