Frankfurt Triangle for Education in the Digital World
Contemporary communication and social interaction are being increasingly influenced by media and technology, systems, and platforms that are based on digital principles and artificial intelligence. To date, there has been no clear set of interdisciplinary theories or models that go beyond the acade...
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| Format: | Article |
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MedienPädagogik
2025-08-01
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| Series: | MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung |
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| Online Access: | https://www.medienpaed.com/article/view/2365 |
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| _version_ | 1850037744316710912 |
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| author | Torsten Brinda Niels Brüggen Ira Diethelm Thomas Knaus Sven Kommer Christine Kopf Rainer Leschke Petra Missomelius Friederike Tilemann Andreas Weich |
| author_facet | Torsten Brinda Niels Brüggen Ira Diethelm Thomas Knaus Sven Kommer Christine Kopf Rainer Leschke Petra Missomelius Friederike Tilemann Andreas Weich |
| author_sort | Torsten Brinda |
| collection | DOAJ |
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Contemporary communication and social interaction are being increasingly influenced by media and technology, systems, and platforms that are based on digital principles and artificial intelligence. To date, there has been no clear set of interdisciplinary theories or models that go beyond the academic discourses within the individual disciplines. There has therefore been no framework within which to classify the current opportunities, challenges and responsibilities facing a digital society and how to approach education from a theoretical and conceptual perspective. In recognition of the fact that digitalization and AI cannot be viewed from a single disciplinary perspective, a group of authors from Germany, Austria and Switzerland – consisting of scholars from computer science, media education and media studies – developed the Frankfurt Triangle (Brinda et al. 2020). The Frankfurt Triangle is the result of intensive interdisciplinary discussion. Its goal is to develop a collaborative theoretical and conceptual model on which to base the perspectives and dimensions of education in a digital world. The initial impetus for this augmentation of the Dagstuhl Declaration from 2016 came from two workshops took place in Frankfurt am Main, Germany. Incorporating a threefold perspective on a) structures and functions of technology and media, b) interrelations with culture and society, and c) interaction in terms of use, agency and subjectification, the model provides an orientational framework for the analysis, reflection and active creation of artifacts and phenomena in a world shaped by digital media, technology, systems, and platforms.
The model was originally developed in German and has not yet been translated into other languages. Furthermore, scientists have repeatedly pointed out at international conferences and in academic exchanges that no attempts have yet been made in other language areas to develop a comparable interdisciplinary model. Hence, in order to make the approach accessible to international scholars, the model and accompanying text have been translated into English. This paper describes the model, its function and usage, and outlines possible additional developments and future connections. The introductory text also briefly describes the context in which the model was developed, and its development since its inception.
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| format | Article |
| id | doaj-art-47697d0df3e0484bb7fb8a825fb39609 |
| institution | DOAJ |
| issn | 1424-3636 |
| language | deu |
| publishDate | 2025-08-01 |
| publisher | MedienPädagogik |
| record_format | Article |
| series | MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung |
| spelling | doaj-art-47697d0df3e0484bb7fb8a825fb396092025-08-20T02:56:47ZdeuMedienPädagogikMedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung1424-36362025-08-012025Occasional Papers10.21240/mpaed/00/2025.08.06.XFrankfurt Triangle for Education in the Digital WorldTorsten BrindaNiels BrüggenIra Diethelm0https://orcid.org/0000-0002-5586-8566Thomas Knaushttps://orcid.org/0000-0002-4241-0839Sven Kommerhttps://orcid.org/0009-0005-5635-470XChristine Kopf1Rainer LeschkePetra Missomelius2https://orcid.org/0000-0002-3068-8200Friederike Tilemannhttps://orcid.org/0009-0003-0957-8597Andreas WeichCarl von Ossietzky University of OldenburgDFF – Deutsches Filminstitut & Filmmuseum e.V.University of Innsbruck Contemporary communication and social interaction are being increasingly influenced by media and technology, systems, and platforms that are based on digital principles and artificial intelligence. To date, there has been no clear set of interdisciplinary theories or models that go beyond the academic discourses within the individual disciplines. There has therefore been no framework within which to classify the current opportunities, challenges and responsibilities facing a digital society and how to approach education from a theoretical and conceptual perspective. In recognition of the fact that digitalization and AI cannot be viewed from a single disciplinary perspective, a group of authors from Germany, Austria and Switzerland – consisting of scholars from computer science, media education and media studies – developed the Frankfurt Triangle (Brinda et al. 2020). The Frankfurt Triangle is the result of intensive interdisciplinary discussion. Its goal is to develop a collaborative theoretical and conceptual model on which to base the perspectives and dimensions of education in a digital world. The initial impetus for this augmentation of the Dagstuhl Declaration from 2016 came from two workshops took place in Frankfurt am Main, Germany. Incorporating a threefold perspective on a) structures and functions of technology and media, b) interrelations with culture and society, and c) interaction in terms of use, agency and subjectification, the model provides an orientational framework for the analysis, reflection and active creation of artifacts and phenomena in a world shaped by digital media, technology, systems, and platforms. The model was originally developed in German and has not yet been translated into other languages. Furthermore, scientists have repeatedly pointed out at international conferences and in academic exchanges that no attempts have yet been made in other language areas to develop a comparable interdisciplinary model. Hence, in order to make the approach accessible to international scholars, the model and accompanying text have been translated into English. This paper describes the model, its function and usage, and outlines possible additional developments and future connections. The introductory text also briefly describes the context in which the model was developed, and its development since its inception. https://www.medienpaed.com/article/view/2365Digital EducationFrameworkInterdisciplinaryDigital CompetenceDigital Culturemedial change |
| spellingShingle | Torsten Brinda Niels Brüggen Ira Diethelm Thomas Knaus Sven Kommer Christine Kopf Rainer Leschke Petra Missomelius Friederike Tilemann Andreas Weich Frankfurt Triangle for Education in the Digital World MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Digital Education Framework Interdisciplinary Digital Competence Digital Culture medial change |
| title | Frankfurt Triangle for Education in the Digital World |
| title_full | Frankfurt Triangle for Education in the Digital World |
| title_fullStr | Frankfurt Triangle for Education in the Digital World |
| title_full_unstemmed | Frankfurt Triangle for Education in the Digital World |
| title_short | Frankfurt Triangle for Education in the Digital World |
| title_sort | frankfurt triangle for education in the digital world |
| topic | Digital Education Framework Interdisciplinary Digital Competence Digital Culture medial change |
| url | https://www.medienpaed.com/article/view/2365 |
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