Interactive 3D Testimonies of Holocaust Survivors in German language
The article shows how the development of interactive digital 3-D testimonies was initiated and is carried out at the LMU Munich. In a first step, current developments in Holocaust education are presented to locate the development of 3-D testimonies. Furth
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Abstract
The article shows how the development of interactive digital 3-D testimonies was initiated and is carried out at the LMU Munich. In a first step, current developments in Holocaust education are presented to locate the development of 3-D testimonies. Furthermore, an overview of the educational framework at university and school in Germany is given to refer conditions and contexts for teaching and learning about the Holocaust. In a second step, the project’s research and development approach – design-based research – is presented and the development of the testimonies outlined. This includes a self-positioning of the researchers as well as a first interim conclusion. The paper ends with an outlook and reflections between authenticity and algorithm. Zusammenfassung
Im Beitrag wird aufgezeigt, auf welche Weise die Entwicklung interaktiver digitaler 3-D-Zeugnisse an der LMU München initiiert und durchgeführt worden ist. In einem ersten Schritt werden aktuelle Entwicklungen der Holocaust Education dargestellt und die Entwicklung der 3-D-Zeugnisse verortet. Des Weiteren wird der organisatorische Rahmen an Universität und Schule aufgezeigt, um institutionelle Bedingungen und inhaltliche Kontexte formaler Vermittlungsarbeit in Deutschland darzulegen. In einem zweiten Schritt wird der gewählte Forschungs- und Entwicklungsansatz – Design-based Research – vorgestellt und die Entwicklung der Zeugnisse skizziert. Dies schließt eine Verortung der Forschenden ebenso ein wie ein erstes Zwischenfazit. Der Bei-
© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020 M. Gloe und A. Ballis (Hrsg.), Holocaust Education Revisited, Holocaust Education – Historisches Lernen – Menschenrechtsbildung, https://doi.org/10.1007/978-3-658-24207-7_21
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Anja Ballis and Markus Gloe
trag endet mit einem Ausblick, in dem offene Fragen und Herausforderungen zwischen Authentizität und Algorithmus reflektiert werden.
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Interactive 3D testimonies of Holocaust Survivors – Connecting educational tools, technological conditions and institutions
For a long time there has been reflection on how teaching and learning about and of the Holocaust will change when the survivors will have passed away (Gross/Stevick 2015). An important aspect which is emphasized repeatedly is the gap arising between the survivors’ original narratives and the changed conditions of the mediation of the Holocaust. In Germany, survivors of the Holocaust were “discovered” relatively late for educational work. Especially between the 1990ies and the beginning of the 21st century they were publicly honoured because of their contribution to the memory of the Holocaust (Gryglewski 2018: 168). Some of the survivors felt it as their duty to go to schools, be at memorial sites, and talk to especially the younger generation. By sharing their stories, they have had an important influence on historiography as well as on education (Ballis 2019). As a matter of fact, this era of personal mediation is coming to an end and various activities have been undertake
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