The course is designed for students who have a reasonable level of English and are interested in learning about different aspects of sustainability and how humans can navigate our changing world. Students will learn about energy, water, shelter and how correct design can reduce a households environmental footprint.
The aim of the course is to help tertiary students at all levels from undergraduate to MSc to become more fluent when talking about the environment especially in their professional field of interest.
CEFR B2 level in English is a prerequisite for students to be admitted to the course.
The course is open for every EDUC students.
- Teacher: Marcus Christopher Juby
The public space of metropolises as well as medium and small-sized towns is profoundly marked by the historic and contemporary traces of linguistic practices, such as graffiti, informal messages, public and commercial signs. These signs are produced by different actors and also carry out different functions. Linguistic Landscape (LL) research investigates the distribution of monolingual and multilingual signs in the public sphere, their linguistic and semiotic features, as well as their functions and evolution over time. In doing so, it aims to provide insights into the status of historic and migration-related minority languages in a specific territory.
In this web-based training, students will be introduced to the main theoretical approaches and empirical methods for mapping linguistic diversity in public spaces. Particular attention is dedicated to an overview of the current state of LL research in three EDUC areas, that is, Brandenburg and Berlin, Brno and Czech Republic, Cagliari and Sardinia.
At the end of the web-based training, participants will:
- be able to describe the complex present and past sociolinguistic situations in Berlin and Brandenburg, Brno and Prague, Cagliari and Sardinia.
- become familiar with the current state of research on LLs in these three areas and develop awareness about the distribution of LL signs in their own territory.
- be able to discuss advantages and disadvantages of some theoretical-methodological approaches concerning data collection and analysis in LL.
- be able to analyze monolingual and multilingual LL signs, describe their functions and link their features to the status of different minority languages and the language ideologies toward them in a given territory.
- be able to evaluate and defend responses to a range of linguistic landscape issues.
Details of the learning scenario
The web-based training is an asynchronous learning offer, which means that students can access it on the platform EDUC Moodle at any time and complete it on their own schedule.
In concrete terms, the web-based training consists of three teaching units, jointly co-designed by teachers from the universities of Potsdam, Masaryk and Cagliari. Each unit includes slide-casts (spoken word and slides in English or in Italian with English subtitles) and e-exercises to practice the introduced concepts. At the end of each unit, recommendations for further readings are provided.
Please consider a total work-load of about 5 hours for the slide-casts (+ approximately 30 minutes to complete the e-exercises)
The minimum technical requirement you need to participate is a computer with internet access.
Schedule/Timetable of the learning offer
The web-based training is a continuous course that can be completed at any time on the platform EDUC Moodle.
This course introduces students to the field of Australian Studies through a focus on different Australian places. It asks how these places are often simultaneously understood and imagined as Indigenous Country, as the site of colonisation and settler homemaking, or as locations of a modern multicultural nation. The process of narration plays an important role in such understandings and imaginings of places and we will focus on how and why such narratives (in the broadest sense) are constructed and what forms they might take. Starting out from an engagement with the Aboriginal Australian concept of ‘Country’, we will focus on iconic Australian locations such as the outback, the beach, the city, or the border and ask how they are narrated across a range of cultural productions including literature, film and the visual arts.
The summer school deals with the fake news spread by populism and conspiracy myths, which are used to fuel scepticism about political decision-makers and the reporting of established media. Democracy as a form of government is thus increasingly called into question and society starts to get fragmented. In input lectures, the media-technological and media-legal conditions for this are expounded, analytical methods opinion influencing and results of analyses already carried out are presented as well as possibilities of debunking and counter acting.
In the workshops, the students jointly take a look at platforms and social media through which fake news and conspiracy myths on various topics are spread. In doing so, they apply the analytical models presented. The results of their micro-studies provide an insight into the current dynamics of shifts in the perception and evaluation of social events and images of reality on a European level.
Learning objectives: Theoretical basics (interdisciplinary), models of cultural semiotic analysis for meaning building and their practical application for analysis
- Teacher: Judith Rode
This intensive course delves into the global history of processes of refuge-seeking: it explores the many challenges that refugees and migrants face and the opportunities they create in receiving countries. It engages the manifold ways in which citizens have responded to migrants and refugees over time – from the Huguenots’ arrival in Brandenburg-Prussia in 1685 to the present – and in various places, including France, Australia, Uganda, Ethiopia, and Germany. The course also examines the responses and visions of migrants and refugees themselves.
The course brings together 30 students from five European universities through the European Digital UniverCity alliance (EDUC), for ten weeks of online learning (starting on April 19, 2022) followed by a week together in Potsdam June 20-25, 2022. In Potsdam students will meet with local decision-makers, civil society and church representatives, and migrants and refugees to learn first-hand about practices and issues relating to migration and integration.
To prepare for this, students will be introduced to theories around integration and will then engage with historic and contemporary case studies that highlight particular issues such as culture, religion, racism, education, and labour in relation to assimilationism and multiculturalism.
Lecturers: Prof. Dr. Nicola Melis, Prof. Dr. Marcia C. Schenck & Dr. Isabella Soi
This course harvests the potentials of cross-border online learning, by enabling an exchange of knowledge, ideas and debates that is vital to the historic study of refugees, both historically and in the present. Through this course, students will gain in-depth knowledge about the history of refuge-seeking in Global History. In several historical case studies students will work together using primary and secondary sources thereby gaining an advanced understanding of processes in refuge-seeking in Global History. Located at the southern tip of the European continent on Sardinia, Italy, the students and lecturers of the University of Cagliari bring a unique understanding and perspective not only to historical debates about refuge- seeking, but also to their contemporary relevance. Joining in with students and lecturers from the University of Potsdam, in Brandenburg, Germany, the aim of this course is to enable a lively exchange of student perspectives, informed by the differences and similarities in our experiences, that enriches the learning outcomes of the participating students in ways that would not otherwise have been possible.
In diesem Seminar werden die „Kinder- und Hausmärchen“ (1812/1815) der
Brüder Grimm in ihrem europäischen Kontext betrachtet. Es wird deutlich,
dass die Grimms aus einem gesamteuropäischen Reservoir an Mythen,
Märchen und Sagen schöpfen, um ihre Sammlung vermeintlich ,urdeutscher‘
Märchen zu schaffen. Bei der Betrachtung dieses Transformationsprozesses
profitieren wir von der Vielsprachigkeit der Teilnehmer:innen des
Seminars. Da dieses im Rahmen der EDUC-Universitätsallianz angeboten
wird, werden im Idealfall auch italienische, französische, tschechische
und ungarische Studierende am Kurs teilnehmen (aus Cagliari, Rennes,
Nanterre, Brno und Pécs), so dass wir unterschiedliche
nationalsprachliche Quellen und ihre poetische Bearbeitung
komparatistisch betrachten können. Neben dem Wandel der Märchen in
verschiedenen Sprachen werden wir uns auch ihrer Adaption für
unterschiedliche Medien zuwenden (Literatur, performative Künste und
Film). Das Seminar findet in Präsenz statt, mit einem Hybridangebot für
die internationalen Studierenden und wird im Co-Teaching zusammen mit
Vinzenz Hoppe und auswärtigen Expert:innen angeboten.