Reitz, Sandra:Improving social competence via e-learning? : the example of human rights education.
- gebonden uitgave, pocketboek 2012, ISBN: 3631620888
[EAN: 9783631620885], Gebraucht, wie neu, [SC: 10.0], [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARS… Meer...
[EAN: 9783631620885], Gebraucht, wie neu, [SC: 10.0], [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARSTUFE, ERZIEHUNG, SCHUL- UND BILDUNGSWESEN, SOZIALWISSENSCHAFTEN, SOZIOLOGIE, ANTHROPOLOGIE, X, 336 S. : Ill., graph. Darst. ; 22 cm Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Competence 5 -- 2.1 Working Definition o f the Term Social Competence'. A Compromise -- between Assimilation and Assertion 6 -- 2.2 Sub-components of Social Competence 9 -- 2.3 Social Competence and its Related Terms 12 -- 2.4 Measuring Social Competence 16 -- 2.4.1 Evaluating cognitive aspects o f social competence 17 -- 2.4.2 Evaluating attitudinal aspects o f social competence 19 -- 2.4.3 Evaluating behavioral aspects o f social competence 20 -- 2.5 Teaching Social Competencies 23 -- 3 Moral Competence 28 -- 3.1 Definition o f Moral Competence 30 -- 3.2 Moral Development According to Kohlberg: From Pre-to Post- -- Conventional Morality 33 -- 3.3 Gilligan et al.: Care versus Justice : 41 -- 3.4 Blasi et al: Judgment versus Behavior 44 -- 3.5 Teaching Morality 48 -- 4 Human Rights Education 51 -- 4.1 Defining Human Rights Education 52 -- 4.1.1 Related Fields o f Human Rights Education 54 -- 4.1.2 Definitions o f International Governmental Organizations 59 -- 4.1.3 Definitions o f International Non-Governmental Organizations 61 -- 4.1.4 Definitions o f Researchers and Academics 63 -- 4.1.5 Working Definition o f Human Rights Education for this Thesis -- and Relationship to other Educational Concepts 66 -- 4.2 Best Practice o f Human Rights Education 69 -- 4.3 Evaluating Human Rights Education 76 -- 4.4 The Relationship between Human Rights Education, Moral -- Development, and Social Competence 80 -- 5 E-Learning 84 -- 5.1 Defining E-Learning 86 -- 5.1.1 Terms Related to E-Learning 88 -- 5.1.2 Advantages and Disadvantages o f E-Learning 90 -- 5.1.3 Structural Characteristics o f E-Learning: Multimedia, -- Interactivity, Hypermedia 93 -- 5.1.4 Communicative Characteristics o f E-Learning: Channel Re -- duction and Liberation; Anonymity and Identity; Virtuality and Reality 96 -- 5.2 Learning Theories for E-Learning 101 -- 5.2.1 Behaviorism: Programmed Instruction and "Drill and Practice" . 101 -- 5.2.2 Cognitivism: Intelligent Tutoring Systems and Hypermedia 104 -- 5.2.3 Constructivism: Authoring Tools and Web 2.0 105 -- 5.3 Conclusion: Theoretical Implications for the Human Rights -- Education E-Learning Courses 108 -- Practical Part -- 6 Planning the E-Learning Course on Human Rights Education 111 -- 6.1 Existing E-Learning Courses on Human Rights Education I l l -- 6.1.1 D@dalus 114 -- 6.1.2 Human Rights Education Associates 117 -- 6.1.3 The Open University: Rights and Justice in International -- Relations 120 -- 6.1.4 Northern Arizona University: Solar System Simulation 122 -- 6.1.5 Conclusion 124 -- 6.2 Choosing a Virtual Learning Environment (VLE) 125 -- 6.3 Background o f the Learning Groups for the Courses on Human -- Rights Education 131 -- 6.3.1 Background o f Learning Group 1 132 -- 6.3.2 The Multipliers' Course - Quality Check and International -- Participation 134 -- 6.3.3 Background o f Learning Group 2 135 -- 6.4 Learning Goals for the E-Learning Course on Human Rights -- Education 137 -- 7 Realization o f the E-Learning Course 139 -- 7.1 Didactic Concept o f the E-Learning Course on Human Rights -- Education 139 -- 7.2 Navigational Structure o f the Courses 144 -- 7.3 Working with Pseudonyms 147 -- 7.4 Discussion Forums 148 -- 7.5 Internet Research Task 152 -- 7.6 Interactive Elements: Voting, Chats, Quizzes and Short Lessons 156 -- 7.7 Group Work 1: Mission to Mars 160 -- 7.8 Group Work 2: Designing a Role-play about Discrimination 164 -- 7.9 Reflection and Feedback Tasks 166 -- 8 Evaluation 169 -- 8.1 Evaluation Plan 169 -- 8.1.1 Purpose and Motivation o f the Evaluation 170 ISBN 9783631620885 Sprache: Deutsch Gewicht in Gramm: 545, Books<
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Reitz, Sandra:Improving social competence via e-learning? : the example of human rights education.
- gebonden uitgave, pocketboek 2012, ISBN: 3631620888
[EAN: 9783631620885], Gebraucht, wie neu, [SC: 4.0], [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARST… Meer...
[EAN: 9783631620885], Gebraucht, wie neu, [SC: 4.0], [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARSTUFE, ERZIEHUNG, SCHUL- UND BILDUNGSWESEN, SOZIALWISSENSCHAFTEN, SOZIOLOGIE, ANTHROPOLOGIE, X, 336 S. : Ill., graph. Darst. ; 22 cm Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Competence 5 -- 2.1 Working Definition o f the Term Social Competence'. A Compromise -- between Assimilation and Assertion 6 -- 2.2 Sub-components of Social Competence 9 -- 2.3 Social Competence and its Related Terms 12 -- 2.4 Measuring Social Competence 16 -- 2.4.1 Evaluating cognitive aspects o f social competence 17 -- 2.4.2 Evaluating attitudinal aspects o f social competence 19 -- 2.4.3 Evaluating behavioral aspects o f social competence 20 -- 2.5 Teaching Social Competencies 23 -- 3 Moral Competence 28 -- 3.1 Definition o f Moral Competence 30 -- 3.2 Moral Development According to Kohlberg: From Pre-to Post- -- Conventional Morality 33 -- 3.3 Gilligan et al.: Care versus Justice : 41 -- 3.4 Blasi et al: Judgment versus Behavior 44 -- 3.5 Teaching Morality 48 -- 4 Human Rights Education 51 -- 4.1 Defining Human Rights Education 52 -- 4.1.1 Related Fields o f Human Rights Education 54 -- 4.1.2 Definitions o f International Governmental Organizations 59 -- 4.1.3 Definitions o f International Non-Governmental Organizations 61 -- 4.1.4 Definitions o f Researchers and Academics 63 -- 4.1.5 Working Definition o f Human Rights Education for this Thesis -- and Relationship to other Educational Concepts 66 -- 4.2 Best Practice o f Human Rights Education 69 -- 4.3 Evaluating Human Rights Education 76 -- 4.4 The Relationship between Human Rights Education, Moral -- Development, and Social Competence 80 -- 5 E-Learning 84 -- 5.1 Defining E-Learning 86 -- 5.1.1 Terms Related to E-Learning 88 -- 5.1.2 Advantages and Disadvantages o f E-Learning 90 -- 5.1.3 Structural Characteristics o f E-Learning: Multimedia, -- Interactivity, Hypermedia 93 -- 5.1.4 Communicative Characteristics o f E-Learning: Channel Re -- duction and Liberation; Anonymity and Identity; Virtuality and Reality 96 -- 5.2 Learning Theories for E-Learning 101 -- 5.2.1 Behaviorism: Programmed Instruction and "Drill and Practice" . 101 -- 5.2.2 Cognitivism: Intelligent Tutoring Systems and Hypermedia 104 -- 5.2.3 Constructivism: Authoring Tools and Web 2.0 105 -- 5.3 Conclusion: Theoretical Implications for the Human Rights -- Education E-Learning Courses 108 -- Practical Part -- 6 Planning the E-Learning Course on Human Rights Education 111 -- 6.1 Existing E-Learning Courses on Human Rights Education I l l -- 6.1.1 D@dalus 114 -- 6.1.2 Human Rights Education Associates 117 -- 6.1.3 The Open University: Rights and Justice in International -- Relations 120 -- 6.1.4 Northern Arizona University: Solar System Simulation 122 -- 6.1.5 Conclusion 124 -- 6.2 Choosing a Virtual Learning Environment (VLE) 125 -- 6.3 Background o f the Learning Groups for the Courses on Human -- Rights Education 131 -- 6.3.1 Background o f Learning Group 1 132 -- 6.3.2 The Multipliers' Course - Quality Check and International -- Participation 134 -- 6.3.3 Background o f Learning Group 2 135 -- 6.4 Learning Goals for the E-Learning Course on Human Rights -- Education 137 -- 7 Realization o f the E-Learning Course 139 -- 7.1 Didactic Concept o f the E-Learning Course on Human Rights -- Education 139 -- 7.2 Navigational Structure o f the Courses 144 -- 7.3 Working with Pseudonyms 147 -- 7.4 Discussion Forums 148 -- 7.5 Internet Research Task 152 -- 7.6 Interactive Elements: Voting, Chats, Quizzes and Short Lessons 156 -- 7.7 Group Work 1: Mission to Mars 160 -- 7.8 Group Work 2: Designing a Role-play about Discrimination 164 -- 7.9 Reflection and Feedback Tasks 166 -- 8 Evaluation 169 -- 8.1 Evaluation Plan 169 -- 8.1.1 Purpose and Motivation o f the Evaluation 170 ISBN 9783631620885 Sprache: Deutsch Gewicht in Gramm: 545, Books<
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Reitz, Sandra:Improving social competence via e-learning? : the example of human rights education.
- gebonden uitgave, pocketboek 2012, ISBN: 3631620888
[EAN: 9783631620885], Gebraucht, wie neu, [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARSTUFE, ERZIEH… Meer...
[EAN: 9783631620885], Gebraucht, wie neu, [PU: Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New York, NY ; Oxford ; Wien : Lang], MENSCHENRECHT ; ERZIEHUNG E-LEARNING SEKUNDARSTUFE, ERZIEHUNG, SCHUL- UND BILDUNGSWESEN, SOZIALWISSENSCHAFTEN, SOZIOLOGIE, ANTHROPOLOGIE, X, 336 S. : Ill., graph. Darst. ; 22 cm Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Competence 5 -- 2.1 Working Definition o f the Term Social Competence'. A Compromise -- between Assimilation and Assertion 6 -- 2.2 Sub-components of Social Competence 9 -- 2.3 Social Competence and its Related Terms 12 -- 2.4 Measuring Social Competence 16 -- 2.4.1 Evaluating cognitive aspects o f social competence 17 -- 2.4.2 Evaluating attitudinal aspects o f social competence 19 -- 2.4.3 Evaluating behavioral aspects o f social competence 20 -- 2.5 Teaching Social Competencies 23 -- 3 Moral Competence 28 -- 3.1 Definition o f Moral Competence 30 -- 3.2 Moral Development According to Kohlberg: From Pre-to Post- -- Conventional Morality 33 -- 3.3 Gilligan et al.: Care versus Justice : 41 -- 3.4 Blasi et al: Judgment versus Behavior 44 -- 3.5 Teaching Morality 48 -- 4 Human Rights Education 51 -- 4.1 Defining Human Rights Education 52 -- 4.1.1 Related Fields o f Human Rights Education 54 -- 4.1.2 Definitions o f International Governmental Organizations 59 -- 4.1.3 Definitions o f International Non-Governmental Organizations 61 -- 4.1.4 Definitions o f Researchers and Academics 63 -- 4.1.5 Working Definition o f Human Rights Education for this Thesis -- and Relationship to other Educational Concepts 66 -- 4.2 Best Practice o f Human Rights Education 69 -- 4.3 Evaluating Human Rights Education 76 -- 4.4 The Relationship between Human Rights Education, Moral -- Development, and Social Competence 80 -- 5 E-Learning 84 -- 5.1 Defining E-Learning 86 -- 5.1.1 Terms Related to E-Learning 88 -- 5.1.2 Advantages and Disadvantages o f E-Learning 90 -- 5.1.3 Structural Characteristics o f E-Learning: Multimedia, -- Interactivity, Hypermedia 93 -- 5.1.4 Communicative Characteristics o f E-Learning: Channel Re -- duction and Liberation; Anonymity and Identity; Virtuality and Reality 96 -- 5.2 Learning Theories for E-Learning 101 -- 5.2.1 Behaviorism: Programmed Instruction and "Drill and Practice" . 101 -- 5.2.2 Cognitivism: Intelligent Tutoring Systems and Hypermedia 104 -- 5.2.3 Constructivism: Authoring Tools and Web 2.0 105 -- 5.3 Conclusion: Theoretical Implications for the Human Rights -- Education E-Learning Courses 108 -- Practical Part -- 6 Planning the E-Learning Course on Human Rights Education 111 -- 6.1 Existing E-Learning Courses on Human Rights Education I l l -- 6.1.1 D@dalus 114 -- 6.1.2 Human Rights Education Associates 117 -- 6.1.3 The Open University: Rights and Justice in International -- Relations 120 -- 6.1.4 Northern Arizona University: Solar System Simulation 122 -- 6.1.5 Conclusion 124 -- 6.2 Choosing a Virtual Learning Environment (VLE) 125 -- 6.3 Background o f the Learning Groups for the Courses on Human -- Rights Education 131 -- 6.3.1 Background o f Learning Group 1 132 -- 6.3.2 The Multipliers' Course - Quality Check and International -- Participation 134 -- 6.3.3 Background o f Learning Group 2 135 -- 6.4 Learning Goals for the E-Learning Course on Human Rights -- Education 137 -- 7 Realization o f the E-Learning Course 139 -- 7.1 Didactic Concept o f the E-Learning Course on Human Rights -- Education 139 -- 7.2 Navigational Structure o f the Courses 144 -- 7.3 Working with Pseudonyms 147 -- 7.4 Discussion Forums 148 -- 7.5 Internet Research Task 152 -- 7.6 Interactive Elements: Voting, Chats, Quizzes and Short Lessons 156 -- 7.7 Group Work 1: Mission to Mars 160 -- 7.8 Group Work 2: Designing a Role-play about Discrimination 164 -- 7.9 Reflection and Feedback Tasks 166 -- 8 Evaluation 169 -- 8.1 Evaluation Plan 169 -- 8.1.1 Purpose and Motivation o f the Evaluation 170 ISBN 9783631620885 Sprache: Deutsch Gewicht in Gramm: 545, Books<
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Reitz, Sandra:Improving social competence via e-learning? : the example of human rights education.
- gebruikt boek 2012, ISBN: 9783631620885
Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New Yo, Lang, X, 336 S. : Ill., graph. Darst. ; 22 cm Pp. Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Com… Meer...
Frankfurt, M. ; Berlin ; Bern ; Bruxelles ; New Yo, Lang, X, 336 S. : Ill., graph. Darst. ; 22 cm Pp. Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Competence 5 -- 2.1 Working Definition o f the Term Social Competence'. A Compromise -- between Assimilation and Assertion 6 -- 2.2 Sub-components of Social Competence 9 -- 2.3 Social Competence and its Related Terms 12 -- 2.4 Measuring Social Competence 16 -- 2.4.1 Evaluating cognitive aspects o f social competence 17 -- 2.4.2 Evaluating attitudinal aspects o f social competence 19 -- 2.4.3 Evaluating behavioral aspects o f social competence 20 -- 2.5 Teaching Social Competencies 23 -- 3 Moral Competence 28 -- 3.1 Definition o f Moral Competence 30 -- 3.2 Moral Development According to Kohlberg: From Pre-to Post- -- Conventional Morality 33 -- 3.3 Gilligan et al.: Care versus Justice : 41 -- 3.4 Blasi et al: Judgment versus Behavior 44 -- 3.5 Teaching Morality 48 -- 4 Human Rights Education 51 -- 4.1 Defining Human Rights Education 52 -- 4.1.1 Related Fields o f Human Rights Education 54 -- 4.1.2 Definitions o f International Governmental Organizations 59 -- 4.1.3 Definitions o f International Non-Governmental Organizations 61 -- 4.1.4 Definitions o f Researchers and Academics 63 -- 4.1.5 Working Definition o f Human Rights Education for this Thesis -- and Relationship to other Educational Concepts 66 -- 4.2 Best Practice o f Human Rights Education 69 -- 4.3 Evaluating Human Rights Education 76 -- 4.4 The Relationship between Human Rights Education, Moral -- Development, and Social Competence 80 -- 5 E-Learning 84 -- 5.1 Defining E-Learning 86 -- 5.1.1 Terms Related to E-Learning 88 -- 5.1.2 Advantages and Disadvantages o f E-Learning 90 -- 5.1.3 Structural Characteristics o f E-Learning: Multimedia, -- Interactivity, Hypermedia 93 -- 5.1.4 Communicative Characteristics o f E-Learning: Channel Re -- duction and Liberation; Anonymity and Identity; Virtuality and Reality 96 -- 5.2 Learning Theories for E-Learning 101 -- 5.2.1 Behaviorism: Programmed Instruction and "Drill and Practice" .. 101 -- 5.2.2 Cognitivism: Intelligent Tutoring Systems and Hypermedia 104 -- 5.2.3 Constructivism: Authoring Tools and Web 2.0 105 -- 5.3 Conclusion: Theoretical Implications for the Human Rights -- Education E-Learning Courses 108 -- Practical Part -- 6 Planning the E-Learning Course on Human Rights Education 111 -- 6.1 Existing E-Learning Courses on Human Rights Education I l l -- 6.1.1 D@dalus 114 -- 6.1.2 Human Rights Education Associates 117 -- 6.1.3 The Open University: Rights and Justice in International -- Relations 120 -- 6.1.4 Northern Arizona University: Solar System Simulation 122 -- 6.1.5 Conclusion 124 -- 6.2 Choosing a Virtual Learning Environment (VLE) 125 -- 6.3 Background o f the Learning Groups for the Courses on Human -- Rights Education 131 -- 6.3.1 Background o f Learning Group 1 132 -- 6.3.2 The Multipliers' Course - Quality Check and International -- Participation 134 -- 6.3.3 Background o f Learning Group 2 135 -- 6.4 Learning Goals for the E-Learning Course on Human Rights -- Education 137 -- 7 Realization o f the E-Learning Course 139 -- 7.1 Didactic Concept o f the E-Learning Course on Human Rights -- Education 139 -- 7.2 Navigational Structure o f the Courses 144 -- 7.3 Working with Pseudonyms 147 -- 7.4 Discussion Forums 148 -- 7.5 Internet Research Task 152 -- 7.6 Interactive Elements: Voting, Chats, Quizzes and Short Lessons 156 -- 7.7 Group Work 1: Mission to Mars 160 -- 7.8 Group Work 2: Designing a Role-play about Discrimination 164 -- 7.9 Reflection and Feedback Tasks 166 -- 8 Evaluation 169 -- 8.1 Evaluation Plan 169 -- 8.1.1 Purpose and Motivation o f the Evaluation 170 ISBN 9783631620885Pädagogik [Menschenrecht ; Erziehung ; E-Learning ; Sekundarstufe, Erziehung, Schul- und Bildungswesen, Sozialwissenschaften, Soziologie, Anthropologie] 2012, [PU: Lang, Frankfurt am Main/Berlin/Bern/Bruxelles/New York/Oxford/Wien]<
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Reitz, Sandra:Improving Social Competence via e-Learning? | The Example of Human Rights Education | Sandra Reitz | Buch | HC gerader Rücken kaschiert | Deutsch | 2012 | Peter Lang | EAN 9783631620885
- gebonden uitgave, pocketboek 2012, ISBN: 9783631620885
[ED: Gebunden], [PU: Peter Lang], This book analyses whether improving social competence via e-learning is possible at all. Therefore, an e-learning program for human rights education is … Meer...
[ED: Gebunden], [PU: Peter Lang], This book analyses whether improving social competence via e-learning is possible at all. Therefore, an e-learning program for human rights education is developed and evaluated with pre- and post-tests. Social competences as well as human rights education are often divided into areas of «cognition», «attitudes» and «behaviour». In order to achieve the pedagogical goals, all three areas have to be considered. In contrast to the cognitive area, the attitudinal and behavioral areas pose a particular challenge: so far, hardly any programs exist that explicitly consider these areas ¿ most e-learning programs focus on the dissemination of knowledge. Thanks to the participation of over one hundred learners, some generalizing conclusions can be drawn from this program., DE, [SC: 0.00], Neuware, gewerbliches Angebot, 346, [GW: 560g], Banküberweisung, PayPal, Klarna-Sofortüberweisung, [CT: Sonstiges / Sonstiges]<
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