English Modules in Hybrid Mode
All courses listed here take place in synchronous-hybrid, self-directed and/or blended learning mode, which allows flexibility in terms of time and location.
Please find here a short description of the three modes.
Synchronous hybrid mode
The event takes place simultaneously (synchronously) in presence on campus in Würzburg and via Zoom.
Self-directed mode
Seminar contents are worked on and developed independently outside of the course.
Blended learning mode
The synchronous-hybrid mode of delivery of the event is complemented by online learning phases.
By offering the English-language modules in hybrid mode, you have the possibility to receive credit for individual modules for a module study without having to study the entire Master's programme. The courses are therefore aimed at (international) students of the Master's in Educational Science, the Double Degree Programme and practitioners in the field of adult/continuing education.
Module 06-BW-VEW: International-Comparative Adult and Continuing Education
 | Course title | Preparation seminar of the Adult Education Academy: Comparative Studies in Adult and Lifelong Learning |
| Description | The seminar equips students who want to engage in the Adult Education Academy with preliminaries with a regard to contents of the program. The preparation consists of the reading and the discussion of central texts. It supports the students in acquiring academic English skills as well as in writing the national reports that are essential requirement for the Adult Education Academy “Comparative Studies in Adult and Lifelong Learning” that takes place in Würzburg in February each year. | |
| Time frame | Tuesdays 15.10.2024 – 17.12.2024 | |
| Mode | synchronous hybrid sessions and asynchronous self-learn phases | |
| ECTS | 10-15 | |
| Lecturer | Prof. Dr. Regina Egetenmeyer | |
| Course title | Adult Education Academy: Comparative Studies in Adult and Lifelong Learning | |
| Description | In the Adult Education Academy on International and Comparative Studies in Adult Education and Lifelong Learning, students and professors from different international universities will work together to develop and compare international strategies for lifelong learning. During the Adult Education Academy, you will have the opportunity to work with experts in lifelong learning and with fellow students from different countries. | |
| Time frame | Monday till Friday 03.02. – 14.02.2025 | |
| Mode | synchronous hybrid sessions | |
| ECTS | 10-15 | |
| Lecturer | Professors and lecturers from European and international universities | |
Module 06-BW-BMint/S1: Educational Management
 | Course title | Dialogic Gathering of Adults |
| Description | Dialogic Gatherings is a successful educational action currently implemented in more than 15000 sites of the five continents. They were created in La Verneda Sant Marti Adult School in 1979. There are more than 60 scientific articles in Journal Citation Reports and Scopus about the extraordinary success of this educational action. It is officially recommended by the European Commission’s DG Education in its Toolkit for Schools. The first Dialogic Gathering was a Dialogic Literary Gathering and most of the 15000 already existing ones are also Dialogic Literary Gatherings. Nevertheless now, besides literary, there are also Dialogic Musical Gatherings, Dialogic Painting Gatherings, Dialogic Mathematics Gatherings, Dialogic Feminist Gatherings, Dialogic Scientific Gatherings, and many other versions of the Dialogic Gatherings. They were created in the same year that Bourdieu published his book The Distinction, and as Erik O. Wright, then president of the American Sociological Association said: the Dialogic Literary Gatherings has demonstrated that Bourdieu was wrong in his concept of the distinction. Contrary to what Bourdieu wrote, with Dialogic Literary Gatherings workers, even illiterate workers, poor Roma people and others, they get to enjoy, understand, and dialogue about the best literary creations of humanity, the best musical creations of humanity. They have dialogues about Ulisess by James Joyce, about the One thousand and one nights, about the Ramayana, among others. There are two main characteristics of all Gatherings. The first one is the dialogic learning, including the seven principles, for instance the egalitarian dialogue. That means that there are no hierarchies, like being a teacher or a participant; all persons are equal, and the value of what they say depends on their arguments, not on their status. The second characteristic is the selection of the books, music, that are the best creations of humanity; they do not choose commercial best sellers of low quality. With this course on Dialogic Gatherings students will learn about a successful education action with which they will be able to transform the inequalities that adult students have suffered in their lives, and which will make them able to enjoy, understand and dialogue with anybody about the best creations of humanity. | |
| Time frame | Wednesdays 16.10.2024 - 29.01.2025 | |
| Mode | synchronous hybrid sessions | |
| ECTS | 5 | |
| Lecturer | Assoc. Prof. Dr. Mar Joanpere |
Module 06-BW-AEW: Adult and continuing education as educational field of action
| Course title | Dialogic Model of Living Together in adult education | |
| Description | The Dialogic Model of Living Together is currently scientifically validated by the literature and implemented not only in adult education but also in other fields of education and in other areas of society different to education. The origins of this elaboration had been done in adult education. The Dialogic Perspective or Dialogic Education since the 60s with Paulo Freire and with many other contributions in the 60s, 70s, 80s,… allowed adult education to develop this Model of Living Together based on the dialogue among everyone without any restriction. This Dialogic Model overcomes the insistence on replacing the participation of all, by that of the experts or mediators as the ones who intermediate in the conflicts. This Dialogic Model gives back to every participant the main role in the building of a very good living together in a adult education classroom, in a barrio, in a village, in any kind of social site. That does not mean that experts are not needed. On the contrary, they are very needed but with a role that does not replace the action of everybody but instead as the ones who promote the participation and the leadership against any kind of conflict of all participants in the group. This Dialogic Model has received the support and the contributions of the Dialogic Feminism. This feminism of the 21st century considers that feminism is of all women not only of those who have academic degrees. Dialogic Feminism says that sometimes what is called diverse feminism is that is led by different women from different cultures but all of them with academic degrees and of middle-upper class. The Dialogic Feminism made by authors as Lidia Puigvert, Judit Butler and Elisabeth Beck-Gernsheim in their dialogues means that all kind of women - including those that are cleaning the homes of the traditional feminist leaders-, they have also the voice for an egalitarian dialogue. In fact, most of adult education students are this profile of women and they have the right to talk, and they asked for the right to talk and to be considered equal in their dialogues also with Judith Butler and Lidia Puigvert. | ||
| Time frame | Tuesdays 15.10.2024 - 28.01.2025 | ||
| Mode | synchronous hybrid sessions | ||
| ECTS | 5-10 | ||
| Lecturer | Assoc. Prof'in Dr. Mar Joanpere Foraster | ||
Module 06-BW-AEW: Adult and continuing education as educational field of action
 | Course title | Adult and continuing education as educational field of action |
| Description | In the module, institutions, fields of action, fields of work, professionalism and conditions of professionalization of adult education/continuing education are examined in depth and systematically. In addition to a focus on the situation in Germany, international perspectives on adult education/continuing education as a pedagogical field of work will be added. | |
| Time frame | Thursdays 17.10.2024 - 19.12.2024 | |
| Mode | synchronous hybrid sessions and asynchronous self-learn phases | |
| ECTS | 5-10 | |
| Lecturer | Dr. Lisa Breitschwerdt |
Module 06-BW-LL: Lifelong Learning: International Perspectives and Policies
 | Course title | Lifelong Learning: international perspectives, policies and experiences |
| Description | UNESCO has just published the report of the International Commission on the Futures of Education under the title Reimagining our futures together. A new social contract for education. Within the perspective of lifelong learning it looks at the challenges of the future – social and climate justice, peace and sustainable development, migration and integration – and how the different sub-sectors of the education system need to change in the light of digitalization and globalization. The UNESCO Institute of Lifelong Learning (UIL) has published Making Lifelong Learning a Reality: A Handbook. Both books will be made available on the seminar website, in addition to other important documents, many of which derive from global conferences like the UN Sustainable Development Goals or the UNESCO World Conferences on Adult Education called CONFINTEA. | |
| Time frame | Fridays & Saturdays 25.10. & 26.10.24 | |
| Mode | synchronous hybrid sessions | |
| ECTS | 5 | |
| Lecturer | Prof. (H) Dr. Dr. H.c. mult. Heribert Hinzen |
Study Schedule
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Study Regulations
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