Universität Wien
Warning! The directory is not yet complete and will be amended until the beginning of the term.

070131 KU New Media in Historical Science and Political Education (2022W)

6.00 ECTS (4.00 SWS), SPL 7 - Geschichte
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

Wednesday 9:45 - 13:00 h
Start: 12 October 2022
Room: please contact VVZ
A balance between courses in presence and online-courses will be committed with the audience during the first course session

  • Wednesday 05.10. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 12.10. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 19.10. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 09.11. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 16.11. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 23.11. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 30.11. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 07.12. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 14.12. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 11.01. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 18.01. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum
  • Wednesday 25.01. 09:45 - 13:00 Hörsaal 1 2A120 1.OG UZA II Geo-Zentrum

Information

Aims, contents and method of the course

Aims: develop understanding and competence in dealing with digital media in courses of history and/or citizenship education. critical discussion on the impact of digital media in historical learning a/o citizenship education.
Content: Theoretical inputs to theory of media in digital age; Getting acquainted with actual digital tools for historical learning in classroom, e.g. WebQuest, mind maps, blogs, polls, learning apps, audio-tools; organization of notebook-courses, flipped classroom.
Historical narratives will be discussed a/o developed on the example of protest movements since the industrial revolution (labour movements, women's liberation, human rights movement in 1960ies, peace movements in 1960ies and 1970ies, environmental protection movm. from 1980ies until today, anti-racist-movements.
methodology: presentations group work, portfolio, evaluation and reflection of tasks. blended learning; learning platform: Moodle.

Assessment and permitted materials

active participation in discussions
application of digital tools in concrete planning of history lessons
elaboration of an agreed topic following concepts of 1st and 2nd order (content, didactics).
implementation of lesson planning following the Planungsmatrix
portfolio of group work (app. 30 pages).

Minimum requirements and assessment criteria

attendance of course is mandatory
active participation in discussions
elaboration of an agreed topic following concepts of 1st and 2nd order (content, didactics).
implementation of lesson planning following the Planungsmatrix
portfolio (30 pages)

Examination topics

Continuous assessment of course work/
exam-immanent coursed (see above)

Reading list

Bernsen, D., & Kerber, U. (2017). Praxishandbuch Historisches Lernen und Medienbildung im digitalen Zeitalter. Opladen: Barbara Budrich.
Demantowsky, M. (2018). Public history and School. International Perspectives. Boston, MA: De Gruyter Oldenbourg.
Ecker, A. (2022). Communications on history. Building Identity and ‘making sense of history’ in the history course. A matrix for empowering historical thinking, In: Creative Education, 13, 2680-2710. https://doi.org/10.4236/ce.2022.138170
Kansteiner, W. (2007). Alternative Welten und erfundene Gemeinschaften: Geschichtsbewusstsein im Zeitalter interaktiver Medien. Campus.
Gapski, H., Oberle, M. & Staufer, W. (Hg.) (2017). Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung, Bonn
Metzger, S.A. & Paxton, R.J. (2016). Gaming History. A framework for what video games teach about the past. Theory & Research in Social Education, 44 (4), 1–33.
Noiret, S., Tebeau, M., & Zaagsma, G. (2022). Handbook of Digital Public History DeGruyter. https://doi-org.uaccess.univie.ac.at/10.1515/9783110430295.
Tribukait, M. (2020). Digital learning in European history education: Political visions, the logics of schools and teaching practices. History Education Journal, 17(1), 4–20. https://doi.org/10.18546/HERJ.17.1.02.

Association in the course directory

MEd: Digitale Medien in Geschichte und Politischer Bildung

Last modified: Th 31.10.2024 00:09