Engineering pedagogical training (IPWB) for teachers

Version: 0.1 (25.09.2018)

Module coordinator: Dipl.-Berufspäd. Timon Umlauft

Objectives

 The participants know:

• the current situation of engineering sciences in Germany
• the aim of an engineering degree studies
• the professional competence development pyramid
• the typical structure of an engineering degree program
• the pedagogical performance principles
• the design fields of engineering education    

The participants are able to

• be able to justify the structure of an engineering degree program

The participants assess

• the current Bachelor/Master education system in relation to the "classical" diploma degree program

 Contents

• Definition of professional competence

• Competence development pyramid

• Structure of the engineering diploma program
• pedagogical performance principles:
  • Demand principle
  • principle of support
• Engineering pedagogical design fields

methods

• Lecture
• Group discussion

Time

4 AE

Version: 0.2 (20.01.2019)

Responsible for the module: Karl-Heinz Reiche

Aims

The participants know:

• the topics of group dynamics and teamwork
• the Belbin team role test with self-assessment and external assessment
• the code procedure system with self-test

The participants are able to

• assess processes and roles in groups
• recognize conflicts and
• Understand and analyze teamwork

The participants assess:

• Conflicts and their possible solutions
• their own Belbin team role test with self-assessment and external assessment as well as code test with self-test

Contents

The workshop has two objectives. On the one hand, team development is to be promoted by spending intensive time together. Various activities such as a daily morning round, a hike and special exercises with the coach and martial arts instructor Thomas Hönel support this goal. On the other hand, the aim is to impart background knowledge on the topics of group dynamics and teamwork in order to professionalize your own work with groups and teams.

The following topics are covered: Formation of groups, processes and roles in groups, conflicts and leadership in groups.

In addition, participants have the opportunity to take a free Belbin team role test with self-assessment, external assessment and code self-test in advance. The evaluation takes place in Niedamirow (Polish Giant Mountains) in the conference center.

Methods

• group work

• round table discussion
• presentation
• questioning
• discussion
• Archery

Time

28 AE

Version: 0.1 (25.09.2018)

Module coordinator: Dipl.-Berufspäd. Timon Umlauft

Objectives

The participants know:

• the basic didactic relationship
• the structure of a teacher-centered teaching-learning planning matrix
• the associated didactic principles and rules for the individual didactic design fields of the planning matrix
• the problems of the concept of methods
• the definition of methods
• a method determination and development tool
• the matrix for method development and  classification
• the method overview/catalog
• the criteria for the use of methods

The participants are able to

• use the planning matrix to plan a teaching-learning situation according to given external conditions and learning objectives
• construct didactic prompts
• characterize known methods with the help of the method identification tool
• design their own new methods with the help of the method development tool
• use the catalog of methods in a targeted manner

The participants assess

• the advantages and disadvantages of other planning schemes
• evaluate the methods in terms of their purpose and resource consumption 

Contents

• Basic didactic relationship
• Psychological information processing theory
• Derived didactic phases
• Psychological activity/action regulation theory
• Derived didactic planning fields
• Teaching-learning situation planning matrix (teacher-centered)
• Planning field-specific didactic principles and rules
• Definition of methods
• Structure of method determination and development tool
• Collection of methods
• Criteria for the use of methods

Methods

• Lecture
• Group discussion
• Individual work (blended learning)
• Colloquium

Examination

• Type of examination: Colloquium

• Content of the examination:
  • Planning your own lecture/seminar (lecturer-centered course planning)
  • Use of the planning matrix
  • Assessment of the constructed didactic prompts

• Aim of the examination:
  • The participants are able to: plan and present their own course
  • The participants assess: their own design or that of the participants

Time

16 AE

Version: 0.1 (25.09.2018)

Responsible for the module: Dr. Steffen Kersten

Objectives

Laboratory didactics I - Introduction to the design of laboratory training

The participants know

• basic conditional and decision-making fields for the didactic planning of laboratory work and essential requirements for experiments in the teaching-learning process

Participants are able to

• classify experiments under different aspects

Laboratory didactics II - Experiments in the discovery of knowledge

The participants know

• basic methods of finding knowledge

The participants are able to

•  functionally locate experiments in these methods in order to structure practical laboratory work from an epistemological perspective

The participants assess:

• their practical laboratory experiences with regard to the suitability of the methods used

Laboratory didactics III - Functions of experiments in teaching-learning processes

The participants know:

• the various functions of experiments in teaching-learning processes and the resulting requirements for the design of laboratory work

The participants are able to

• structure laboratory work from a didactic point of view and create support systems for learners' practical laboratory activities

Contents

Laboratory didactics I - Introduction to the design of laboratory training

• To classify experiments as a means of supporting knowledge:
  • scientific experiment
  • technical experiment
  • Experiments as a simulation of work tasks
  • Experiments in the teaching and learning process
• Planning levels of laboratory didactic learning
  Conditional fields and didactic decision fields in the planning of laboratory practicals
  • Learning objectives
  • learning content
  • Methodological design
• media selection

Laboratory didactics II - Experiments in the discovery of knowledge

• Concept of methods and method classifications
• Knowledge path structures
  • Inductive and deductive cognition
  • Analytical and synthetic cognition
  • reductive (progressive and regressive) and deductive II knowledge discovery
• Functions of the experiment in the knowledge pathway structures
• Requirements for the experiments

Laboratory didactics III - Functions of experiments in teaching-learning processes

• Experiments in various didactic functions
  • Introduction/attunement
  • Initial development
  • Consolidation/deepening
  • Control
• Experiments for the realization of selected didactic principles
  • Experiments to illustrate the objects of appropriation
  • Experiments for the didactic simplification of the objects of appropriation
  • Laboratory practicals under the aspect of pedagogical guidance and independent learning e.g. working with guiding texts

Teaching methods

Blended learning study concept:

• Preparation for the face-to-face events through self-study with teaching notes and orientation questions 
• Discussion, consolidation and application of the self-study content in the classroom sessions
• The module is concluded with team-based project work in which the participants develop a training sequence for practical laboratory learning

Duration

16 AE

Version: 0.1 (25.09.2018)

Module coordinator: Dipl.-Berufspäd. Timon Umlauft

Objectives

The participants know:

• the pedagogical performance principle of challenging
• Taxonomies for designing tasks with a defined level of difficulty:
  • Taxonomy levels according to Anderson and Krathwohl,
  • SOLO taxonomy (Structure of observed Learning Outcomes) according to Biggs
  • Taxonomy levels of action patterns according to Hortsch, Kersten, Sonntag
• Zone theory according to Vygotsky
• Exam preparation, implementation and evaluation steps with "Klausurfix

Participants are able to

• design tasks with a defined level of difficulty
• develop a series of exercises with increasing skill development
• design an exam themselves
• carry out and evaluate an exam (or their own)

The participants assess

• opportunities and challenges of skill development in exercises for projects   

Contents

•  Characteristics of the pedagogical performance principle of challenging

• Theories of task taxonomy
• Sequence of steps for creating, conducting and evaluating a written exam

Teaching methods

• Lecture
• Group discussion
• Group work
• Individual work in blended learning format

Examination

• Type of examination: Colloquium
• Examination content: Planning your own series of exercises or written exam  (lecturer-centered course planning), application of zone theory according to Vygotsky, exam design and/or evaluation with Klausurfix

• Examination objective:
  • Participants are able to: plan and present their own series of exercises or - plan their own written exam or evaluate their own written exam
  • The participants assess: their own draft or that of the participants

Time

16 AE

Version: 0.1 (25.09.2018)

Module coordinator: Dipl.-Berufspäd. Timon Umlauft

Objectives

The participants know:

• the action regulation theory according to Hacker
• the complete work action
• the work activity patterns with increasing levels of difficulty
• the complete didactic phases of a project
• the planning matrix for developing projects with increasing levels of difficulty
• the pedagogical performance principle of support
• types of assessment such as learning diaries or assessment catalogs

The participants are able to

• classify problem-based methods with the help of the planning matrix
• develop their own project-based method

The participants assess

• individual problem-based methods with regard to the effort
• benefit ratios

Contents

• Action regulation theory according to Hacker
• Complete work action
• Work activity patterns
• Didactic project phases
• Planning matrix for project development
• Pedagogical performance principles
• Promotion-oriented examination types
• Problem-oriented methods such as case studies or simulation games

Teaching methods

• Lecture
• Group discussion
• Group work
• Individual work in blended learning format

Examination

• Type of examination:
  • Colloquium
• Examination content:
  • Development of a project idea and an associated assessment concept (student-centered course formats)
  • Project planning heuristics Assessment concepts for student-centered teaching-learning situations

• Assessment Objective:
  • The participants are able to
    • plan and present their own project idea
    • develop and defend an assessment concept
  • The participants assess:
    • their own project idea and the associated evaluation concept
    • the project idea and the associated evaluation concept of the other participants

Time

16 AE

Version: 0.1 (04.12.2018)

Responsible for the module: Daniel Winkler

Aims

The participants know:

• Creativity techniques and problem-solving methods based on the design thinking process, in particular its process steps (understanding, observing, defining point of view, finding ideas, developing prototype, testing)

Participants are able to

• use the design thinking process to find target group-oriented solutions and apply this method to professional issues
• critically reflect on their own chosen course

The participants assess

• the potential for improvement of their own self-selected course

Contents

Participants receive answers to the following questions: What are creativity techniques and problem-solving methods? What is design thinking? Where does the approach come from? What can design thinking achieve in companies and universities?  In addition, they get to know Design Thinking in six steps and apply it to critically scrutinize their own course and explore its potential for improvement:

•  Step 1: Understand the problem. Start the three design challenges (projects that are developed on site). Need finding, identification of the needs of users/customers/those affected

• Step 2: Observing with the techniques: empathic field research, research, interviews, participation, etc.
• Step 3: Define point of view using the techniques: personas, point-of-view, define jobs-to-be-done
• Step 4: Find ideas/generate ideas using the techniques: Brainstorming, Brainwriting, Lateral Thinking/6 Thinking Hats, Power-of-Ten, How might we?
• Step 5: Prototyping. Presentation of the concept of prototyping, presentation of different prototype variants. Development of an own prototype
• Step 6: Testing (through the presentation). Inspiration, evaluation, validation

Methods

• Lecture
• Group discussion
• Group exercise
• presentation

time

24 AE

Version: 0.1 (25.09.2018)

Module coordinator: Dipl.-Berufspäd. Timon Umlauft

Objectives

The participants know:

• Analysis scheme for a sector and activity area analysis in the vocational field of action
• Work process diagram
• the professional, social and personal criteria for determining learning objectives
• the professional, social and personal learning content determination criteria
• Determination criteria of a competence-oriented module description

Participants are able to

• carry out an analysis of the current state of the areas of activity in the professional field of action
• carry out an analysis of the professional, social and personal
• the activity reference of the exemplary work activity
• carry out a learning content derivation of the professional, social and personal activity reference of the exemplary work activity
• complete a module description form in a competence-oriented manner

The participants assess

• the difference between the terms competence and qualification 

Contents

• Industry analysis scheme and activity area analysis scheme
• Work process diagram
• Learning objective criteria of a professional, social and personal nature
• Learning content criteria of a professional, social and personal nature 
• Structure and content of a competence-oriented module description

Teaching methods

• Lecture
• Group discussion
• Group work
• Individual work in blended learning format

Examination

• Type of examination:
  • Colloquium
• Examination content:
  • Development of a module description or
  • critical reflection of an already existing one

• Examination objective:
  • The participants are able to
    • create and present their own competence-oriented module description or
  • The participants assess:
    • their own module description
    • the module description of the other participants

Time

16 AE

Version: 0.1 (25.09.2018)

Responsible for the module: Dr. Steffen Kersten

Objectives

Laboratory didactics I - Introduction to the design of laboratory training

The participants know

• basic conditional and decision-making fields for the didactic planning of laboratory work and essential requirements for experiments in the teaching-learning process

Participants are able to

• classify experiments under different aspects

Laboratory didactics II - Experiments in the discovery of knowledge

The participants know

• basic methods of finding knowledge

The participants are able to

•  functionally locate experiments in these methods in order to structure practical laboratory work from an epistemological perspective

The participants assess:

• their practical laboratory experiences with regard to the suitability of the methods used

Laboratory didactics III - Functions of experiments in teaching-learning processes

The participants know:

• the various functions of experiments in teaching-learning processes and the resulting requirements for the design of laboratory work

The participants are able to

• structure laboratory work from a didactic point of view and create support systems for learners' practical laboratory activities

Contents

Laboratory didactics I - Introduction to the design of laboratory training

• To classify experiments as a means of supporting knowledge:
  • scientific experiment
  • technical experiment
  • Experiments as a simulation of work tasks
  • Experiments in the teaching and learning process
• Planning levels of laboratory didactic learning
  Conditional fields and didactic decision fields in the planning of laboratory practicals
  • Learning objectives
  • learning content
  • Methodological design
• media selection

Laboratory didactics II - Experiments in the discovery of knowledge

• Concept of methods and method classifications
• Knowledge path structures
  • Inductive and deductive cognition
  • Analytical and synthetic cognition
  • reductive (progressive and regressive) and deductive II knowledge discovery
• Functions of the experiment in the knowledge pathway structures
• Requirements for the experiments

Laboratory didactics III - Functions of experiments in teaching-learning processes

• Experiments in various didactic functions
  • Introduction/attunement
  • Initial development
  • Consolidation/deepening
  • Control
• Experiments for the realization of selected didactic principles
  • Experiments to illustrate the objects of appropriation
  • Experiments for the didactic simplification of the objects of appropriation
  • Laboratory practicals under the aspect of pedagogical guidance and independent learning e.g. working with guiding texts

Teaching methods

Blended learning study concept:

• Preparation for the face-to-face events through self-study with teaching notes and orientation questions 
• Discussion, consolidation and application of the self-study content in the classroom sessions
• The module is concluded with team-based project work in which the participants develop a training sequence for practical laboratory learning

Duration

16 AE

Version: 0.1 (25.09.2018)

Responsible for the module: Karl-Heinz Reiche

Aims

The participants know:

• Personality and role models
• Voice training
• Counseling and coaching
• Resilience and mental hygiene

Participants are able to

• reflect on their personality
• recognize differences in the personality structures of learners and derive conclusions for their teaching
• Reflect on how they conduct conversations in counseling situations

The participants assess:

• Group processes or group dynamics in the context of teaching-learning processes

Contents

A key aim of contemporary didactics is to take account of different personalities and learning styles. A prerequisite for this is being able to describe difference. Psychological personality and role models are an aid to this. Through self-reflection and exercises, the participants first approach their own characteristics and then place them in the context of the group. A model of group dynamics is used to illustrate interpersonal group processes. Further topics include: Body language, voice training, counseling and coaching, resilience and mental hygiene.

Teaching methods

• Group work

• Round table discussion
• presentation
• Query
• discussion

time

24 AE

Version: 0.1 (20.01.2019)

Responsible for the module: Daniel Winkler

Objectives

The participants know:

• the structure of a learning portfolio

The participants assess:

• the learning object
• observe and reflect on their own learning behavior and progress

The participants are able to

• create their own learning portfolio

Contents

The learning portfolio is a collection that shows the learning progress and performance level of the participant. The knowledge acquired as part of this series of events should be actively linked and reflected upon.

Method

• Portfolio work

examination

• Criteria-based assessment

Duration

16 AE