From Gyaanipedia

The multimedia and digital textbook mBook is a construction-transparent, interactive and individualizable learning and workbook for the classroom and was prototypically designed for the subject history. In terms of subject content and didactics, this browser-based textbook is a new development for competence-oriented and differentiated teaching. It is based on a conception and development strategy, which was worked out by the Institute for Digital Learning under the direction of Marcus Ventzke and Florian Sochatzy on the basis of research results in history didactics. In the process, the mBook was developed not only as a promotional tool, but also as a research tool The mBook for the subject History now exists in several versions. The mBook Belgium has been used in the German-speaking Community in Belgium since 2013. Since 2014, the second version (mBook NRW) has been in use as part of a scientifically accompanied pilot project. On March 9, 2017, the mBook Russian-German Cultural History was published as freely accessible Open Educational Resources material on behalf of the Ministry of Labor, Health and Social Affairs of the State of North Rhine-Westphalia.

Since August 2016, the mBook Geschichte has been available to all teachers and learners through the mbook.schule project via a licensing model. The mBook Geschichte is also part of the tablet project for general secondary schools in Baden-Württemberg. In February 2018, the first regionalized edition of the mBook Geschichte for Baden-Württemberg (grades 7-9) was published on www.mbook.schule.

The mBook NRW for Joint Learning (mBook NRW GL) takes a completely different approach. It is the first mBook developed for inclusive learning and can be used throughout lower secondary school. It was completed at the end of 2017 and will be available on a specially developed distribution platform for all schools in North Rhine-Westphalia from spring 2018.

In 2017, mbook.schule was acquired by Cornelsen. Currently, already established textbook series from Cornelsen Verlag are being digitally implemented under the brand name "mBook". These can be tried out and tested by schools from the 2018/2019 school year. As part of this trial, the mBook History will be available free of charge between September 2018 and July 2019 The mBook brings together several subject-didactic, technical and learning-psychological theoretical foundations into a textbook aimed at concrete school learning situations, which defines itself as a completely digital and construction-didactic teaching and learning work. The mBook removes the limitations of analog teaching materials and thus creates - for example in the areas of multiperspectivity, differentiation, material coherence, methodology and orientation ability - an expansion of subject-related working and cognitive possibilities that cannot be achieved by analog means or only with an unjustifiably high planning and organizational effort. The theoretical basis of history didactics is the competency structure model of the international research group for the 'Promotion and Development of a Reflective and Self-Reflective Historical Consciousness (FUER Group). Based on this model, the mBook considers history as a construction that, starting from respective present challenges, is directed towards the past in order to obtain orientation-relevant constructions of meaning for present and future life. Even methodologically regulated narratives about the past always transport individual or collective interests and expectations for the future. In this way, they create not only knowledge about the past, but at the same time offers of orientation for the recipients. Being able to re- and de-construct such stories is the core of the subject. Historically competent students are those who can actively tell stories themselves, as well as analyze and develop existing stories. To deal with history in the classroom thus means: "thinking history instead of cramming it". By its very nature, history cannot be taught or memorized in the form of a simple sender-receiver relationship. Students should learn to work through it in a reflective and self-reflective way. Following Marcus Ventzke's reflections on the development of a digital didactics of construction, the authors of the mBook use the multidimensional and potentially unfinished construction possibilities of the digital sphere as an open design space. This is evident on the level of presentation as well as on the level of work: users can use all of the media possibilities offered by the mBook in multifunctional elements (boxes) in a receiving as well as constructing manner ... The mBook is also a stimulus for media education in school contexts. A responsible, self-determined and methodically controlled approach to new media can be integrated into the educational process at school by means of concrete tasks, topics and teaching materials. By conducting Internet research in the context of subject-related tasks, learning about the effects of links and acquiring digital communication techniques through collaborative learning situations, learners can combine media learning with the benefits of work.

In the DG, the use of the mBook is scientifically accompanied by a BMBF project. In a longitudinal study, learners of the DG take part in a competence test at the beginning of each school year. The question is whether the use of the mBook has an effect on the acquisition of competencies. The mBook opens up even more possibilities in textbook and competence research in other formats. Technology-supported textbook research using the mBook yields empirically valid data on the use of history textbooks in the classroom for the first time. These can be used to survey competency characteristics, but also to promote competencies. Inclusive classes are a special field of application. The development work required for this is carried out by the Institute for Digital Learning. The scientific research of the mBook is carried out through cooperative partnerships between the Chair of Theory and Didactics at the University of Eichstätt-Ingolstadt, the Institute for Digital Learning and other research institutions. Partners for empirical research are the German Institute for International Educational Research Frankfurt am Main, the Leibniz Institute for Knowledge Media Tübingen and the Hector Institute for Empirical Educational Research at the Eberhard Karls University Tübingen.

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Das elektronische Schulbuch:Fachdidaktische Anforderungen und...