Abstract
Learning today is increasingly digital and networked, not only in the informal sector, but also in institutionalised teaching-learning arrangements: laptop, tablet class, BYOD or video podcasting in class are no longer foreign words in schools and universities. The elaboration of theoretical constructs, the design of new didactic scenarios and the measurement of competences that such new arrangements are supposed to promote are currently important tasks. At the same time, media pedagogical research from an educational science perspective has the task of focusing on its subject as the "event of learning or education" and thus "the reality of this process" (Meder 2013).
