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class="container" id="page"> <div class="container-inner"> <div class="main"> <div class="main-inner group"> <section class="content" id="content"> <div class="page-title hu-pad group"> <ul class="meta-single group"> <li class="category"><a href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/category/tagungen-2/dhiha8" rel="category tag">dhiha8</a></li> </ul> </div> <div class="hu-pad group"> <article class="post-6038 post type-post status-publish format-standard has-post-thumbnail hentry category-dhiha8 tag-digitale-lehre"> <div class="post-inner group"> <h1 class="post-title entry-title">Welche digitalen Kompetenzen sollen in einem Geschichtsstudium vermittelt werden? #dhiha8</h1> <p class="post-byline"> von <span class="vcard author"> <span class="fn"><a href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/author/dhiha" title="Beiträge von Mareike König" rel="author">Mareike König</a></span> </span> · Veröffentlicht <time class="published" datetime="2019-06-13T15:58:25+02:00">13/06/2019</time> · Aktualisiert <time class="updated" datetime="2019-06-13T17:23:28+02:00">13/06/2019</time> </p> <div class="clear"></div> <div class="entry themeform"> <div class="entry-inner"> <p> Ein Beitrag zur Blogparade “<a rel="noreferrer noopener" href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/5937" target="_blank">Digitale Geschichte in der universitären Lehre – wer, wie, was?</a>“ begleitende zur Tagung “<a rel="noreferrer noopener" href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/5901" target="_blank">Digitale Geschichte in der universitären Lehre – internationale Perspektiven #dhiha8</a>“. </p> <p>Die Blogparade „Digitale Geschichte in der universitären Lehre – wer, wie, was?“ ist im vollen Gange. Bisher fällt auf, dass die deutschen Beiträge Beispiele eigener Lehrveranstaltungen beinhalten (zumeist Twitterseminare/Public History!), während die Diskussion in Frankreich polemischer ist und darauf zielt, ob es die Digital Humanities überhaupt gibt und wie die digitalen Kompetenzen vermittelt werden sollen<sup>[<a href="#footnote_0_6038" id="identifier_0_6038" class="footnote-link footnote-identifier-link" title="Die Übersichten zu den Beiträgen finden sich jeweils als Kommentare bei den Aufrufen, Französich: , Englisch: Deutsch: https://dhdhi.hypotheses.org/5937.">1</a>]</sup>.</p> <p>So schlägt <a href="https://web.archive.org/web/20210612121454/https://devhist.hypotheses.org/3692" target="_blank" rel="noopener noreferrer">Émilien Ruiz in seinem Beitrag</a> vor, digitale Methoden nicht in eigenen Übungen zu lehren, sondern in den thematischen Seminaren zu verankern. Damit soll verhindert werden, dass es an den Fakultäten eine Madame oder ein Monsieur Digital gibt, die oder der die digitale Ausbildung leistet, zumeist ohne Anbindung und vor allem ohne Anerkennung innerhalb der Fakultät. Das Ziel ist, das Digitale nicht abzukoppeln, sondern stärker im Fach zu verankern, so dass Digital Humanities eigentlich überflüssig werden, so auch Paul Bertrand in seinem Beitrag „<a href="https://web.archive.org/web/20210612121454/https://medievizmesblog.wordpress.com/2019/06/11/la-fin-necessaire-et-heureuse-des-humanites-numeriques/" target="_blank" rel="noopener noreferrer">Das notwendige und glückliche Ende der Digital Humanities</a>“<sup>[<a href="#footnote_1_6038" id="identifier_1_6038" class="footnote-link footnote-identifier-link" title="Pierre-Carl Langlais hält dagegen: Und wenn wir eine neue Disziplin geschaffen haben? https://scoms.hypotheses.org/998.">2</a>]</sup>. Das würde ich vollauf unterstreichen! Voraussetzung ist gleichwohl, dass alle Lehrenden (oder viele zumindest) sich darauf einlassen, sich entsprechend weiterbilden und in ihre thematischen Kurse digitale Anteile einbinden. Doch so weit sind wir noch nicht und daher, so meine ich, brauchen wir Mme oder M. Digital derzeit noch, um überhaupt Impulse zu setzen.</p> <p>Schwierig ist ebenso die Frage, welche digitalen Kompetenzen Studierende in einem aktuellen Geschichtsstudium lernen sollen. Und wo ist die Abgrenzung zu einem spezialisierteren Digital Humanities-Studium? Émilien Ruiz und Franziska Heimburger haben dazu bereits 2011 ein Schaubild, mit drei Kreisen entwickelt, die Studierende als Basiskenntnisse lernen sollten:</p> <div id="attachment_6047" style="width: 410px" class="wp-caption alignleft"><img aria-describedby="caption-attachment-6047" loading="lazy" class="wp-image-6047" src="https://web.archive.org/web/20210612121454im_/https://dhdhi.hypotheses.org/files/2019/06/Capture-d’écran-2019-06-09-à-17.19.39-300x253.png" alt="" width="400" height="337" srcset="https://web.archive.org/web/20210612121454im_/https://dhdhi.hypotheses.org/files/2019/06/Capture-d’écran-2019-06-09-à-17.19.39-300x253.png 300w, https://web.archive.org/web/20210612121454im_/https://dhdhi.hypotheses.org/files/2019/06/Capture-d’écran-2019-06-09-à-17.19.39-768x649.png 768w, https://web.archive.org/web/20210612121454im_/https://dhdhi.hypotheses.org/files/2019/06/Capture-d’écran-2019-06-09-à-17.19.39-500x422.png 500w" sizes="(max-width: 400px) 100vw, 400px"/><p id="caption-attachment-6047" class="wp-caption-text">Pour un socle commun de formation numérique des historien·ne·e ? (version du ‘job talk’ de ScPo en juin 2018), https://devhist.hypotheses.org/3692.</p></div> <p>Kreis eins ganz oben beinhaltet „Recherche und Monitoring“ (Recherche & veille documentaires). Dazu werden digitale Bibliotheken, Repositorien, Kataloge, RSS-Feeds, Agregatoren etc. gezählt.</p> <p>Kreis zwei ist mit „Schreiben und Verbreiten der Forschung“ (Écriture &diffusion de la recherche) umschrieben. Dazu gehören Textverarbeitung, Annotation, Präsentationen, Bloggen, virtuelle Ausstellungen etc.</p> <p>Kreis drei schließlich heißt „Daten verwalten und auswerten“ (Gestion & exploitation des données) und umfasst Literaturverwaltung, quantitative Analysen, Datenbanken, Kartographie etc. In der Mitte der drei Kreise ist als verbindendes Element ein kleiner vierter Kreis: kollaborative Werkzeuge, der signalisiert, dass sich die Art und Weise, wie wir diese Arbeiten ausführen, durch webbasierte Tools geändert haben.</p> <p>So hilfreich diese Übersicht ist und so sehr Studierende die allermeisten der Praktiken benötigen oder anwenden, auch wenn sie nicht explizit digitale Geschichte betreiben (bis auf Kreis drei vermutlich), stellen sich mir doch mindestens drei Fragen:</p> <ul> <li>Welche dieser Kenntnisse und Fertigkeiten müssen in einem Geschichtsstudium vermittelt werden oder sind andere Stellen zuständig (Stichwort: Literaturverwaltung und Recherchestrategien, die von den Bibliotheken vermittelt werden)?<sup>[<a href="#footnote_2_6038" id="identifier_2_6038" class="footnote-link footnote-identifier-link" title="Auf meinen Kommentar im Blogpost von Émilien Ruiz antwortet dieser bei Frage eins, dass Bibliotheken solche Aufgaben auch in Frankreich übernehmen, aber das Grundproblem des Desinteresses auf verschiedenen Ebenen erhalten bleibt.">3</a>]</sup></li> <li>Sind diese Praktiken nicht zu sehr auf die grundlegenden Recherche- und Schreibfertigkeiten beschränkt und müsste es in der Lehre im Geschichtsstudium nicht hauptsächlich um den dritten Kreis gehen, also um „Daten auswerten“ d.i. digitale Text-, Daten- und Bildanalyse?</li> <li>Und schließlich: Fehlt nicht ein Kreis, in dem es vor allem um die Reflexion der digitalen Praktiken geht, um digitale Hermeneutik und auch darum, wie die Digitalisierung unsere Gesellschaft verändert?<sup>[<a href="#footnote_3_6038" id="identifier_3_6038" class="footnote-link footnote-identifier-link" title="Hierzu antwortet Émilien Ruiz im Kommentar, dass seine praktisch ausgerichteten Ateliers auch immer Zeit für Reflexion beinhalten.">4</a>]</sup></li> </ul> <p>Anknüpfend an die Überlegungen von Émilien Ruiz schlägt <a href="https://web.archive.org/web/20210612121454/http://www.lespetitescases.net/Interroger-les-debouches-pour-penser-enseignement-du-numerique-en-histoire-SHS" target="_blank" rel="noopener noreferrer">Gautier Poupeau in seinem Beitrag</a> ein dreistufiges Modell vor, ausgehend von möglichen Arbeitsaussichten von Geschichtsstudierenden: Als Basis für alle Studierende stehen dabei die Kenntnisse im Umgang mit webbasierten Werkzeugen als Nutzer/in, Recherchestrategien und die üblichen Schreib- und Präsentationsfertigkeiten, die für die Abfassung einer Masterarbeit benötigt werden. Mit eingeschlossen werden könnten elektronisches Publizieren/digitale Edition, Repositories und Datenverwaltung.</p> <p>Auf einer zweiten Stufe sieht er digitale Geschichte als Hilfswissenschaft ähnlich der Paläographie oder der Diplomatik. Hier lernen Studierende in spezialisierten Informatikkursen grundlegende Kenntnisse für digitale Analysen, etwa Statistik, relationale Datenbanken, einfache Datenbearbeitung z.B. mit Open Refine, grundlegende GIS-Anwendungen, Bildanalyse, Sprachanalyse in grundlegenden Zügen…</p> <p>Digitale Netzwerkanalyse und Visualisierungen könnte man hinzufügen. Damit will ich nicht sagen, dass jede/r alle digitalen Methoden in einem nicht spezialisierten Geschichtsstudium (zumal im Bachelor) vertiefend erlernen muss. Für sinnvoller ist die Konzentration auf eine Methode, verknüpft mit einer kritischen Bewertung ihrer Anwendung und möglichen Resultate. Das Denken in digitalen Dimensionen und die epistemologischen Herausforderungen und Änderungen für unser historisches Denken, die Einsicht in Möglichkeiten und Grenzen digitaler Herangehensweisen, mögliche Leerstellen von Daten, die interpretative Dimension von Visualisierungen, Datenbanken, digitaler Editionen etc., aber auch Langzeitarchiverung, Standards, offene Schnittstellen, FAIR-Prinzipien, Open Access etc. können bzw. müssen dabei mitbehandelt werden.</p> <p>Stufe drei umfasst dann eine Spezialisierung mit einem Studiengang DH, bei der die zukünftige Historiker/in zugleich programmieren lernt, um einen Arbeitsplatz in der digitalen Welt zu finden. Auch da können nicht alle Methoden gleichermaßen vertiefend gelernt werden und wie für Stufe zwei scheint mir das kritisch begleitende Denken ganz zentral zu sein.</p> <p>Im Moment gibt es die Stufe eins (in Teilen zumindest) und die Stufe drei durch die Studiengänge Digital Humanities. Was uns aber ganz überwiegend fehlt im Geschichtsstudium ist die Stufe zwei, und zwar auch, weil solche Lehrveranstaltungen spezialisierte Kenntnisse der Lehrenden erfordern, die zumeist nicht vorhanden und nur mit erheblichem Aufwand zu erlernen sind.</p> <p>Für die französische Seite hat Gautier Poupeau ein <a href="https://web.archive.org/web/20210612121454/https://docs.google.com/document/d/1-h7lXdkF_RK-8Uv6uy0mQjkG8gVek4icRQTSWuEP_D4/edit" target="_blank" rel="noopener noreferrer">Google-Doc</a> eröffnet, in dem er zur Mitarbeit aufruft und das der Sammlung und Systematisierung von digitalen Kompetenzen gilt, die im Geschichtsstudium vermittelt werden sollen.</p> <p>Neben einer solchen kollaborativ erstellten Gesamtübersicht scheinen mir Einzelbeispiele, die eine konkrete Umsetzung einer Lehrveranstaltung zeigen, ganz zentral zu sein, zumal, wenn sie wie im <a href="https://web.archive.org/web/20210612121454/https://histnum.hypotheses.org/3166" target="_blank" rel="noopener noreferrer">Beitrag von Frédéric Clavert</a> auch über Misserfolge und Überforderungen der Studierenden berichten. Eine Sammlung an Unterrichtsplänen und Syllabi digitale Geschichte wäre wünschenswert. Im anglo-amerikanischen Raum findet man sie, hierzulande leider nicht<sup>[<a href="#footnote_4_6038" id="identifier_4_6038" class="footnote-link footnote-identifier-link" title="Anregungen findet man auch in den von Émilien Ruiz veröffentlichten Syllabi auf seiner Website: http://e-ruiz.com/enseignements/bachelor/.">5</a>]</sup>.</p> <p> </p> <ol class="footnotes"><li id="footnote_0_6038" class="footnote">Die Übersichten zu den Beiträgen finden sich jeweils als Kommentare bei den Aufrufen, Französich: , Englisch: Deutsch: <a href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/5937" target="_blank" rel="noopener noreferrer">https://dhdhi.hypotheses.org/5937</a>.<span class="footnote-back-link-wrapper"> [<a href="#identifier_0_6038" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_1_6038" class="footnote">Pierre-Carl Langlais hält dagegen: Und wenn wir eine neue Disziplin geschaffen haben? <a href="https://web.archive.org/web/20210612121454/https://scoms.hypotheses.org/998" target="_blank" rel="noopener noreferrer">https://scoms.hypotheses.org/998</a>.<span class="footnote-back-link-wrapper"> [<a href="#identifier_1_6038" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_2_6038" class="footnote">Auf meinen Kommentar im Blogpost von Émilien Ruiz antwortet dieser bei Frage eins, dass Bibliotheken solche Aufgaben auch in Frankreich übernehmen, aber das Grundproblem des Desinteresses auf verschiedenen Ebenen erhalten bleibt.<span class="footnote-back-link-wrapper"> [<a href="#identifier_2_6038" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_3_6038" class="footnote">Hierzu antwortet Émilien Ruiz im Kommentar, dass seine praktisch ausgerichteten Ateliers auch immer Zeit für Reflexion beinhalten.<span class="footnote-back-link-wrapper"> [<a href="#identifier_3_6038" class="footnote-link footnote-back-link">↩</a>]</span></li><li id="footnote_4_6038" class="footnote">Anregungen findet man auch in den von Émilien Ruiz veröffentlichten Syllabi auf seiner Website: http://e-ruiz.com/enseignements/bachelor/.<span class="footnote-back-link-wrapper"> [<a href="#identifier_4_6038" class="footnote-link footnote-back-link">↩</a>]</span></li></ol><div class="wp-about-author-containter-none" style="background-color:#fffff;"><div class="wp-about-author-pic"></div><div class="wp-about-author-text" style="margin-left:140px"><h3><a href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/author/dhiha" title="Mareike König">Mareike König</a></h3><p>Dr. Mareike König ist stellvertretende Direktorin am Deutschen Historischen Instituts Paris. Sie arbeitet über deutsch-französische Beziehungen im 19. Jahrhundert und über digitale Geschichte. 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rel="bookmark" title="Permalink zuGemeinsam lernen: Digitale Geschichte und die Entwicklung der HistoriaApp #dhiha8">Gemeinsam lernen: Digitale Geschichte und die Entwicklung der HistoriaApp #dhiha8</a> </h4> <div class="post-meta group"> <p class="post-date"> <time class="published updated" datetime="2019-06-11 14:32:27">11/06/2019</time> </p> <p class="post-byline" style="display:none"> von <span class="vcard author"> <span class="fn"><a href="https://web.archive.org/web/20210612121454/https://dhdhi.hypotheses.org/author/jkirschbaum" title="Beiträge von Jan Niko Kirschbaum" rel="author">Jan Niko Kirschbaum</a></span> </span> · Published <span class="published">11/06/2019</span> </p> </div> </div> </article> </li> </ul> <section id="comments" class="themeform"> <h3 class="heading">Eine Antwort</h3> <ul class="comment-tabs group"> <li class="active"><a href="#commentlist-container"><i class="far fa-comments"></i>Kommentare<span>0</span></a></li> <li><a href="#pinglist-container"><i 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