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190027 SE Educational Theories in International and Historical Comparison (2025S)
Opportunities and Challenges in Global Higher Education
Continuous assessment of course work
Labels
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).
- Registration is open from Mo 03.02.2025 06:30 to We 19.02.2025 09:00
- Deregistration possible until Mo 17.03.2025 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
This course aims to address key opportunities and challenges which affect higher education globally. Three key issues will be discussed:
1. Politics of language and grammar2. Opportunities and challenges associated with generative AI and critical digital literacy
3. Sustainability and questions of climate and social justiceThe course will be held in seminar format with major focus on group discussion and classroom-based activities.
- N Wednesday 05.03. 13:15 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Wednesday 19.03. 13:15 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Wednesday 11.06. 13:15 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Wednesday 18.06. 13:15 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
- Wednesday 25.06. 13:15 - 18:15 Seminarraum 17, Kolingasse 14-16, OG02
Information
Aims, contents and method of the course
Assessment and permitted materials
• Participation in class activities and engagement with the subject matter (assessed continuously throughout the semester) 30%
• Presentation of case study (chosen by the participants themselves) 40%
• Research journal 30%
• Presentation of case study (chosen by the participants themselves) 40%
• Research journal 30%
Minimum requirements and assessment criteria
• Mandatory attendance. Participants may miss only one class in a term.
• The presentation is mandatory.
• Research journal: Participants will be invited to maintain a research journal in which they will be expected to write reflections on contents covered in the seminar, their ideas or concerns, and any other form of entries they see fit in the seminar's context. I might also give prompts on which you can make entries in your journal.Proficiency in English language will NOT impact your course grades.Total 60 credits, making the class presentation, and submitting the research journal are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
• The presentation is mandatory.
• Research journal: Participants will be invited to maintain a research journal in which they will be expected to write reflections on contents covered in the seminar, their ideas or concerns, and any other form of entries they see fit in the seminar's context. I might also give prompts on which you can make entries in your journal.Proficiency in English language will NOT impact your course grades.Total 60 credits, making the class presentation, and submitting the research journal are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
Examination topics
All content addressed in the course. Supporting material will be provided on Moodle.
Reading list
This list is tentative. More readings can be expected during the seminar which will be announced in advance.• Grix, J. (2002). Introducing Students to the Generic Terminology of Social Research. Politics, 22(3), 175-186. https://doi.org/10.1111/1467-9256.00173
• De Lora, P. (2021). Political correctness and the right to free speech: the case of preferred pronouns. Undecidabilities and Law, 1, 133–145. https://doi.org/10.14195/2184-9781_1_6
• Norris, P. (2021). Cancel Culture: Myth or Reality? Political Studies, 71(1), 1–30. Sage Journals. https://doi.org/10.1177/00323217211037023
• Guus Extra, & Vallen, T. (2021). Assessing Multilingualism at School. Language Policy, 77–83. https://doi.org/10.1007/978-3-030-88723-0_6
• Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 1–18. https://doi.org/10.1186/s41239-023-00411-8
• Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 1–18. https://doi.org/10.3390/educsci13090856
• Bacalja, A., Aguilera, E., & Castrillón-Ángel, E. F. (2021). Critical Digital Literacy. Routledge EBooks, 373–380. https://doi.org/10.4324/9781003023425-43
• Gardner, C. J., Thierry, A., Rowlandson, W., & Steinberger, J. K. (2021). From Publications to Public Actions: The Role of Universities in Facilitating Academic Advocacy and Activism in the Climate and Ecological Emergency. Frontiers in Sustainability, 2. https://doi.org/10.3389/frsus.2021.679019
• Stein, S. (2023). Universities confronting climate change: beyond sustainable development and solutionism. Higher Education. https://doi.org/10.1007/s10734-023-00999-w
• De Lora, P. (2021). Political correctness and the right to free speech: the case of preferred pronouns. Undecidabilities and Law, 1, 133–145. https://doi.org/10.14195/2184-9781_1_6
• Norris, P. (2021). Cancel Culture: Myth or Reality? Political Studies, 71(1), 1–30. Sage Journals. https://doi.org/10.1177/00323217211037023
• Guus Extra, & Vallen, T. (2021). Assessing Multilingualism at School. Language Policy, 77–83. https://doi.org/10.1007/978-3-030-88723-0_6
• Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 1–18. https://doi.org/10.1186/s41239-023-00411-8
• Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 1–18. https://doi.org/10.3390/educsci13090856
• Bacalja, A., Aguilera, E., & Castrillón-Ángel, E. F. (2021). Critical Digital Literacy. Routledge EBooks, 373–380. https://doi.org/10.4324/9781003023425-43
• Gardner, C. J., Thierry, A., Rowlandson, W., & Steinberger, J. K. (2021). From Publications to Public Actions: The Role of Universities in Facilitating Academic Advocacy and Activism in the Climate and Ecological Emergency. Frontiers in Sustainability, 2. https://doi.org/10.3389/frsus.2021.679019
• Stein, S. (2023). Universities confronting climate change: beyond sustainable development and solutionism. Higher Education. https://doi.org/10.1007/s10734-023-00999-w
Association in the course directory
WM-M08
Last modified: Th 16.01.2025 11:26
• Understand theoretical concepts and be able to apply them to case study of their interest