370 Erziehung, Schul- und Bildungswesen
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The members of the European TRIZ Campus (ETC) have been learning from and working together with many honorable members of MATRIZ Official for many years and feel very connected to the official International TRIZ Association.
To further spread the TRIZ methodology and TRIZ teaching in the European area in the past 12 months the ETC has put a lot of thought in how making TRIZ accessible to a broader audi-ence and getting more professionals in touch with the methodology was one of the focal points.
To this end, we have developed new formats such as the "Trainer Day" to support trainers on their way into practice. We have drawn up detailed quality guidelines for the teaching of the TRIZ methodology, which are intended to provide orientation for the design of training classes and docu-mentation. We strive for exchange with representatives of "neighbouring" methods such as Six sigma, Lean, DFMA and Design Thinking to indicate synergies and added value among methods and approaches of different kinds. We are testing formats for community building, in order to connect users of all places more strongly with the TRIZ methodology through communication and information of-fers. If TRIZ users feel alone in their organizations, the exchange outside their organi-zation helps them to keep up with the TRIZ methodology. Moreover, the ETC strives to increase the ability to communicate the benefits of TRIZ-usage inside organizations. We discuss, how to reach teachers and students of all age, to make them the unique way of inventive thinking accessible.
In our paper we want to give other MATRIZ Official members insights and share our experi-ences and best practices with our fellow MO members.
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.
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.
Kreativität, Problemlösekompetenz und kollaboratives Arbeiten werden in zahlreichen internationalen Studien sowie von der OECD (2017) als Schlüsselkompetenzen des 21. Jahrhunderts definiert. Ungeachtet dessen orientieren sich viele Lehr-Lern Methoden noch immer an der Vermittlung vordefinierter Lösungswege. Studien im Sekundarbereich in den USA, Deutschland und Asien zeigen, dass Design Thinking durch seine kreativen und kollaborativen Elemente zu einem nachhaltigeren Lernerfolg bei Lernenden und seitens der Lehrenden zu höherer Zufriedenheit bei der Vermittlung der Inhalte führen kann.
Kernelemente des Design Thinking sind: der iterative Prozess mit seinen Phasen Verstehen, Beobachten, Sichtweisen definieren, Ideen finden, Prototypen bauen, Testen; die Arbeit in multidisziplinären Teams sowie die Nutzerorientierung bei der Definition der Aufgabe (Brown, 2009). Die Phasen des iterativen Prozesses weisen eine hohe Kongruenz mit den prozessorientierten Kompetenzen des Faches Kunst/Werken und des Sachunterrichts gemäß dem Bildungsplan für Grundschulen (Ministerium für Kultus, Jugend und Sport Baden Württemberg, 2016) auf. Im Rahmen eines interdisziplinären Promotionsvorhabens an der PH Freiburg soll, basierend auf einem qualitativen Forschungsdesign, untersucht werden, inwieweit sich Design Thinking eignet, Kreativität, Problemlösekompetenz und kollaboratives Arbeiten von Grundschulkindern in Kunst/Werken und im Sachunterricht aus Sicht von Lehrpersonen zu fördern. Vorstudien mit Lehrpersonen und Ausbildungslehrkräften, bei welchen Erhebungen per Fragebogen nach Teilnahme an einem Design Thinking Workshop eingesetzt wurden, sowie zwei Pilotunterrichtseinheiten an Grundschulen mit Teilnehmender Beobachtung, Experteninterviews und Kinderinterviews in Kleingruppen, zeigen erste Ergebnisse.
The paper studies the deciding parameters that influence business students' selection of internships in Germany. The findings are based on literature research and a survey amongst students and company representatives and asks to rate the importance of 24 different aspects of internships. The benefits and negative impacts of internships on students, companies and universities are discussed in detail. The results of different demographic groups are compared.
Software engineering courses have to deliver theoretical and technical knowledge and skills while establishing links to practice. However, due to course goals or resource limitations, it is not always possible or even meaningful to set up complete projects and let students work on a real piece of software. For instance, if students shall understand the impact of group dynamics on productivity, a particular software to be developed is of less interest than an environment in which students can learn about team-related phenomena. To address this issue, we use experimentation as a teaching tool in software engineering courses. Experiments help to precisely characterize and study a problem in a systematic way, to observe phenomena, and to develop and evaluate solutions. Furthermore, experiments help establishing short feedback and learning cycles, and they also allow for experiencing risk and failure scenarios in a controlled environment. In this paper, we report on three courses in which we implemented different experiments and we share our experiences and lessons learned. Using these courses, we demonstrate how to use classroom experiments, and we provide a discussion on the feasibility based on formal and informal course evaluations. This experience report thus aims to help teachers integrating small- and medium sized experiments in their courses.
Software engineering education is supposed to provide students with industry-relevant knowledge and skills. Educators must address issues beyond exercises and theories that can be directly rehearsed in small settings. A way to experience such effects and to increase the relevance of software engineering education is to apply empirical studies in teaching. In our article, we show how different types of empirical studies can be used for educational purposes in software engineering. We give examples illustrating how to utilize empirical studies, discuss challenges, and derive an initial guideline that supports teachers to include empirical studies in software engineering courses.
Scheduled flexibility and individualization of knowledge transfer in foundations of computer science
(2017)
The opening of the German higher education system for new target groups involves a heterogeneous composition of students as never before and face up the universities to new challenges. Due to different educational biographies, the students don't show a homogeneous level of knowledge. Furthermore, their access to course content and their individual learning methods are very diverse. The existing lack of knowledge and the very unequal study speed have a significant influence on the learning behavior and learning motivation. During the first semesters, the dropout rate is appreciably higher. The reform project gives an overview of a didactic restructuring from a formerly conventional teaching and learning concept to a stronger combination of digital offers, combined with classical lectures in the basic modules of computer science. The teaching content is adjusted to the individual requirements and knowledge. Students with different previous knowledge get the possibility to increase their knowledge in different levels of abstraction. The aim of the reform project has to point out the possibilities, also the challenges of the digital process in higher education. At the same time the question has to be explored, how far does an accompanied and self-directed learning in own speed and in own individual depth of knowledge have a positive impact on the motivation and on the study success of a learner.
Im Februar 2011 wurden die Autoren von der Metropolitan School Frankfurt eingeladen, in einer vierstündigen Unterrichtseinheit die Grundlagen von systemischem Denken und System Dynamics einer vierten Klasse mit Kindern im Alter von 9 und 10 Jahren zu vermitteln. Inhaltlicher Themenschwerpunkt sollten Ökosysteme sein, die im Curriculum eine mehrwöchige Fokuslehreinheit bilden. Als Ergebnis eines Austauschs mit dem Klassenlehrer wurde der Fokus auf zwei Handlungsstränge gelegt: Räuber-Beute-Systeme sind für Viertklässler inhaltlich interessant und fügen sich passsend in die Unterrichtseinheit der Jahrgangstufe ein. Als weiteres, komplexeres Themengebiet wurd der Klimawandel gewählt. Beide Themen haben den gewünschten inhaltlichen Bezug zum Schwerpunkt "Ökosysteme".