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Projekte und Zentren

The following projects and centres are housed at our department or are carried out with the participation of department members.

The Linguist's Lair

Foto: Rolf Kreyer

Linguistic topics are sometimes felt to be challenging particularly for beginnerst, which may be due to them usually not being represented in the school curriculum. The Linguist's Lair addresses this in a playful manner by offering the first linguistic Escape Room. The game is designed to accompany the introductory class and offers opportunities to immediately apply the newly-acquired skills and knowledge. Further information on the project page.

RoboPraX

The advancing development and prevalence of digitisation requires in many respects a rethinking in the fundamental areas of education and training, which are often underpinned by the demand for “computer science in schools”. However, the concepts and content required for this have been lacking so far. The digital revolution requires not only teaching and learning with the media, but also learning via the media, so that new media competencies and new approaches to problem solving emerge in the end.

The aim of RoboPraX is to address these challenges in their entirety and to create a new qualification framework that makes it possible to learn via the media with the media and tools created especially for this purpose. Humanoid robots and the utilities and environments available for their development serve as the basis for this new path.

Projekt H.E.A.R.T.

Ein stilisierter Roboter mit weißem Herz auf der linken Brustseite.

The project HEART, funded by the BMBF, qualitatively examines the complex “robots in everyday life” in order to formulate research questions and hypothesis for further empirical studies and to derive the consequences of the growing popularity of humanoid robots. In the first phase of the project in 2017, where the research currently stands on using humanoid robots at everyday university was investigated and worked into multiple publications. Since the beginning of 2018 and through qualitative research questions and hypotheses, the second phase has been formulating how humanoid robots and people cooperate, in their different everyday roles and situations, to add value to both their roles.

The studies are tailored to the capabilities of the humanoid robot “Pepper” in the area of embodied dialog and generates hypothesis as tot he added value of Pepper as a participant in embodied human – robot interactions. In the meantime, as the Süddeutsche Zeitung wrote in December, 2018, the project “has scaled the summit of digitisation. The robot apps developed are especially unique.  For further details: https://www.project-heart.de.

Marburg Centre for Canada Studies

The Marburg Centre for Canada Studies emerged in 2001 with the interdisciplinary task force “Kanada der Philipps-Universität”, founded in 1989, that was already then able to draw on the longstanding research interests of scientists at Marburg on Canadian studies.

The centre comprises of members from different departments (Foreign Languages and Cultures, Geography, Social sciences and Philosophy among others) and facilities (the library) of the university that have a mutual interest in Canada and Canadian studies. The aims of the centre include the exchange and deepening of knowledge of – among others – geographical factors, the political and social system, and the literature(s) of the world’s second largest country.

The Virtual Linguistics Campus

The Virtual Linguistics Campus (VLC) is the world’s largest e-learning platform for linguistic content. What the VLC has to offer teachers at university includes recognised linguistic courses and course material in the areas of theoretical and applied linguistics. In addition to this, the VLC offers a variety of linguistic tools as well as communication possibilities necessary for successful for e-learning.

Virtual Centre for Teacher Development (Virtuelles Zentrum für Lehrerbildung)

The Virtuelle Zentrum für Lehrerbildung (VZL) offered courses for teachers as well as students. All courses were were certified by the Institut für Qualitätsentwicklung für Lehrerfortbildung des Hessischen Kultusministeriums. They could be processed without attendance and included all communicative elements needed for successful e-learning. The courses were based on multimedia principles that broaden the horizons of teaching methods. The project was discontinued in 2017 following a decade of support by the Hessische Kultusministerium.

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