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Solidarität, 12 Thesen
No full textAngst, Leid und Krankheit sind Grunderfahrungen von allen Menschen, die weder durch Technik noch Politik vollständig gelöst werden können, weil sie konstitutiv zur menschlichen Existenz gehören. Alle solidarischen Akte haben ihre Ursache letztlich in dieser universellen Grundkonstitution der Menschen.Publishe
Interaktive, standardisierte Messung situationsspezifischer Fähigkeiten im Bereich Klassenführung bei Berufseinsteigenden auf der Primarstufe und Sekundarstufe I
No full textSchweizerischer NationalfondsDeutsche ForschungsgemeinschaftPublishe
EXPERIMENT2ESCAPE4EDUCATION: With a Rush of Adrenaline through the Escape Room for Authentic Learning
No full textEXPERIMENT2ESCAPE4EDUCATION: With a Rush of Adrenaline through the Escape Room for Authentic Learning
Alfred Steinbach and the Berzelius team from University of Teacher Education St. Gallen, Switzerland
The project ‘Experiment2escape4education’ aims at developing and implementing an educational high-tech instrument escape room (EHIER) as active STEM learning environment to foster students’ knowledge and 21st century skills in Swiss primary schools. The innovation of the project is the unique combination of real-world high-tech instruments from cutting-edge industry for hands-on experiments and vibrant multimedia journals with videos, motion comics and animations as platform for mind-on brainteasers. To monitor the success of immersion and learning impact, evaluation in form of a mixed method approach with interviews and questionnaires, briefing and debriefing will accompany the project.
An escape room (ER) is a live-action team-based game in which a team must solve numerous challenges in a limited amount of time to fulfil a mission. In ‘Experiment2escape4education’, oscillating hands-on and mind-on challenges animate students to constantly take decisions. By this, they experience a great self-efficacy and a rush of adrenaline that has great potential for inspiring a lifelong love for learning.
In this case study, we present how the project has evolved, from the initial idea to finding project partners and fundraising. We detail and discuss the challenges of creating an immersive holistic learning experience. We also present experiences from a 2-day workshop with a secondary school class.
EXTENDED ABSTRACT
Experiment2escape4education: An idea that evolved at EAPRIL conferences
We often need to encounter an idea, a concept or context multiple times before it settles deep within our minds. That's precisely what happened with the idea of integrating high-tech instruments from cutting-edge industry into an escape room. In the Berzelius project, we provide outstanding, borrowable high-tech instruments to secondary schools. To fascinate students and teachers for these instruments, we perform workshops all over Switzerland. On one of these occasions, one of my colleagues mentioned the idea of better shifting the instruments in escape rooms and weave them into a web of puzzles and riddles. He was convinced that students have more presence and engage more when confronted with real-world problems under competitive conditions. I was able to memorise the words, their meaning would only become clear to me later.
Later, I presented some of our high-tech instruments and the according multimedia laboratory journals at a workshop at EAPRIL 2022 in Nijmegen. During the session, one of the participants, the keynote speaker Prof. D. Alberto Cattaneo, suggested me to use these instruments in an educational escape room setting. Suddenly, I remembered the words of my colleague. This time, their meaning dawned on me. And so it all began. A year later, I presented the preliminary concept for an educational high-tech instrument escape room (EHIER) in a case study at EAPRIL 2023 in Belfast, where I received invaluable feedback and many suggestions.
A lot of things have happened since Belfast. First, we found several cooperation partners and an awesome place for installation. Second, we can count on the support of the Cantonal Department of Education of St. Gallen in Switzerland. We have also applied for financing from a foundation in Switzerland. After having successfully completed the first stage of the application process, it’s only been a few days since we submitted the main application.
What is special about our escape room?
With the EHIER, the students experiment a holistic learning experience that integrates practical application (hands-on) with theoretical knowledge (mind-on) bridging the gap from school to cutting-edge industry science. We plan to integrate the ‘Experiment2Escape4Education’ experience in the STEM curriculum of several schools. We are convinced that this is the perfect preparation for real-world complexities and ambiguities.
Instead of receiving abstract and generalized learning content, the EHIER provides a knowledge learning environment in which students can construct their individual form of authentic learning. The sequence of challenge, solution and direct reward turns students into active participants and – supported by imaginative storytelling and audiovisual effects – leads to complete immersion. Acting instead of observing. This releases adrenalin and allows the students to feel self-efficacy. Experimentation and examination through play is at the center of the EHIER.
The constructivist learning in the PHIER prepares for real-world complexities
According to the philosopher and psychotherapist Paul Watzlawick, the ability to live with relative truths, with questions to which there are no answers, with the knowledge of not knowing anything and with the paradoxical uncertainties of existence, is probably the essence of human maturity and the resulting tolerance for others. The same applies in a way to the sciences, which are not always as reason-orientated as many believe. The charismatic philosopher of science Paul Feyerabend wrote in his book ‘Against method’ that science and reason often take different paths, that conditions existed where scientists as Galilei, Copernicus or Bohr not only disregarded the valid rule, but assumed precisely its opposite. Nothing is true without its opposite. But that is absolutely not to say that everything is arbitrary. Absolutely not. A difficult balancing act. A good means to teach this lies in game-based learning, particularly in the presented PHIER. On one hand, students must hurry, to solve all the challenges, on the other hand they also need peace of mind to keep the overview and to solve the puzzles. They must see the bigger picture without losing sight of the details. They must change their perspective several times and learn to take a critical distance.
Two weird couples of knowledge acquisition: Empiricism and rationalism, induction and deduction
This contradictoriness, this ambivalence, this thesis-antithesis structure is an important building block in understanding the world. An example of this is the eternal dualism of the pre-Socratics, which still occupies scientist's minds today. For Heraclitus, the fundamental nature of reality was characterized by continual flux: everything is in a state of motion and transformation. In contrast, for Parmenides, the fundamental nature was permanence and unity: reality is unchanging, indivisible, eternal; change is a mere illusion. While the everything-flows perspective derives from sensory perception, the permanence perspective derives from reason and innate ideas. The former stands for empiricism, the latter for rationalism. Both approaches form a dialectical opposition, representing interacting and complementing sources of knowledge. The first covers experimental validation and observation-based learning, the second the reasoning and the development of theories, models and hypotheses. Also, deduction and induction, the principal methods of acquiring knowledge, belong to this. Deduction is the key method in rationalism, induction is the central method in empiricism. The interplay of these complementary and interlaced approaches forms the backbone of acquiring knowledge. The understanding of these principles is the basis of a modern functioning society. Again, with our PHIER we strive to convey these concepts to the students, as a compass in the storm of populist arbitrariness and confusion.
In this Case Study, a work in progress, we present the concept of our EHIER for STEM education in SWISS upper secondary schools. In the case study, we look at the highly complex interweaving of the practice-oriented and cognitive game mechanics with the pedagogical-didactic approaches and the learning objectives. Particularly, we will highlight some hands-on puzzles using our instruments. The participants also have the opportunity to solve some mind-on puzzles that are partly integrated in multimedia journals. Further challenges are addressed, e.g., how to strike a balance between making tasks and riddles challenging enough to be engaging but not so difficult that players become frustrated.
Keywords: Educational High-tech Escape Room, dialectics, high-tech instruments, multimedia journals, hands-onMetrohm StiftungPublishe
Co-Teaching in der Spielgruppe. Gemeinsam planen, Spielgruppe geben und reflektieren.
No full textPublishe
Student exchange in primary and secondary education and its effect on language gains, intercultural competence and language learning motivation: A systematic review of research in the European context
No full textWhile internationally there is long-standing research activity on the effectiveness of language contacts (especially in the form of mobility stays) at tertiary level and a number of literature syntheses on this field have been published, research projects at the primary and secondary level are still comparatively rare and the results are often not published in peer-reviewed journals. This literature review compares and systematises these works, some of which have received little or no international attention. By analysing and systematizing the findings, the literature review primarily aims to identify what is known about the effectiveness of student exchanges at these lower levels of education and where there are research gaps and a need for future research.Publishe
Experiencing enjoyment of visual programming promotes self-efficacy and reduces the gender gap
No full textDissertationsprojekt Rahel SchmidPublishe
Entwicklung eines Curriculums zur Förderung von AI Literacy bei Dozierenden
No full textAngesichts der wachsenden Bedeutung von Künstlicher Intelligenz (KI) in der akademischen Landschaft, ist es unerlässlich, dass sich Hochschulen mit dieser Thematik auseinandersetzen. Lehrende sowie deren Hochschulen sehen sich mit der Notwendigkeit konfrontiert, sich anzupassen. Der vorliegende Beitrag präsentiert erste Ergebnisse einer Curriculumsentwicklung zur Förderung von KI-Grundwissen (AI Literacy) unter Dozierenden. Das vorgestellte Curriculum wird basierend auf einem renommierten Kompetenzmodell zu AI Literacy in Zusammenarbeit mit Expert:innen aus dem Bereich der Medien-, Informatik- und Hochschuldidaktik entwickelt. Eingesetzt wird das Curriculum in einer internen Fortbildungsveranstaltung der Pädagogischen Hochschule St. Gallen. Unter Verwendung validierter Instrumente zur Messung der Effektivität wird das Curriculum im Sinne einer Design-Based Research weiterentwickelt und in weiteren Durchgängen der Fortbildungsveranstaltung wieder eingesetzt sowie evaluiert. Im Zuge dieses zyklischen Vorgehens soll sowohl ein Beitrag zur Praxis als auch zur Theorie zur Förderung von AI Literacy im Hochschulbereich geleistet werden.Lehrmittelverlag St.GallenPublishe
Generative AI in Assessing Writing and Assessing for Academic Purposes – Insights from a collaboration between two EALTA SIGs
No full textThe proliferation of generative AI (genAI) and its permeation of all societal domains precipitate new demands and challenges for language education and assessment. With the potential to transform communication and language use in classrooms and beyond, genAI raises enticing possibilities for future human-AI collaboration in language testing and assessment, but also heightens concerns about bias, ethics, fairness, and accuracy. Constructively and ethically using genAI in language testing and assessment of all stakes is crucial, however, many questions such as how to do so appropriately, or how genAI may impact on and change the constructs we assess, remain unresolved.
To address these matters within the assessment of writing and the assessment for academic purposes, the EALTA Special Interest Groups “Assessment of Writing (AW)” and “Academic Purposes (AP)” held a joint SIG meeting at the University of Bremen on the theme “The Use of Generative AI – Promises and Perils for Assessing Writing and Assessing for Academic Purposes” in the beginning of March 2024. As a follow-up event of the previous joint SIG meeting at the 2023 EALTA conference, the joint SIG meeting featured a keynote speech under the title “Balancing Cognitive Offloading and Academic Integrity in Second Language Writing” by Dr. Erik Voss, an open forum to exchange experiences with, challenges and possibilities of, and initiatives on using (generative) AI in the context of assessing writing and academic purposes, a workshop facilitated by Erik Voss on “Developing Writing Assessments with Assistive Technologies”, and four individual paper presentations on relevant research that is currently being conducted in the language testing community.
Next to presenting the main insights from the contributions and discussions of the joint 2024 SIG meeting in Bremen, this presentation will outline two years of collaboration and joint SIG meetings and share the experiences of running an EALTA SIG.Publishe
Co-creating Circular Futures: Developing Scenarios with Gifted Children’s Imagination and Scientists’ Biophysical Perspectives
No full textSchweizerischer NationalfondsV-ZUG AGPublishe