Remembrance, Space, Education: Emancipatory and Activist Approaches Through (Geo-)media

Jekel, Thomas; Schötz, Tim; Wöhs, Katharina

doi:10.1007/978-3-030-60982-5_22

Cited by 3 publications

(2 citation statements)

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“…Similar to how education has been transformed by the widespread use of technology, the rapid development of digital technologies has profoundly changed the nature of Holocaust remembrance and education [ [17] , [18] , [19] ]. Holocaust education is increasingly linked to the digital age, from live and virtual survivor testimonies [ 20 ] to "serious games" to enhance historical understanding [ 21 ], from geomedia-based educational tools [ 22 ] to the use of social media in formal and informal learning settings [ 23 ]. The digitisation of Holocaust memory and remembrance practices is closely related to this trend [ 24 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Manca,

Raffaghelli,

Sangrà

2023

Heliyon

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Section: Introductionmentioning

confidence: 99%

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Manca,

Raffaghelli,

Sangrà

2023

Heliyon

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“…The result is the development of new ecologies of memory (Hoskins, 2016) and participative forms of Holocaust remembrance and education (Bodziany & Matkowska, 2023). There are several examples of this type of technology, including virtual survivor testimonies (Marcus et al, 2022), serious games that enhance historical understanding (Kolek et al, 2021), geomedia-based tools (Jekel et al, 2020), and social media (Łysak, 2022;Manca, 2021a).…”

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confidence: 99%

An examination of learning ecologies associated with the Holocaust: The role of social media

Manca

Raffaghelli

2023

Computer Assisted Learning

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BackgroundHolocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media.ObjectivesThis paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally.MethodsThe study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions.Results and ConclusionsThe results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important.TakeawaysThere is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education.

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Writing Place History, Living Place History: Dimensions of Student Learning in a Geomedia-based Holocaust Education Environment

Schötz¹,

Jekel²,

Edlinger³

2020

giforum

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Remembrance, Space, Education: Emancipatory and Activist Approaches Through (Geo-)media

Cited by 3 publications

References 9 publications

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

An examination of learning ecologies associated with the Holocaust: The role of social media

Writing Place History, Living Place History: Dimensions of Student Learning in a Geomedia-based Holocaust Education Environment

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