Im Rahmen des internationalen Aktionsforschungsprojekts SHARMED (SHARed MEmories and Dialogues, www.sharmed.eu) wurden mit Hilfe eines konversationsanalytischen Vorgehens Moderationstechniken identifiziert, die die Entstehung und Entwicklung dialogischer Prozesse im Bildungskontext ermöglichen. In diesem Artikel wird zuerst die besondere Bedeutung dialogischer Prozessmoderation erklärt, dazu werden die zentralen, damit zusammenhängenden theoretischen Konzepte vorgestellt: Agency, Empowerment und Interkulturelle dialogische Kompetenz. Darauf baut die darauf folgende detaillierte Beschreibung der zahlreichen Moderationstechniken auf, die in vier Bereiche organisiert sind: Aktivierung: wie können TN zu Beiträgen motiviert werden?; Feedback: wie können TN durch minimales Feedback motiviert werden, ihren Beitrag weiter auszuführen?; Persönliche Beiträge der Moderator_innen: welche Art von eigenen Beiträgen gibt es und unter welche Bedingungen fördern Sie die Partizipation der TN?; Initiative der TN: wie kann damit umgegangen werden, damit sie positiv angenommen werden kann, ohne den Prozess zu gefährden? Die Realisierbarkeit der vorgestellten Techniken im Rahmen von Webinaren wird unter Einbeziehung der Besonderheiten digital vermittelter Interaktion diskutiert. Um die Grundlage einer empirischen Überprüfung der herausgearbeiteten Annahmen zu ermöglichen, werden abschließend Empfehlungen für die Entwicklung einer SHARMED-ähnlichen Online-Studie vorgestellt.
The Internet has penetrated material reality to such an extent that it is now often impossible to disentangle the material from the virtual. In this postdigital scenario, the encounter with ›newness‹ becomes accessible at the touch of a button, 24/7. Learning becomes a lifewide experience which allows for the emergence of new culturalities. The contributors to this volume engage with cultural changes brought about by an intensified digitalization process in the context of formal education but also shed light on unexpected contexts in which informal learning experiences take place every day, strengthening diasporas, creating new connections and transforming ourselves and our societies.
The Internet has penetrated material reality to such an extent that it is now often impossible to disentangle the material from the virtual. In this postdigital scenario, the encounter with 'newness' becomes accessible at the touch of a button, 24/7. Learning becomes a lifewide experience which allows for the emergence of new culturalities. The contributors to this volume engage with cultural changes brought about by an intensified digitalization process in the context of formal education but also shed light on unexpected contexts in which informal learning experiences take place every day, strengthening diasporas, creating new connections and transforming ourselves and our societies.
Over the years it has been shown that migrations are structural phenomena of our societies and not sporadic. However, in recent decades, both from governments, international organizations and academia, migrations have been associated with the concept of crisis. Why is human mobility still linked to the idea of an extraordinary event of modernity? Is migration a consequence of the crisis or a cause? How do different governments and international organizations construct the concept of migration crisis? Seeking to answer these and other questions, the chapters in this volume offer a critical look at the link between migration and crisis from different theoretical and geographical angles and invite us to rethink the limits of the very concept of migration crisis through twelve organized case studies. around the political analytical categories, environment and identity
Megacities is a simulation game which uses the Internet as a transnational virtual space for developing intercultural competence, thereby fostering intercultural dialogue. The experience of over a hundred people of several nationalities in this simulation game is at the core of this study, which aims to understand how individuals succeed in creating a genuine 'Miteinander' despite language barriers, the constraints of virtual communication, and expected cultural differences. 'Miteinander' is a German word which combines the concept of collaboration with that of cohesion. The introduction of this term allows us to further clarify the focus of this investigation, which aims to observe how a diverse group becomes a team in an online environment. This study is a qualitative one and its corpus is composed of reflection sheets in which participants share the feelings, thoughts and perceptions they had before, during, and after their experience in the game Megacities. The analysis of the data revealed that participants had similar fears and perceptions, despite their diversity. Out of their reflections, an interplay of factors related to individual, social, and technical-organizational dimensions emerges. Two factors which have a particularly high impact on the process of building trust and creating culture are looked at in depth in this paper: language and the virtual setting of communication.
Der Band befasst sich mit Zusammenhängen von Sprache, Interkulturalität und Digitalität. Die neun Kapitel untersuchen, wie sich Interkulturalität in verschiedenen Settings digitaler Kommunikation – von YouTube über Tripadvisor bis Twitter – manifestiert und wie sie mit kommunikativen Strategien und komplexen Identitätsdarstellungen verwoben wird. The contributions to this volume address the blending of language, interculturality and digitality. The nine chapters investigate how (inter)culturality is manifested in various settings of digital communication – from YouTube to Tripadvisor and Twitter – and how it becomes intertwined with sets of communicative strategies and complex displays of identity. .
Der Band befasst sich mit Zusammenhängen von Sprache, Interkulturalität und Digitalität. Die neun Kapitel untersuchen, wie sich Interkulturalität in verschiedenen Settings digitaler Kommunikation – von YouTube über Tripadvisor bis Twitter – manifestiert und wie sie mit kommunikativen Strategien und komplexen Identitätsdarstellungen verwoben wird.
Analysing temporal patterns in plant communities is extremely important to quantify the extent and the consequences of ecological changes, especially considering the current biodiversity crisis. Long-term data collected through the regular sampling of permanent plots represent the most accurate resource to study ecological succession, analyse the stability of a community over time and understand the mechanisms driving vegetation change. We hereby present the LOng-Term Vegetation Sampling (LOTVS) initiative, a global collection of vegetation time-series derived from the regular monitoring of plant species in permanent plots. With 79 data sets from five continents and 7,789 vegetation time-series monitored for at least 6 years and mostly on an annual basis, LOTVS possibly represents the largest collection of temporally fine-grained vegetation time-series derived from permanent plots and made accessible to the research community. As such, it has an outstanding potential to support innovative research in the fields of vegetation science, plant ecology and temporal ecology. ; The authors acknowledge institutional support as follows. Nicola J. Day: Te Apārangi Royal Society of New Zealand (Rutherford Postdoctoral Fellowship). Jiří Danihelka: Czech Science Foundation (project no. 19-28491X) and Czech Academy of Sciences (project no. RVO 67985939). Francesco de Bello: Spanish Plan Nacional de I+D+i (project PGC2018-099027-B-I00). Eric Garnier: La Fage INRA experimental station. Tomáš Herben: GAČR grant 20-02901S. Anke Jentsch: German Federal Ministry of Education and Research (grant 031B0516C - SUSALPS) and Oberfrankenstiftung (grant OFS FP00237). Norbert Juergens: German Federal Ministry of Education and Research (grant 01LG1201N - SASSCAL ABC). Frédérique Louault and Katja Klumpp: AnaEE-France (ANR-11-INBS-0001). Robin J. Pakeman: Strategic Research Programme of the Scottish Government's Rural and Environment Science and Analytical Services Division. Meelis Pärtel: Estonian Research Council (PRG609) and European Regional Development Fund (Centre of Excellence EcolChange). Josep Peñuelas: Spanish Government (grant PID2019-110521GB-I00), Fundación Ramon Areces (grant ELEMENTAL-CLIMATE), Catalan Government (grant SGR 2017-1005), and European Research Council (Synergy grant ERC-SyG-2013-610028, IMBALANCE-P). Ute Schmiedel: German Federal Ministry of Education and Research (Promotion numbers 01LC0024, 01LC0024A, 01LC0624A2, 01LG1201A, 01LG1201N). Hana Skálová: GAČR grant 20-02901S. Karsten Wesche: International Institute Zittau, Technische Universität Dresden. Susan K. Wiser: New Zealand Ministry for Business, Innovation and Employment's Strategic Science Investment Fund. Ben A. Woodcock: NERC and BBSRC (NE/N018125/1 LTS-M ASSIST - Achieving Sustainable Agricultural Systems). Enrique Valencia: Program for attracting and retaining talent of Comunidad de Madrid (no. 2017-T2/AMB-5406) and Community of Madrid and Rey Juan Carlos University (Young Researchers R&D Project. Ref. M2165 – INTRANESTI). Truman P. Young: National Science Foundation (LTREB DEB 19-31224). ; Peer reviewed