Mucha, A., & Decker, C. (2018). Das akademische Selbstkonzept als Adventure Capital in explorativen Lernumgebungen. In Problembasiertes Lernen, Projektorientierung, forschendes lernen & beyond: Tagungsband zum 7. Tag der Lehre an der FH St. Pölten am 18.10.2018 (S. 51 – 60). St. Pölten: Fachhochschule St. Pölten.
The pre-conference interview on “Das akademische Selbstkonzept als Adventure Capital in explorativen Lernumgebungen” with Christian F. Freisleben-Teutscher as well as Dr. Anna Mucha and me is now available on YouTube:
Decker, C., & Mucha, A. (2018). Bridging the Gap: Vom passiven Lesen zum aktiven Forschen. In N. Neuber, W. Paravicini, & M. Stein (Hrsg.), Schriften zur allgemeinen Hochschuldidaktik Band 3. Forschendes Lernen. The Wider View (S. 201 – 204). Münster: WTM-Verlag.
On 27 September 2017, Anna Mucha and I presented our findings on a research-based learning intervention at the research conference “Forschendes Lernen – The Wider View” which took place at Wilhelms-Universität Münster. In our presentation entitled “Bridging the Gap – From Passive Reading to Active Research”, we elaborated on an instructional design that was introduced in the Corporate Finance course of the Master of International Business Programme (M. Sc.) at HAW Hamburg. The instructional design consists of five core phases:
Phase 1: Transparent explanation of instructional design to students
Phase 2: Reception and reflection of selected seminal papers of Nobel laureates in groups of two students
Phase 3: Development of a new (own) research question
Phase 4: Exploration of the new problem
Phase 5: Presentation of (i) seminal paper and (ii) own research findings to other course participants
The instructional design helps to overcome the gap between reception of research findings (and underlying methods) on the one hand side and production (derivation) of new research findings (using newly acquired research methods) on the other hand side. Thereby, students are guided from “learning about research” via “learning for research” to “learning through research”.
In 2018, a summary of our findings will be published in the conference proceedings.
Die fallstudienbasierte Klausur als schriftliche Prüfungsleistung: Ein Beispiel für die kompetenzorientierte Restrukturierung einer Modulprüfung. In J. Haag, J. Weißenböck, W. Gruber, & C. F. Freisleben-Teutscher (Hrsg.), Kompetenzorientiert Lehren und Prüfen. Basics – Modelle – Best Practices: Tagungsband zum 5. Tag der Lehre an der FH St. Pölten am 20.10.2016. St. Pölten: Fachhochschule St. Pölten, S. 77 – 86.
On Thursday, 20 October 2016, I jumped on the night train to St. Pölten in Austria in order to attend a conference on competency-based education (5. Tag der Lehre: „Kompetenzorientiert Lehren und Prüfen“). After a strenuous ride in a very small train compartment, I arrived at the FH St. Pölten in order to discuss various aspects of competency-based education.
For the first time, I participated in a so called “DisqSpace”, a relatively new discussion format that is designed to allow for a higher level of interaction between the presenting speaker and the audience. In each corner of a room, a topic is presented by a guest speaker. All speakers and topics are introduced by a moderator. Thereafter, the participants split up into four groups, which will ascribe themselves to an individual corner (topic). After 15 to 20 minutes the groups rotate and move on to the next “station”. Within 60 to 90 minutes, the audience has visited all corners (topics) of the room.
A smaller number of participants will be able to listen to a presented topic and discuss individual questions with the guest speaker.
Participants are able to attend four interrelated presentations on a given general topic, thereby identifying connections and realizing different solution approaches.
The guest speaker has to present the topic four times in succession in a very condensed way, which I experienced as somehow exhausting.
Interesting and lively discussions might have to be aborted when the group has to move on to the next corner (topic).
Yesterday, I presented my poster on the competency-based restructuring of one of my courses at an internal conference on “Competency-based teaching, learning and assessment” at Hamburg University of Applied Sciences (HAW Hamburg).
The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg, in: J. Handke und E.-M. Großkurth (Hrsg.), The Inverted Classroom Model – the 3rd German ICM-Conference – Proceedings, Gruyter, Berlin 2014, pp. 3 – 13. (together with Stephan Beier)
Right after having finished our presentation at the “Tag der Lehre 2014” at HAW Hamburg, Stephan Beier and I jumped on the night train to St. Pölten in Austria. Thankfully operated by ÖBB and not DB, which was affected by a country-wide rail strike, we were heading towards the next conference at FH St. Pölten in order to participate in the “ICM Werkstatt” and to present our poster on academic research and writing at the conference “3. Tag der Lehre 2014“.