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.
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.
Decker, C., & Mucha, A. (2018).
Forschendes Lernen lernen. Zu den didaktischen und emotionalen Herausforderungen der Integration von Lernen über, für und durch Forschung.
In die hochschullehre 4, 143 – 160.
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.
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.
In December 2016, the AIM Student Poster Research Conference Winter 2016 took place at HAW Hamburg. Approximately 20 students enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work. The general topic of the semester was Sustainability Management. Individual topics addressed aspects for example of population growth, vegan lifestyle, sustainable higher education and renewable energies. The instructors awarded Janne Wurr, Jan Gandera and Till Lojewsky with the instructor’s best poster award.
The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by Dr. Fabian Frielitz, our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.
The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.
For more information on poster conferences in general see my latest article.