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A mobile application to visualize historic land use along hiking trails in Southern Germany
Christian Sommer1,2, Andreas Braun1, Markus Hanold1, Volker Hochschild1, Hans-Joachim Rosner1
1University of Tübingen; 2Heidelberg Academy of Sciences and Humanities
Land use and land cover change is a global phenomenon that poses great challenges to people and also leads to the rejection of changes in the familiar landscape (Foley et al., 2005) However, this often neglects the fact that humans have continuously shaped and intensively intervened in the landscape throughout its history. This is reflected in the formation of the "Kulturlandschaft" visible today and the scientific preoccupation with the "Anthropocene" (Ellis, 2011). By enriching locations with digital content, this knowledge can be better conveyed, since so-called augmented places not only convey information, but also internalize what has been learned through increased immersion. We present an application that combines the historical landscape change and the legacies of the early mechanization through a mobile WebGIS with tourist offers to convey such knowledge in a playful way. For this purpose, historical map material around the southwest German river Echaz was digitized and georeferenced, organized in a framework of geoservices and finally made available together with further content in a web app. Ultimately, the aim is to show alternatives to current land use, but also to address the variability of the landscape and thus to achieve participation and acceptance of landscape planning.
Writing place history, living place history
Tim Schötz1, Thomas Jekel1, Heidrun Edlinger2
1University of Salzburg; 2AHS Heustadelgasse
Holocaust Education has to deal with a radical change due to the unavailability of contemporary witnesses in both family and institutional environments. As a consequence a wide variety of digital, sometimes spatially explicit learning environments have been developed that might be deemed virtually interactive. Only few of these learning environments allow for research based learning, and even fewer of these learning environments have been evaluated according to the aims of holocaust education itself, or in regard to the digital tools used. This contribution presents central aspects of an evaluation of a research- and geomedia-based learning environment tested with students of different schools in Vienna’s second district, and specifically, the Stuwerviertel that was the place of widespread deportation during the NAZI regime. In this paper, we concentrate on three domains: (1) the usability of currently available tools, (2) the emotional side of the research based learning process, and (3) the contributions of the learning environment to the formation of the political subject.