webinar innovative teaching
TRANSCRIPT
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
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 [email protected]
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 [email protected]
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
