Webinar innovative teaching

1. Webinar on Innovative Teaching
& Learning
Anna Ebers
Liina Joller
Nadiya Kostyuchenko & Denys Smolennikov
11.02.2016

3. Webinar Structure
• Introduction to Problem-Based Learning
Nadiya Kostyuchenko
• Vision of economics as a practice-oriented science
Johannes Binswanger
• ”Law without Walls” and other innovative methods
in teaching
Jacqueline Gasser-Beck
• Teaching sustainable consumer behavior by
empowering student’s creativity
Stefanie Hille
• Model UNFCCC: use of negotiation simulations in
teaching students about climate change
Hans C. Curtius

4. Nadiya Kostyuchenko, PhD
Head of Teachers’ Training Faculty
Sumy State University, Ukraine
kostyuchenko.nadiya@gmail.com
Introduction to Problem-
Based Learning

5. What is Problem-Based Learning?
Problem-based learning (PBL) is a student-
centered pedagogy in which students learn
about a subject through the experience of
solving an open-ended real-life societal
problem.
Source: Hmelo-Silver, Cindy E. (2004)
PBL is a kind of outcome-based education.

6. PBL is a philosophy, an idea to engage students in
learning.
Student-centered refers to
learning opportunities that
are relevant to the students,
the goals of which are at
least partly determined by
the students themselves.

7. Problem-based learning is a curriculum
development and instructional system that
simultaneously develops both problem solving
strategies and disciplinary knowledge bases and
skills by placing students in the active role of
problem solvers.
Source: Finkle and Torp (1995)

8. PBL develops transferable skills:
o problem-solving skills;
o learning to learn;
o critical thinking;
o team work;
o communication skills;
o project management;
o social and ethical skills;
o leadership skills, etc.

9. Students get up to 90% of knowledge when they stimulate or model a
real-life experience.

10. The role of teacher shifts in PBL
from being “sage at the stage to the guide at the side”

11. In the classroom, the
teachers should act as
a metacognitive
coaches, serving as
models, thinking
aloud with students
and practicing
behavior they want
their students to use
Source: Stepien and Gallahger
(1993)
The teams have more
or less responsibility
for determining
learning issues and
locating resource
materials required to
solve the problem.
The individual
student has an active
role in learning.
PBL

12. PBL learning principles along three dimensions
Source: Krogh Hansen, K., Dahms, M-L., Otrel-Cass, K., & Guerra, A. (2014)

13. Specific tasks in a problem-based learning environment
include:
• determining whether a problem exists;
• creating an exact statement of the problem;
• identifying information needed to understand the
problem;
• identifying resources to be used to gather
information;
• generating possible solutions;
• analyzing the solutions; and
• presenting the solution, orally and/or in writing.
Source: http://www.cotf.edu/ete/teacher/teacherout.html

14. Constructing a case study:
• Executive Summary
(outline the purpose of the case study; describe the field of research;
describe the situation without specific details; identify the theory that
will be used)
• Findings
(find out the key actors; identify the problems found in the case)
give some theoretical background (if needed) or refer to the literature;
• Discussion
(summarize the major problems; identify alternative solutions to the
major problems; outline each alternative solution and then evaluate)
propose possible results (optional);
• Conclusion
• Recommendations
(choose which of the alternative solutions should be adopted; and
justify your choice)
• Implementation
(explain what should be done, by whom and by when; make a rough
estimation of costs)
Source: http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.pdf

15. Thanks for your attention!

16. Teaching Economics as a Practice-
Oriented Science
Some ideas
Johannes Binswanger
Professor for Business Economics and Public Policy
February 11, 2016

17. Topics of this presentation
1. Practice-oriented mindset to motivate
students
2. Skills may be as important as knowledge
3. Do-it-yourself – bring your own device
17

18. Background for my statements
• Numerous interviews with students
• Interviews with companies and ministries
about what they desire from uni graduates
• Experience in program design and marketing
• Teaching experience
18

19. 1. Adopt a practice-oriented mindset
• Put students in the role of a decision maker or
adviser
– “You have just become minister of finance – what
do you need to know in order to make good
decisions?”
– “You work for a consultant company advising the
government on the effects of subsidizing
renewable energy – what do you need to know
for this job?”
19

20. 2. Skills are important, too
• A uni graduate who knows a lot but cannot
convince anyone is less than ideal…
– Primary importance of knowledge is a biased view
from university folks
– Wherever possible, combine content with skills
training
• Student group presents “report to minister of finance”
• The rest of the class debates and finds weak points
• Grading of presenters based on both content and
“covincingness”
20

21. Do it yourself – bring your own device
• Reading tables and figures in books and papers is
passive (if not boring)
• Use open-source tools like R, Python, let students
download data and create the tables and figures
themselves – in class with help of instructor
– Helps students to adapt to a data-driven world
– Even math can be fun this way, students love to color
lines, bars and dots in plots
– Trains students in visual communication
21

22. Challenges…
• The mentioned ideas are very motivating for
students
• But there are also a few challenges
– At least in western Europe, academic economists
tend to be rather conservative
• “What do I know about what the ministry of finance
does? I am just good at methods.”
• “We are a university, not a playground.”
• “I learned Stata, that’s good enough for me.”
22

23. … and how to overcome the challenges
• Organize short seminars over lunchtime where
you show to colleagues how easy it is to adopt
certain of these elements
• Have a “help desk” for hesitating colleagues
• Show that teaching is much more fun this way
• Why should life-long learning be only an issue
for everyone else outside academia?
• New IT tools are also great for research
23

24. Conclusion
24
Thank you, that’s it… I am happy to
take your questions later on!

25. Innovation in Teaching
Jacqueline Gasser-Beck
Managing Director Teaching Innovation

26. 26
Agenda
• Development of Digital Campus at University of St.Gallen
• Blended Learning / Digital Campus Projects
• «Law Without walls» - Blended Learning across continents and
student communities

27. 27
1998
Neukonzeption
der Lehre (NKL)
2001 – 2007
Implementing
Bologna System
(Assessment, BA,
MA)
Bidding
Studynet
Online-Vorlesung
2007 – 2014
Reform
Assessment; English
BA, MA; DDP; Hubs
Sao Paulo, Singapur
HSG Image Film
Little Green Bags
2014 – 2015
Onboarding week
BA and MA
Blended Learning
MOOC-Pilot
Digital Campus University of St.Gallen

28. 28
Blended Learning at University of St.Gallen
Early Online Lectures
Privatrecht Assessment
Public Management und Governance
New Format
Little Green Bags Series
Digital Storytelling
Student-Project
Kontextstudium

29. 29
LAWWITHOUTWALLS ("LWOW") IS A PART-VIRTUAL GLOBAL COLLABORATORY
OF 750+ CHANGE AGENTS DEDICATED TO CHANGING
HOW LAWYERS ANDBUSINESS PROFESSIONALS PARTNER TO SOLVE
PROBLEMS.

30. 30

31. 31
It`s all about
the community
Digital Learning Day
Get your faculty and students
excited about this journey.

32. Universität St.Gallen (HSG)
Bodanstrasse 4
9000 St.Gallen
Schweiz
+41 71 224 24 69
Jacqueline.gasser-beck@unisg.ch
www.unisg.ch
Thanks

33. Teaching sustainable consumer behaviour by empowering
students’ creativity
Stefanie Lena Hille, Assistant Professor on Energy Consumer
Behaviour, University of St. Galln

34. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
34

35. • 3rd/5th year Bachelors‘ program in business
administration
Program affiliation
• 20-40
Approximate number of students
• 12 weekly sessions of 4 hours
Duration of seminar
35
Background to course

36. • Global perspectives of population growth and spread of
consumer culture
• Strategies for ecological consumption (consistency, efficiency,
sufficiency)
• Insights into well-being/ happiness economics
• Traditional behavior change instruments and their limitations
• Insights from psychology and behavioural economics on
behavior change
• Entrepreneurship as social change (Guest speaker)
• Role of multinational companies (Guest speakers)
• Greenwashing and market research
Focus of seminar
36
Background to course (relevant for exam)

37. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
37

38. 38
Exercise: Development of awareness raising campaign for
BEUC – the European Consumer Organisation
• Students worked in teams on designing
an idea for an awareness raising
campaign on:
• Topic 1: Planned obsolescence
• Topic 2: Food waste
• Topic 3: Energy efficiency labeling
• Topic 4: Sharing economy
• Topic 5: Car sharing
• Topic 6: Environmental impact of meat
consumption
• Topic 7: Water footprint
• Topic 8: Environmental impact of flying
• Topic 9: Green electricity labeling

39. 39
Task: Development of clear concept for awareness raising
campaign
Definition of behaviour
Analysis of problem
Analysis of messenger
Definition of the goals/
core messages
Analysis of target group
Analysis of previous
campaigns
Definition of timing
Development of campaign
plan and material
Definition of budget
Evaluation of campaign

40. 40
Campaign material of group “Water footprint”
Click on the link: https://youtu.be/ZuREvg0oq3k
Source: Julian Bader, Martin Bader, Luisa Klein, Maurice Lanz, Jan Riehemann

41. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
41

42. Task: Development of a behavior change campaign for the city
of St. Gallen
 Throughout the semester, groups of
students shall design a fresh idea for
an awareness and/or behavior change
campaign
 The ideas for the campaigns will serve
as inputs for the City of St. Gallen
(2050 Energy Concept)
 Students could select the behavior they
would like to target themselves (within
pre-defined categories, including
mobility, food, energy)
42

43. 43
Campaign material of group “Urban
gardening”
build your own
garden paradise in
the middle of the
city!

44. 44
Campaign material of group
“Urban gardening”
Event with:
Free vegetable tasting from the
region
Workshop on building pots
Information about different topics
Monthly letter with:
Free seeds
RecipesSource: Alena Hofer & Jessica Büchi

45. Stefanie Lena Hille
Assistant Professor for Energy Consumer
Behaviour
University of St.Gallen (HSG)
Tigerbergstrasse 2
9000 St.Gallen
Switzerland
+41 (0)71 224 27 18
stefanie.hille@unisg.ch
www.unisg.ch

46. Model UNFCCC
Use of negotiation simulations in teaching students about
climate change
Hans Christoph Curtius, University of St.Gallen
46

47.  a semester-long lecture series on the topic of climate change and climate
policy at the Masters-level at the University of St. Gallen
 followed by a unique two-day simulation of UN climate negotiations,
where over 100 students from seven CEMS European universities play the
roles of government, non-government and industry representatives
47
Climate Change Course and Model UNFCCC

48. 48
Why a role-play?
 a teaching method in which students “learn by doing” and by reflecting on
what they are doing (Pascall & Wüstenhagen, 2012)
 can be more engaging than the typical lecture format because students
tend to take ownership of their role and tend to be motivated by each
other (Pettenger & Young, 2006)
 role-plays are often credited with having a more lasting impact on
students than traditional lectures (Monahan, 2002)

49. 49
Learning Objectives
 To understand climate change and the
challenges it presents
 To provide insight into the processes
of international negotiation
 To build negotiation skills for use in a
variety of contexts
 To understand the impact of climate
change on business, and vice versa
Strengthening…
 Knowledge, Attitude & Abilities
 Expertise, Social competence &
Self-competence

50. 50

51. 51

52. 52
https://www.youtube.com/watch?v=gXGvLvaq0Tc
Video on UNFCCC, click the link

53. • g
53
More information on www.modelunfccc.org