Sachgebiete

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X, 336 S. : Ill., graph. Darst. ; 22 cm Pp.

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Tadellos. - Table of Contents -- 1 Introduction 1 -- Theoretical Part -- 2 Social Competence 5 -- 2.1 Working Definition o f the Term Social Competence'. A Compromise -- between Assimilation and Assertion 6 -- 2.2 Sub-components of Social Competence 9 -- 2.3 Social Competence and its Related Terms 12 -- 2.4 Measuring Social Competence 16 -- 2.4.1 Evaluating cognitive aspects o f social competence 17 -- 2.4.2 Evaluating attitudinal aspects o f social competence 19 -- 2.4.3 Evaluating behavioral aspects o f social competence 20 -- 2.5 Teaching Social Competencies 23 -- 3 Moral Competence 28 -- 3.1 Definition o f Moral Competence 30 -- 3.2 Moral Development According to Kohlberg: From Pre-to Post- -- Conventional Morality 33 -- 3.3 Gilligan et al.: Care versus Justice : 41 -- 3.4 Blasi et al: Judgment versus Behavior 44 -- 3.5 Teaching Morality 48 -- 4 Human Rights Education 51 -- 4.1 Defining Human Rights Education 52 -- 4.1.1 Related Fields o f Human Rights Education 54 -- 4.1.2 Definitions o f International Governmental Organizations 59 -- 4.1.3 Definitions o f International Non-Governmental Organizations 61 -- 4.1.4 Definitions o f Researchers and Academics 63 -- 4.1.5 Working Definition o f Human Rights Education for this Thesis -- and Relationship to other Educational Concepts 66 -- 4.2 Best Practice o f Human Rights Education 69 -- 4.3 Evaluating Human Rights Education 76 -- 4.4 The Relationship between Human Rights Education, Moral -- Development, and Social Competence 80 -- 5 E-Learning 84 -- 5.1 Defining E-Learning 86 -- 5.1.1 Terms Related to E-Learning 88 -- 5.1.2 Advantages and Disadvantages o f E-Learning 90 -- 5.1.3 Structural Characteristics o f E-Learning: Multimedia, -- Interactivity, Hypermedia 93 -- 5.1.4 Communicative Characteristics o f E-Learning: Channel Re -- duction and Liberation; Anonymity and Identity; Virtuality and Reality 96 -- 5.2 Learning Theories for E-Learning 101 -- 5.2.1 Behaviorism: Programmed Instruction and "Drill and Practice" .. 101 -- 5.2.2 Cognitivism: Intelligent Tutoring Systems and Hypermedia 104 -- 5.2.3 Constructivism: Authoring Tools and Web 2.0 105 -- 5.3 Conclusion: Theoretical Implications for the Human Rights -- Education E-Learning Courses 108 -- Practical Part -- 6 Planning the E-Learning Course on Human Rights Education 111 -- 6.1 Existing E-Learning Courses on Human Rights Education I l l -- 6.1.1 D@dalus 114 -- 6.1.2 Human Rights Education Associates 117 -- 6.1.3 The Open University: Rights and Justice in International -- Relations 120 -- 6.1.4 Northern Arizona University: Solar System Simulation 122 -- 6.1.5 Conclusion 124 -- 6.2 Choosing a Virtual Learning Environment (VLE) 125 -- 6.3 Background o f the Learning Groups for the Courses on Human -- Rights Education 131 -- 6.3.1 Background o f Learning Group 1 132 -- 6.3.2 The Multipliers' Course - Quality Check and International -- Participation 134 -- 6.3.3 Background o f Learning Group 2 135 -- 6.4 Learning Goals for the E-Learning Course on Human Rights -- Education 137 -- 7 Realization o f the E-Learning Course 139 -- 7.1 Didactic Concept o f the E-Learning Course on Human Rights -- Education 139 -- 7.2 Navigational Structure o f the Courses 144 -- 7.3 Working with Pseudonyms 147 -- 7.4 Discussion Forums 148 -- 7.5 Internet Research Task 152 -- 7.6 Interactive Elements: Voting, Chats, Quizzes and Short Lessons 156 -- 7.7 Group Work 1: Mission to Mars 160 -- 7.8 Group Work 2: Designing a Role-play about Discrimination 164 -- 7.9 Reflection and Feedback Tasks 166 -- 8 Evaluation 169 -- 8.1 Evaluation Plan 169 -- 8.1.1 Purpose and Motivation o f the Evaluation 170 ISBN 9783631620885