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Die vorliegenden Texte sind die verschriftlichten und redigierten Beiträge eines internationalen Kolloquiums, das – organisiert von der École Pratique des Hautes Études, PSL, Paris, vom Institut für Kunstgeschichte der Universität Würzburg und der Universität Jaén – vom 1. bis 4. Juni 2022 in Paris stattfand und finanziell von der Deutsch-Französischen Hochschule unterstützt wurde.
Einer der neueren Trends in der Vor- und Frühgeschichtlichen Archäologie ist die Beschäftigung mit prähistorischen Konflikten. Zumeist beschränkt sich diese sogenannte Konfliktforschung jedoch auf eine bloße Gewaltforschung unter Vernachlässigung der Frage, was Konflikte als Konflikte eigentlich ausmacht und wie sie vermieden oder geregelt beigelegt werden können. Vor diesem Hintergrund verstehen sich die Beiträge in diesem Band als Theorieangebote an die Archäologie: Aus der Perspektive ihrer jeweiligen Disziplinen – Soziologie, Philosophie, Ethnologie, Archäologie, Geschichts- und Politikwissenschaften – gehen die Autorinnen und Autoren den Fragen nach, wie sich in Gesellschaften ohne (oder mit nur eingeschränkter) Zentralgewalt Dynamiken negativer Reziprozität darstellen und wie sie sich beenden lassen, welche Rolle dritte Parteien oder Instanzen dabei spielen können und welche Bedeutung der materiellen Kultur im Kontext dieser Prozesse zukommt.
Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment
(2023)
Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
Given the growing interest of corporate stakeholders in Metaverse applications, there is a need to understand accessibility of these technologies for marginalized populations such as people living with dementia to ensure inclusive design of Metaverse applications. We assessed the accessibility of extended reality technology for people living with mild cognitive impairment and dementia to develop accessibility guidelines for these technologies. We used four strategies to synthesize evidence for barriers and facilitators of accessibility: (1) Findings from a non-systematic literature review, (2) guidelines from well-researched technology, (3) exploration of selected mixed reality technologies, and (4) observations from four sessions and video data of people living with dementia using mixed reality technologies. We utilized template analysis to develop codes and themes towards accessibility guidelines. Future work can validate our preliminary findings by applying them on video recordings or testing them in experiments.
Digitalization is one of the global challenges for justice and This volume documents the presentations of a multilingual online conference on "Digitalization as a challenge for justice and administration" held in March 2022. The contributions of the international team of authors provide insights into central issues of this highly relevant subject from African, Japanese, U.S., Swiss, Latin American and German perspectives. The result is a multifaceted picture of digitalization in the context of public, private and even criminal law.
The Wuertual Reality XR Meeting 2023 was initiated to bring together researchers from many fields who use VR/AR/XR. There was a focus on applied XR and social VR.
In this conference band, you can find the abstracts of the two keynotes, the 34 posters and poster pitches, the 29 talks and the four workshops.
The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.
Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context.
Der Band enthält acht Aufsätze zur Geschichte der Fach- und Wissenschaftssprachen. Disziplinär geht es in erster Linie um juristische, balneologische, sprachwissenschaftliche pharmazeutische, medizinische Fach- und Wissenschaftssprachen. Darüber hinaus thematisiert ein Beitrag die Problematik der Fachsprachen im Rahmen der Stadtsprachenforschung, ein weiterer die Sprach- und Textpraxis von Vorlesungen.