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Article
Publication date: 9 November 2012

Emina Duraković, Britta Marion Feigl, Bettina Marion Fischer, Christopher Fleck, Lisa‐Maria Galler, Johannes Heinrich, Karin Kulmer, Birgitta Kurzweil, Markus Scholze, Raphael Stefan Sperl, René Unterköfler, Kurt Remele, Julian Matzenberger and Gilbert Ahamer

The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in…

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Abstract

Purpose

The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in “southern” countries with effects on multicultural equity.

Design/methodology/approach

Structured online review processes in multicultural and systems science curricula allow for high density of literature‐based reflection and analysis.

Findings

The entirety of the set of over 50 questions developed by the proposed web‐based dialogic procedure represents a starting point for an in‐depth assessment of the effects of deploying “northern” technology in “southern” countries.

Research limitations/implications

The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil.

Practical implications

The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in‐depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability.

Social implications

Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level.

Originality/value

This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies – which is the intention of the present text.

Details

Multicultural Education & Technology Journal, vol. 6 no. 4
Type: Research Article
ISSN: 1750-497X

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Article
Publication date: 4 January 2011

Gilbert Ahamer, Karl A. Kumpfmüller and Michaela Hohenwarter

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary…

1027

Abstract

Purpose

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.

Design/methodology/approach

Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.

Findings

Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.

Research limitations/implications

The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.

Practical implications

In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.

Originality/value

This is the first paper that outlines the Global Studies curriculum at Graz University.

Details

Campus-Wide Information Systems, vol. 28 no. 1
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 17 August 2012

Gilbert Ahamer

The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that…

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Abstract

Purpose

The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the “Global Studies” curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds.

Design/methodology/approach

Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as “cultures of understanding”.

Findings

The outcomes of the analysis suggest that the negation‐oriented web‐supported five‐level learning suite “Surfing Global Change” (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the “Global Studies” curriculum as well as in other similar international curricula.

Research limitations/implications

Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders.

Practical implications

Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web‐based discussion, for which this paper provides examples. Discourse‐oriented features and amendments for curricula of “Global Studies” are presented.

Social implications

Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper.

Originality/value

By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi‐stakeholder issues such as globalisation.

Details

Multicultural Education & Technology Journal, vol. 6 no. 3
Type: Research Article
ISSN: 1750-497X

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