Leading to Success: SMART Choices and SMART Tools

Bild des Benutzers Martin Rehm

Das niederländische Ministerium für Bildung, Kultur und Wissenschaft wird das Projekt "Leading to Success: SMART Choices and SMART Tools" fördern. Unter der Schirmherrschaft von UNU-MERIT (Projektleiterin Dr. Mindel van de Laar), wird das LearningLab (Dr.

WBC16

3th International Conference on Web Based Communities and Social Media 2016
Madeira, Portugal, 1 - 3 July 2016
(http://www.webcommunities-conf.org/)
Part of the Multi Conference on Computer Science and Information Systems (MCCSIS 2016)
Madeira, Portugal, 1 - 4 July 2016
(http://www.mccsis.org)

Veranstalter: 
MCCSIS
Beteiligt: 
Ort: 
Madeira, Portugal
Termin: 
01.07.2016 - 16:45 bis 03.07.2016 - 16:45

Research Grant from Worldwide Universities Network (WUN)

Bild des Benutzers Martin Rehm

The Worldwide Universities Network (WUN) has awarded a research grant to further develop a Community of Learning for African PhD fellows. In collaboration with the United Nations University and Maastricht University, Dr. Martin Rehm will work on this project at the Learning Lab. The aim is to build upon the already successfully established project CoLA (Community of Learning for Africa) and expand the services and learning opportunities for PhD fellows and supervisors from African universities.

WBC 2015

12th International Conference on Web Based Communities and Social Media 2015
Las Palmas de Gran Canaria, Spain, 22 - 24 July 2015
http://www.webcommunities-conf.org/

Veranstalter: 
mccsis - multi conference on computer science and information systems
Beteiligt: 
Ort: 
Las Palmas de Gran Canaria, Spain,
Termin: 
22.07.2015 - 20:00 bis 24.07.2015 - 20:00

Herbsttagung der Sektion Medienpädagogik der DGfE

Veranstalter: 
DGfE Sektion Medienpädagogik
Ort: 
Köln
Termin: 
08.11.2013 - 10:15 bis 11:00

"Reflections about Existentialism, Pedagogy and the Internet" (ECER)

Veranstalter: 
European Educational Research Association
Ort: 
Istanbul
Termin: 
10.09.2013 - 09:00 bis 13.09.2013 - 17:00

The Internet has been discussed as a “virtual space” of potential beings: disembodied selfs in a digital world of endless possibilites (eg. Lévy 1998, Welsch 2000). To this effect pedagogical approaches ask for commitments, authenticity and inwardness in online communities. According to Dreyfus (2002) and Prosser & Ward (2000) due to the absence of these at least existential categories in online communities education and literacy reach its limits in computer mediated communication. But is it thinkable that the huge influence of online social media networks to everyday life has not a part in subjectivity? Personalisation, social communication and relationships are concepts applied to the Internet in context of pedagogy. These concepts lead to Personal Learning Environments (PLE) and Social Learning Management Systems, to communities of practice as online communities and to similar schemes. In how far is the personal and the social – as it is applied to the internet within these concepts – an authentic and existential category? Dreyfus as well as Prosser & Ward refer to the existential philosophy of Søren Kierkegaard to pose the inauthenticity of online networks. The philosophy of existence as developed in Denmark, France and Germany often serves to expose aspects of subjectivity in literacy and learning. Marotzki (1990) allude to Jean Paul Sartre in order to exhibit the acceptance of discontinuity as a property of subjectivity. Bollnow (1977) is influenced by Martin Heidegger in showing that risk and failure belongs to the character of education. But what is the role of the Internet in existential anthropology? Is another approach of applying these categories to the Internet possible? In consideration of the everyday occurrence of online enriched communities and social encounters through computer mediated communication the Internet seems to play a role in authenticity. Online communities for example can be interpret as a phenomenon of sympathy (Hölterhof 2012) and sympathy in this case is constitutional for the subject and its basic needs. In this sense the Internet today is not a duplication of apparently existential aspects as a “virtual” opposites without commitment or consequences. The authentic self is interfused by online communities and one can identify authentic existential aspects. In this sense the present investigation suggests points of contacts between the Internet and existential anthropology and applies corresponding existential pedagogies to educational media and online communities.

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