C35: Remembrance: Geomedia and Pedagogies
A mobile application to visualize historic land use along hiking trails in Southern Germany
1University of Tübingen; 2Heidelberg Academy of Sciences and Humanities
Land-use and land-cover change is global phenomenon that poses great challenges to people, who often oppose changes in the familiar landscape (Foley et al., 2005). However, it needs to be recognized that humans have continuously shaped and intensively intervened in the landscape throughout history, creating the "Kulturlandschaft" (cultural landscape) we see today, and leading to 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 (Chang, Hou, Pan, Sung, & Chang, 2015). We present an application that combines historical landscape change and the legacies of early mechanization through a mobile WebGIS designed with tourists in mind to convey information about historical land use in a playful way (http://gdi.geographie.uni-tuebingen.de/echaz/map.html). Historical map material for the region of the river Echaz in southwest Germany was digitized and georeferenced, organized in a framework of geoservices, and finally made available together with further content in a web app. Ultimately, the aims are to show alternatives to current land use and to address the variability of the landscape, and thus to achieve participation in and acceptance of landscape planning.
Writing place history, living place history
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.