Holocaust education in transition from live to virtual survivor testimony: pedagogical and ethical dilemmas

Marcus, Alan S.; Maor, Rotem; McGregor, Ian; Mills, Gary; Schweber, Simone; Stoddard, Jeremy D.; Hicks, David

doi:10.1080/17504902.2021.1979176

Cited by 14 publications

(6 citation statements)

References 35 publications

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“…Holocaust memory and education through digital means is a relatively new field of study (Walden, 2021). To date, it has largely focused on history‐centred information behaviour in online environments (Makhortykh et al, 2021), digital interactive Holocaust testimonies (Marcus et al, 2022), and digital activities of Holocaust memorials and museums (Ebbrecht‐Hartmann, 2021; Manca, 2021b, 2022; Manca, Passarelli, & Rehm, 2022), but little emphasis has been placed on the role of online users (Hogervorst, 2020). Therefore, this study is the first to examine the learning dispositions and learning processes of ethical digital practices (Walden, 2022b) developed on social media to learn about the Holocaust.…”

Section: Discussionmentioning

confidence: 99%

“…The result is the development of new ecologies of memory (Hoskins, 2016) and participative forms of Holocaust remembrance and education (Bodziany & Matkowska, 2023). There are several examples of this type of technology, including virtual survivor testimonies (Marcus et al, 2022), serious games that enhance historical understanding (Kolek et al, 2021), geomedia-based tools (Jekel et al, 2020), and social media (Łysak, 2022;Manca, 2021a).…”

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confidence: 99%

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An examination of learning ecologies associated with the Holocaust: The role of social media

Manca

Raffaghelli

2023

Computer Assisted Learning

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BackgroundHolocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media.ObjectivesThis paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally.MethodsThe study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions.Results and ConclusionsThe results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important.TakeawaysThere is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

An examination of learning ecologies associated with the Holocaust: The role of social media

Manca

Raffaghelli

2023

Computer Assisted Learning

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“…In addition, digital media and teaching strategies related to genocide and the Holocaust are increasingly using interactive 3D digital storytelling to recreate the powerful experience of listening to survivors in person. Through the use of hologram technology, these projects allow visitors to become emotionally engaged and immersed by answering direct questions [ 20 , 71 ]. Other educational projects create digital spaces to facilitate the transition from physical place to virtual space and allow for the exploration of the intrinsic meaning of digital memory cultures.…”

Section: The Educational Media Ecology Of Digital Holocaust Memorymentioning

confidence: 99%

“…Similar to how education has been transformed by the widespread use of technology, the rapid development of digital technologies has profoundly changed the nature of Holocaust remembrance and education [ [17] , [18] , [19] ]. Holocaust education is increasingly linked to the digital age, from live and virtual survivor testimonies [ 20 ] to "serious games" to enhance historical understanding [ 21 ], from geomedia-based educational tools [ 22 ] to the use of social media in formal and informal learning settings [ 23 ]. The digitisation of Holocaust memory and remembrance practices is closely related to this trend [ 24 , 25 ].…”

Section: Introductionmentioning

confidence: 99%

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Manca,

Raffaghelli,

Sangrà

2023

Heliyon

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“…Recognising the potential of digital media to engage younger students, they are exploring new forms of digital Holocaust remembrance and education (Walden, 2021). This includes using testimonies (Marcus et al., 2022) and presenting Holocaust survivors in novel ways (Ebbrecht‐Hartmann & Divon, 2022; Henig & Ebbrecht‐Hartmann, 2022). Projects in the United States and Europe are actively developing various digital Holocaust remembrance initiatives, such as interactive video testimonies, virtual reality films, augmented reality applications, museum installations and online exhibitions (Boswell & Rowland, 2023; Storeide, 2022).…”

Section: Conceptual Framework and Related Literaturementioning

confidence: 99%

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Manca,

Raffaghelli,

Sangrà

2023

British Educational Res J

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Holocaust education, which refers to the teaching and learning of the Holocaust—the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II—is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of its historical significance and develop critical thinking and empathy in students. However, despite the increasing specialisation and institutionalisation of Holocaust education, there is still a lack of understanding of how Holocaust educators acquire the knowledge and skills necessary to teach the subject effectively. This study aims to explore the learning ecologies of a group of Italian Holocaust educators, focusing on their motivations for initial and lifelong learning and their learning practices. Ten in‐depth interviews were conducted with teachers from different subject areas. The results showed that participants were driven by either personal or curricular motivations and interests and used a range of learning approaches for both initial and lifelong learning. Although few participants considered digital technologies and social media as a learning environment, they were found to be useful resources. The study concludes with practical implications for further research.

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Holocaust education in transition from live to virtual survivor testimony: pedagogical and ethical dilemmas

Cited by 14 publications

References 35 publications

An examination of learning ecologies associated with the Holocaust: The role of social media

An examination of learning ecologies associated with the Holocaust: The role of social media

A learning ecology-based approach for enhancing Digital Holocaust Memory in European cultural heritage education

Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

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