Online courses directory (108)

An introduction course to a fascinating travel into the eTourism world, which crosses both space and time, and is always closely connected with communication. In fact, we are embarking to create a great study experience, which explores how Information and Communication Technologies (ICTs) do matter for tourism – both for our personal experience, and for the tourism industry at large. In other words, we will together explore eTourism by using tools and models of the Communication Sciences.

Key concepts and theories covered include: Online Communication Model (OCM); Roman Jakobson's Communication Model; Quality of online contents; User Generated Content (UGC); Web 2.0; Reputation in online Media; Intercultural communication and localisation; eLearning; Argumentation; World Heritage Sites.

Who is this course for?

We expect the following publics to be attracted by the course in order to update their skills and knowledge on a very hot topic:

• Students, in particular within tourism and hospitality programs
• Academia and researchers
• Destination managers
• People active in the industry
• Policy makers

What do I need to know?

No prerequisite knowledge necessary to understand the concepts and experiences shared in the course.

What will I learn?

By the end of the course, learners:

• Know current eTourism applications, technologies and practices
• Know what is communication, and its major components, ICTs and their relevance to the tourism field
• Know what kinds of online training courses can be used within tourism and hospitality
• Know how to map different communication activities within the tourism sector
• Know how to run a usability test and how to make usages analysis of a website or mobile app
• Know how to plan, run and evaluate eTourism related activities, especially when it comes to the analysis of online reputation of a tourism destination
• Are aware of the crucial role played by communication and ICTs within the tourism and hospitality sectors

Course structure

Chapter 1. Communication: an introduction to its nature and history

Instructor: Prof. Lorenzo Cantoni

① Theoretical part:

The etymology of communication and its major components

② Case study:

UNESCO World Heritage Sites and eTourism

Chapter 2. The Online Communication Model (OCM) and the quality of online contents

Instructor: Prof. Lorenzo Cantoni

① Theoretical part:

The Online Communication Model

② Case study:

Analysis of the content quality in online communication

Chapter 3. Usability analysis and web analytics

Instructor: Prof. Lorenzo Cantoni

① Theoretical part:

Usability and usages analysis of tourism websites, mobile apps and other online communication tools

② Case study:

Strategies to assess usability

Chapter 4. Localisation of online content

Instructor: Prof. Lorenzo Cantoni

Assistant: Emanuele Mele

① Theoretical part:

Cultural translation / localization of messages for people with different cultural backgrounds and experiences

② Case study:

Localized website for domestic and international visitors. Case of Quito (Ecuador)

Chapter 5. B2B activities and eLearning within the hospitality and tourism domain

Instructor: Dr. Nadzeya Kalbaska

① Theoretical part:

The notion of eLearning and its use in the hospitality and tourism field

② Case study:

eLearning courses about Destination Management Organizations. Case of “Ticino Switzerland Travel Specialist” online course

Chapter 6. User Generated Contents (UGCs) & Web 2.0

Instructors: Dr. Silvia de Ascaniis; Dr. Elena Marchiori

① Theoretical part:

Communication opportunities given by UGCs and Web 2.0

② Case study:

Hotels’ communication strategies to respond to online reviews

Chapter 7. Reputation in online media

Instructor: Dr. Elena Marchiori

① Theoretical part:

The definition of the reputation construct and its relevance in the online domain

② Case study:

How to analyze the online reputation of a tourist destination

Chapter 8. Argumentation in online travel reviews

Instructor: Dr. Silvia de Ascaniis

Assistant: Jingjing Lin

① Theoretical part:

Definition of argumentation

② Case study:

Argumentative analysis of Online Travel Reviews of a Chinese National Park

Suggested readings

You are welcome to visit the following websites before the course starts:

• UNESCO chair - http://www.unescochair.usi.ch/
• IFITT - http://www.ifitt.org/
• elearning4tourism - http://www.elearning4tourism.com/
• Webatelier - http://www.webatelier.net/

Highlights in the second edition

• Video subtitles in English, Simplified Chinese, Spanish and Italian
  
• Chinese translation is provided by Eduinfinity Translation Group (教育无边界字幕组)
  
• Italian translation is provided by Fondazione ITS del Turismo e dell’ Ospitalità - IATH
  
• Spanish translation is provided by CETT Barcelona
  
• Monthly Google Hangouts with the instructors and assistants
  
• Updated additional materials
  

Social communities

Join our Facebook Group: https://www.facebook.com/groups/472859206207898/

Please, if you tweet about this MOOC, use the following hashtag: #eTourismMOOC. Hereafter the relevant accounts:

• Prof. Lorenzo Cantoni: @lorenzocantoni
• Nadzeya Kalbaska: @nadzenka
• Silvia De Ascaniis: @SilviaDeAscanis
• Elena Marchiori: @elena_
• Emanuele Mele: @EmanueleMele2
• Jingjing Lin: @linjingjing
• UNESCO Chair USI: @UNESCO_USI
• eLab USI: @eLab_USI

Course Summary

The course examines the major theories of International Relations, the key sub-fields of international politics, and the current practices of global politics.

In the first part, the theories of realism, liberalism, marxism, and constructivism are studied.
In the second part, the key concepts in foreign policy analysis, internetional political economy, and security studies are presented.

In the final part, the course disentagles the context of globalization, the institutional framework of global governance, and the current reality of global politics with its risks and opportunities.

The classes will be integrated with internet hang-outs centered on current events, as well as different kinds of exercises and tests.

What will I learn?

By the end of the course, the student will be able to understand critically international affairs, to analyse major international events, to interpret the position of key international players, and in the ultimate analsysis to play actively the global political game.

What do I need to know?

Basic knowledge of international history and current affairs.

Course Structure

Chapter 1 How to study International Relations (on key methodologies to study international affairs)

• Structure of the course: To dos
• How to explain international phenomena?
• The Westphalian World
• The origin of the discipline: idealism

Chapter 2 Realism (on the principal paradigm of IR theory)

• Anthropology and history
• Four assumptions
• State and Power
• Strategies
• Order
• Institutions and negotiations
• Geopolitics
• Justice
• Conclusions

Chapter 3 Liberalism (on the second major paradigm of IR)

• Introduction to liberalism
• Assumptions
• Democratic Peace Theory
• Interdependence and neo-liberal institutionalism
• International organizations and International regimes
• Global governance
• Integration
• Conclusions

Chapter 4 Marxism and Constructivism (on two important alternative theories)

• Marxism: Class Struggle
• Four Assumptions
• Teoria de la dependencia
• World System theory
• Neo-Gramscian Approaches
• Constructivism: The power of imagination
• Ideas, identities, interests

Chapter 5: Foreign Policy Analysis (on the first sub-field of IR)

• Instruments and determinants of foreign policy
• Models of foreign policy decision-making

Chapter 6: International Political Economy (on the second sub-field of IR)

• Inequality
• The three schools of IPE
• From the embedded liberalism to globalization

Chapter 7: Security studies (on the third sub-field of IR)

• The notion of security
• Security and strategy
• The development of war
• Models of peacebuilding

Chapter 8: Globalization and the context of global politics (on the context of today's politics)

• What is globalization?
• The future of globalization
• Conceptual maps of international affairs
• Future scenarios

Chapter 9 Global Politics (on today's politics)

• The rule of global governance
• Global politics
• Transnational civil society: nature and functions
• Public institutions-civil society interaction
• The Boomerang Effect rivisited

Workload

Approximately 4 hours per week for watching video lectures, taking quizzes and completing homework assignments.

Course Summary

Games have become the new normal. The gaming industry is already more powerful than any other form of entertainment like music or movies. An average young person will spend more than 10,000 hours gaming by the age of 21 - about the amount of time that it takes us to master any kind of skill and yet, there's a huge engagement crisis in many other areas.

70% of US full-time employees are not motivated by what they are doing, but World of Warcraft players can spend up to 17,000 hours online. In 2014, competitive eSports tournaments gathered more than $30 million in prizes and it keeps on increasing. Meanwhile, kids now spend way more time engaged to video games than they do with books, with an average attention span that is now less than 10 seconds and decreases every year...

It seems like only games are truly understanding how human motivation really works. But how is that possible? Why are we that glued to games? Can we design those kind of gameful experiences in non-game contexts to make them more engaging?

And the most important question: How to do it?

What will you learn?

In this course you'll learn the basics of Gamification with a highly practical approach. We'll focus on how to design gamified experiences in real life and students will be able to gain knowledge in areas such as: game design, psychology, management or education.

Our main goal will be to understand and master the principles of Gamification to design experiences that make things more fun and engaging.

Who should take this course?

Do you want your team to perform better? Are you looking for ways to fully engage happy customers? Do you want to see kids learning while playing? Or are you just looking forward to seeing a better world?

Gamification can be used in many areas and almost any task can be fun and engaging. This course could be great for many different interest groups, including: teachers, educators, managers, C-level executives, health and fitness professionals, psychologists or researchers. So...

Whether you ever asked yourself one of these questions or you just want to know how to make things more fun and engaging, this course is for you!

Do I need prior knowledge?

This course goes from a basic level to an advanced one so all you need to bring in the class is a playful attitude!

Anyway, having some prior knowledge is always great, so if you already want to start this epic adventure, here are 3 ways you can do so:

• If you are more the reading type of person: http://www.epicwinblog.net/2013/05/best-gamification-books-where-to-start.html
• If you’d rather watch some videos: http://www.epicwinblog.net/p/epic-win-videos.html
• And if you don't like those options, well, there’s always a way. Go and start playing games or try out some gamified experiences!

How will I be assessed?

This course will feature creative assignments where we’ll try to help you learn by doing. Every week, a space within the forum will be opened for you to upload the task and peer to peer reviews.

It is not mandatory to complete these assignments in order to achieve any of the course's certificates but it is truly recommendable if you want to learn how to create and design real life gamification.

Workload

This course will feature weekly videos and creative assignments, so you’ll have to spend around 3-4 hours per week to keep up. If you want to learn even more, we’ll provide you with reading references and plenty of insightful videos, blogs and resources. In a way, the workload is actually up to you.

Course Structure

Week 1 (21/04/2015) Introduction to Gamification

Week 2 (28/04/2015) Setting up the Scene

Week 3 (05/05/2015) Fun & User Experience

Week 4 (12/05/2015) Engagement & Aesthetics

Week 5 (19/05/2015) Gamification Mechanics: Basic Level

Week 6 (26/05/2015) Gamification Mechanics: Advanced Level

Week 7 (02/06/2015) Gamification Mechanics: Expert Level

Week 8 (09/06/2015) Flow, Feedback, Balance & Pacing

Week 9 (16/06/2015) Storytelling in Games & Gamification

Week 10 (23/06/2015) Gamification Projects: Team, Budgets & More!

Course Summary

Genius, talent and golden mediocrity are different dimensions of human existence. Our course shows how these three dimensions manifest themselves in life and how you can fulfill your genius, abilities, talents more fully and completely.

The course is of an applied nature and is oriented to studies in the field of creative life intensification psychology, help with the experience of crises, human potential realization and care. It may be useful for professional psychologists, for specialists whose activity involves empathy, inspiration, understanding and creating of daily life, and for all who are interested in the topic. The course is made in the popular form of short videos relying on free network resources users.

What will I learn?

A phenomenological description of genius, talent and golden mediocrity as specific dimensions of human life, correction of errors and misapprehensions of common sense. We critically examine the manifestations of the studied "dimensions" (phenomena), in order that by putting off all "the supposed" we could find specific and inherent meaning. The phenomenological method is to understand and express in simple terms the fundamental structure of creative activity, to express everything that was, that is and that will be important in the psychology of creative life.

What do I need to know?

No prior knowledge of phenomenology of genius, talent and mediocrity is needed in order to attend the MOOC. General cultural knowledge, interest in creativity, phenomenology, and psychology is welcome. It is advisable to understand what benefits a person in general and a student of this course in particular to have an access for literary writings, for the environment (online in our case) to meet with people, for travels, for participation in the upbringing of children, etc. We assume that students will be quite tolerant to some uncertainty in the process of clarifying the meanings and fundamentals for the intensive creative life.

Our target audience: students of psychology, social sciences, art; professional psychologists; specialists whose activity involves empathy, inspiration, understanding and creating of daily life; everyone who is interested in the topic.

Course Structure

General Course Outline

Three chapters: Genius, Talent, Golden mediocrity.

There are three modules in each chapter.

In each module there are 6 topics.

Each module takes one week of studying.

There are 54 topics – video clips including lectures and visual examples.

After each lecture you are provided with understanding questions and creative activities.

Talent is what is given. Care for the world. Motivation.

Mediocrity is means, tools, instruments, resources. Efficiency.

Genius reveals itself.

Talent is allowed (we allow it to come out).

Mediocrity develops.

Talent and socialization

Violent mediocrity

Talented people, mediocre minds

Examples of mechanical systems

Examples of biological organisms

Examples of human will

Examples of creative events

Examples of miracles in daily life

Am I a GENIUS (intonational stress on the word “GENIUS”)

I, a genius? (intonational stress on the word “I”)

I am a genius! (inspiring statement)

Complete Course outline

GENIUS

1. Am I a GENIUS?

Very often what people think about genius is not correct.

Examples of definitions and opinions from dictionaries and textbooks.

Meanings of genius – primacy, care for fundamentals, wholeness, sufficiency, initiative.

Phenomenological thinking “Exact Fantasy” by Goethe.

Genius and evil can be combined unfortunately, more often than we can imagine.

1.1. Doubts about genius

1.2. Misbeliefs about genius

1.3. Phenomenology of doubts about genius

1.4. Method of worthy doubts about genius

1.5. Risks of doubts about genius

1.6. Examples of experience

Learning activities

2. I, a genius?

One cannot seek genius, it always ‘already exists’.

Genius is not combined with ambitions; one cannot want to become genius.

Genius is not combined with motivation, it is often contrary to the wishes.

Changing while responding.

Method of responsive phenomenology.

Genius is a trial for a person.

2.1. Doubts about your own genius

2.2. Misbeliefs about your own genius

2.3. Phenomenology of doubts about your own genius

2.4. Method of worthy doubts about your own genius

2.5. Risks of doubts about your own genius

2.6. Examples of experience

Learning activities

3. I am a genius!

“In each of us a genius is sleeping. And day by day he sleeps tighter and tighter”.

Genius holds a lot, if not everything, it doesn’t exclude mediocrity and talent. You can talk about genius mediocrity or genius talent.

A man is a genius to the extent to which he is full of initiative to life renewal.

To be a genius means to surround oneself with genius phenomena and allow others and the whole world to be genius.

3.1. Confidence in genius in general and in your own genius in particular

3.2. Misbeliefs about confidence in genius

3.3. Phenomenology of confidence in genius

3.4. Method of confidence in genius

3.5. Risks of confidence in genius

3.6. Examples of experience

Learning activities

TALENT

4. Am I talented?

By being talented we often imply abilities to create. In reality talent is an ability to repeat something.

Talent is care for the world.

Talents become obvious after we lose them.

Aiming for something that doesn’t belong to us can suppress abilities. It is a Deal with the Devil – to give away your abilities for someone’s achievements.

4.1. Doubts about talents

4.2. Misbeliefs about talents

4.3. Phenomenology of doubts about talents

4.4. Method of worthy doubts about talents

4.5. Risks of doubts about talents

4.6. Examples of experience

Learning activities

5. I, talented?

Yes, I am talented, but what are my talents?

This is my talent and I don’t have to force myself to do it.

Over-motivation.

Sensitivity.

Too serious concern about myself. Loss of humor.

5.1. Doubts about your own talents

5.2. Misbeliefs about your own talents

5.3. Phenomenology of doubts about your own talents

5.4. Method of worthy doubts about your own talents

5.5. Risks of doubts about your own talents

5.6. Examples of experience

Learning activities

6. I am talented!

To the extent to which we are connected with the world, with life.

To accept something, to enrich it and to give it to the world.

Creative self-expression and self-fulfillment.

Being obsessed with the result.

6.1. Confidence in talents in general and in your own talents in particular

6.2. Misbeliefs about confidence in talents

6.3. Phenomenology of confidence in talents

6.4. Method of confidence in talents

6.5. Risks of confidence in talents

6.6. Examples of experience

Learning activities

MEDIOCRITY (defined as such: another name for the Golden Mean was golden mediocrity)

7. Am I mediocrity?

Very often it is considered to be offensive, but to be mediocre is good if it happens at the right time.

Something average, the mean, repeating itself, normal, something between.

The principle of economy.

Identification with the means only.

7.1. Doubts about mediocrity

7.2. Misbeliefs about mediocrity

7.3. Phenomenology of doubts about mediocrity

7.4. Method of worthy doubts about mediocrity

7.5. Risks of doubts about mediocrity

7.6. Examples of experience

Learning activities

8. I, mediocrity?

Is wrongly associated with lack of talent.

To live well according to their means (without debts).

The principle of balance.

Violent mediocrity.

8.1. Doubts about your own mediocrity

8.2. Misbeliefs about your own mediocrity

8.3. Phenomenology of doubts about your own mediocrity

8.4. Method of worthy doubts about your own mediocrity

8.5. Risks of doubts about your own mediocrity

8.6. Examples of experience

Learning activities

9. I am mediocrity!

It is not correct to suggest that if I am mediocre, then I cannot be a master in something.

Freedom from circumstances and effectiveness.

The principle of sustainability in motion.

Negligence to the world and a too cautious attitude to the media (the means).

9.1. Confidence in mediocrity in general and in your own mediocrity in particular

9.2. Misbeliefs about confidence in mediocrity

9.3. Phenomenology of confidence in mediocrity

9.4. Method of confidence in mediocrity

9.5. Risks of confidence in mediocrity

9.6. Examples of experience

Learning activities

Course Summary

We know that political decisions are made by governments and/or parliaments. But who provides these bodies with the information they need and shows them the strategic options they have? Who frames political action before the wider public even takes notice of the issue? How does political agenda setting work and what do certain policy outcomes tell us about the future of the issue at stake?

This course is designed to outline key features of policy advice and political consulting and their impact on governance.
We will observe the key players on the spot as well as those behind the scenes and we will analyze their patterns of interaction. Moreover, we will provide insights regarding essential questions to which there are no single right answers: What role does policy advice play in different democracies? What is good policy advice? What makes an expert? In sum: Whom do (and should) politicians and society listen to, and what do (and should) they make of the advice they receive?

What will I learn?

By the end of the course, students will know the key concepts of policy advice as well as the main actors in the field and their patterns of interaction. They will understand how and by whom a certain political decision is framed, shaped and implemented. And they will be able to apply this knowledge to a given political event which may affect their own professional or personal life. So, first and foremost, they will be able to ask the right questions.

What do I need to know?

The course is designed to cater for students and professionals interested in decision-making, political communication, policy advice and consulting. Course participants are expected to follow current politics and be keen on looking at the matter from different (and sometimes unusual) perspectives. Basic knowledge in political science would be an asset.

Course Structure

Chapter 1: Introduction and Course Overview

Convener: Prof. Dr. Andrea Römmele, Professor for Communication in Politics & Civil Society, Hertie School of Governance

Chapter 2: Truth to Power? Scientific Advisers Seeking Truth, Decision-Makers Seeking Power?

Convener: PD Dr. Martin Thunert, Senior Lecturer, Heidelberg Center for American Studies, University of Heidelberg

Chapter 3: Political Communication and Political Consulting

Convener: Prof. Dr. Andrea Römmele, Professor for Communication in Politics & Civil Society, Hertie School of Governance

Chapter 4: Economic and Financial Policy

Convener: Prof. Dr. Thomas König, Chair of Political Science, University of Mannheim

Chapter 5: Social Policy

Convener: Prof. Dr. Kent Weaver, Senior Fellow at the Brookings Institution and Professor of Public Policy and Government at Georgetown University

Chapter 6: Foreign and Security Policy

Convener: Dr. Nicole Renvert, Research Fellow, German Institute for International and Security Affairs (SWP – Stiftung Wissenschaft und Politik)

Chapter 7: Energy and Environment

Convener: Prof. Dr. Karen Smith Stegen, KAEFER Professor of Renewable Energy and Environmental Politics, Jacobs University, Bremen

Chapter 8: Policy Advice and International Cooperation

Convener: Katharina Hübner, Senior Manager, Division Good Governance and Human Rights, Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)

Chapter 9: Citizens’ Involvement in Policy Advice

Convener: Henrik Schober, Head Editor, Zeitschrift für Politikberatung (Journal for Political Consulting and Policy Advice), Hertie School of Governance

Chapter 10: Best Practices: Guidelines for Policy Advice?

Convener: Prof. Dr. Andrea Römmele, Professor for Communication in Politics & Civil Society, Hertie School of Governance

Workload

Approx. 3 hours per week, not including exam preparation

Course Summary

Human rights are a complex issue. Their protection and promotion involve a number of actors: from international organisations to local communities, from governments to civil society. Human rights affect all aspects of our life, as individuals (as women, men, children, refugees, workers…) and as members of a community. This MOOC provides students with critical knowledge concerning the norms, institutions and procedures tasked to promote and protect human rights. Students will acquire the knowledge needed to actively join the global debate on fundamental rights and to avail themselves of the existing legal and institutional tools set up for their implementation. The MOOC introduces to the human rights legal framework in a multi-disciplinary and multi-level perspective, helping students to approach real-life scenarios with competence and cultural and ethical awareness.

What do I learn?

Students are expected to acquire a sound knowledge of the international system of human rights protection, and of the opportunities for human rights promotion and protection that are practically available at the national and local levels. The skills acquired can be preparatory for further specialisation on this subject. Finally, students will be able to apply the acquired knowledge and skills to real scenarios, including in relation to their everyday life.

What do I need to know?

The MOOC is mainly addressed to people from all over the world who have a background in political science, international relations and/or international law. The course, however, includes a general introductory chapter explaining the main issues, concepts and scenarios at stake. For this reason the MOOC is also open to people actively engaged on the ground that do not have a specific academic or educational background.

Course Structure

Chapter 1 - The basics
The Chapter aims to introduce the course and starts addressing (and providing some preliminary answers) some basic questions: What are human rights? Who is involved in their protection? Why are human rights a global priority? How can effectively be protected?

Chapter 2 - The UN and human rights
The focus is on the evolution of the UN commitment in human rights protection based on three pillars: positivisation, monitoring and mainstreaming.

Chapter 3 - The UN human rights machinery
The analysis deals with the UN mechanisms for the protection of human rights at the global level. Special attention will be given to the role of the Human Rights Council and the Universal Periodic Review.

Chapter 4 - The European system for the promotion and protection of human rights
The Chapter starts looking into the promotion and protection of human rights at regional (continental or sub-continental) levels. In particular, the European system will be presented highlighting the respective roles of the European Union, the Council of Europe, and the OSCE and their capacity to interplay and possibly complement each other.

Chapter 5 - Regional systems for the promotion and protection of human rights in Africa, Asia and the Americas
The other regional systems investigated in this chapter are those operating in the framework of regional organisations in the Americas (the Organisation of American States), in Africa (the African Union), in the Arab world (the League of Arab States), as well as in South-East Asia (the ASEAN).

Chapter 6 - Human rights in conflict and post-conflict contexts
The focus shifts to the national level, in particular to situations of armed conflict and to post-conflict scenarios. Issues related to the standards and procedures of International Humanitarian Law and International Criminal Law are also tackled.

Chapter 7 - Human rights promotion and protection at the National and sub-national level
This Chapter addresses a number of issues related to the role of National Human Rights Institutions and other actors involved in human rights policies nationwide and at the local/community levels, such as local governments and municipalities.

Chapter 8 - The driving forces of human rights promotion: the role of civil society
The Chapter focuses on civil society organisations and networks. The analysis looks into the multifaceted strategies carried out by non-state actors, especially in relation to the international instances of human rights protection.

Chapter 9 - Conclusions: perspectives on global human rights
A summary and discussion of the multi-level dimensions of human rights protection dealt with in the previous chapters. This final segment provides some closing critical reflections on the questions set forth in Chapter 1.

Mid –term homework
At the end of chapter 4, the instructions for homework will be released: homework must be submitted by the end of chapter 6 (2 weeks). Homework consists of writing a communication or a petition addressed to one of the monitoring bodies studied in the first four chapters. The aim is to familiarise students with the tools of human rights protection mechanisms. The texts will be evaluated using a peer review methodology.

Final homework
At the end of chapter 8, the instructions for homework will be released: homework must be submitted in 2 weeks. Students will be asked to write, using a simplified form, a project addressing a human rights related issue that is challenging their town, territory, home country and likely to be taken up by governmental or non-governmental agencies.

Within each chapter, the MOOC offers tailored case-studies, interviews with field experts, officers and academics.

Workload

Approximately 4 hours per week for watching video lectures, taking quizzes, completing homework and reading the material provided.

UNIPD
Founded in 1222, the University of Padova is one of Europe’s oldest and most prestigious seats of learning: it is a multidisciplinary university, which aims to provide its students with both professional training and a solid cultural background. A qualification from the University of Padova is a symbol of having achieved an ambitious objective, one that is recognised and coveted by both students and employers alike.

If you want to know more about the University of Padova, visit its website.

HRC
The Human Rights Centre of the University of Padova is the first established (in 1982) specialised structure dedicated to human rights in the framework of an Italian University, and one of the oldest in Europe. The Centre hosts the UNESCO Chair in Human rights, democracy and peace - its chair-holder being prof. Antonio Papisca - and the European Jean Monnet Centre of Excellence Intercultural dialogue, human rights and multi-level governance. It edits the Italian Yearbook of Human Rights and manages the Archive Peace Human Rights, a web portal on human rights funded by the Region of Veneto.

The Centre supports the master’s degree in Human Rights and Multi-Level Governance at the University of Padova, and the postgraduate courses of the EU-backed EIUC (the European Inter-University Centre for Human Rights and Democratisation in Venice).

Learn more about the Human Rights Centre of the University of Padova.

Course Summary

The MOOC ‘Idea Generation Methods’ aims to explain techniques for the goal and process oriented generation of ideas. Idea generation is part of the fuzzy front end of the innovation process. Participants have the possibility to work on specific innovation topics in the area of sustainable energy. Dr. Daniel J. Koch will impart a broadly diversified knowledge of the methods used in idea generation and he will show you how you can use them by your own.
The MOOC is offered by KIC InnoEnergy, the European company for innovation, business creation and education in sustainable energy and was produced by the Center for Technology-Enhanced Learning (ZML) at Karlsruhe Institute of Technology (KIT).

The course language is English, and the workload is about 4h/week.

The aim of the course is to enable participants to apply methods of idea generation on their own project.

Who is this course for?

Everyone who is curios in Idea Generation Methods and who is having an interesting topic which could be further developed.

What will I learn?

Participants will be able to understand and apply certain methods of idea generation on any self-chosen topic. For example, participants will understand and will be able to apply methods like Mindmapping & Clustering, 6-3-5, World Cafe & DeBono Hats, Concept Mapping, Scenario Techniques ( e.g. STEEP), Roadmapping and many more in a structured process.

What do I need to know?

No prior knowledge is necessary. You just need to be curious about Idea Generation Methods and have an interesting topic you would like to develop further.

Course Structure

The course consists of 7 chapters:

Chapter 1 - Introduction:

The sketch in your head! Strategic Innovation Management, Idea Generation Process, Innovation Process and fuzzy front end

Chapter 2 - Design Factors:

What's in your picture? Design Aspects, Methods, Sources

Chapter 3 - Defining your Search Space:

Landscape or portrait? Context Definition, Agenda Setting, Problem Representation

Chapter 4 - Scenario:

What's my perspective? Definition of Scenario Topic, STEEP / PESTEL Analysis, Influence Factors and Descriptors

Chapter 5 - Future Assumptions:

Using watercolour or oil? Present Situation and Future Assumptions, Bundling Projection, Interpretation of Scenario, Wild Cards, SWOT, Proposals for Action

Chapter 6 - Scenario-based Roadmapping:

What to draw when? Definition of a Roadmapping Topic, Needs Analysis, Analysis of Potentials

Chapter 7 - Establishing your roadmap:

Sketching your picture! Establishing a Roadmap, Consistency Analysis and Evaluation

Kursbeschreibung

Der MOOC INNOVATIVES FILME MACHEN bietet einen praxisnahen Einblick in wichtige Produktionsphasen und zentralen Techniken, die bei der Produktion eines innovativen Independent Films durchlaufen oder eingesetzt werden. Das Übungsbeispiel ist der Science Fiction Film ART GIRLS (D 2014, 120 Minuten). Darüber hinaus bietet der MOOC theoretisches Grundlagenwissen über Film- und Kunsttheorie sowie über die im Film und durch deren Produktionsweise verhandelten Themen wie kollektive Intelligenz, das auch methodisch durch eine partizipatorische Fortführung der Filmerzählung in Social Media Kanälen verstärkt werden soll.

Was lerne ich in diesem Kurs

• Fachkenntnisse in Filmtheorie, Medienkunst, praktische Abläufe der Filmproduktion,
• Überblick über aktuelle kulturwissenschaftliche Diskurs (Natur vs. Kultur, mediatisierte Perzeption, kollektive Intelligenz)
• Medienkompetenz
• Anregung zur Entwicklung eigener Beiträge in Text-, Bild - oder Videoform zur kollektiven Fortführung der Filmerzählung und dadurch Erprobung gemeinschaftlicher Kreativitätsformen

Welches Vorwissen brauche ich?

Vorkenntnisse von Grundlagenbegriffen von Film und Medien empfohlen, aber keine Voraussetzung. Er ist für Studierende insbesondere von Studiengängen, die sich theoretisch und/oder praktisch mit Film und Medien auseinandersetzen geeignet sowie auch für beruflich oder freizeitlich Interessierte. Ausgewählte Kursinhalte sind auch für Schüler_innen der Sekundarstufe II (ab 16 Jahren) als Ergänzung zum Kunst- oder Medienkompetenzunterricht geeignet.

Kursstruktur

Kapitel 0 - Willkommen zum Kurs

Einführung und Einstimmung in den MOOC

Kapitel 1 - Storytelling: Techniken der innovativen Narration

In diesem Kapitel erkunden wir komplexe Beziehungen zwischen Autor, Erzähler und Figur. Warum sind die handelnden Personen nicht mit der Intention des Autors zu verwechseln?

Kapitel 2 - Das Drehbuch ist nicht alleinseligmachend: Textsorten bei der Filmproduktion

Überblick über verschiedene Möglichkeiten, in Schrift und auch Bild den kreativen Prozess zu fördern.

Kapitel 3 - Hybridformen 1: Dokufiktion und andere Genre-Montagen

Dieses Kapitel erkundet wie in den Medien zunehmend die Grenzen zwischen Fakt und Fiktion sich auflösen. Welche Risiken, welche Chancen birgt das für die innovative Filmerzählung?

Kapitel 4 - Kategorien und Hybridformen 2: Kunst-Fiktionen, Kollektiv-Fiktionen

Anhand des konkreten Beispiels Art Girls sehen wir, wie die innovative Verbindung von Spielfilm und Medienkunst die Filmerzählung für verschiedene Stimmen und Perspektiven öffnen kann. Unter besonderer Berücksichtigung des Einsatzes realer Kunstwerke von Joseph Beuys, Martin Kippenberger, Susanne Weirich u.a. im fiktionalen Setting.

Kapitel 5 - Potentiale der Animation und Visual Effects

Crashkurs in CGI, VFX und andere künstliche Bilderwelten

Kapitel 6 - Ton: 3D-akustischer Raum zwischen 1 und 128 Kanälen

Einführung in das Sound Design als filmisches Ausdrucksmittel

Kapitel 7 - Innovativ-kollektive Produktion und Rezeption

Film war schon immer Teamarbeit, auch als die kreative Vision nur einem allmächtigen "Autoren" zugeschrieben wurde. Wie können Vielstimmigkeit und Kollektivität im Produktionsprozess begünstigt werden, und wie können auch nach Fertigstellung des Films die Rezipienten die Geschichte fortsetzen?

Kapitel 8 - Montage: Dialog, Vielstimmigkeit, Botschaft, Wirkung, Kollektive Intelligenz

Die Montage ist die Anordnung der filmischen Elemente in der Zeit und auch im Raum. Sie stellt die filmische Wirkung her. Dieses Kapitel gibt Einblick in verschiedene Formen und Funktionen der Montage.

Arbeitsaufwand

Ca. 3 Stunden pro Woche zum Bearbeiten der Videos, Quizze und Hausaufgaben.

In unserem Kurs lernst du die Funktionsweise und Möglichkeiten der Autorensoftware Adobe Captivate kennen. Du lernst entlang des Workflows einer Lernmedienproduktion, wie du Module multimedial gestalten, interessante Lernwege entwickeln und die Lernenden mit Quizfragen und kleinen Aufgaben motivieren kannst.

Unser Lernweg startet mit dem Einrichten und Organisieren von Lernmedienprojekten, führt über die Programmfunktionen und die Audioaufzeichnung bis zur Ausspielung und Einbindung der fertigen Lernmodule. Du kannst also kursbegleitend dein eigenes erstes interaktives Lernmodul fertigstellen.

In Videos und PDFs vermitteln wir dir wichtiges Wissen. Darüber hinaus helfen dir praktische Aufgaben und Übungen dabei, das Erlernte anzuwenden, zu vertiefen und mit kreativen Ideen zu verbinden.

Für wen ist der Kurs geeignet?

Dieser Kurs ist für Lehrende in Schule, Hochschule und allen Weiterbildungseinrichtungen geeignet, die in die Online-Lehre einsteigen oder ihre bisherige Online-Lehre erweitern wollen. Wir freuen uns über die Teilnahme unterschiedlichster Menschen, Fächer und Fachgebiete und wünschen uns, dass alle Teilnehmer vom gegenseitigen Austausch profitieren - für mehr Spaß beim Lernen und Lehren.

Was werde ich in diesem Kurs lernen?

Die Kursteilnehmer erfahren, wie die Software Adobe Captivate aufgebaut ist und lernen die Software-Funktionen und einige Einsatzszenarien kennen. Du lernst den Workflow einer Lernmedienproduktion und welche Grundlagen der Medienproduktion und -gestaltung für die Erstellung eines Interaktiven Lernmoduls mit Captivate nötig sind.
Nach Kursende kannst du beurteilen, welche Software-Funktionen zu welchen Inhalten ihres Faches passen. Außerdem kannst du ein einfaches interaktives Lernmodul mit Audio erstellen und für deinen Bedarf exportieren.

Kursstruktur

Kapitel 1: Einrichten und Organisieren

Einrichten einer Projektdatei und Organisieren von Speicherständen und Exporten. Das schafft die Grundlage für ein effizientes und fehlerarmes Arbeiten, auch im Team.

Kapitel 2: Wissen präsentieren

Kennenlernen, Anwenden und Reflektieren der Captivate-Funktionen zur Darstellung von Wissensinhalten. Das ist die Grundlage zur Gestaltung von Lernmodulen für die unterschiedlichsten Fachgebiete.

Kapitel 3: Lernende aktivieren

Kennenlernen, Anwenden und Reflektieren der Captivate-Funktionen zum Einsatz von Interaktion mit den Wissensinhalten. Das ist die Grundlage um Lernende zu aktivieren, also auf ihrem Lernweg zu begleiten und automatisiertes Feedback zu ermöglich.

Kapitel 4: Audio einfügen

Kennenlernen, Anwenden und Reflektieren der Audiofunktion. Mithilfe von Sprache, Hörbeispielen, Musik o.ä. wachsen die Gestaltungs- und Lernmöglichkeiten weiter.

Kapitel 5: Lernmodule veröffentlichen

Kennenlernen und Anwenden der Funktion "Veröffentlichen" in Captivate. Das fertige Lernmodul den Lernenden zugänglich zu machen ist der finale aber komplexe Schlusspunkt.

Workers’ Rights are Human Rights. International Labour Standards are designed to provide minimum levels of protection every worker should enjoy. They serve as safeguards against exploitative and dangerous working conditions. Reaffirmed by the UN Sustainable Development Goals, fundamental rights and dignity at the workplace are a precondition for building inclusive and sustainable societies. However, making respect for workers’ rights a reality remains a daily struggle for far too many.

This short online course offers a mix of video lectures, readings, discussion questions and self-learning options to provide you with knowledge and practical skills for using International Labour Standards to promote and defend worker’s rights worldwide.

What will I learn

At the end of the course you will understand the concept behind International Labour Standards, as well as their standard setting process at the International Labour Organisation (ILO).

You will have a sound overview on the functioning of the ILO supervisory mechanisms and how you can use them to promote and defend workers’ rights in your country or at the international level. You will also have a good understanding of the fundamentals on Freedom of Association and Collective Bargaining, as well as the right to strike as a key element for realising workers’ rights.

What do I need to know?

No prior knowledge is required.

Course Structure

Chapter 1: Introduction to International Labour Standards (ILS)

What is the concept behind International Labour Standards? Which types of International Labour Standards exist and how are they set? Which actors are involved and how are they interlinked? This chapter provides an overview on International Labour Standards and lays the foundation for understanding the standard setting mechanisms at the ILO. In particular, we have a close look at the role of trade unions in setting International Labour Standards.

Chapter 2: Supervision of International Labour Standards (ILS)
This chapter aims at enabling you to understand and use the ILO supervisory mechanisms for the protection of workers’ rights. The elaborate process is illustrated in a concise and hands-on way, and we take you through it step by step. Again, we pay particular attention to what trade unions can do to make effective use of the ILO supervisory mechanisms.

Chapter 3: Freedom of Association, Collective Bargaining and the right to strike
Freedom of Association and Collective Bargaining are ‘enabling rights’ at the heart of decent work. But what is the legal concept of Freedom of Association under Convention 87 and what makes it fundamental to the implementation of International Labour Standards? This chapter also provides you with an overview on the current debate on the right to strike as a key element of Freedom of Association.

Line-up of contributors

Beatriz Vacotto

• Legal specialist and Coordinator of the Wages, Working Time, Maritime and Specific Workers Team, International Labour Standards Department, ILO
• Main areas of interest: Support to trade unions on issues related to International Labour Standards and the ILO supervisory mechanisms.

Jeffrey Vogt

• Legal Director, International Trade Union Confederation (ITUC)
• Main areas of interest: trade and labour standards, freedom of association, precarious work, comparative labour law

Prof. Dr. Stefanie Lorenzen

• Professor of Employment and Labour Law at the Berlin School of Economics and Law, Department of Business and Economics, Germany
• Author of the video lectures on Freedom of Association and Collective Bargaining of this course
• Main areas of interest: employment law, co-determination, right to collective bargaining, international and European labour law

Prof. Paul Whitehead

• Professor of Practice in Labor Studies and Employment Relations at Penn State University, USA
• Main areas of interest: Trade unions, collective bargaining, labor and employment law, international labor law, international human resources, trade law, and programs for pensions, health care, and social security

Maité Llanos

• International project coordinator, Global Labour University
• Global Labour University Online tutor

Tandiwe Gross

• Associate Expert at the Bureau for Workers’ Activities, ILO
  
• International coordinator of the Global Labour University’s Online Education Programs
  

In this course, you will learn such concepts as oil and gas production, reservoir energy and forces, petroleum deposit drainage, development systems, well operation techniques and much more. Each participant in the course will develop an understanding of field life cycle and interdisciplinary approach to petroleum field development and operation.

Throughout the course, we will address the following topical areas:

• History of oil and gas application, international petroleum reserves

• Fundamentals of Petroleum Geology: rock cycle; oil, gas and water deposits; oil and gas composition; oil generation; prospecting for oil and gas fields

• Major exploration techniques, seismic methods, well testing; basics of reservoir engineering and modelling

• Basics of well drilling and production

What will I learn in this course?

By the end of the course, students will be able to:

• Analyse and apply theoretical knowledge in the area of petroleum geology, reservoir engineering and production technology.

• Describe major exploration and production techniques and processes.

• Distinguish between major enhanced oil and gas recovery techniques.

• Understand application areas of petrochemical products.

• Analyse global situation in the petroleum industry and its influence of people’s daily lives.

Who should participate in this course?

Anyone who is interested in learning more about the petroleum industry is welcome to join this introductory course. More specific groups include:

• High school students planning a career, and their parents

• Graduates holding BSc or Engineering degrees looking for further training options

• Petroleum company employees with a non-petroleum educational background who are not involved directly in field exploration and development (finance, marketing, management, HR, etc.) but require general understanding of petroleum industry.

What do I need to know?

No prior knowledge or specific skills are necessary for joining this course. Just bring your curiosity, attention and will. From our side, we tried our best to make the course as interesting and visually compelling as possible, and put together many exciting activities for you.

Course Structure

Week 1: Introduction: Petroleum in Our Life

Week 2: Petroleum Geology

Week 3: Exploration Geophysics. Well Logging. Well Testing

Week 4: Reservoir Engineering

Week 5: Drilling

Week 6: Production Technology

Week 7: Enhanced Recovery Techniques

Der Kurs zeichnet die Geschichte Karls des Großen nach. Sein Aufstieg, die innere Durchsetzung, die Expansion des Reiches bis zur Kaiserkrönung sind Kernthemen der Geschichtswissenschaft. Weitere Themenfelder sind: Strukturen des Reiches, Funktionsweisen mittelalterlicher Königsherrschaft ohne Hauptstadt und Institutionen, Schriftlichkeit, Kommunikation und Bildung im frühen Mittelalter. In diesem Kurs erhältst du eine Einführung in den Umgang mit mittelalterlichen Quellen und ihrer Deutung. zudem soll der dich zu einem fundierten, kritischen Urteil in aktuellen Fragen befähigen: Wie gelangt man zu methodisch korrekten Erkenntnissen und wie lassen sich so unterschiedliche Karlsbilder bewerten?

Was lerne ich in diesem Kurs?

• Du lernst Hintergrundinformationen zur Geschichte Karls des Großen.
• Du lernst die typische Quellen seiner Zeit kennen und wirst mit den Schwierigkeiten ihrer Interpretation vertraut gemacht.
• Du erhältst Einführungen in typische geschichtswissenschaftliche Fragestellungen und Forschungsinstrumente. Das befähigt dich zu selbständigen Recherchen über Fragen des Kurses - und viele andere Fragen, die sich an die Geschichte des Mittelalters stellen lassen.

Welche Vorkenntnisse benötige ich?

Historische Vorkenntnisse oder propädeutische Grundlagen sind nicht erforderlich. Der Kurs richtet sich neben Studierenden der Geschichte auch an ein ein breiteres, geschichtsinteressiertes Publikum. Inhalte und Umgang mit Instrumenten der Forschung werden schrittweise erläutert. Zentrale Quellen werden in deutschen Übersetzungen präsentiert. Lateinkenntnisse sind also nicht erforderlich. Unverzichtbar ist: Interesse an Geschichte als Wissenschaft!

Wie hoch ist der Arbeitsaufwand?

Ca. 4 Stunden pro Woche.

Erhalte ich ein Zertifikat?

Wer 80% der Lehrvideos sowie 80% der Quizze absolviert, kann eine Teilnahmebestätigung erwerben.

Kursbeschreibung

Dieser MOOC bereitet die wissenschaftlichen Grundlagen des Klimawandels und dessen Folgen für Natur und Gesellschaft auf. Die Grundlage bildet der 5. Sachstandbericht des IPCC. Alle Interessierten können sich hier eingehend mit dem Thema verständlich aufbereiteter Wissenschaft beschäftigen. Lehrkräfte und Studierende können das Thema auch im Sinne einer Bildung für nachhaltige Entwicklung in den Unterricht aufnehmen und Energiemanager und -berater in Kommunen und Städten erhalten mit diesem Kurs eine einfache Möglichkeit, sich klimafit zu machen und bestehendes Wissen zu vertiefen.
Gefördert wird das Projekt von der Robert Bosch Stiftung.

Was lerne ich in diesem Kurs?

• Ein fundiertes Grundverständnis des Klimasystems und des Klimawandels erwerben und die Bedeutung komplexer Zusammenhänge im Klimasystem verstehen.
• Natürliche und anthropogene Einflüsse auf das Klimasystem sowie die natürliche interne Klimavariabilität unterscheiden können.
• Ursachen des anthropogenen Klimawandels verstehen.
• Verschiedene Szenarien für den Klimawandel im 21. Jahrhundert verstehen.
• Folgen des anthropogenen Klimawandels für Natur und Gesellschaft verstehen und einordnen sowie einen Überblick über Handlungsoptionen erwerben.
• Die wissenschaftliche Arbeitsweise in der Klimaforschung und ihre wichtigsten Methoden kennenlernen. Interessengeleitete Informationen von wissenschaftlich belastbarem Wissen unterscheiden können und inhärente Unsicherheiten richtig einordnen können.
• Verlässliche Quellen für wissenschaftliche Informationen und aufbereitete Darstellungen kennenlernen.
• Wissenschaftliche Institutionen in der Klimaforschung und Forscherpersönlichkeiten exemplarisch kennenlernen.

Welches Vorwissen brauche ich?

Du brauchst kein Vorwissen, um erfolgreich am Kurs teilzunehmen.

Kursstruktur

Hauptsprecher

• Prof. Dr. Mojib Latif, GEOMAR Helmholtz-Zentrum für Ozeanforschung Kiel

• Prof. Dr. Jochem Marotzke, Max-Planck-Institut für Meteorologie Hamburg

• Prof. Dr. Michael Schulz, MARUM – Zentrum für Marine Umweltwissenschaften an der Universität Bremen

• Prof. Dr. Hermann Lotze-Campen, Potsdam-Institut für Klimafolgenforschung

• Prof. Dr. Anita Engels, Exzellenzcluster „Integrated Climate System Analysis and Prediction“ (CliSAP) an der Universität Hamburg

Programmauswahl:

Einführung und Moderation: Dirk Steffens (Wissenschaftsjournalist und Filmemacher)

Kapitel 1: Klimasystem und Klimawandel

Dr. Paul Becker (Deutscher Wetter Dienst): Klima, Wetter, Witterung, Extremereignisse

Prof. Dr. Mojib Latif (GEOMAR): Das Klimasystem und seine Komponenten

Prof. Dr. Mojib Latif (GEOMAR): Wie funktioniert der (natürliche) Treibhauseffekt?

Prof. Dr. Mojib Latif (GEOMAR): Menschliche Emissionen verstärken den natürlichen Treibhauseffekt

Prof. Dr. Mojib Latif (GEOMAR): Weitere Antriebe und interne Variabilität

Dr. Sonja Peterson (Institut für Weltwirtschaft): Quellen+ Ursachen menschl.Treibhausgasemissionen

Dr. Sonja Peterson (Institut für Weltwirtschaft): Regionale Verteilung der Treibhausgasemissionen

Kapitel 2: Modelle und Szenarien

Prof. Dr. Jochem Marotzke (MPI met.): Die Modellierung des Klimasystems

Prof. Dr. Jochem Marotzke (MPI met.): Was ist ein Klimamodell?

Dr. Marco Giorgetta (MPI met.): Die wichtigsten Klimaszenarien

Dr. Tatiana Ilyina (MPI met.): Wie sieht das Klima in einer wärmeren Welt aus?

Prof. Dr. Jochem Marotzke (MPI met.): Warum 2 Grad?

Prof. Dr. Jochem Marotzke (MPI met.): Zusammenhang von Temperatur- und Emissionszielen

Dr. Christiane Textor (Deutsche IPCC-Koordinierungsstelle): Die Rolle des Weltklimarats IPCC

Kapitel 3: Klima der Vergangenheit

Prof. Dr. Michael Schulz (MARUM): Welche Informationen finden wir in einem Bohrkern?

Prof. Dr. Michael Schulz (MARUM): Vom Bohrkern zur Temperaturkurve der Vergangenheit

Dr. Ute Merkel (MARUM): Zusammenhang von CO2-Konzentration und Erdtemperatur

Prof. Dr. Gerald Haug (MPI Chemie): Klimawandel und die Maya

Dr. Ute Merkel (MARUM): Klimawandel der jüngeren Vergangenheit und der menschliche Einfluss

Prof. Dr. Michael Schulz (MARUM): Resümee: Botschaften aus der Klimageschichte

Kapitel 4: Folgen des Klimawandels

Prof. Dr. Hermann Lotze-Campen (PIK): Das Mosaik der Folgen des Klimawandels

Prof. Dr. Ulf Riebesell (GEOMAR): Ein Ökosystem unter Stress: Beispiel Ozeanversauerung

Prof. Dr. Hermann Lotze-Campen (PIK): Klimarisiken. Eine Definition

Prof. Dr. Hermann Lotze-Campen (PIK): Globale Folgen des Klimawandels in einzelnen Sektoren

Prof. Dr. Manfred Stock (PIK): Folgen des Klimawandels in Deutschland

Dr. Susanne Grossman-Clarke (PIK): Folgen des Klimawandels in Städten

Kapitel 5: Klimawandel und Gesellschaft

Prof. Dr. Anita Engels (CliSAP): Was bedeutet Klimawandel für die Gesellschaft und wie reagiert sie?

Prof. Dr. Beate Ratter (CliSAP): Anpassung an den Klimawandel

Prof. Dr. Michael Brzoska (CliSAP): Grenzen der Anpassung: Ressourcenkonflikte

Prof. Dr. Jürgen Scheffran (CliSAP): Grenzen der Anpassung: Migration

Prof. Dr. Hermann Held (CliSAP): Die 2 Grad-Grenze der Internationalen Klimapolitik

Prof. Dr. Anita Engels (CliSAP): Erfolge und Herausforderungen der Internationalen Klimapolitik

Prof. Dr. Hermann Held (CliSAP): Optionen und Instrumente im globalen Klimaschutz

Prof. Dr. Anita Engels (CliSAP): Europäische und deutsche Klimapolitik

Abschlussprüfung

Teilnehmer, die sich mit dem Zertifikats-Track angemeldet haben, können die Prüfung zwischen dem 05-19. Juli ablegen.

We present a course developed by the team of Tomsk State University of Control Systems and Radioelectronics.

This course offers basic knowledge in mathematical logic.

The goals of mathematical logic are:

• To provide a formal language for mathematical statements that is easily translatable into the natural language and that allows compact and convenient notation.
  
• To offer clear and unambiguous interpretation of such statements that is at the same time simple and close to the natural mathematical concepts.
  

We made sure to make this course informative and interesting for everyone!

What will I learn?

Upon completion of the course, students will have acquired fundamental knowledge that is valuable in itself and will serve as the foundation for other studies. For example, software engineers strongly rely on logic-mathematical theories in their work.

• Natural languages possess a number of flaws - inaccuracy, polysemy, complexity.

• Knowledge of the simple yet powerful methods of mathematical statement transformations made possible by the language of logic is just as vital as is the knowledge of elementary algebra. No need to reinvent the wheel.

• Invented almost a century ago to address the needs of mathematics, mathematical logic has found application in theoretical and practical programming.

• When dealing with applied problems, a researcher has to switch between the descriptive language, mathematical language, the language of numerical methods and algorithms, and specific programming languages. The language of mathematical logic offers a great opportunity to practice this translation between languages and is used as a powerful formalised tool for transmission of information between distant languages.

What do I need to know?

Most of the course content will be understandable for students with only a high school level of education. Some minor sections of the course will require knowledge of imperative programming and elements of mathematical analysis.

Course Structure

The course consists of 7 chapters:

Chapter 1 - Mission of mathematical logic:

Goals, objectives, methods.

Relation between mathematics and mathematical logic.

Examples of logical errors, sophisms and paradoxes.

Brief history of mathematical logic, discussing how problems mathematical logic faced and solved in its development, and how mathematical logic integrates further and further into programming.

Chapter 2 - Foundations of the set theory:

Set theory is the basis for development of languages.

Chapter 3 - Propositional logic:

Propositional logic studies the simplest yet the most important formal language.

Chapter 4 - First-order languages:

The language of propositional logic has limited tools, so we talk about more complex languages based on predicate logic. The language of predicate logic offers tools for full and exact description of any formal notions and statements.

Chapter 5 - Axiomatic method:

The axiomatic method makes it possible to solve many logical problems, errors and paradoxes. It is widely used in today's mathematics and the knowledge of it is vital for anyone using functional and logical programming languages.

Chapter 6 - Mathematical proof:

Discussion of the types of mathematical proof and how proof can be aided with a computer.

Chapter 7 - Algorithm theory:

To learn about the possibilities of the algorithmic approach and the limitations of calculations, one must know the rigorous definition of algorithms and computability. The module offers these definitions and defines algorithmically unsolvable problems. The module introduces the concept of algorithm complexity, which is an important factor when selecting algorithms to solve problems. The module also compares problems by complexity - this knowledge makes it possible to use any search algorithm to solve problem instead of search for the good algorithm.

Kursbeschreibung

Mathematik: das ist Freude am Denken! Und mathematisch denken kann jeder! Wer an diesem Kurs teilnimmt, erhält seine regelmäßige Dosis an meditativen Denkaufgaben, spannenden Knobeleien und mathematischen Einsichten. In den Inhaltsgebieten Arithmetik und Geometrie werden mathematische Denk- und Arbeitsweisen vermittelt, beispielsweise Problemlösen, Begriffe definieren und Sätze finden und beweisen.

Was lerne ich in diesem Kurs?

Im ersten Kursblock werden wir uns mit folgenden Fragen befassen: Wie definiert man mathematische Begriffe? Wie findet man eigentlich mathematische Gesetzmäßigkeiten? Und wie beweist man diese? Welche Rolle spielen Annahmen in der Mathematik? Wie baut sich das Gebäude der Mathematik aus Definitionen, Annahmen und Gesetzmäßgikeiten auf? Fragen über Fragen, denen wir uns mit zahlreichen Experimenten widmen.

Im zweiten Kursblock werden wir die Denk- und Arbeitsweisen aus dem ersten Block in verschiedenen Gebieten anwenden und dadurch festigen. In der Geometrie werden wir uns mit der Tätigkeit des Messens und dem Abstandsbegriff, mit Strecken, Halbgeraden und Geraden, mit Ebenen und Halbenenen und mit Winkeln befassen. In der Arithmetik schauen wir uns den Begriff der Teilbarkeit näher an, veranschaulichen Begriffe wie "größter gemeinsamer Teiler" und "kleinstes gemeinsames Vielfaches", untersuchen Primzahlen und Primfaktorzerlegungen und experimentieren mit Stellenwertsystemen.

Im dritten Kursblock befassen wir uns mit grundlegenden mathematischen Konzepten: Was sind Mengen, Relationen und Funktionen? Auch hier werden wir uns den Begriffen und ihren Zusammenhängen mit grundlegenden mathematischen Denk- und Arbeitsweisen nähern. Experimentieren, erforschen, untersuchen, ergründen, Vermutungen anstellen, Vermutungen verwerfen, Vermutungen beweisen.

Im vierten und letzten Kursblock machen wir uns noch einmal an zentrale Gesetzmäßigkeiten der Mathematik. Wie findet man solche Gesetzmäßgikeiten, und wie beweist man sie? In der Geometrie schauen wir uns schicke Sätze am Kreis an, in der Arithmetik nicht weniger schicke Sätze der Zahlentheorie. Mathematik pur, Mathematik anschaulich, Mathematik handgemacht.

Welche Vorkenntnisse benötige ich?

Jede/r kann mitmachen, der mathematische Vorkenntnisse aus dem Gymnasium mitbringt. Und wenn Du nicht auf dem Gymnasium warst, aber gerne mitmachen möchtest: Dann trau dich! Man sollte natürlich schon mal mit Geometrie und Algebra zu tun gehabt haben. Vieles wird dann wieder aufgefrischt, denn wir machen dann nicht auf dem Niveau der 12. oder 13. Klasse weiter, sondern bauen die Teilgebiete, in denen wir arbeiten, noch einmal grundlegend auf. Oberstufenwissen zu Analysis und Linearer Algebra ist nicht notwendig!

Wie hoch ist der Arbeitsaufwand

Du kannst dich entscheiden, wie aktiv Du dich in den Kurs einbringen möchtest - je nach Interesse und Ehrgeiz!

1) Kiebitze wollen "nur mal gucken" oder mit dem mathematischen Denken erst einmal warm werden. Kiebitze schnuppern jede Woche in den Kurs, schauen sich eins, zwei Videos an und stöbern vielleicht einmal in den weiterführenden Bereichen. Hierdurch bekommen sie einen Einblick, was mathematisches Denken bedeutet, und sie erhalten Impulse, wo man Mathematik auch im Alltag findet und gebrauchen kann. Vielleicht bekommen sie dabei sogar Lust auf mehr! Aufwand: ca. 1-2 Stunden pro Woche

2) Anpacker legen Hand an und erforschen aktiv Mathematik, haben aber keine rechte Lust auf zu viele Formeln. Für Anpacker heißt es: Ärmel hochkrempeln! Im MOOC lernen sie, wie man mathematische Situationen systematisch erforscht, wie man anschauliche Begründungen für mathematische Gesetzmäßgikeiten finden kann, und sie erhalten einen Einblick darin, wie man Abstraktes konkretisiert (und umgekehrt). Sie entwickeln ihre Vorstellungskraft zur Lösung mathematischer Probleme weiter und lernen, Vermutungen anhand konkreter Modelle zu untersuchen. Aufwand: ca. 3-4 Stunden pro Woche

3) Formalisierer geben sich mit der Anschauung nicht zufrieden - sie wollen Formeln sehen! Formalisierer sind Anpacker, die zusätzlich auch noch das Spiel mit abstrakter Symbolsprache lieben. Sie lernen, formale Definitionen zu fassen und formale Beweise zu führen. Natürlich immer basierend auf tragfähigen Vorstellungen, die sie mit den Anpackern teilen! Aufwand: ca. 7-8 Stunden pro Woche

Du möchtest ein Kiebitz in der Arithmetik sein, aber ein Anpacker in der Geometrie? Oder ein Formalisierer in der Arithmetik, aber ein Kiebitz in der Geometrie? Kein Problem - alles ist möglich! So kannst Du deinen individuellen Aufwand selbst wählen und dir diejenigen Inhalte zusammenstellen, die dich interessieren.

Erhalte ich ein Zertifikat?

Du erhältst eine Teilnahmebestätigung, wenn du aktiv mitmachst. Wie das genau geht, wird in der ersten Woche erklärt.

Kursbeschreibung

Eine Lernkultur der Potenzialentfaltung bedeutet ein individuelles Lernen in einer unterstützenden Gemeinschaft. Kinder lernen nicht nur, Wissen zu reproduzieren, sondern Verantwortung zu übernehmen, zusammen zu arbeiten, ihre Persönlichkeit kennen zu lernen und zu entwickeln und sich Wissen selbstständig anzueignen, im eigenen Rhythmus dem eigenen Lernstil entsprechend. Eine neue Lernkultur berührt daher die ganze Schule: ihre Strukturen, das Selbstverständnis der Erwachsenen, die genutzten Lernmaterialien, die Raumaufteilung... Hierbei handelt es sich nicht um eine verordnete, extern gesteuerte Reform, sondern um eine Transformation der Schulen von innen heraus. Hierbei gibt es auch kein vorgegebenes Modell, sondern Schulen haben das Privileg und die Herausforderung, ihre eigenen Überzeugungen umzusetzen. Hierzu gibt es inzwischen viele Vorbilder, Schulen, die aufgebrochen sind und den Mut haben, es anders zu versuchen.

Dieser Kurs befasst sich weniger mit der Lernkultur der Potenzialentfaltung, über die es viel von anderen Schulen zu lernen gibt. Der Fokus liegt auf der Ermächtigung zur Transformation: wie gestalte ich an meiner Schule den Aufbruch mit? Wie fange ich an? Welche Schritte müssen gegangen werden? Woran kann es liegen, wenn es nicht läuft? Wie gestalte ich Zusammenarbeit? Wie entwickle ich ein Konzept? Wie integriere ich kontinuierliche Veränderung in den Schulalltag?

Der Kurs ist in 12 Themen untergliedert, wobei jede Woche ein Thema für Sie freigeschaltet wird. Sie finden in jeder Woche einen Exkurs von Prof. Gerald Hüther zu einem Aspekt der neuen Lernkultur. Die weiteren Inhalte sind in kurze Texte und erklärende Videos aufbereitet, die ebenfalls bewusst kurz gehalten sind, um Ihnen größere Flexibilität bei der Zeiteinteilung zu ermöglichen.

Im Zentrum des Kurses stehen die Aufgaben und der Austausch untereinander. Sie werden jede Woche zu drei Aufgaben aufgefordert: eine Wissensaufgabe, ein kleiner Denkauftrag; eine Herzaufgabe, die die Selbstreflexion im Zentrum hat; und eine Handaufgabe, die eine konkrete Handlung direkt an Ihrer Schule beinhaltet. Ihre Gedanken und Erfahrungen teilen Sie dann mit den anderen Teilnehmenden.

Dieser Kurs kann mit einer kostenfreien Teilnahmebestätigung abgeschlossen werden, wenn Sie 80% des Materials gesichtet und an den Quizz-Fragen (oftmals mit Augenzwinkern) teilgenommen haben.

Kursstruktur

Woche 1: "Fertig machen zum Start". Einander, den Kurs und diese Plattform kennenlernen.

Woche 2: "Ein Prozess? Dein Prozess!". Alles über Prozesse und worauf man achten kann, wenn man sie gestalten möchte.

Woche 3: "Einer fängt an". Wie ich an meiner Schule Mitstreiter*innen finde.

Woche 4: "Stärken & Träume". Das Potenzial der Schule mit einer gemeinsamen Vision als Fundament der Transformation.

Woche 5: "Gemeinschaft". Weil Zusammenarbeit nicht ganz von alleine toll wird, man aber viel dafür tun kann.

Woche 6: "Information". Sich von anderen inspirieren lassen und die Rahmenbedingungen verstehen.

Woche 7: "Essenz". Alles noch mal auf den Punkt bringen als dauerhafte Orientierung.

Woche 8: "Design". Ein neues Konzept für unsere Schule.

Woche 9: "Umsetzung". Machen, machen, weitermachen oder habe einen Plan und alles kommt anders.

Woche 10: "Feiern". Weil es Teil der Arbeit ist und wir es so sehr verdienen.

Woche 11: "Lernende Schule". Nach der Transformation ist vor der Transformation.

Woche 12: "Persönliches Lernen & Transfer". Wie es nach diesem Kurs weiter geht.

Was lerne ich in diesem Kurs?

In diesem Kurs können Sie...

... ein Grundverständnis von Prozessen, ihrer Logik und Gestaltungsmöglichkeiten erlangen;

... eine große Vielfalt von Methoden für den Transformationsprozess kennenlernen;

... eine Orientierungshilfe der verschiedenen Schritte von Schulentwicklung mitnehmen;

... ihr eigenes Handeln und Ihre Haltung reflektieren;

... viel über Zusammenarbeit lernen;

... Mut finden, an Ihrer Schule anzufangen;

... sich mit Menschen mit ähnlichen Visionen austauschen und verbinden;

... mit Grundwerkzeugen der lernenden Schule vertraut werden.

Welche Vorkenntnisse brauche ich für diesen Kurs?

Die Teilnahme erfordert keinerlei Vorwissen. Die Anbindung an eine Schule ist jedoch sehr hilfreich, da jede Woche eine Aufgabe direkt an der Schule zu bearbeiten ist. Diese Aufgaben sind jedoch auch in jeder anderen Organisation durchführbar, teilweise sogar im privaten Umfeld. So ist die direkte Arbeit an einer Schule sehr hilfreich, nicht jedoch zwingende Voraussetzung.

Arbeitsaufwand

• 2-3 Stunden pro Woche