Mucha, A., Decker, C., & Szmigielski, D. (2017).
Learning-how-to-learn oder Sich selbst eine gute Lehrperson sein. Zu mehr Selbstkompetenz durch Selbstreflexion. In J. Haag, J. Weißenböck, W. Gruber, & C. F. Freisleben-Teutscher (Hrsg.), Deeper Learning – (wie) geht das?!: Tagungsband zum 6. Tag der Lehre an der FH St. Pölten am 19.10.2017 (S. 37 – 47). St. Pölten: Fachhochschule St. Pölten.
Decker, C., & Mucha, A. (2017).
Der Lernstilansatz als Inspiration für die universitäre Lehre: Theoretische Grundlagen und exemplarische Anwendung. In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre (Griffmarke A 3.25). Berlin: DUZ.
On 12 and 13 June 2017, I held a workshop on “Online courses in higher education” at Dozierenden-Service-Center (DSC), Universität zu Lübeck. Together with seven participants, I was exploring selected facets of online teaching.
Among others, we did a card assisted brainstorming on identifying characteristics of “online courses”. It still seems to be a challenge to find a consistent idea among a group of informed participants about what characterises an “online course”. Maybe this should not come as a surprise since the term carries many connotations. Moreover, I observed that discussions tend to become more fruitful when moving away from technological aspects while approaching higher education issues (i.e. instructional design aspects).
@ Dr. Bettina Jansen-Schulz: Thank you very much for the invitation and your sympathy and support!
Mucha, A. & Decker, C. (2017). (Die Angst vor) Scheitern und Scham in problemorientierten und forschenden Lehr-/Lernszenarien.
In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Berlin: DUZ.
Decker, C. (2016).
Die Posterkonferenz als hochschuldidaktische Methode und Alternative zum Referat.
In B. Berendt, A. Fleischmann, N. Schaper, B. Szczyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Berlin: DUZ, G 1.2.
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).
On September 13, 2016, roughly a dozen of my colleagues and me attended a three hour workshop on competency-based development of degree programs taught by Prof. Dr. Dr. Oliver Reis (University of Paderborn). We all teach in the degree program “Foreign Trade/International Management” and already apply more or less the principles of competency-based education. However, the workshop aimed at focussing on the overall competency-driven objective of the degree program.
We are now heading towards a (general) competency-based development model that will help us to align the competency-based learning objectives at the level of the modules. Ultimately, this might lead to a (partial) redesign of the curriculum. I will report on the process…
Last week, I held two inspiring workshops on the inverted classroom model for some highly motivated colleagues at Hochschule Ostwestfalen-Lippe. After an unnerving breakdown of my car (transmission failure) at the periphery of Lemgo, I arrived just in time for the start of the first workshop. However, the whole team and the participants were quite empathic and helpful.
During the workshop, we had some lively, productive and insightful discussions that will help me to further refine the workshop concept.
@ Doris Ternes & Melanie Reddeker: Thank you very much for the invitation and your sympathy and support!
Today, I was awarded my certificate of completion in competency-based examination. The last twelve months were packed with seminars, self-study and didactical projects. I experienced a rewarding introduction to a theoretical concept of high practical value. Especially, the discussions with my colleagues were worthwhile and I received a great number of intellectual stimuli. I am looking forward to the implementation and further refinement of this fascinating concept.
@ Oliver Reis: Thank you very much for a year full of insights!
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).