Tertium Comparationis, Vol. 6 (2000), No. 1

Contents

• Sabine Hornberg, Peter J. Weberg: Streiflichter zur Veränderung der Bildungslandschaft

• Christel Adick: Fernsehfilme als interkulturelle Bildungsmedien:
  Öffentliche Wirkungen und didaktische Einsatzmöglichkeiten des Filmwerks von Gordian Troeller

• Sabine Hornberg und Peter J. Weber: Multikulturalität und Mehrsprachigkeit im 'realen' Europa und im 'virtuellen' Raum
• Rudolf Seising: Virtuelle Akademien:
  Etappen in der wissenschaftlichen Kommunikationsgeschichte
• Manuela Paechter: Learning and communicating in virtual seminars and lectures
• Michael Ribold: Die Rolle des "EuroStudyCentre North-West Germany" (ESC NWG) im internationalen Fernstudium und seine Einbindung in die Präsenzlehre

• Klaus Schleicher: 'Pädagogik' von gestern für Kinder von heute als Bürger von morgen

• Verzeichnis der Beitragenden
• Rezensionen

Christel Adick

Fernsehfilme als interkulturelle Bildungsmedien:

Öffentliche Wirkungen und didaktische Einsatzmöglichkeiten des Filmwerks von Gordian Troeller

Whoever treats education in different cultures and societies and looks out for audio-visual material, is most likely to encounter the films of Gordian Troeller, which ran as documentary television films in Germany over the past 30 years, but many of which can still be borrowed today for educational purpose. As such his work is a relevant contribution to international and multicultural comparative education. His films illustrate facts and questions on societal developments and on socialisation and education in many different countries, - experiences which the spectators will rarely know about by their own first hand contact. Furthermore they present thesises and controversies which challenge and enrich the scientific discourse in the educational and social sciences on development, modernisation, childhood, pedagogical concepts, role models of women, family and youth as well as social, cultural and educational policies. The article analyses the relevance of the films of Gordian Troeller as part of political socialisation by massmedia in Germany and portrays the possible use of his films as didactical media.

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Sabine Hornberg, Peter J. Weber

Multikulturalität und Mehrsprachigkeit im 'realen' Europa und im 'virtuellen' Raum

While in the post World War II era autochthonous European ethnic groups were of main interest, since the 1960's new, often socially-defined minorities like migrants, guest workers, emigrants returning from former colonies, refugees, evacuees and resettlers have moved into the focus. The European policy of the 1980's and '90's clearly votes for the protection of the cultural identity of all societal groups and in this context supports the evolution of a "European added value". But this process could be interrupted in the new millennium, where majority as well as minority groups are in danger of loosing their cultural autonomy. One indicator for this is the pressure to use standardized languages in a world marked by increased globalization - especially via the new media. This article looks at the chances and risks of the new media - mainly the Internet - for the pluricentric European society.

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Rudolf Seising

Virtuelle Akademien: Etappen in der wissenschaftlichen Kommunikationsgeschichte

Virtuality of something means something's inherent power or ability. In this contribution "virtual academies" means scientific academies together with their power to communicate. Therefore it is referred to first antique academies and to the rise of scientific societies in modern times. Since the 18th century the connection of academic and encyclopaedic thinking became interesting. The exponential growth of scientific knowledge, recognized in the 20th century, began in the development of scientific publications. Today, internet and world wide web is beginning to replace books and journals as scientific communication media. After a sketch of this technologies history the possibilities of communication in scientific academies in the 21st century are emphasized.

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Manuela Paechter

Learning and communicating in virtual seminars and lectures

The main concepts of instruction in the virtual university, virtual seminars and virtual lectures, are explained and illustrated by examples. Then, based on a model of instruction two important aspects and often obstacles to successful learning on the net are investigated more closely: communication and self-regulation of learning. The former aspect mainly refers to the concept of social presence, i.e. the extent to which a personal interaction with the communication partners is possible. Text-based communication which is predominant in internet instruction allows only a low degree of social presence, a rather anonymous interaction in which visual or auditory information as gesture or speech cannot be transmitted. Such a kind of communication poses severe obstacles to the learners' satisfaction with the whole learning setting as a survey in a virtual seminar could show. Another important aspect in virtual instruction are the high demands on learners' abilities to self-regulate their learning processes. They do not only have to determine when and where to learn but also how to process the learning material. Yet a survey in a virtual seminar showed that the possibility to decide on one's own learning processes is highly valued by students.

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Michael Ribold

Die Rolle des "EuroStudyCentre North-West Germany" (ESC NWG)im internationalen Fernstudium und seine Einbindung in die Präsenzlehre

Based on the experiences in counselling and teaching in a distance education centre situated on a campus university the process of convergence between conventional and distance education will be described. During the last 30 years the development of new technological communication media and the political impacts on European integration have fostered this process. Several netbased collaborative learning environments and tools have been developed; some of them will be described and analysed in the following article. The use of these new learning environments will become a common cultural technique and lead to sustainable changes concerning the educational culture: traditional universities will become "dual mode" ones and they will play an increasing role as educational brokers.

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Klaus Schleicher

'Pädagogik' von gestern für Kinder von heute als Bürger von morgen

Education policies tend to plan on short-term power- and budget- interest, while education processes are geared towards long-term individual and social developments. Thus, societies and educational institutions are faced at intervals with educational fashions and green cards or teacher shortages and delayed curricula revisions. Accordingly, German schools tend to re-act to social and political contexts instead of preparing the next generation for future developments. This discrepancy is obvious at present from the micro-electronic training gap, that led to large scale hardware supply but suffered from inadequate software development and very limited teacher training. In case this educational chase after social and media-developments continuous, private and media supplier will probably substitute the official gap in the educational market. This, however, would increase the social selection-processes and increase the market-influence on educational perspectives and priorities. - Why a sustainable policy and education have to interrelate not only social contexts and institutional perceptions but also educational expectancies of institutions and THE clientele as well as the potentials of the new media, - that will be discussed in this contribution.

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