Abstract
If we look at the changing media use practices of adolescents and young adults, we see that they are clearly developing towards online media, especially with regard to leisure time and the area of entertainment, information and communication (mpfs 2012; van Eimeren/Frees 2012; Initiative D21 2013). However, in addition to questions of media socialisation, which are connected to this, it also seems to make sense to ask in the intersection of media socialisation and media didactics to what extent the changing media equipment and use can and possibly must be accompanied by consequences for the design of teaching and learning processes. It is by no means assumed here that learners - and in the present context media-savvy students - will change their tried and tested learning strategies and practices of knowledge acquisition from one day to the next. However, the increased use of collaborative tools and computer-mediated communication in studies, for example, shows that a change in working and learning habits can take place slowly.
