Courses, Cases, Workshops
On this page you can find information about courses I taught, cases from my teaching practice, educational products I have designed together with my colleagues. Please contact me if you are interested in any of these courses/workshops and would like me to teach them for your organization.
Online Workshop Visual Civic Literacy
In collaboration with Iurii Rudnev
The project explores how citizenship and commonality are visualized in different ideological contexts. Which images surround people in the respective public spaces? How do communities articulate their identities, political views, and aspirations through images? To answer these questions, we will look back into history as well as at the modern Digital Age. Building on that, we design and suggest some online activities to learn and practice “visual civic literacy.” This portmanteau deriving from both “visual literacy” and “civic literacy” manifests the core concept of practice-oriented research.
Cultural Diplomacy during the Cold War
In collaboration with Mike Cragg
Focusing primarily on the Cold War, in this course we will explore cultural diplomacy and soft power as key but often overlooked elements of political power and international relations. Concepts like propaganda, public diplomacy, and soft power will be discussed with relation to a variety of cultural practices, incorporating scientific exchange, sports events, musical tours, and international exhibitions.
Habsburgs Material Cultures
Session 11: Games. TA session for the course
The session is based on a close reading of theoretical and historiographical texts connected to Huizinga’s interpretation of play in human culture. The session seeks to investigate the intersection of theories of play, performativity, self-fashioning with material culture studies and historical researches.
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Learning goals (key message/critical understandings):
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understand Huizinga’s approach to play;
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identify and evaluate critically main characteristics of play (according to Huizinga);
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explore materiality of play as historical source;
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discuss and suggest ways of incorporation of Huizinga’s theory into historical/anthropological writing and practice.
Peer assessment for better exam results
For the Global History Lab course midterm exam, I have introduced elements of peer assessment to train students in the process and criteria of the final exam. The students commented on each other’s essays, recommended how to improve them, and reflected on their own results. We discussed effective practices of essay writing and building arguments. I asked students to formulate recommendations for themselves on how to improve their performance during the preparation phase as well as during the examination. In the final exam, most of the students improved their results and demonstrated more confidence in formulating clear arguments in the written essay.