The Example of Human Rights Education
7 Realization of the E-Learning Course
“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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