Teaching Projects

#history - Geschichte(n) erzählen mit dem Smartphone

In their everyday lives and free time, students use a wide variety of social media on a daily basis. For institutions that teach history, they have become increasingly important for opening up new target groups and maintaining contact with existing ones, and not just since the pandemic. #history alone has been shared 40 million times on Instagram and viewed 15.5 billion times on TikTok.

The Practical Exercise on History in Social Media, funded by 5x5000, is aimed at B.A. students (max. 30). It is embedded in a module that serves as an orientation to various professional fields for historians and the acquisition of professional field-oriented work techniques. The aim is for students to be able to classify historical representations in social media (especially Instagram, TikTok, Twitter, Messenger) and to produce them themselves, taking into account the media's own logic.

The exercise teaches basic knowledge of history theories, reflection and didactics and enables their practical application in social media. The students not only get to know different social media and forms of history representations, but can also critically reflect on them, recognize possibilities and limits of history mediation and use them themselves. The students deal with the applications observationally and are prepared for the development of independent products through workshops by external speakers on, among other things, science communication, storytelling and community management. The production phase forms the core of the exercise. It is designed as an open testing space in which students can try out different media and tools, test formats and develop their own preferences without pressure to perform.

Leader: Mia Berg, Theresa Hiller, Elena Lewers, Helen Bittner

Duration: 2021-2022

Funded by: 5x5000 Wettbewerb, RUBeL 

EDIT - gEschichte DIgiTal produzieren

The project deals with the digital mediation of history in school and non-school contexts. In two online seminars in the M.Ed. History and the M.A. Public History, students will deal with the analysis, evaluation and production of digital mediation offers in summer semester 2021. The M.Ed. students will deal with digital learning offers for history teaching in a theory-based and practice-oriented way using the example of the digital learning platform MiBLabor. Linked to a history didactic research project, they independently develop digital learning modules from videotaped oral history interviews using the tool H5P. The students in the M.A. Public History deal with the use of Virtual Reality in historical museums using the example of the exhibition "900 Years Barbarossa" planned for 2022/23 by the LWL-Landesmuseum. For the exhibition location Schloss Cappenberg, the students are developing concepts for VR offerings with the help of the tool thinglink. Due to the ongoing restrictions for cultural institutions and the associated #closedbutopen initiative, the seminar topic gains additional relevance.

Leader: Christian Bunnenberg, Theresa Hiller, Elena Lewers, Helen Bittner, Marlen Farina

Duration: 2021

Funded by: 5x5000 Wettbewerb, RUBeL 


Kriegsgezwitscher - Ein Twitterprojekt zum Deutsch-Französischen Krieg von 1870/71

The   project "Kriegsgezwitscher” aims to (re)tell the story of the Franco-German War of 1870/71 on the Twitter account @Krieg7071.In a so-called "Reentweetment" the events are told from different perspectives in real time, accurate to the day, the hour or ideally the minute - only 150 years later. The followers of the Twitter account will thus be able to gain insights into the war and the experiences and perceptions of the contemporaries. At the same time, the possibilities of chronological presentation on Twitter are being used in order to make the war, with its turbulent and dense series of events as well as uneventful periods, comprehensible in its temporal dimension.
The tweets on the Twitter account @Krieg7071 are based on contemporary sources from people involved and other texts that allow contextualisation. The project is realised by Prof. Dr. Tobias Arand (PH Ludwigsburg), Jun.-Prof. Dr. Christian Bunnenberg and students from Ludwigsburg and Bochum.

Cooperation partner: Prof. Dr. Tobias Arand (PH Ludwigsburg)

Duration: 2020-2021

Phase: in Public History angeleitet soziale Wirklichkeit erforschen

The core of the project is to adapt an existing self-study course (Moodle), designed to introduce methods of qualitative social research, to the requirements of the new Master's programme in "Public History". The course was developed, used and evaluated by the educational sciences at RUB as part of the project "ABC – Abseits des Curriculums" (funded by the university programme "Forschendes Lernen"). The project thus involves a transfer from educational science to history and from the Bachelor's to the Master's level. The course is an interactive and action-oriented introduction to methods of empirical-qualitative social research. The examination of the course content enables students to choose their own research question and to work on it empirically on a small scale (e.g. by developing an interview guide and conducting, transcribing and reflecting on an interview). Students of the Master's programme in "Public History" are potentially employed in professional fields (e.g. museums) where basic knowledge in qualitative social research is increasingly required (e.g. visitor and recipient research). Therefore, an interdisciplinary approach will be used to transfer knowledge from the field of educational science to historical science and its special requirements.

Project partner: Prof. Dr. Sandra Aßmann, Institute for Educational Science, Ruhr Universität Bochum

Funded by: University Programme "Forschendes Lernen" at RUB

Duration: 2018-2019


  • PHase - In Public History angeleitet soziale Wirklichkeit untersuchen, in: Straub, Jürgen/Plontke, Sandra/Ruppel, Paul Sebastian/Frey, Birgit/Mehrabi, Flora/Ricken, Judith (Hrsg.): Forschendes Lernen an Universitäten. Prinzipien, Methoden, Best-Practices an der Ruhr-Universität Bochum. Wiesbaden 2020, S. 137-145. (zus. mit Sandra Aßmann, Andrea Blome, Jörg Maack)