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E-Learning in der Hochschulpraxis: wie Lehren und Lernen nicht auf der (virtuellen) Strecke bleiben
(2010)
Die Anforderungen an eine zukunftsorientierte Hochschulentwicklung sind eng mit dem Einsatz neuer Medien verknüpft, welche sich sowohl institutionell, personell und hochschulpolitisch niederschlagen werden. Neben der technischen Integration neuer Lehrformen spielen insbesondere die organisatorischen und didaktischen Implikationen eine zentrale Rolle. Als ein wichtiger Aspekt zur Qualitätssicherung der Hochschullehre bei steigender Studierendenzahl spielen die neuen Medien dahingehend eine Rolle, dass durch den Einsatz innovativer Lehrtechnologien eine verbesserte Betreuung und Beratung der Studierenden angestrebt wird (vgl. Albrecht 2003, S. 83). Häufig wird die Annahme vertreten, dass E-Learning hier eine kostensparende Variante darstellt, die gleichzeitig durch den „Neuigkeitseffekt“ die Lernmotivation der Teilnehmenden steigere (vgl. Meister 2001, S. 167). Die generellen Befürworter des E-Learnings zeigen neue didaktische Handlungsmöglichkeiten auf, z. B. Lernen durch Exploration (insbesondere durch Navigieren, Browsing, Searching, Connecting und Collecting, vgl. Peters 2000), während die empirische Bestätigung erhöhter Lerneffekte im E-Learning noch aussteht. Der folgende Beitrag fordert die Lehrenden dazu auf, die didaktischen Aspekte des E-Learnings stärker in den Blick zu nehmen, damit sich ein lernförderlicher Einsatz computer- und internetbasierter Lehr- / Lernszenarien endlich in der (Hochschul-)Praxis etablieren kann. Denn die gängigste Variante von E-Learning an deutschen Hochschulen – soweit wagen wir uns vor – besteht häufig in der bloßen Informationsdistribution aktueller Seminarinhalte. Didaktische und methodische Überlegungen bleiben dabei ganz offensichtlich auf der Strecke...
The learning outcomes of teaching translation in German departments at Moroccan universities have hardly been the subject of scientific debate among translation teachers and researchers alike. The actual translation course can only train students to pursue a career in intercultural communication and not in translation, because the teaching material and methodology don’t reflect the training objectives. The thesis of this paper is that the teaching of translation in the departments of German studies in Moroccan universities, as it stands, can have professional rather than academic goals, if the university pedagogical and technical conditions change and if the constraints projected in section 4 and the lines proposed in the same section below are followed.
The life of humans goes on through the coincidence of time and space. Every human has a different environment in life. According to Otto Friedrich Bollnow, humans can have prosperous and healthy life if they set up a balance between their lives in and outside their homes. This idea has been confirmed in the German author Herrad Schenk’s ,,Am Ende” and the Turkish author Orhan Pamuk’s ,,Die Geschichte des Prinzen” (,,Das schwarze Buch”) . It is the aim of this study to examine comparatively this balance expressed in both books.
Surrounding globalism , due to digital connections, is felt in all the fields of our life. Globalism causes changes in local conditions. However, there are also local realities and peope live with local conditions. As a result of this, according to R. Robertsson emerge “globalocalisation”. How is a language influenced from this “globalocalisation” process? This study trys to research with samples the changes in language as a consequence of globalocal interactions.
“Translational turn” in the cultural studies and “the cultural turn” in the translation studies show that the term “culture” is very important in the literary translation. The key terms of a foreign culture play a great role in literary translation because of the intercultural dialogue. The translator must pay attention to the clash of cultural terms in the literary texts and in the translation. The literary translation helps to understand between cultures if it carefully handles the cultural terms of a foreign culture which is translated into a target culture. The cultural terms which belong to Turkish culture are to be understood by the readers of the target culture. As readers, we must read the literary texts with a “thick description” and we hope the literary texts help intercultural dialogue if they are translated into a foreign culture. The translator must see the cultural terms diachronically and synchronically.
„Football“, „soccer“ in British terms, is the most famous sport of the world. The history of the football goes back to the ancient times. In this article, the football terms used in Germany and Turkey are handled together with the historical development of football. Various differences and similarities between these terms and their features are also demonstrated.
Speakers of Russian from the former Soviet Union and speakers of Turkish form the two biggest groups of immigrants in Germany. There is a number of surveys, that focus on early second language acquisition of kindergarten and primary school children in these ethnic groups. In this article, I will discuss differences and similarities of the second language acquisition process, that Russian and Turkish speaking children go through. I will compare not only the interlingual development (pronunciation, lexicon, syntax and morphology) but also the sociocultural context. For this purpose the data of my case studies will be contrasted with the other research results.
After giving an overview of the implementation of Business German in the curricula of German Departments outside of Germany and showing which place Business German has taken within these departments today, this article focuses on the teaching goals and contents as well as on the competences that ought to be achieved by the students in the German Department at Istanbul University in order to explain which chances and opportunities this study field opens up to students of German language and literature.