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If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.
CoFeeMOOC-v.2
(2021)
Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners’ population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners’ problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs.
When the Jewish Theological Seminary in Breslau opened its doors in 1854, it established a novel form of rabbinical education: the systematic combination of Jewish studies at the seminary in parallel with university studies. The Breslau seminary became the model for most later institutions for rabbinical training in Europe and the United States. The seminaries were the new sites of modern Jewish scholarship, especially the academic study of Judaism (Wissenschaft des Judentums). Their function and goal were to preserve, (re)organize, and transmit Jewish knowledge in the modern age. As such, they became central nodes in Jewish scholarly networks. This case study highlights the multi-nodal connections between the Conservative seminaries in Breslau, Philadelphia, New York, Budapest, and Vienna. At the same time, it is intended to provide an example of the potential of transnational and transfer studies for the history of the Jewish religious learning in Europe and the United States.
Die ersten 40 Rechtsprofessoren der Viadrina immatrikulierten sich von 1506 bis 1571 in Frankfurt an der Oder. Sie lassen sich in zwei Gruppen einteilen, die von der Gründung der Universität 1506 bis 1539 Immatrikulierten und die nach Einführung der Reformation im Kurfürstentum Brandenburg 1539/40 bis zum Regierungsantritt des Kurfürsten Johann Georg von Brandenburg 1571 an der Viadrina eingeschriebenen Juristen. Die Profile der vorreformatorischen und der nachreformatorischen Rechtsexperten weisen Gemeinsamkeiten, z.B. die Eheschließung, aber auch Unterschiede auf. Am besten illustriert das Beispiel der Rechtsprofessorendynastien Zoch und Köppen die "Familienuniversität" Viadrina.
Nero – Kaiser und Künstler
(2021)
Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia’s potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student’s research capability growth starts with one’s belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students’ self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student’s self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.
A few months before his death, A. v. Humboldt attended the celebration in honor of the 127th birthday of George Washington at the US legation in Berlin. A letter to the American Envoy, Joseph A. Wright (1810 – 1867), underlines Humboldt’s admiration for the fi rst president of the United States. At the same time Humboldt asked the diplomat to mail a letter to the German-American Bernard Moses (1832 – 1897) in Clinton, Louisiana, who had named his son Alexander Humboldt Moses (grave on the Hebrew Rest Cemetery #2 in New Orleans, burial plot A, 12, 5). It appears to be possible that the Moses family still owns Humboldt’s letter.
As mid-19th-century American Jews introduced radical changes to their religious observance and began to define Judaism in new ways, to what extent did they engage with European Jewish ideas? Historians often approach religious change among Jews from German lands during this period as if Jewish immigrants had come to America with one set of ideas that then evolved solely in conversation with their American contexts. Historians have similarly cast the kinds of Judaism Americans created as both unique to America and uniquely American. These characterizations are accurate to an extent. But to what extent did Jewish innovations in the United States take place in conversation with European Jewish developments? Looking to the 19th-century American Jewish press, this paper seeks to understand how American Jews engaged European Judaism in formulating their own ideas, understanding themselves, and understanding their place in world Judaism.
A Secular Tradition
(2021)
This article focuses on the social philosopher Horace Kallen and the revisions he made to the concept of cultural pluralism that he first developed in the early 20th century, applying it to postwar America and the young State of Israel. It shows how he opposed the assumption that the United States’ social order was based on a “Judeo-Christian tradition.” By constructing pluralism as a civil religion and carving out space for secular self-understandings in midcentury America, Kallen attempted to preserve the integrity of his earlier political visions, developed during World War I, of pluralist societies in the United States and Palestine within an internationalist global order. While his perspective on the State of Israel was largely shaped by his American experiences, he revised his approach to politically functionalizing religious traditions as he tested his American understanding of a secular, pluralist society against the political theology effective in the State of Israel. The trajectory of Kallen’s thought points to fundamental questions about the compatibility of American and Israeli understandings of religion’s function in society and its relation to political belonging, especially in light of their transnational connection through American Jewish support for the recently established state.
Keep undercover! Militärische Spionagepraktiken und ihr Platz in der Gesellschaft (18. – 19. Jh.)
(2021)
Ziel des folgenden Beitrages ist es, anhand der Game-Industrie verschiedene Marketingstrategien von Unternehmen vorzustellen, die sich zur Einbindung von Inhalten der Betriebswirtschaftslehre in die Erwachsenendidaktik eignen. Dazu wurden besonders anschauliche Teilaspekte ausgewählt, die den videospielenden Menschen in vielfältigen Formen begegnen: Die Herstellung und länderspezifische Anpassung von Produkten, die Werbung, die sich an die Endkund*innen richtet, und der Zusammenschluss von Interessensgruppen zur Verfolgung gemeinsamer Strategien zur Stärkung der Absatzmärkte.
This article explores the multi-directional geographic trajectories and ties of Jews who came to the United States in the 19th century, working to complicate simplistic understandings of “German” Jewish immigration. It focuses on the case study of Henry Cohn, an ordinary Russian-born Jew whose journeys took him to Prussia, New York, Savannah, and California. Once in the United States he returned to Europe twice, the second time permanently, although a grandson ended up in California, where he worked to ensure the preservation of Cohn’s records. This story highlights how Jews navigated and transgressed national boundaries in the 19th century and the limitations of the historical narratives that have been constructed from their experiences.
Semi-natural habitats (SNHs) are becoming increasingly scarce in modern agricultural landscapes. This may reduce natural ecosystem services such as pest control with its putatively positive effect on crop production. In agreement with other studies, we recently reported wheat yield reductions at field borders which were linked to the type of SNH and the distance to the border. In this experimental landscape-wide study, we asked whether these yield losses have a biotic origin while analyzing fungal seed and fungal leaf pathogens, herbivory of cereal leaf beetles, and weed cover as hypothesized mediators between SNHs and yield. We established experimental winter wheat plots of a single variety within conventionally managed wheat fields at fixed distances either to a hedgerow or to an in-field kettle hole. For each plot, we recorded the fungal infection rate on seeds, fungal infection and herbivory rates on leaves, and weed cover. Using several generalized linear mixed-effects models as well as a structural equation model, we tested the effects of SNHs at a field scale (SNH type and distance to SNH) and at a landscape scale (percentage and diversity of SNHs within a 1000-m radius). In the dry year of 2016, we detected one putative biotic culprit: Weed cover was negatively associated with yield values at a 1-m and 5-m distance from the field border with a SNH. None of the fungal and insect pests, however, significantly affected yield, neither solely nor depending on type of or distance to a SNH. However, the pest groups themselves responded differently to SNH at the field scale and at the landscape scale. Our findings highlight that crop losses at field borders may be caused by biotic culprits; however, their negative impact seems weak and is putatively reduced by conventional farming practices.
The Russian-Siberian journey, carried out with Alexander von Humboldt and Gustav Rose in 1829 coincided with a decisive phase in Christian Gottfried Ehrenberg’s scientific career. His field diary and the drawings he made on the trip document his intensified focus on the study of microorganisms. The numerous observations on plant and animal geography show how Ehrenberg tested a combination of micro- and macro-perspectives that would shape his research on infusoria in the following decades: In addition to the task of classification at the microscope, Ehrenberg carried out worldwide comparative research on the distribution of microorganisms.
Heinrich Menu von Minutoli unternahm 1820 eine Reise nach Nordafrika zur Erforschung ägyptischer und griechischer Altertümer. Die Preußische Akademie der Wissenschaften bestimmte die jungen Naturforscher Christian Gottfried Ehrenberg und Wilhelm Hemprich als weitere Teilnehmer.
Während Minutoli bereits ein Jahr nach Beginn der Expedition 1821 nach Europa zurückkehrte, setzten Ehrenberg und Hemprich ihre Forschungen fort. Von Alexandria aus unternahmen sie, zum Teil getrennt, Exkursionen in die libysche Wüste, auf die Sinaihalbinsel, zum Roten Meer, in das Libanongebirge sowie bis in den Sudan und nach Eritrea, wo Hemprich 1825 dem Malariafieber erlag.
Wie von der Akademie der Wissenschaften beauftragt, sammelten Ehrenberg und Hemprich insgesamt 34 000 Tiere, 46 000 Pflanzen und 300 Mineralien. Diese trafen im Laufe der Jahre, verpackt in insgesamt 114 Kisten, in Berlin ein. Die Akademie stellte Mittel für die Auswertung der Sammlungen zur Verfügung. Ehrenbergs Reisebericht blieb aber ebenso Fragment wie das großangelegte Tafelwerk Symbolae physicae.
„Eine der größten Freuden meines Lebens würde sein, einmal 5 – 6 Monathe mit Ihnen, an Ihrer Seite, unter Ihrer Belehrung reisen zu können. Süßwassermuscheln, Fische, Bergpflanzen Rußlands sind wenig bekannt.“ Mit diesen Worten lud Alexander von Humboldt seinen Akademiekollegen Ehrenberg zur Teilnahme an der russisch-sibirischen Reise ein, die der preußische Kammerherr auf Einladung des Kaisers Nikolaj I. unternahm. Knapp drei Jahre nach der Rückkehr von der arabisch-afrikanischen Forschungsreise brach Ehrenberg also erneut auf: Am 12. April 1829 traten Humboldt, Ehrenberg und der Mineraloge Gustav Rose ihre Reise in Berlin an. Diese führte sie in knapp neun Monaten und über 19 000 Kilometer in den Ural und durch Westsibirien bis zur russisch-chinesischen Grenzstation Baty. Während Humboldt und Rose die Hüttenbezirke im Ural und Altai inspizierten, legte Ehrenberg botanische und zoologische Sammlungen an.
Nach den beiden großen Forschungsreisen konzentrierte Ehrenberg seine Arbeit in Berlin auf die systematische Beschreibung von Kleinstlebewesen, die sogenannten Infusorien. 1838 erschien eines seiner Hauptwerke, Die Infusionsthierchen als vollkommene Organismen. Ein Blick in das tiefere organische Leben der Natur. Ehrenberg untersuchte tausende Proben aus aller Welt und wies Infusorien auf dem Grund der Weltmeere, in atmosphärischem Staub und in Hochgebirgen nach. Ausgehend von diesen Befunden beschäftigte er sich mit dem Anteil einzelliger kieselschaliger Mikroorganismen an der Bildung von Erden und geologischen Formationen. 1854 legte er die Mikrogeologie vor: In 41 Bildtafeln gab er weltweite „geographische Uebersichten über das kleine jetzige erdbildende Leben“. Christian Gottfried Ehrenberg gilt als Mitbegründer der Boden-Mikrobiologie und Mikropaläontologie sowie als Pionier der Kieselalgenforschung und Protozoologie.
The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator’s role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.
In diesem Beitrag schlagen wir am Beispiel des Computerspiels Brothers vor, wie narrative und Gameplay-Leerstellen in Sprachlern-Settings genutzt werden können. Wir stellen die Funktion von Leerstellen beim Lesen (Iser), bei Computerspielen (Aarseth und Pias) und in der Sprachdidaktik vor und machen im Anschluss konkrete Vorschläge, wie das Spiel in Sprachlern-Settings eingesetzt werden kann.
This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master’s degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view.
In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this research developed and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academic MOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teachers with disciplinary scaffolds and allow them to focus their attention on enhancing students’ learning experience and nurturing critical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academic level course to middle-school students. In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-track classes who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in the program achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participating students also developed a more accurate perception of the essence of CS as a scientific discipline. The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined the advantages of such a MOOCbased blended learning program above classic pedagogy in times of global or local crises that lead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-year MoE exam was discarded, the program’s classes smoothly moved to remote learning mode, and students continued to study at a pace similar to that experienced before the school shut down.
Gamification als Motivator in der Sprachtherapie bei Menschen mit intellektueller Beeinträchtigung
(2021)
Der vorliegende Artikel nimmt den aktuellen Stand zur Integration von digitalen Medien und insbesondere Videospielen in der Lehrer*innenausbildung in den Fokus. Dabei soll in einem Dreischritt vorgegangen werden: Zunächst wird ein allgemeiner Blick auf den aktuellen Stand der digitalen Ausstattung an Schulen und Hochschulen vorgenommen. Im Anschluss wird auf die formalen Vorgaben der Modulprüfungsordnungen eingegangen und folgend das didaktisch perspektivierte Konzept von Matthis Kepser (2012) vorgestellt. Darauf aufbauend wird ein Konzept für das Seminar „Narrative Computerspiele im Deutschunterricht“ vorgestellt, welches den Einsatz des RPG Maker vorsieht. Nach diesen theoretischen Vorüberlegungen wird dargestellt, welche Ergebnisse im Rahmen des Seminars, welches von 2016 bis 2019 jährlich an der Universität Kassel durchgeführt wurde, entstanden sind und an einem Beispiel verdeutlicht, welche Chancen und Herausforderungen ein solches Seminarformat sowohl für die Lehramtsausbildung als auch für den Deutschunterricht mit sich bringt.
Forum militare
(2021)
Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions.
Geleitwort
(2021)
The MOOC-CEDIA Observatory
(2021)
In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.
Im Jahr 1820 traten zwei Universitätsabsolventen, Christian Gottfried Ehrenberg und Wilhelm Hemprich, eine Forschungsreise nach Nordafrika an, die eine der ersten vom preußischen Staat maßgeblich getragenen Reiseunternehmungen darstellt. Wesentliches Ziel der Reise war das Sammeln von naturkundlichen Exemplaren für die junge Berliner Museumslandschaft. Der Beitrag ordnet die afrikanische Forschungsreise in die wissenschaftliche Laufbahn Ehrenbergs ein, der als einziger Reisender überlebte, sowie in die Geschichte der Berliner Wissenschaftslandschaft im frühen 19. Jahrhundert. Dabei konzentriert sich der Beitrag auf die Medien – insbesondere Sammlungsverzeichnisse und Sammlungsobjekte – die die Reisenden im Feld einsetzen mussten, um ihre Identität als gelehrte Naturforscher gegenüber ihren Förderern zu inszenieren und damit ihre Position in der preußischen Wissenschaft strategisch zu sichern.
Alles kann besser werden!
(2021)
Das computergestützte Training sozialer Kognition zeigt bei Menschen mit Autismus kurzfristig gute Lernerfolge. Jedoch werden immer wieder Trainingsabbrüche durch eine zu geringe Motivation beobachtet, die eine langfristige Wirkung im Alltag beeinträchtigen. Hier können sowohl spielerische als auch adaptive Ansätze helfen. Der Beitrag zeigt anhand von ausgewählten Beispielen, wie für das Themenfeld der Emotionserkennung und für die besondere Zielgruppe der Menschen mit Autismus derartige Trainingssysteme gestaltet werden können. Abschließend werden die in den Konstruktions- und Nutzungsprozessen dieser Systeme gesammelten Erfahrungen reflektiert.
Spiele, auch Computerspiele, funktionieren nach Regeln. Jedoch sind digitale Spiele doppelt „geregelt“: über die Regeln im Spiel und jene des Games. Wenn sich unser Verständnis von Moral über die Bewusstwerdung von Regeln entwickelt, wie es Jean Piaget beschrieb, so ist zu fragen, welchen Einfluss dieses doppelte Geregelt-Sein auf die Moralentwicklung hat und welche Schlussfolgerungen daraus auf den Einsatz von Computerspielen in (schulischen) Bildungsprozessen gezogen werden können.
Während seines Aufenthalts 1803 in Mexiko machte von Humboldt die Bekanntschaft von Dupaix, einem spanischen Soldaten luxemburgischer Herkunft und Liebhaber präkolumbischer Altertümer. Die Entdeckung verschiedener Manuskripte Dupaix’ sowie die Untersuchung diverser Archive und persönlicher Aufzeichnungen des Freiherrn und von Dokumenten unterschiedlicher Institutionen beiderseits des Atlantiks erlauben es, den außergewöhnlichen Weg eines berühmten mexikanischen Objekts, der Chalchiuhtlicue, nachzuvollziehen, die der preußische Forschungsreisende 1810 als „aztekische Priesterin“ in seinem Buch Vues des cordillères … beschrieben hatte. Der vorliegende Beitrag versucht, die verschiedenen Besitzer und die Umstände nachzuzeichnen, welche die Wanderung dieser emblematischen prähispanischen Statuette von Mexiko-Stadt nach London fast ein halbes Jahrhundert lang begleitet haben.
In this paper, we take a closer look at the development of Massive Open Online Courses (MOOC) in Norway. We want to contribute to nuancing the image of a sound and sustainable policy for flexible and lifelong learning at national and institutional levels and point to some critical areas of improvement in higher education institutions (HEI). 10 semistructured qualitative interviews were carried out in the autumn 2020 at ten different HE institutions across Norway. The informants were strategically selected among employees involved in MOOC-technology, MOOCproduction and MOOC-support over a period of time stretching from 2010–2020. A main finding is that academics engaged in MOOCs find that their entrepreneurial ideas and results, to a large extent, are overlooked at higher institutional levels, and that progress is frustratingly slow. So far, there seems to be little common understanding of the MOOC-concept and the disruptive and transformative effect that MOOC-technology may have at HEIs. At national levels, digital strategies, funding and digital infrastructure are mainly provided in governmental silos. We suggest that governmental bodies and institutional stake holders pay more attention to entrepreneurial MOOC-initiatives to develop sustainability in flexible and lifelong learning in HEIs. This involves connecting the generous funding of digital projects to the provision of a national portal and platform for Open Access to education. To facilitate sustainable lifelong learning in and across HEIs, more quality control to enhance the legitimacy of MOOC certificates and micro-credentials is also a necessary measure.
Die Erforschung und Beschreibung mikroskopischer Organismen durch Christian Gottfried Ehrenberg ist durch seine publizierten Texte und Kupfertafeln in den „Infusionsthierchen“, der „Mikrogeologie“ sowie aus Abhandlungen der Akademie der Wissenschaften überliefert. Zentrale Bedeutung haben seine Zeichenblätter, anfangs alleinige Dokumentation, später komplementiert durch tausende mikroskopischer Dauerpräparate rezenter und fossiler Kieselschalen sowie getrockneter Einzeller. Alle Originalmaterialien Ehrenbergs stehen für die aktuelle Forschung in der Ehrenbergsammlung zur Verfügung. Seine detailgenauen Zeichnungen dienten der Erstbeschreibung einer Vielzahl neuer Arten aus allen Weltteilen. Biogeografische und ökologische Fragestellungen, Beschreibungen von Lebenszyklen sowie außerordentliche Phänomene wie die Färbung von Gewässern und Erden wurden mithilfe zeichnerischer Analysen bearbeitet.