Refine
Document Type
- Conference proceeding (4)
- Journal article (3)
- Book chapter (1)
Is part of the Bibliography
- yes (8)
Institute
- Texoversum (6)
- Zentrale Einrichtungen (2)
Publisher
- Common Ground Publishing (2)
- ADL Romania (1)
- American Institute of Physics (1)
- Ghent University (1)
- Sciendo (1)
- Trans Tech Publications Ltd (1)
- kopaed (1)
Ein Forscherteam der Pädagogischen Hochschule Freigburg und der Hochschule Reutlingen mit Expertisen in Kommunikationsdesign und einer ästhetisch-kulturellen Fachdidaktik der Grundschulpädagogik erforscht, inwieweit sich der iterative Prozess und Prinzipien des Design Thinking eignen, Kreativität, Problemlösekompetenz und kollaboratives Arbeiten von Grundschulkindern zu födern. Grundlage der Überlegungen sind die prozessorientierten Kompetenzen der Fächer Kunst/Werken und Sachunterricht gemäß dem aktuellen Bildungsplan in Baden-Württemberg. Nach Vortstudien mit Lehrpersonen und Ausbildungslehrkräften wurde eine Unterrichtseinheit konzipiert, in welcher Kinder der dritten Klassenstufe mittels Design Thinking den perfekten Leseort umsetzen sollten.
The development and preservation of children’s innate creativity as they enter their professional career has grown in importance due to fundamental changes in today’s economy and society. It is therefore key to understand how teaching strategies can contribute to educational change in the early stages of schooling. Design teaching encompasses a variety of skills that can help schools shift their focus to foster children’s natural ability to “ask why” in their search for learning how to think and create. This article presents the results of an interdisciplinary workshop involving university students aiming to develop new educational approaches to foster children’s creativity through design to be implemented in the elementary school curriculum of the German federal state Baden-Württemberg. To support the workshop participants in providing a holistic concept within a compressed time period, a sustainability framework was included to further articulate their brief. The teams who were composed of chemists, computer scientists, designers, and engineers, followed the Design Thinking process to develop their proposals. A kick-off meeting presenting results of an international qualitative survey with elementary school teachers, as well as expert input during the workshop addressing the relevant topics, provided teams with key information to define their design directions. Concepts designed by each team exhibited a comprehensive solution resulting in both the abstract “education idea” and physical embodiments of the tools. Their outputs included products, interior concepts to be implemented in classrooms, exercises as well as games to support the newly developed educational models. The benefits and limitations of these concepts along with key observations of participants’ interdisciplinary collaboration are presented and discussed herein. Future work will investigate the Design knowledge of German elementary school teachers more in depth and will involve testing the new concepts in German elementary school environments.
Creativity, problem-solving skills and the ability for collaborative work are considered key competences for facing the challenges of the 21st century. Children are born with an inherent creativity that decreases throughout their school careers. A research team of designers and educators investigates whether the implementation of Design Thinking (DT) in textile education in German elementary schools is a suitable method to preserve children’s creativity. Initial surveys with teachers and pilot studies in elementary schools showed high motivation and openmindedness towards DT in classroom. The challenge will be to develop suitable teaching modules for elementary schools of the federal state Baden Württemberg.
This article describes the concept and the implementation of an interdisciplinary seminar that was held at the University of Education in Freiburg, Germany. Student teachers for elementary school subjects were first taught in Design Thinking. Then they used their acquired knowledge to create learning scenarios for the subjects Art/Crafts and General Science and Social Studies. The article highlights the results and offers the opportunity to discuss the potentials of Design Thinking with regard to its transfer to classroom and teacher education against the background of fostering children’s creativity, problem-solving skills, and collaborative work.
The strong demand for a transformation of the textile and fashion industry towards sustainability requires a continuous implementation of the guiding principle of Education for Sustainable Development (ESD) in education and industry [1, 2]. In a first step of the European research project "Sustainable fashion curriculum at textile Universities in Europe - Development, Implementation and Evaluation of a Teaching Module for Educators" (Fashion DIET) a continuing education module shall be created to implement ESD as a guiding principle in university teaching. The research-based teaching and learning materials are delivered through an e-learning portal.
It is widely recognized that Education for Sustainable Development (ESD) plays a critical role in creating a more sustainable world by fostering the development of the knowledge, skills, understanding, values, and actions necessary for such change (UNESCO, 2020). In this context, ESD represents a holistic approach that focuses on lifelong learning to create informed people who can make decisions today and in the future. Related to the textile and fashion industry, ESD is an appropriate approach to continuously implement sustainability aspects in education and training. To achieve this goal, the European project "Sustainable Fashion Curriculum at Textile Universities in Europe - Development, Implementation and Evaluation of a Teaching Module for Educators" (Fashion DIET) has developed a digital teaching module in a partnership between a University of Education and universities with textile departments. The main objective of the project is to elaborate an ESD module for university lecturers in order to introduce a sustainable fashion curriculum in textile universities in Europe and implement it in educational systems. The project therefore aims to train educators along the textile supply chain, to inform the young generation about the latest aspects of sustainability and raise awareness by implementing ESD in textile education. This paper presents the learning outcomes of the modules on sustainable fashion design and related production technologies developed by the technical university partners, as part of the total of 42 courses covering didactic-methodological approaches and the sustainable orientation of the fashion market, offered at the consortium level. The project content is made available as Open Educational Resources through Glocal Campus, an open-access e-learning platform that enables virtual collaboration between universities.
The strong demand to transform the textile and fashion industry towards sustainability requires continuous implementation of the Education for Sustainable Development (ESD) mission statement in education and industry. To achieve this goal, the European research project "Fashion DIET - Sustainable Fashion Curriculum at Textile Universities in Europe. Development, Implementation and Evaluation of a Teaching Module for Educators", co-funded by the Erasmus+ programme of the European Union (2020-1-DE01-KA203-005657), aims to create an ESD module for university lecturers and research-based teaching and learning materials delivered through an e-learning portal. First, an online questionnaire was rolled out to assess university faculty attitudes toward and needs for ESD content and methods. The feedback questionnaire enabled the selection of the most relevant data for the elaboration of an action and research-oriented professional development module for ESD in textile education, which will be accessible through an information & e-learning portal. The e-learning portal can be used as a web-based tool to apply and evaluate the project outcomes, e.g. the further education module and the teaching and learning materials for educators, such as manuals, broadcasts and the provision of interactive and physical materials. It thus ensures that the teaching materials can be used sustainably in the classroom. It also provides country-specific data for the fashion and textile industry and its market, taking into account the different perspectives of universities and schools. In any case, the portal represents (1) the web-based platform to support the dissemination of ESD as a guiding principle and (2) a central contact point for the target group to obtain relevant information on ESD. Fashion DIET explores the use of e-learning to improve teaching and learning on ESD, by training educators and empowering them as multipliers for a sustainable textile and fashion industry. At a higher level, the European project strengthens the quality and relevance of learning provision in education towards the latest developments in textile research and innovation in terms of a more sustainable fashion.
The article pleads for Education for Sustainable Development (ESD) in the textile and fashion sector and shows possibilities how this can be implemented from elementary school to higher education and vocational training. It begins by highlighting the non-sustainable practices and deficits that can be found in the fashion and textile sector worldwide and explains the sustainability goals in the context of the UN Roadmap ESD for 2030. In order to raise the awareness for sustainability and implement these goals, education is needed. The article introduces the concept of ESD as a guiding principle with the core element design competence, implemented by the interdisciplinary method of Design Thinking (DT). In order to successfully teach the ESD-relevant design competence, various didactic principles are required. It can be shown that they are very similar to the principles and phases of DT. Within a research project DT and its potential for implementing ESD has been investigated in teaching-learning situations at elementary schools as well as in an interdisciplinary seminar for student teachers. These findings have been transferred to the EU project Fashion DIET, which pursues the goal of implementing ESD in the textile and fashion sector. By means of an online pilot workshop, the methods and principles of DT were presented and explained to lecturers, teachers and educators, who gave their feedback on the potential of DT as a method to implement ESD as a guiding principle in their curricula.
