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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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7 Realization of the E-Learning Course

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“Every creator painfully experiences the chasm between his inner vision and its ultimate ex- pression.” - Isaac Bashevis Singer, writer, No- bel laureate (1904-1991) Based on the theoretical findings from the previous chapters, this chapter describes the realization of the e-learning courses on human rights education. The definitions, components and the development of social competence, morality, human rights education, and e-learning find their practical parallels in this course. Moreover, the best practice examples, findings on teaching methodologies and the discussions around evaluation are incorporated. Before the specific activities in the e-learning course are described, the didactic concept explains the links between the practical realization and the theoretical back- ground from the previous chapters. 7.1 Didactic Concept of the E-Learning Course on Human Rights Education The didactic concept of the e-learning course on human rights education takes the theoretical background described in the previous chapters into account: ba- sed on the insights from the best practice examples for teaching social compe- tence, morality, and human rights, a participative approach is chosen with the teacher acting as a facilitator and moderator, and communication being fostered within the learning group (as opposed to a more teacher-centered approach). Pseudonymity and other phenomena described in the chapter on e-learning serve as a background; the course tries to use the advantages of this kind of communi- cation. Of the examined learning approaches to e-learning, mainly the social constructivist approach is chosen, which mirrors the implications about a participative approach, the focus on communication, and exchange between...

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