Geschichtswissenschaftliche Blogs auf einen Blick
History education and Public History are both challenged to provide guidance on how to deal with the respective Virtual Reality offers in a reflected and critical manner.
The post Virtual Time Travels? Public History and Virtual Reality appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/6-2018-3/public-history-and-virtual-reality/
On YouTube's Wissen2go channel, a journalist explains history and politics to half a million followers. The Russian Revolution is in high range of popularity. Why are there so many viewers and what does this say about teaching history?
The post Wissen2go – Teacher-Centered Instruction on YouTube appeared first on Public History Weekly.
This article describes the way in which the commemoration of the First World War’s centenary is dealt with on Twitter and observes how Twitter promotes both public activities with the past and the expertise of public historians online.
The post Public History with Tweets appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-24/public-history-with-tweets/
Might the experience of living in a communist regime be useful for the general international public? This is our attempt to answer this question.
The post Socialism Realised appeared first on Public History Weekly.
Quelle: https://public-history-weekly.degruyter.com/5-2017-19/socialism-realised/
We can observe great differences in how teachers deal with the history of their own country ("Heimatkunde") in the classroom. Some of them impart the national master narrative. Others present counter-narratives.
The post How Should History of One’s Own Country Be Taught? appeared first on Public History Weekly.
Eine der vielfältigen Aufgaben der Public History ist es, das reichhaltige Angebot geschichtsvermittelnder Produkte in der Öffentlichkeit forschend zu analysieren. Dieses Ziel geht mit dem Anspruch einher, die Vermittlung nicht als eine Einbahnstraße aufzufassen, sondern als wechselseitigen Prozess zu verstehen, der verschiedene Beteiligte miteinschließt und auf kritische Reflexion, Erweiterung des Wissens und Präzisierung von Methoden angelegt ist. Die Frage, ob der Erfolg einer so verstandenen Public History messbar ist, ist bisher selten gestellt worden – nicht zuletzt wegen fehlenden Datenmaterials.
Der wechselseitige Prozess von Produktion, Vermittlung und Rezeption lässt sich sowohl mit Ansätzen einer “shared authority“ als auch einer “shared inquiry“ beschreiben. Der Prozess verweist zudem auf die vorhandene große Schnittmenge zwischen Ansätzen, die bisher entweder in der Public History oder der Angewandten Geschichte verortet wurden.[1] Nicht nur aus Sicht der Public History stellt sich hier aber die Frage, wie der Kontakt mit dem Publikum bzw. der Öffentlichkeit überhaupt hergestellt wird und alle Beteiligten aktiv in den Prozess miteinbezogen werden können.
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Quelle: http://public-history-weekly.oldenbourg-verlag.de/4-2016-18/successful-public-history-evidence/
“Weird History,” [Verrückte Geschichte] otherwise known as “Dr. Guido Knapp,” is a pseudonymous German-speaking Twitter account. Launched only a few years ago, the account has been presenting history-related knowledge and surprising historical facts to wide acclaim, with great public reach, and in a highly amusing fashion. “Weird History” is a prime example of frequently invoked “Digital Public History.” Reason enough for Public History Weekly to explore this mysterious and yet public phenomenon.
In what follows, we hear a surprisingly young man comment on an astonishingly mature and innovative project.
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Our daily life as researchers is defined by research publications, literature reviews, reports about experiences and discussions, and proposals. That’s self-evident. Right? What is their role for us, in fact? How much do we still read, in order to write? Only very few of us manage to keep a complete survey of current publications, at the very least. Does the bibliographic informed and systematic reading, inevitably, overtax the academic individual today?
Social Media are “a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content.”[1] They facilitate various forms of web communication between individuals and communities. They can bring users together to discuss common issues and to share traces of the past. Local communities’ engagement with the past, mediated or not, are made possible through Web 2.0 practices. New virtual contacts could be built when communities are no longer present in physical spaces.[2]
In Teaching History in the Digital Age, Mills Kelly recounts a teaching anecdote with millennial students. At the beginning of a history class, an avid student informed Kelly that he had “fixed” the Nuremberg video they watched during the previous session.
Stunned, Kelly decided to show this modified version to the class. It was the same Universal Newsreel but much of the music track had been replaced with new background music: bass notes from the movie Jaws and passages from Mozart’s Requiem. As the student then explained, the new music was much more appropriate to the seriousness of the situation.
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