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Displaying results 1 to 9 of 9.

  1. Reading Autobiographical Comics: A Framework for Educational Settings
    Author: Oppolzer, Markus
    Published: 2020
    Publisher:  Peter Lang International Academic Publishers, Bern

    This book updates reader-response criticism as the foundation of aesthetic reading in the classroom by bringing it in line with cognitive theories in literary studies and linguistics. With the help of Gilles Fauconnier and Mark Turner‘s conceptual... more

     

    This book updates reader-response criticism as the foundation of aesthetic reading in the classroom by bringing it in line with cognitive theories in literary studies and linguistics. With the help of Gilles Fauconnier and Mark Turner‘s conceptual integration theory, which shares a surprising number of correspondences with Wolfgang Iser‘s The Act of Reading, it is possible to flesh out the latter‘s model of narrative meaning-making. In turn, this allows for a consistent reader-response approach to the medium of comics and auto/biography as one of its dominant genres. The fragmentation of comics narratives, but also of human lives and identities, requires such a theory that can explain how different perspectives and experiences can be blended into an experiential whole.

     
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    Source: OAPEN
    Language: English
    Media type: Ebook
    Format: Online
    Other identifier:
    Subjects: Literature: history & criticism; Education
    Other subjects: Literature: history and criticism; Education; Teaching skills and techniques; Teaching of a specific subject; Philosophy and theory of education
    Scope: 1 electronic resource (504 p.)
  2. «Candide», «La fée carabine» et les autres : Vers un modèle didactique de la lecture littéraire
    Author: Aeby Daghé, Sandrine
    Published: 2014
    Publisher:  Peter Lang International Academic Publishers, Bern

    Les pratiques de lecture des élèves ont fait l’objet de recherches de grande ampleur. Mais que sait-on des pratiques d’enseignement ? Qu’est-ce qui se construit lorsque des enseignants et des élèves abordent un texte en classe ? Cet objet varie-t-il... more

     

    Les pratiques de lecture des élèves ont fait l’objet de recherches de grande ampleur. Mais que sait-on des pratiques d’enseignement ? Qu’est-ce qui se construit lorsque des enseignants et des élèves abordent un texte en classe ? Cet objet varie-t-il en fonction des textes ? De leur longueur ? De leur statut ? L’auteur a mené une recherche avec des enseignants qui ont étudié Candide de Voltaire et La fée Carabine de Pennac avec leurs élèves de 16 ans. Comment les enseignants s’y sont-ils pris dans cette entreprise complexe? Comment ont-ils assuré les liens entre les lectures réalisées à la maison et le travail en classe ? Certes, chaque enseignant s’y prend différemment. Mais un phénomène commun apparait: le recours à des genres d’activité scolaire pour appréhender différentes facettes des textes littéraires et assurer les liens entre le commentaire de texte et les lectures des élèves. Le chercheur trouvera dans cet ouvrage une démarche d’analyse systématique des interactions didactiques. L’enseignant y découvrira des modèles d’activités qui lui permettront de mieux comprendre ses pratiques et l’inspireront dans la conception d’activités futures.

     
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  3. Autonomes Fremdsprachenlernen : Komponenten, Kompetenzen, Strategien
    Author: Tassinari, Maria Giovanna
    Published: 2010
    Publisher:  Peter Lang International Academic Publishers, Bern

    Dieses Buch ist 2011 mit dem Bremer Forschungspreis des AKS (Arbeitskreis der Sprachenzentren in Deutschland) ausgezeichnet worden. Wie kann Lernerautonomie beim Fremdsprachenlernen wissenschaftlich begründet und praxisorientiert definiert und... more

     

    Dieses Buch ist 2011 mit dem Bremer Forschungspreis des AKS (Arbeitskreis der Sprachenzentren in Deutschland) ausgezeichnet worden. Wie kann Lernerautonomie beim Fremdsprachenlernen wissenschaftlich begründet und praxisorientiert definiert und beschrieben werden? Welche Komponenten, Kompetenzen und Strategien gehören dazu? Welches Instrument kann Lerner und Lehrer in autonomen Lernprozessen unterstützen? In dieser Arbeit wird durch eine explorativ-interpretative Forschungsmethodologie ein dynamisches Autonomiemodell mit Deskriptoren entwickelt, das Lernerautonomie systematisch beschreibt und von Lernern oder Lehrern zur Selbsteinschätzung der eigenen Kompetenzen oder zur Reflexion über den Lernprozess verwendet werden kann. Das Autonomiemodell und die Deskriptoren wurden durch ein qualitatives Verfahren mit Experten am Centre de Recherches et d’Applications Pédagogiques en Langues (CRAPEL) der Université Nancy 2 und am Sprachenzentrum der Freien Universität Berlin validiert und mit Studierenden und Lehrenden erprobt.

     
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  4. Digital humanities pedagogy
    practices, principles and politics
    Contributor: Greatley-Hirsch, Brett
    Published: 2012
    Publisher:  OpenBook Publishers, [Cambridge, England]

    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the... more

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    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions."--Page 4 of cover.

     
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    Source: Union catalogues
    Contributor: Greatley-Hirsch, Brett
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781909254275; 1909254274; 9781909254282; 1909254282; 9781909254299; 1909254290
    Other identifier:
    RVK Categories: DP 1960
    DDC Categories: 370
    Series: [Digital humanities series ; v. 3]
    Subjects: Sozialwissenschaften; Neue Medien; Geisteswissenschaften; Pädagogik; Humanities; Humanities; Humanities; Humanities; Humanities; REFERENCE; EDUCATION; Education; Higher and further education, tertiary education; Humanities; Society and social sciences Society and social sciences; Teaching skills and techniques; Digital humanities; Humanities; Humanities; Humanities; Humanities
    Scope: 1 Online-Ressource (xix, 426 Seiten), color Illustrationen
    Notes:

    Includes bibliographical references (pages 407-426)

    Literaturverz. S. 407 - 426
  5. Digital humanities pedagogy
    practices, principles and politics
    Contributor: Hirsch, Brett D. (HerausgeberIn)
    Published: [2012]
    Publisher:  OpenBook Publishers, [Cambridge, England]

    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the... more

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    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions."--Page 4 of cover Introduction : Digital Humanities and the Place of Pedagogy /Brett D. Hirsch --I.Practices.The PhD in Digital Humanities /Willard McCarty --Hands-On Teaching Digital Humanities: A Didactic Analysis of a Summer School Course on Digital Editing /Malte Rehbein and Christiane Fritze --Teaching Digital Skills in an Archives and Public History Curriculum /Peter J. Wosh, Cathy Moran Hajo and Esther Katz --Digital Humanities and the First-Year Writing Course /Olin Bjork --Teaching Digital Humanities through Digital Cultural Mapping /Chris Johanson and Elaine Sullivan, with Janice Reiff, Diane Favro, Todd Presner and Willeke Wendrich --Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy /Matthew K. Gold --Acculturation and the Digital Humanities Community /Geoffrey Rockwell and Stéfan Sinclair --II.Principles.Teaching Skills or Teaching Methodology? /Simon Mahony and Elena Pierazzo --Programming with Humanists: Reflections on Raising an Army of Hacker-Scholars in the Digital Humanities /Stephen Ramsay --Teaching Computer-Assisted Text Analysis: Approaches to Learning New Methodologies /Stéfan Sinclair and Geoffrey Rockwell --Pedagogical Principles of Digital Historiography /Joshua Sternfeld --Nomadic Archives: Remix and the Drift to Praxis /Virginia Kuhn and Vicki Callahan --III.Politics.They Have Come, Why Don't We Build It? On the Digital Future of Humanities /Jon Saklofske, Estelle Clements and Richard Cunningham --Opening Up Digital Humanities Education /Lisa Spiro --Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind /Tanya Clement --Teaching Digital Rhetoric: Wikipedia, Collaboration and the Politics of Free Knowledge /Melanie Kill --Select Bibliography.

     
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  6. Collaborative writing groups for academic publishing
    the 3C and 4P way
    Author: Semon, Sarah; Catania, Nicholas; Lane, Danielle; Hinton, Jessica
    Published: 2024; ©2024
    Publisher:  Emerald Publishing Limited, Bingley, U.K.

    Recognizing the increasing workload placed on academics amidst a highly competitive publishing landscape, Collaborative Writing Groups for Academic Publishing: The 3C and 4P Way helps aspiring researchers establish hyper-productive virtual writing... more

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    Recognizing the increasing workload placed on academics amidst a highly competitive publishing landscape, Collaborative Writing Groups for Academic Publishing: The 3C and 4P Way helps aspiring researchers establish hyper-productive virtual writing groups to build personal confidence and professional relationships, develop their academic writing skillsets, and further their careers. Drawing on their own experiences, including their motivations and career paths, the authors offer practical guidance for establishing collaborative writing groups using the 3Cs (Common Focus, Commitments, and Communication) and the 4Ps (Priorities, Plans, Protecting Deadlines, and Positive Reinforcement). Walking readers through a series of developmental phases, the authors also provide a thorough discussion of useful analogue and digital tools to support groups in an ongoing cycle of goal setting, progress monitoring, and success celebrating. Encouraging a sense of community building and collaboration, which counteracts the isolation and competition that often plagues the academic sphere, chapters also explore the less measurable aspects of group collaboration: trust, respect, follow through, flexibility, the ability to discuss critically without fear, and a willingness to stick with their efforts even if results take a few tries. Grounded in the practical implementation of the C3P4 process, this timely work acts as an essential manual for aspiring academics to achieve the ultimate collaborative workflow, benefitting both researchers and those their research will impact.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781837530069
    Other identifier:
    Subjects: Authorship; Scholarly publishing; Academic writing; Education ; Collaborative & Team Teaching; Writing and editing guides; Teaching skills and techniques
    Scope: 1 online resource (136 pages)
    Notes:

    Includes bibliographical references and index. - Print version record
  7. Erzähltheorie(n) und Literaturunterricht
    Verhandlungen eines schwierigen Verhältnisses
    Contributor: Bernhardt, Sebastian (HerausgeberIn); Henke, Ina (HerausgeberIn)
    Published: 2023; © 2023
    Publisher:  Springer Berlin Heidelberg, Berlin, Heidelberg

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  8. Digital humanities pedagogy
    practices, principles and politics
    Contributor: Hirsch, Brett D. (HerausgeberIn)
    Published: [2012]
    Publisher:  OpenBook Publishers, [Cambridge, England]

    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the... more

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    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions."--Page 4 of cover Introduction : Digital Humanities and the Place of Pedagogy /Brett D. Hirsch --I.Practices.The PhD in Digital Humanities /Willard McCarty --Hands-On Teaching Digital Humanities: A Didactic Analysis of a Summer School Course on Digital Editing /Malte Rehbein and Christiane Fritze --Teaching Digital Skills in an Archives and Public History Curriculum /Peter J. Wosh, Cathy Moran Hajo and Esther Katz --Digital Humanities and the First-Year Writing Course /Olin Bjork --Teaching Digital Humanities through Digital Cultural Mapping /Chris Johanson and Elaine Sullivan, with Janice Reiff, Diane Favro, Todd Presner and Willeke Wendrich --Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy /Matthew K. Gold --Acculturation and the Digital Humanities Community /Geoffrey Rockwell and Stéfan Sinclair --II.Principles.Teaching Skills or Teaching Methodology? /Simon Mahony and Elena Pierazzo --Programming with Humanists: Reflections on Raising an Army of Hacker-Scholars in the Digital Humanities /Stephen Ramsay --Teaching Computer-Assisted Text Analysis: Approaches to Learning New Methodologies /Stéfan Sinclair and Geoffrey Rockwell --Pedagogical Principles of Digital Historiography /Joshua Sternfeld --Nomadic Archives: Remix and the Drift to Praxis /Virginia Kuhn and Vicki Callahan --III.Politics.They Have Come, Why Don't We Build It? On the Digital Future of Humanities /Jon Saklofske, Estelle Clements and Richard Cunningham --Opening Up Digital Humanities Education /Lisa Spiro --Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind /Tanya Clement --Teaching Digital Rhetoric: Wikipedia, Collaboration and the Politics of Free Knowledge /Melanie Kill --Select Bibliography.

     
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  9. Digital humanities pedagogy
    practices, principles and politics
    Contributor: Greatley-Hirsch, Brett (Hrsg.)
    Published: [2012]
    Publisher:  OpenBook Publishers, [Cambridge, England]

    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the... more

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    "The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions."--Page 4 of cover

     
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    Volltext (kostenfrei registrierungspflichtig)
    Source: Union catalogues
    Contributor: Greatley-Hirsch, Brett (Hrsg.)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781909254275; 1909254274; 9781909254282; 1909254282; 9781909254299; 1909254290
    RVK Categories: DP 1960
    Series: Digital humanities series 2054-2429 ; v. 3]
    [Digital humanities series ; v. 3]
    Subjects: Humanities; Humanities; Humanities; Humanities; Humanities; Humanities; Humanities; Humanities; Humanities; Humanities; Educational technology; Digital humanities; Educational Technology; Educational technology; Humanities; Education; Higher and further education, tertiary education; Humanities; Society and social sciences Society and social sciences; Teaching skills and techniques; REFERENCE ; Questions & Answers; EDUCATION ; Teaching Methods & Materials ; Science & Technology; Humanities ; Computer network resources; Humanities ; Methodology; Humanities ; Technological innovations; Humanities ; Study and teaching (Higher); Digital humanities
    Scope: Online Ressource (xix, 426 pages), color illustrations.
    Notes:

    Includes bibliographical references (pages 407-426). - Online resource, title from title page (OpenBook Publishers version, viewed January 15, 2013)

    Brett D. Hirsch: Introduction : Digital Humanities and the Place of Pedagogy

    Willard McCarty: I.Practices.The PhD in Digital Humanities

    Malte Rehbein and Christiane Fritze: Hands-On Teaching Digital Humanities: A Didactic Analysis of a Summer School Course on Digital Editing

    Peter J. Wosh, Cathy Moran Hajo and Esther Katz: Teaching Digital Skills in an Archives and Public History Curriculum

    Olin Bjork: Digital Humanities and the First-Year Writing Course

    Chris Johanson and Elaine Sullivan, with Janice Reiff, Diane Favro, Todd Presner and Willeke Wendrich: Teaching Digital Humanities through Digital Cultural Mapping

    Matthew K. Gold: Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy

    Geoffrey Rockwell and Stéfan Sinclair: Acculturation and the Digital Humanities Community

    Simon Mahony and Elena Pierazzo: II.Principles.Teaching Skills or Teaching Methodology?

    Stephen Ramsay: Programming with Humanists: Reflections on Raising an Army of Hacker-Scholars in the Digital Humanities

    Stéfan Sinclair and Geoffrey Rockwell: Teaching Computer-Assisted Text Analysis: Approaches to Learning New Methodologies

    Joshua Sternfeld: Pedagogical Principles of Digital Historiography

    Virginia Kuhn and Vicki Callahan: Nomadic Archives: Remix and the Drift to Praxis

    Jon Saklofske, Estelle Clements and Richard Cunningham: III.Politics.They Have Come, Why Don't We Build It? On the Digital Future of Humanities

    Lisa Spiro: Opening Up Digital Humanities Education

    Tanya Clement: Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind

    Melanie Kill: Teaching Digital Rhetoric: Wikipedia, Collaboration and the Politics of Free Knowledge