webinar innovative teaching

Webinar on Innovative Teaching & Learning

Anna EbersLiina Joller

Nadiya Kostyuchenko & Denys Smolennikov

11.02.2016

Webinar Structure

• Introduction to Problem-Based LearningNadiya Kostyuchenko

• Vision of economics as a practice-oriented scienceJohannes Binswanger

• ”Law without Walls” and other innovative methods in teaching

Jacqueline Gasser-Beck

• Teaching sustainable consumer behavior by empowering student’s creativity

Stefanie Hille

• Model UNFCCC: use of negotiation simulations in teaching students about climate change

Hans C. Curtius

Nadiya Kostyuchenko, PhD

Head of Teachers’ Training Faculty

Sumy State University, Ukraine

kostyuchenko.nadiya@gmail.com

Introduction to Problem-

Based Learning

What is Problem-Based Learning?

Problem-based learning (PBL) is a student-centered pedagogy in which students learnabout a subject through the experience ofsolving an open-ended real-life societalproblem.Source: Hmelo-Silver, Cindy E. (2004)

PBL is a kind of outcome-based education.

PBL is a philosophy, an idea to engage students in learning.

Student-centered refers to

learning opportunities that

are relevant to the students,

the goals of which are at

least partly determined by

the students themselves.

Problem-based learning is a curriculumdevelopment and instructional system thatsimultaneously develops both problem solvingstrategies and disciplinary knowledge bases andskills by placing students in the active role ofproblem solvers.Source: Finkle and Torp (1995)

PBL develops transferable skills:

o problem-solving skills;

o learning to learn;

o critical thinking;

o team work;

o communication skills;

o project management;

o social and ethical skills;

o leadership skills, etc.

Students get up to 90% of knowledge when they stimulate or model a real-life experience.

The role of teacher shifts in PBL

from being “sage at the stage to the guide at the side”

In the classroom, theteachers should act asa metacognitivecoaches, serving asmodels, thinkingaloud with studentsand practicingbehavior they wanttheir students to useSource: Stepien and Gallahger(1993)

The teams have moreor less responsibilityfor determininglearning issues andlocating resourcematerials required tosolve the problem.

The individualstudent has an activerole in learning.

PBL

PBL learning principles along three dimensions

Source: Krogh Hansen, K., Dahms, M-L., Otrel-Cass, K., & Guerra, A. (2014)

Specific tasks in a problem-based learning environment include:

• determining whether a problem exists;

• creating an exact statement of the problem;

• identifying information needed to understand the problem;

• identifying resources to be used to gather information;

• generating possible solutions;

• analyzing the solutions; and

• presenting the solution, orally and/or in writing.

Source: http://www.cotf.edu/ete/teacher/teacherout.html

Constructing a case study:• Executive Summary (outline the purpose of the case study; describe the field of research;describe the situation without specific details; identify the theory thatwill be used)

• Findings (find out the key actors; identify the problems found in the case)give some theoretical background (if needed) or refer to the literature;

• Discussion(summarize the major problems; identify alternative solutions to themajor problems; outline each alternative solution and then evaluate)propose possible results (optional);

• Conclusion • Recommendations(choose which of the alternative solutions should be adopted; andjustify your choice)

• Implementation (explain what should be done, by whom and by when; make a roughestimation of costs)

Source: http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.pdf

Thanks for your attention!

Teaching Economics as a Practice-Oriented ScienceSome ideas

Johannes BinswangerProfessor for Business Economics and Public Policy

February 11, 2016

Topics of this presentation

1. Practice-oriented mindset to motivate students

2. Skills may be as important as knowledge

3. Do-it-yourself – bring your own device

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Background for my statements

• Numerous interviews with students

• Interviews with companies and ministries about what they desire from uni graduates

• Experience in program design and marketing

• Teaching experience

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1. Adopt a practice-oriented mindset

• Put students in the role of a decision maker or adviser

– “You have just become minister of finance – what do you need to know in order to make good decisions?”

– “You work for a consultant company advising the government on the effects of subsidizing renewable energy – what do you need to know for this job?”

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2. Skills are important, too

• A uni graduate who knows a lot but cannot convince anyone is less than ideal…– Primary importance of knowledge is a biased view

from university folks

– Wherever possible, combine content with skills training

• Student group presents “report to minister of finance”

• The rest of the class debates and finds weak points

• Grading of presenters based on both content and “covincingness”

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Do it yourself – bring your own device

• Reading tables and figures in books and papers is passive (if not boring)

• Use open-source tools like R, Python, let students download data and create the tables and figures themselves – in class with help of instructor

– Helps students to adapt to a data-driven world

– Even math can be fun this way, students love to color lines, bars and dots in plots

– Trains students in visual communication

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Challenges…

• The mentioned ideas are very motivating for students

• But there are also a few challenges

– At least in western Europe, academic economists tend to be rather conservative

• “What do I know about what the ministry of finance does? I am just good at methods.”

• “We are a university, not a playground.”

• “I learned Stata, that’s good enough for me.”

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… and how to overcome the challenges

• Organize short seminars over lunchtime where you show to colleagues how easy it is to adopt certain of these elements

• Have a “help desk” for hesitating colleagues

• Show that teaching is much more fun this way

• Why should life-long learning be only an issue for everyone else outside academia?

• New IT tools are also great for research

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Conclusion

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Thank you, that’s it… I am happy to take your questions later on!

Innovation in Teaching

Jacqueline Gasser-BeckManaging Director Teaching Innovation

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Agenda

• Development of Digital Campus at University of St.Gallen

• Blended Learning / Digital Campus Projects

• «Law Without walls» - Blended Learning across continents andstudent communities

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1998

Neukonzeption der Lehre (NKL)

2001 – 2007

ImplementingBologna System (Assessment, BA, MA)

Bidding

Studynet

Online-Vorlesung

2007 – 2014

Reform Assessment; English BA, MA; DDP; Hubs Sao Paulo, Singapur

HSG Image Film

Little Green Bags

2014 – 2015

Onboarding weekBA and MA

Blended Learning

MOOC-Pilot

Digital Campus University of St.Gallen

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Blended Learning at University of St.Gallen

Early Online LecturesPrivatrecht Assessment

Public Management und GovernanceNew Format

Little Green Bags Series

Digital StorytellingStudent-Project Kontextstudium

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LAWWITHOUTWALLS ("LWOW") IS A PART-VIRTUAL GLOBAL COLLABORATORY

OF 750+ CHANGE AGENTS DEDICATED TO CHANGING

HOW LAWYERS ANDBUSINESS PROFESSIONALS PARTNER TO SOLVE

PROBLEMS.

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It`s all aboutthe community

Digital Learning DayGet your faculty and studentsexcited about this journey.

Universität St.Gallen (HSG)Bodanstrasse 49000 St.GallenSchweiz+41 71 224 24 69Jacqueline.gasser-beck@unisg.chwww.unisg.ch

Thanks

Teaching sustainable consumer behaviour by empowering students’ creativityStefanie Lena Hille, Assistant Professor on Energy Consumer Behaviour, University of St. Galln

Content of today‘s session

Overview of course

Example of creative group work in 2014

Example of creative group work in 2015

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• 3rd/5th year Bachelors‘ program in business administration

Program affiliation

• 20-40

Approximate number of students

• 12 weekly sessions of 4 hours

Duration of seminar

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Background to course

• Global perspectives of population growth and spread of consumer culture

• Strategies for ecological consumption (consistency, efficiency, sufficiency)

• Insights into well-being/ happiness economics

• Traditional behavior change instruments and their limitations

• Insights from psychology and behavioural economics on behavior change

• Entrepreneurship as social change (Guest speaker)

• Role of multinational companies (Guest speakers)

• Greenwashing and market research

Focus of seminar

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Background to course (relevant for exam)

Content of today‘s session

Overview of course

Example of creative group work in 2014

Example of creative group work in 2015

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Exercise: Development of awareness raising campaign for BEUC – the European Consumer Organisation

• Students worked in teams on designingan idea for an awareness raisingcampaign on:

• Topic 1: Planned obsolescence

• Topic 2: Food waste

• Topic 3: Energy efficiency labeling

• Topic 4: Sharing economy

• Topic 5: Car sharing

• Topic 6: Environmental impact of meatconsumption

• Topic 7: Water footprint

• Topic 8: Environmental impact of flying

• Topic 9: Green electricity labeling

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Task: Development of clear concept for awareness raising campaign

Definition of behaviour

Analysis of problem

Analysis of messenger

Definition of the goals/ core messages

Analysis of target group

Analysis of previous campaigns

Definition of timing

Development of campaign plan and material

Definition of budget

Evaluation of campaign

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Campaign material of group “Water footprint”Click on the link: https://youtu.be/ZuREvg0oq3k

Source: Julian Bader, Martin Bader, Luisa Klein, Maurice Lanz, Jan Riehemann

Content of today‘s session

Overview of course

Example of creative group work in 2014

Example of creative group work in 2015

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Task: Development of a behavior change campaign for the cityof St. Gallen

Throughout the semester, groups ofstudents shall design a fresh idea foran awareness and/or behavior changecampaign

The ideas for the campaigns will serveas inputs for the City of St. Gallen(2050 Energy Concept)

Students could select the behavior theywould like to target themselves (withinpre-defined categories, includingmobility, food, energy)

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Campaign material of group “Urban gardening”

build your owngarden paradise in the middle of the

city!

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Campaign material of group “Urban gardening”

Event with:Free vegetable tasting from the region

Workshop on building pots

Information about different topicsMonthly letter with:

Free seeds

RecipesSource: Alena Hofer & Jessica Büchi

Stefanie Lena HilleAssistant Professor for Energy Consumer BehaviourUniversity of St.Gallen (HSG)Tigerbergstrasse 29000 St.GallenSwitzerland+41 (0)71 224 27 18stefanie.hille@unisg.chwww.unisg.ch

Model UNFCCC

Use of negotiation simulations in teaching students about climate change

Hans Christoph Curtius, University of St.Gallen

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a semester-long lecture series on the topic of climate change and climate policy at the Masters-level at the University of St. Gallen

followed by a unique two-day simulation of UN climate negotiations, where over 100 students from seven CEMS European universities play the roles of government, non-government and industry representatives

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Climate Change Course and Model UNFCCC

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Why a role-play?

a teaching method in which students “learn by doing” and by reflecting on what they are doing (Pascall & Wüstenhagen, 2012)

can be more engaging than the typical lecture format because students tend to take ownership of their role and tend to be motivated by each other (Pettenger & Young, 2006)

role-plays are often credited with having a more lasting impact on students than traditional lectures (Monahan, 2002)

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Learning Objectives

To understand climate change and the

challenges it presents

To provide insight into the processes

of international negotiation

To build negotiation skills for use in a

variety of contexts

To understand the impact of climate

change on business, and vice versa

Strengthening…

Knowledge, Attitude & Abilities

Expertise, Social competence &

Self-competence

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https://www.youtube.com/watch?v=gXGvLvaq0Tc

Video on UNFCCC, click the link

• g

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More information on www.modelunfccc.org