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Improving Social Competence via e-Learning?

The Example of Human Rights Education

Sandra Reitz

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.


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“Feeling gratitude and not expressing it is like wrap- ping a present and not giving it.” William Arthur Ward (1921-1994) I would like to thank the following persons for their support: My mentors Prof. Dr. Karl-Peter Fritzsche who found the perfect balance between not creating too much nor too less pressure, Prof. Dr. Johannes Fromme, and my former mentor Prof. Dr. Friedrich Schoenweiss for their valu- able advice and help. The participants of the e-learning courses – the educators representing the approximately 160 learners: Rosalind Kirk, who also gave priceless encourage- ment through her comments, Otgonchimeg Altangerel, Lieselotte Lieberknecht, Tourya Saada, Kati Twietmeyer, and Josefina Ureña, who all contributed signif- icantly to make the courses a success and without whom the whole project would not have been possible. The participants from the educators' course who considerably improved the courses through their feedback – to name but a few: Nezha Belkachla, Verena Häfele, and Edgar Rosero. The members of the Amnesty International Human Rights Education Net- work – both the International and the German network. Especially the German coordination group helped through their professional comments and through their peer support (we were close to forming a peer-counselling group of “never- finishing dissertation-writers”) – again, a few names representing many: Jens Wetzel, Sabine Bäcker, Andrea Wendt, Wolfgang Lingl, Nicole Gellrich, and Peter-Michael Friedrichs. Participants from other Human Rights Education and Moral Research Net- works who encouraged me and gave me platforms to present and discuss my project, especially Dr. Claudia Lohrenscheit and Dr....

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