This essay draws cautious conclusions about the digital and distant arrangements enforced upon teaching and learning by the corona pandemic.
Lara Kelland raises one of the most controversial questions of democratization of Public History: Is Digital Public History history at all?
Within a few days of Corona-led change, “online learning” moved further into the spotlight of public debates and of teaching history.
A change in the culture of remembrance towards a digital-somatic phase is to be expected through immersive media such as “Witness Auschwitz”
Students in 6th grade, often do not know Anne Frank. How do they react to the an “Anne also gets a star today” meme – where does the fun stop?
Videogames are a form of public history, for alongside other digital media, they are the major factor that shapes the historical consciousness of today.
Public history and thus the relationship between the people of today and the vast field of history is fundamentally influenced by the digitalization.