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Summary
The aim of the article is to describe the expression of the media competence
of the university teaching staff in the study process, and the opportunities of
improvement of these competences during further education in professional development
programmes.
The challenges created by the development of new information and communication
technologies and the media culture have become significant factors indicating the
quality of studies at universities. During the transition from the teaching culture
to the learning culture it is crucial that the members of the teaching staff of the
university can purposefully choose different technologies as media in the organization
of the study process, use them creatively and diversely, and support their choice with
arguments. Today media competence is fundamental, not only in respect to students: the
employability of university teachers depend on it, as well as the smooth organization
of the professional activities and life in general.
The information and communication technologies that become the media in the
communication between the university lecturer and students significantly increase the
didactic opportunities of the study process. The media competence of the university
teaching staff during the pedagogical process is expressed in their ability to plan the
use of the media in a way that helps to attain the aims of the studies. The professional
development needs of the university teaching staff that the conditions of the media
culture influence also determine that it is essential to study media pedagogy during
formal further education as part of pedagogy of higher education.
Analyzing the annotations, the plan, and the learning outcomes of study programmes
offered in further education courses by four university teachers, we conclude that only
one programme assures that “during the course the teachers acquire (…) the skills of
using modern information technologies in the study process (…), in the development
of modern learning environment and activities” and “will acquire knowledge and
understanding about the possibilities of using ICT in e-learning”. The thematic plan
includes such themes as “modern study environment” and “ICT in the study process”.
The plans of the other three programmes lead us to conclude that separate aspects of
media pedagogy are integrated indirectly in the content of the programmes. The courses
mainly promote in lecturers the understanding about the context of the study process,
critical judgment, understanding about the didactic principles of the organization of