Webinar innovative teaching
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Webinar on Innovative Teaching & Learning
Anna EbersLiina Joller
Nadiya Kostyuchenko & Denys Smolennikov
11.02.2016
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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
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Nadiya Kostyuchenko, PhD
Head of Teachers’ Training Faculty
Sumy State University, Ukraine
Introduction to Problem-
Based Learning
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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.
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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.
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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)
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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.
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Students get up to 90% of knowledge when they stimulate or model a real-life experience.
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The role of teacher shifts in PBL
from being “sage at the stage to the guide at the side”
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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
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PBL learning principles along three dimensions
Source: Krogh Hansen, K., Dahms, M-L., Otrel-Cass, K., & Guerra, A. (2014)
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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
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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
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Thanks for your attention!
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Teaching Economics as a Practice-Oriented ScienceSome ideas
Johannes BinswangerProfessor for Business Economics and Public Policy
February 11, 2016
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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!
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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.
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Universität St.Gallen (HSG)Bodanstrasse 49000 St.GallenSchweiz+41 71 224 24 [email protected]
Thanks
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Teaching sustainable consumer behaviour by empowering students’ creativityStefanie Lena Hille, Assistant Professor on Energy Consumer Behaviour, University of St. Galln
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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
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• 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)
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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
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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
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Stefanie Lena HilleAssistant Professor for Energy Consumer BehaviourUniversity of St.Gallen (HSG)Tigerbergstrasse 29000 St.GallenSwitzerland+41 (0)71 224 27 [email protected]
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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