{"id":256,"date":"2018-05-08T08:32:28","date_gmt":"2018-05-08T06:32:28","guid":{"rendered":"https:\/\/carolinerothebner.wordpress.com\/?page_id=256"},"modified":"2026-06-02T13:48:04","modified_gmt":"2026-06-02T11:48:04","slug":"projects","status":"publish","type":"page","link":"https:\/\/me.aau.at\/~caroth\/projects\/","title":{"rendered":"Projects"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"256\" class=\"elementor elementor-256\">\n\t\t\t\t<div class=\"elementor-element elementor-element-158cdc7e e-flex e-con-boxed e-con e-parent\" data-id=\"158cdc7e\" data-element_type=\"container\" data-settings=\"{&quot;content_width&quot;:&quot;boxed&quot;}\" data-core-v316-plus=\"true\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-127acf5 elementor-widget elementor-widget-text-editor\" data-id=\"127acf5\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.19.0 - 07-02-2024 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Mobile Phone Ban in Schools \u2013 An Accompanying Study on Its Implementation in Carinthia<\/strong> <strong>(May 2025 &#8211; June 2026, together with Larissa Krainer and Lieve Lagor)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph {\"className\":\"\"} -->\n<p>Since May 1, a general ban on mobile phones during lessons has been in place at Austria\u2019s compulsory schools up to the eighth grade. In Carinthia\u2019s primary schools, the ban has been in effect since February 2025, following a decree by the Carinthian Directorate of Education classifying smartphones, smartwatches, and similar electronic communication devices as disruptive to school operations. Particularly in primary schools, it is emphasized that these devices can negatively affect both lessons and the pedagogical and social development of children. Mobile phones and similar devices may no longer be used during lessons, breaks, or other school events, unless explicitly permitted by the teacher for learning purposes. This new regulation, commonly referred to as a &#8220;mobile phone ban,&#8221; presents both opportunities and challenges for everyone involved\u2014students, teachers, principals, and parents.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph {\"className\":\"\"} -->\n<p>This collaborative research project with the province of Carinthia investigates how the ban has so far been implemented in Carinthian schools, the experiences gained, the observable impacts, as well as the advantages and disadvantages perceived by students, teachers, and parents. The goal is to derive practical recommendations to support and sustainably accompany the implementation of the regulation. In light of the nationwide ban starting in May 2025, affected individuals from secondary education will also be included in order to enable a collective reflection on the process, which raises numerous pragmatic and ethical questions. Methods in use: Expert interviews, survey, group discussion including participatory observation.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as: <\/strong>Handyverbot an Schulen. Forschungsbericht, zusammen mit Larissa Krainer und Lieve Lagor. Universit\u00e4t Klagenfurt. <a href=\"https:\/\/netlibrary.aau.at\/urn\/urn:nbn:at:at-ubk:3-1235\">https:\/\/netlibrary.aau.at\/urn\/urn:nbn:at:at-ubk:3-1235<\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:image {\"id\":712,\"width\":\"238px\",\"height\":\"auto\",\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"align\":\"left\"} -->\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-image-712\" style=\"width: 238px; height: auto;\" src=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/353723_picture-a-computer-from-the-1980s-on-the-beach.-on_xl-1024-v1-0-1.png\" alt=\"\" srcset=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/353723_picture-a-computer-from-the-1980s-on-the-beach.-on_xl-1024-v1-0-1.png 1024w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/353723_picture-a-computer-from-the-1980s-on-the-beach.-on_xl-1024-v1-0-1-300x300.png 300w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/353723_picture-a-computer-from-the-1980s-on-the-beach.-on_xl-1024-v1-0-1-150x150.png 150w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/353723_picture-a-computer-from-the-1980s-on-the-beach.-on_xl-1024-v1-0-1-768x768.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<!-- \/wp:image --><!-- wp:group {\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group\"><!-- wp:paragraph -->\n<p><strong>Discourses on the Mediatization of the Office<\/strong> <strong>(funded by the Austrian Science Fund, FWF, Jan. 2024 &#8211; Jan. 2027)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The interrelation between work and media change is theoretically described as the mediatization of work. Based on this concept, the project focuses on the mediatization of the office. It investigates how the transformation of the office, along with the establishment of digital media, is portrayed and negotiated in media discourses from the 1980s until present. Therefore, a discourse analysis is applied adapted from The Sociology of Knowledge Approach to Discourse (SKAD). The project contributes to the theory of mediatization twofold: First, concerning the historical transformation of the office along with the establishment of digital media. Second, concerning the occurrence of this topic in <em>media<\/em> discourses \u2013 which shows another aspect of mediatized work.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.aau.at\/en\/media-and-communications\/research\/fwf-project-discourses-on-the-mediatization-of-the-office\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"link\" data-id=\"https:\/\/www.aau.at\/medien-und-kommunikationswissenschaft\/forschung\/fwf-projekt-diskurse-zur-mediatisierung-des-bueros\/\">Learn more about it<\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>From Trash TV to Cult Phenomenon: Discourses on Reality-TV (October, 2024 &#8211; September 2025)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The term <em>reality TV<\/em> refers to the media presentation of real events with real people as the main protagonists. Since the early 1990s, this genre has been firmly established in German-speaking television and has now also conquered video and streaming platforms. Almost a quarter of a century after the entrance of contestants into the <em>Big Brother<\/em> house (RTL 2, 2000) caused a stir, the formats have become increasingly diversified. The spectrum of productions ranges from amorous adventures on <em>Temptation Island<\/em>, to disgusting boundary-pushing experiences in the <em>jungle camp<\/em>, to humiliating matchmaking attempts on <em>Schwiegertochter gesucht<\/em> (<em>Looking for a Daughter-in-Law<\/em>). In recent years, there has been frequent talk of a shift in the image of reality TV, moving away from trash TV towards a cult phenomenon, with programs that (apparently) pay attention to political correctness. Recently, <em>Germany&#8217;s Next Topmodel<\/em> (GNTM) has undergone such a &#8220;transformation.&#8221; As part of this teaching-research project, media discourses on the transformation of reality TV are being examined using the Sociology of Knowledge Approach to Discourse. It is based on the assumption that discourses not only represent reality but also co-construct it.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>See the newspaper article from 22 January, 2026 in &#8220;Die Presse&#8221; <a href=\"https:\/\/www.diepresse.com\/20484514\/reality-tv-setzt-uns-die-rosa-brille-auf\" data-type=\"link\" data-id=\"https:\/\/www.diepresse.com\/20484514\/reality-tv-setzt-uns-die-rosa-brille-auf\">online<\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<p><strong><span class=\"uppercase\">Media biographies <\/span>(March 2019 &#8211; Oct. 2021, together with Christian Oggolder)<br \/><\/strong><br \/>Traditional media use research mostly aims at quantitative aspects about media use. The level of subjective media use is hereby not taken into consideration. Scientific research in media biographies starts with the individual experience of everyday life and attempts more thoroughly to approach people\u2019s (mediatized) lives. Media biographies of elderly people are examined with the help of media biographical interviews that are conducted during a training research project. The role of media is explored regarding their significance within the course of the elderly\u2019s lives as well as within the context of their biographies. The focus is especially on the role of digital media in their everyday lives.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> Narratives on ageing and media use. Results of an Austrian media biographical study (Oggolder, Christian\/Roth-Ebner, Caroline) (2024): In: Social Science Forum 12.2024. 15-37. <a href=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2025\/05\/Oggolder_Roth_Ebner-Social-Science-Forum-2024.pdf\">Open access.<\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>German Publication<\/strong>: Leben mit Medien. Medienbiografien von \u00e4lteren Menschen (Roth-Ebner, Caroline\/Oggolder, Christian) (2023) In: Medienimpulse 61 (1). doi: 10.21243\/mi-01-23-06, <a href=\"https:\/\/journals.univie.ac.at\/index.php\/mp\/article\/view\/7610\/7940\" target=\"_blank\" rel=\"noreferrer noopener\">read online<\/a>.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Media consumption worlds for children<\/span> (Oct. 2016 &#8211; December 2021)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:image {\"id\":334,\"width\":\"478px\",\"height\":\"356px\",\"align\":\"left\",\"className\":\"wp-image-334 alignright\"} -->\n<figure class=\"wp-block-image alignleft is-resized wp-image-334 alignright\"><img decoding=\"async\" class=\"wp-image-334\" style=\"width: 478px; height: 356px;\" src=\"https:\/\/carolinerothebner.files.wordpress.com\/2019\/04\/9jc3a4hrige-lolsammlung.jpg\" alt=\"LOL collection of a nine year old girl (puppets, accessoires, merchandising and handwork))\" \/>\n<figcaption class=\"wp-element-caption\">LOL collection of a 9-year-old girl<\/figcaption>\n<\/figure>\n<!-- \/wp:image --><!-- wp:paragraph -->\n<p>Children grow up in a society in which media are omnipresent and which is highly consumption-oriented. One could say that in the course of the 21<sup>st<\/sup> century childhood has become mediatized on the one hand, and commercialized on the other. These two aspects are combined in media consumption worlds for children. What is intended with this concept? Firstly, the productions are crossmedia systems in which one script is made available through various media. Secondly, they are called \u201cworlds\u201d, because not only do they convey a story, they also make it accessible. This can be achieved through interactive media (web applications, computer games etc.), but also through toys and merchandising concerning the everyday life. As a result, these products enable children to actively and affectively experience the story and brand loyalty then stimulates further consumption. Some examples are Disney\u2019s Frozen, Star Wars or TOPModel by Depeche. In the project, the media consumption worlds are accessed with the help of media analyses and qualitative interviews with children and their parents, partly realised in research seminars, as well as with an online survey.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> \u201cYou just have to join in\u201d\u00a0\u2013 A mixed-methods study on children\u2019s media consumption worlds and parental mediation. In: Communications. https:\/\/doi.org\/10.1515\/commun-2021-0111, <a href=\"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/commun-2021-0111\/pdf\" target=\"_blank\" rel=\"noreferrer noopener\">read online<\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Partly published as<\/strong> \u201cS\u00fc\u00dfer die Kassen nie klingeln. Mediale Konsumerlebniswelten f\u00fcr Kinder und deren medienethische Implikationen&#8221;. In: Litschka Michael\/Krainer Larissa (Eds.) (2019): Der Mensch im digitalen Zeitalter. Ethik in mediatisierten Welten. Wiesbaden: Springer VS, 153-182. DOI: <a href=\"https:\/\/doi.org\/10.1007\/978-3-658-26460-4_8\" rel=\"nofollow\">https:\/\/doi.org\/10.1007\/978-3-658-26460-4_8<\/a>, <a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-658-26460-4_8\"><strong>read online<\/strong><\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><strong><span class=\"uppercase\">\u201cFlipped Classroom\u201d \u2013 media education project at Carinthian schools<\/span> (Sep. 2018 &#8211; Feb. 2019)<br \/><\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:image {\"id\":312,\"width\":\"450px\",\"height\":\"342px\",\"align\":\"left\"} -->\n<figure class=\"wp-block-image alignleft is-resized\"><img decoding=\"async\" width=\"2291\" height=\"1744\" class=\"wp-image-312\" style=\"width: 450px; height: 342px;\" src=\"https:\/\/carolinerothebner.files.wordpress.com\/2018\/10\/foto-flipped-classroom_dig-text.jpg\" alt=\"Foto flipped classroom_dig. text\" srcset=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text.jpg 2291w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text-300x228.jpg 300w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text-1024x780.jpg 1024w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text-768x585.jpg 768w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text-1536x1169.jpg 1536w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/10\/foto-flipped-classroom_dig-text-2048x1559.jpg 2048w\" sizes=\"(max-width: 2291px) 100vw, 2291px\" \/>\n<figcaption class=\"wp-element-caption\">Students as instructors<\/figcaption>\n<\/figure>\n<!-- \/wp:image --><!-- wp:paragraph -->\n<p>In the course of the \u201cDigital Year 2018\u201d the province of Carinthia has financed media education projects at different Carinthian schools. The project \u201cFlipped Classroom\u201d was launched in mid-September by a team of the Department of Media and Communications\u00a0 at the University of Klagenfurt (project coordinator and scientific assistant: MMag. Andreas Hudelist, project leader: Assoc. Prof. Mag. Dr. Caroline Roth-Ebner).<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The aim of the project was to promote the students\u2019 as well as their teachers\u2019 media literacy. Six classes from four different schools took part in this project (from lower and upper grades as well as from elementary schools). Workshops were held in these classes, during which children and teenagers, with the support of a media education professional (Andreas Hudelist), first reflected on and then documented their own media use (from smartphone to video games). Taking the students\u2018 personal interests as a starting point, they worked on topics concerning the use of media (e.g. Social Media, copyright, fake news). The students prepared teaching modules, which in part focused on the didactic use of digital media. These lessons were then held by the students in twin classes from lower grades. That is how the project guaranteed peer-to-peer learning. Furthermore, it was expected to gain effective learning experience on the side of the teachers, as the core element of \u201cFlipped Classroom\u201d is the change of roles between teachers and students.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The workshops were gradually held from September to February 2019 at the following schools: Elementary School Volksschule 1 Feldkirchen, Highschool NMS 10 Klagenfurt, Bilingual BHAK Klagenfurt and BG\/BRG M\u00f6ssingerstra\u00dfe Klagenfurt. The twin classes, in which the participating students were holding their individually created teaching modules, were also from the Elementary School VS 8 Dr. Karl Rennerschule Klagenfurt.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The evaluation of the project revealed that the peer-to-peer learning structure helped the students to experience the role of experts\/educators on the one hand and to learn from their peers on a low-threshold level on the other.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as:<\/strong> \u201cK\u00f6nnen wir bitte auch mal Mathe so machen?\u201d Ein Peer-to-Peer-Projekt im Schulkontext, together with Andreas Hudelist, in: MERZ, Jg. 64, H. 1, 2020, 68-73.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Media education project at Carinthian schools: &#8220;Schaut her! Ich zeig&#8217;s euch digital!&#8221;<\/span> <span class=\"uppercase\">(\u201cLook! I&#8217;ll show you digitally!\u201d)<\/span>\u00a0 (April &#8211; July 2018)<br \/><\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:image {\"id\":259,\"width\":\"506px\",\"height\":\"336px\",\"align\":\"left\",\"className\":\"aligncenter size-medium wp-image-259\"} -->\n<figure class=\"wp-block-image alignleft is-resized aligncenter size-medium wp-image-259\"><img decoding=\"async\" width=\"2048\" height=\"1365\" class=\"wp-image-259\" style=\"width: 506px; height: 336px;\" src=\"https:\/\/carolinerothebner.files.wordpress.com\/2018\/05\/img_2188_watermark_rolandbanko_.jpg?w=600\" alt=\"IMG_2188_watermark_rolandbanko_\" srcset=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/05\/img_2188_watermark_rolandbanko_.jpg 2048w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/05\/img_2188_watermark_rolandbanko_-300x200.jpg 300w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/05\/img_2188_watermark_rolandbanko_-1024x683.jpg 1024w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/05\/img_2188_watermark_rolandbanko_-768x512.jpg 768w, https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2018\/05\/img_2188_watermark_rolandbanko_-1536x1024.jpg 1536w\" sizes=\"(max-width: 2048px) 100vw, 2048px\" \/>\n<figcaption class=\"wp-element-caption\">Foto: Roland Banko &#8211; www.rolandbanko.com<\/figcaption>\n<\/figure>\n<!-- \/wp:image --><!-- wp:paragraph -->\n<p>From April to July a team of the Department of Media and Communications at the University of Klagenfurt has been working on the project \u201cLook! I\u2019ll show you digitally!\u201d (project coordinator and scientific assistant: Mag. Nicole Duller, project leader: Assoc. Prof. Mag. Dr. Caroline Roth-Ebner), which has been financed by the province of Carinthia.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The aim of the project was to promote the pupils\u2019, the parents\u2019 and the teachers\u2019 media literacy. Six classes\/groups of six different schools in Carinthia were participating (lower and upper cycle). Workshops were held in these classes from April to July 2018, in which children and teenagers, with the support of a media education professional (Nicole Duller), reflected on and documented their own media use. Moreover, they produced their own media contents according to their individual interests. At the same time, the students acquired important media literacy skills.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The outcome of the project, so to speak the students\u2019 \u201cmedia footprints\u201d were presented on Wednesday, June 20, at 5:30 p.m. at the \u201cH\u00f6rsaal B\u201d at the University of Klagenfurt. There students were able to give not only their parents but also their teachers an understanding of the creative and productive potential of digital media, presenting them concrete forms of use and applications (by entering into a dialogue with each other). As the evaluation of the project revealed, the students very much appreciated having had a chance to exchange their experience in the use of media and to create their own media products without fear of being graded.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The schools involved were: the Praxisschule Verbundmodell Neue Mittelschule Klagenfurt, the Neue Mittelschule Annabichl, the Ingeborg-Bachmann-Gymnasium, the Europagymnasium, the Waldorfschule Klagenfurt and the Polytechnic School Villach.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> \u201cMedienperformanz als didaktisches Prinzip medienp\u00e4dagogischer Praxis\u201c, together with Nicole Duller, in: Medienimpulse 4\/2018, 1-23, <a href=\"https:\/\/www.medienimpulse.at\/articles\/view\/1298\" target=\"_blank\" rel=\"noopener noreferrer\">read online.<\/a><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>One of the \u201cmedia footprints\u201c was awarded the \u201cmedia literacy award\u201c of the Austrian Federal Ministry of Education, Science and Research 2019<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Digital Media in the Workplace<\/span> (2009-2014)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The research project was conducted in the course of Caroline Roth-Ebner\u2019s habilitation thesis (\u201cDer effiziente Mensch\u201d). It focused on the use of information and communication technology (ICT) at work. The core research interest lay in the subjective mental states of people working within the dynamics of media, time and space. 20 interviews with people who intensively use ICTs at work (so called digicom workers) were conducted and complemented by their sketched visualisations. Based on the results of this qualitative study, an online questionnaire was spread in order to reach a broader population (N = 445). The results revealed that there is an ideal type of the \u2018efficient human\u2019 who seeks efficient work performance in order to master a maximum of tasks. Digital media thereby become tools that enable workers to plan, perform, archive and evaluate their work. Contemporarily however, inefficiencies and burdens emerge like e.g. stress resulting from being permanently available.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>This project was funded by the private trust of the K\u00e4rntner Sparkasse.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> \u201cDer effiziente Mensch. Zur Dynamik von Raum und Zeit in mediatisierten Arbeitswelten\u201c, Bielefeld 2015.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>English publication:<\/strong> \u201cSpatial Phenomena of Mediatised Work\u201d, in: Flecker, J\u00f6rg (Ed.): Space, Place and Global Digital Work, London, 2016, 227-245.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>More publications see \u201c<a href=\"https:\/\/me.aau.at\/~caroth\/publikationen\/\" data-type=\"page\" data-id=\"6\">publications<\/a>\u201d section.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">E-Learning in Apprenticeship Training II <\/span>(2005-2007)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Lead by Christina Schachtner and coordinated by Caroline Roth-Ebner, this research project expanded the preceding project \u201cE-learning in Apprenticeship Training I\u201d in terms of structure and content. Focusing on the concept of E-learning, the aim was to make a constructive contribution to the current apprenticeship training and to increase appreciation for skilled labour.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Several interviews were conducted with teachers and apprentices of the Berufsschule Villach (vocational school Villach) in order to find out more about the different interest in e-learning, the various experiences in the use of digital media as well as the willingness to participate in the development of a learning platform.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Based on the findings of the interviews a learning platform was developed, which not only served for the subject-specific knowledge transfer, but also for the training of the social and communicative competence, for an exchange of experiences and for collaborative learning.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The project was part of a funding programme by the BMDA (Austrian Federal Ministry of Economy and Labour), the Carinthian State Government (Amt der K\u00e4rntner Landesregierung) and the Carinthian Education Authority (Landesschulrat K\u00e4rnten).<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as <\/strong>\u201cLernen f\u00fcr den Beruf. Neue digitale Lernwege in der Lehrlingsausbildung\u201d, together with Christina Schachtner, in: Medienimpulse 66, 2009, 70-77.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Games for Girls<\/span> (2010-2011)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Computer games play an important role in kids\u2019 and teenagers\u2019 media consumption and they are extensively used for entertainment.\u00a0 But how can we use the fascination for those games in order to also promote serious matters? This project, which was supported by the Faculty of Humanities of the University of Klagenfurt, focused on the career orientation of teenage girls. In cooperation with the girl\u2019s centre (M\u00e4dchenzentrum) in Klagenfurt, it was being examined whether selected computer games are suitable for young girls\u2019 career orientation.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as <\/strong>\u201cSpielend zum Beruf? Serious Games zur Berufsorientierung von M\u00e4dchen\u201d, together with Uwe Bl\u00fcmel, <a href=\"http:\/\/www.spielbar.de\">spielbar.de<\/a>, Onlineportal der Bundeszentrale f\u00fcr politische Bildung, August 2011<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Identities of the Star Factory<\/span> (2003-2007)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The study was conducted in the course of Caroline Roth\u2019s PhD thesis and looked at the connection between media and identity. The cross-media television production \u201cStarmania\u201d was chosen as an object of further investigation as it links different media within one format. It is analysed whether Starmania is a resource for the individual identity formation of young recipients and how the crossmedia TV-show design plays a role within this process.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The basis of the methodological approach was triangulation: It consisted of qualitative interviews with adolescent fans of Starmania, their media drawings, media analyses and a standardized survey (N=381). This entanglement of the various methods (all targeting different objectives) made it possible to examine a wide range of diverse relationships (audience \u2013 fans \u2013 production). According to the findings the crossmedia design of the TV-show functions as a \u201ccatalyst of identities\u201d that reinforces identity forming processes such as identification, delineation, extension of competencies, self-representation and community formation.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> \u201cIdentit\u00e4ten aus der Starfabrik\u201d, Opladen\/Farmington Hills, 2008.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>More publications see \u201c<a href=\"https:\/\/me.aau.at\/~caroth\/publikationen\/\" data-type=\"page\" data-id=\"6\">publications<\/a>\u201d section.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong><span class=\"uppercase\">Future is Learning in the Kindergarden<\/span> (2004)<\/strong><\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The project \u201cFuture is Learning in the Kindergarden\u201d was realised from March to June 2004 in cooperation with the Bundesbildungsanstalt f\u00fcr Kindergartenp\u00e4dagogik (Highschool\/College for nursery education). The children taking part in this project were attending the college\u2019s own kindergarten. The aim of this project was to convey to pre-schoolers that media competence is a new cultural technique as well as to involve the various educational agents such as educators, teachers, students and parents.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Observational studies conducted in the course of a participant observation of the children using computers, educational tests of learning and gaming software with the help of a scientifically developed set of criteria, workshops with educators, teachers and students, a standardised survey for educators and parents in order to evaluate the project as well as the development of a concept for the media project \u201cvirtual children\u2019s room\u201d (which can be realised together with children) were part of the scientific accompaniment. Following the findings from the project we could develop a media didactic and educational concept that tries to form general media education ideas according to media learning with computers in the kindergarten.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Research team:<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>Univ.-Prof. DDr. Christina Schachtner (head of project), Mag. Gabriele Frankl, Mag. Caroline Roth (project assistants)<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>The project was funded by the Austrian Federal Ministry of Education, Science and Arts (BMBWK \u2013 Bundesministerium f\u00fcr Bildung, Wissenschaft und Kunst).<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p><strong>Published as<\/strong> \u201cMediales Lernen im Kindergarten. Ein mediendidaktisch-p\u00e4dagogisches Konzept zum Einsatz des Computers im Vorschulalter\u201d, together with Christina Schachtner and Gabriele Frankl, in: Medienimpulse, 53, 2005, 39-52, <a href=\"https:\/\/me.aau.at\/~caroth\/wp-content\/uploads\/2024\/04\/download.pdf\">download<\/a><\/p>\n<!-- \/wp:paragraph -->\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>\u00a0 Mobile Phone Ban in Schools \u2013 An Accompanying Study on Its Implementation in Carinthia (May 2025 &#8211; June 2026, together with Larissa Krainer and Lieve Lagor) Since May 1, a general ban on mobile phones during lessons has been in place at Austria\u2019s compulsory schools up to the eighth grade. In Carinthia\u2019s primary schools,&hellip;&nbsp;<a href=\"https:\/\/me.aau.at\/~caroth\/projects\/\" class=\"\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Projects<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-256","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/pages\/256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/comments?post=256"}],"version-history":[{"count":55,"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/pages\/256\/revisions"}],"predecessor-version":[{"id":871,"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/pages\/256\/revisions\/871"}],"wp:attachment":[{"href":"https:\/\/me.aau.at\/~caroth\/wp-json\/wp\/v2\/media?parent=256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}