Suchergebnisse

"Experiential Learning and Learning Styles" published on by Oxford University Press.

Undoubtedly, the modern democratic framework of higher education has to cultivate students' relevant skills such as democratic participation, cooperation, taking responsibility, strengthen trust in public institutions and constitutions, freedom of expression and decision-making, as prerequisites for future's active citizens. Exactly these goals are advancing in the student communities, the function of which has continuously served the principle of democratic representation. Therefore, through the understanding of learning as a social activity and a vehicle of innovation and productivity in society, we may conclude that higher education can be - and should be a multilevel way for social cohesion and promotion of democratic values by preparing students to be active citizens. The main aim of this paper is to assess the role of higher education in the current challenging circumstances, in the context of addressing new and old problems while fostering fairness, diversity and social inclusion, broadly, democracy and social cohesion. The paper will analyze the importance of higher education institutions in order to achieve that goals, by focusing on the usage of a combination of diverse and innovative methods and new technologies but without undermining academic and institutional integrity. A case study of an EU institution simulation will also be analyzed in order to show the importance of such actions and alternative ways of learning for achieving the enforcement of active citizens. The analysis will lead to policy proposals for integrating new methods to fundamental academic values in the current context in order to foster democracy and social cohesion.

Der Beitrag beschreibt die Lernstrategie des effektiven zivil(gesellschaftlich)en Lernens, bei der auf das Konzept des "zivilen Handelns" (civic doing bzw. experiential civic learning) reflektiert wird, welches auf John Dewey zurückgeht. Schon vor mehr als siebzig Jahren kritisierte John Dewey den traditionellen Frontalunterricht als undemokratische und hierarchisch strukturierte Lehrform, die Lernprozesse und alltägliche Lebenserfahrungen voneinander trennt. Das Konzept des "experiential civic learning" verstand und versteht sich als eine pädagogische Lernstrategie, die Kindern und Jugendlichen an Hand konkreter partizipatorischer Erfahrungen in schulischen und außerschulischen Kontexten Kompetenzen zum demokratischen und zivilgesellschaftlichen Handeln zu vermitteln sucht. Der Autor rekonstruiert die einzelnen Komponenten dieses Konzepts. (ICA).;;;This paper wants to make the case for a learning strategy of effective civic learning by reflective civic doing (a concept known as experiential civic learning), by summarizing the rationale and the urgent need for this learning strategy, and by pointing out some of its core elements to make experiential civic learning perhaps more convincing and usable in educational practice. (DIPF/orig.).

"Service Learning Study Abroad Trips in International Studies" published on by Oxford University Press.

"Active Teaching and Learning: The State of the Literature" published on by Oxford University Press.

Three predominant forms of school-based service programs are community service, service-learning, and service-based internship programs. Although distinct on several dimensions, all three types use service as the primary means to engage students in experiential learning activities. The study described in this paper investigated how these three forms of school-sponsored service programs affect students' educational development. (DIPF/orig.).

In recent decades, a vast amount of literature has been published discussing the educational use of simulation games in higher education. Since their emergence in the 1960s, simulation games have had a substantial effect on the way we think about teaching and learning in higher education. One reason simulation games are regarded as superior to traditional teaching is that they encourage students to interact and collaborate. Simulation games can therefore be subsumed under Kolbs learning model of experiential learning referring to learning through experience. Experiential learning follows a recursive cycle of experiencing, reflecting, thinking and acting to increase students' learning motivation and learning success.

In the broader field of education, the added value of gaming in general is incrementally becoming more evident. A large number of articles from various fields have been published stating the benefits of simulation games in higher education. In spite of the success of gaming as a tool to foster learning, the way it affects learning success and learning motivation of students needs further clarification. In this paper, I want to contribute to the debate by critically examining whether, and if yes to what extent, the use of simulation games in higher education can lead to enhanced learning motivation and learning success. Based on the findings of existing literature, boosted students' interaction might be one key reason to explain the success of simulation games.

As a case study, I present empirical findings from the incorporation of a simulation game into a university course about climate change. The course is part of a Master program on interdisciplinary environmental science. The aim of the course is to teach students the basic knowledge about causes and effects of climate change with a special focus on the political understanding of the international negotiation process. The course is offered as a blended learning course combining a virtual collaboration phase with a three-day attendance seminar. For several years, this attendance seminar was comprised of students' presentations, scientific lectures and joint discussions. In 2015, we tested whether the use of a simulation game instead of classical teaching methods would affect the students' learning motivation and learning success. As our results indicate, the boosted student´s interaction increased through the use of the simulation games lead to an enhanced learning motivation and learning success.

As for the structure of the paper: In the first section, I discuss the potential benefits of simulation games for teaching in higher education. In the second section, I present how the simulation game was integrated and conducted during the course. In the third section, I present and critically examine the influence of the simulation game on the students' performance. To this end, I compare data from previous course evaluations with the recent course evaluation. To secure the reliability of the findings, an additional survey was conducted to gauge whether the simulation game was decisive for the variances in the regular evaluation. In the last section, I discuss the results in the wider context of simulation games in education.

"Teaching International Relations Theory" published on by Oxford University Press.