Problemorientiertes Lernen

Berbuir, Ute; Lieverscheidt, Hille; Slemeyer, Andreas

doi:10.1007/978-3-319-46916-4_68

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“…-Case analysis and derivation of research tasks in the group -Research phase (usually until the next session) -Presentation and discussion of the results in the group, development of solution approaches and feedback [8,9] 50th Annual Conference in September 2022 964 Experiences with the use of PBL with student groups that are not familiar with this form of learning show that it is very helpful for students to receive a relatively high level of content support and reflection. Therefore, basic knowledge is conveyed in short lectures (30 min) or instructional videos and the results and solution approaches from the group case work are also reflected on again in the plenary.…”

Section: Structure and Didactic Elements Of The Tds-coursementioning

confidence: 99%

Establishing a new seminar to combine learning about technology and society

Berbuir¹

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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For the transformation we face in industry and society, a broad societal consensus and collaboration between different stakeholders are vitally important. With this in mind, the Environmental Engineering program focuses on environmentally relevant technical developments and the consideration of systemic interrelationships while incorporating societal frameworks. The recently implemented course Technology – Dialogue – Society was developed as an introduction to these complex tasks for first-year students. It focusses on topics of the energy transition sector and public participation. The learning objectives of the course are the acquisition of methodological competencies as well as the promotion of communication, teamwork and the ability to reflect. An overarching goal of the course is also onboarding of students in the program. A wide set of teaching-learning methods is used to achieve this broad objectives. In addition to lectures, collaborative and dialogue-oriented teaching-learning methods such as problem-based learning, peer review of student work, conversational simulations and reflection assignments are used. A particular challenge of implementation was the course size of approximately 100 students and the need for online teaching due to the Covid-19 pandemic. The structure of the course is described and the evaluation results of the first run are presented.

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Section: Structure and Didactic Elements Of The Tds-coursementioning

confidence: 99%

Establishing a new seminar to combine learning about technology and society

Berbuir¹

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

View full text Add to dashboard Cite

show abstract

Problemorientiertes Lernen

Cited by 1 publication

References 0 publications

Establishing a new seminar to combine learning about technology and society

Establishing a new seminar to combine learning about technology and society

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