diff --git a/88_teaching_bol.md b/88_teaching_bol.md index 8bec2a100a..42b8d393f9 100644 --- a/88_teaching_bol.md +++ b/88_teaching_bol.md @@ -1,58 +1,58 @@ --- layout: landing -title: The Bologna Syndrome - Deficits and Opportunities -description: '' +title: Bologna - Deficits and Opportunities +description: 'My self-perception as a teacher' image: assets/images/gisma-20.jpg nav-menu: true --- -Student workload, fit, teaching capacity, modularization, cumulative examination system, contact time, consecutive study programs, credit point system, transcripts of records, learning outcomes, creditability procedures, ECTS, employability, competence transfer, - this not only smells like, but also means standardization, bureaucratization and above all economization of teaching and learning at the university. +Student workload, fit, teaching capacity, modularisation, the cumulative examination system, contact time, consecutive study programmes, the credit point system, transcripts of records, learning outcomes, credit transfer procedures, ECTS, employability, competence transfer - all of these not only smell like, but also mean standardisation, bureaucratisation and, above all, economisation of university teaching and learning. -And yet there are also opportunities and scope if they are actively used. The Bologna Process focuses more strongly on the needs of students. Ultimately, in the economized university education, the balancing act between vocational training and scientific specialized education must be achieved. The much-cited and hardly understood competence-centered modular teaching and learning offers the leeway not to lose sight of the Humboldtian ideal of education and yet to do justice to the necessity of practice-oriented, application-related and science-ethically justified education. +But there are also opportunities and room for manoeuvre if they are actively used. The Bologna Process places the needs of students more firmly in the foreground. Ultimately, economised university education has to strike a balance between vocational training and academic specialisation. The much-quoted and little-understood concept of competency-centred modular teaching and learning offers the leeway not to lose sight of the Humboldtian ideal of education and yet to do justice to the need for practice-oriented, application-oriented and scientifically justified education. -# Development of competencies +# Development of competences -Against the background of a competence-oriented education, it is not easy to formulate the teaching and learning objectives in a catchy way. However, the following are perhaps the most important aspects: +Against the background of competence-oriented education, it is not easy to formulate teaching and learning objectives in a catchy way. However, the following are perhaps the most important aspects: -* Learning defined subject-specific skills and abilities as a basis for each goal-oriented ability to act. -* Integration of specific didactic methods for knowledge acquisition under the assumption that learning is an active, self-directed, constructive, situational and social process. -* Teaching analytical, solution-oriented ways of thinking and acting in order to develop intuitive and creative problem-solving strategies -* Promotion of autonomous, personal development especially with regard to the further development of personal and +* Learning defined subject-specific skills and abilities as a basis for any goal-oriented action. +* The integration of specific didactic methods for knowledge acquisition on the assumption that learning is an active, self-directed, constructive, situational and social process. +* Teaching analytical, solution-oriented thinking and action in order to develop intuitive and creative problem-solving strategies. +* Encouraging autonomous personal development, particularly with regard to the development of personal and social skills. social-communicative competence # Problems versus solutions -In pedagogy as well as in didactics, there has been a shift in recent decades from the object of learning to the subject of learning. Learners are no longer seen as passive or active recipients, but as active constructors accompanied by crises. Here, an authentic problem orientation plays a decisive role for a successful learning environment. In the best case, the teaching focuses on questions that have meaning for the learners, that make them curious and/or concerned. +In recent decades there has been a shift in pedagogy and didactics from the object of learning to the subject of learning. Learners are no longer seen as passive or active recipients, but as active constructors, accompanied by crises. An authentic problem orientation plays a crucial role in a successful learning environment. In the best case, teaching focuses on questions that are meaningful to the learners, that make them curious and/or concerned. -A good implementation in university teaching is based, for example, on the teaching concept of Problem Based Learning. +A good implementation in university teaching, for example, is based on the teaching concept of problem-based learning. -Learning is student-centered and takes place in small groups -A tutor supervises and supports the learning process -Problems form the starting point and stimulus for the learning process; the learner uses them to acquire +Learning is student-centred and takes place in small groups. +A tutor monitors and supports the learning process +Problems form the starting point and stimulus for the learning process; the learner uses them to acquire knowledge. the learner acquires the necessary problem-solving skills Learners acquire new information through self-directed learning. -Directed knowledge transfer is now only one aspect of university education. Instead, students are guided and supported in their active independent examination of issues. +The directed transfer of knowledge is now only one aspect of higher education. Instead, students are guided and supported in their active, independent exploration of issues. -Teaching in the GI-S domain is developed and implemented on this basis. More on this topic can be found in the following literature. +Teaching in the GI-S area is developed and implemented on this basis. More on this topic can be found in the following literature. -# Learning Content +# Learning content -It is the intention of the learning/teaching modules linked here to make available to geographers and other interested parties access to contemporary methods of spatio-temporal description, analysis, and interpretation of the world. In the past decade, a rapid development has taken place Besides AI MEthodes and Big Data, complex physical models and the integration of complex spatio-temporal analyses have increasingly become current state of the scientific craft. The road ahead is challenging. The course offerings linked on these pages are guided by the following guiding questions: +The aim of the learning and teaching modules linked here is to provide geographers and other interested parties with access to contemporary methods of spatio-temporal description, analysis and interpretation of the world. The last decade has seen a rapid evolution in which, alongside AI methods and big data, complex physical models and the integration of complex spatio-temporal analysis have increasingly become state of the art. The road ahead is challenging. The course offerings linked on these pages are guided by the following guiding questions: -* How can media and geoinformation methods and techniques be integrated, in a professionally adequate manner, into geographic education and scientific application? +* How can media and geo-information methods and techniques be integrated into geographic education and scientific application in a professionally appropriate way? -* How do I acquire sovereign action competences in the field of spatiotemporal abstraction and modeling? +* How can I acquire sovereign competences in the field of spatio-temporal abstraction and modelling? -The didactic design of the various modules is generally oriented toward constructivist learning theory. In contrast to the schooling of the university system resulting from the Bologna process, the courses offered here require a high degree of self-organized and self-motivated learning. -In general, no distinction is made between the MAster and Bachelor offerings. Both courses are based on a strict orientation towards scientific reproducibility and transparency at the most up-to-date methodological level possible. As far as possible, the learning of methods and modeling skills in geography is project-based. The learning materials made available here serve as a basis for classroom teaching, blended learning approaches as well as self-study. +The didactic design of the different modules is generally based on constructivist learning theory. In contrast to the schooling of the university system resulting from the Bologna process, the courses offered here require a high degree of self-organised and self-motivated learning. +In general, no distinction is made between Master's and Bachelor's programmes. Both courses are based on a strict orientation towards scientific reproducibility and transparency at the most up-to-date methodological level. As far as possible, the learning of methods and modelling skills in geography is project-based. The learning materials provided here serve as a basis for classroom teaching, blended learning approaches and self-study. -# My self-awareness as a teacher +# My self-perception as a teacher -My self-image as a science teacher is that of a coach. I cannot climb a mountain or run a marathon for you. You can only do that yourself and train for it. In this way, I can contribute my experience and my view of things as a coach, advisor and constructive critic. However, as a climber you have to climb yourself, you know that and you just have to do it. -If this course is to be useful, then you must critically reflect on what I bring, what you learn in discussion with your colleagues, what you read and what you believe you have safely learned. Only then is development possible, and development is the goal of all education. It cannot be said often enough: Education is to a large extent dependent on what you put into it. So if you're not doing much more than just being there, assume it's a waste of time for you. Science is about progress based on the work of countless others, it is about _"standing on the shoulders of giants"_[¹](https://en.wikipedia.org/wiki/Standing_on_the_shoulders_of_giants). If you want to take part, you have to climb up there: So get started, think, reflect and discuss, stumble into dead ends, start over again, gather and compare experiences, develop your own way of working and building knowledge. +My self-image as a science teacher is that of a coach. I cannot climb a mountain or run a marathon for you. You can only do that yourself and train for it. In this way, I can offer my experience and perspective as a coach, advisor and constructive critic. But as a climber you have to climb yourself, you know that and you just have to do it. +If this course is to be useful, you will need to reflect critically on what I bring to it, what you learn in discussions with your colleagues, what you read and what you think you have safely learned. Only then is development possible, and development is the goal of all education. This cannot be said often enough: Education depends to a large extent on what you put into it. So if you're not doing much more than just being there, you can assume that it's a waste of time for you. Science is about progress based on the work of countless others, it is about _standing on the shoulders of giants_[¹] (https://en.wikipedia.org/wiki/Standing_on_the_shoulders_of_giants). If you want to take part, you have to climb up there: So get started, think, reflect and discuss, stumble into dead ends, start again, gather and compare experiences, develop your own way of working and building knowledge. ## References