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- this course is held in English -
Why “Research-Based Learning” as a teaching method? A recurring observation that people made at university and in business world is that quite some students are not able to solve problems completely new to them - problems that cannot be looked up in literature. At the same time some students are confronted with the challenge to learn in a given way the fixed curriculum or have troubles to motivate themselves for the given content.
„Research-Based Learning” (abbreviated in the following by RBL) provides an answer to both situations: On one side, it supports the development to deal with complex and unknown topics and fosters the formation of self-confidence...
On the other side, it provides a framework in which a learning process is an authentic and self-determined learning experience leading to a higher perception of one’s self-efficacy. It is a learning format more close to the nature of man and therefore leads to higher learning motivation in social, humanitarian as well as natural sciences. Quite often RBL processes produce new research questions that are valuable for the teachers themselves. Thus, RBL provides a central contribution to the development of competences in the fields of problem solving, learning to learn competence as well as self-motivation for learning. Being very optimistic, one could say that RBL provides a contribution to the increase of attractiveness of a University, to speeding up of student pass through times as well as a contribution to decrease student drop-outs.
The beginning of the learning measure will be marked with the introduction of a learning model that is based on the theory of informational processing. This provides the basis for an exchange of experience among the participants on how their teaching processes and learning formats are suited for competence development, for enabling the students to do the learning transfer into the real world and to increase the methodological competences of the students. In the next step, the participants will be familiarized with the basics of RBL in theory and along practical examples. They are going to share their experiences in the context of teaching / RBL teaching and will identify possible areas for implementation of RBL in their working context also identifying possible challenges. Along these lines of reasoning, the participants learn how these new formats of learning can be accompanied and which kind of support learners with different learning styles are asking for.
It will not be possible to work out an own RBL project during the one-day workshop. However, there is the possibility to do this after the workshop and to receive feedback on a web-based learning platform from the peer group and from the learning coach Marcus Hildebrandt.
||PhDs, Postdocs, newly appointed professors|
|Methods||Speed Inputs / Graphic Facilitation; Exchange of Experiences; Small Group Work Assignments / Presentations; Individual Reflection; Case Study Work|
|Number of Participants||max. 12|
Dr. Marcus Hildebrandt - PhD in physics, additional qualification in the field of learning management, expert on innovative learning processes and formats in institutions that provide learning processes as well in the business sector, e- learning pioneer, free lance consultant, moderator, trainer and coach.