Titles
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P-S
T-Z
A dialogue with Italo Calvino: moulds for a new future - A r...A Global Intercultural Project Experience (GIPE)A TV Cabinet, of CuriositiesAdapting Practice-Based Learning in Transdisciplinary Teams ...Adaptive Design By MakingAfter-Care: A Cross-Cultural Classroom to Practice Empatheti...Analysis of the Impact of Acoustics on Students with Autism ...Are we Producing Teachers for the 4IR Digitized Classroom? -...Being CuriousBelow the Surface, Beyond IntentionBeta Mode: An Interdisciplinary Pedagogical Model for the 21...Can You Share Your Screen? Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
Strengthening Education for Sustainable Development: A Digital Escape Room for Teacher Education
V. Henke et al.
5:00 pm - 6:30 pm

Abstract

University teacher education aims to impart central competencies with regard to the later (self-)responsible, reflective, and professional actions of teachers in schools. The teaching of specific professional knowledge in relation to Education for Sustainable Development (ESD) at the university is fundamental for future teachers (Hellberg-Rode, Schrüfer, 2020). Against this background, a digital Escape Room (BNERoom) for student teachers on ESD is to be developed, tested with students and scientifically evaluated as part of a scientifically supported project at the TU Dortmund in 2023. The project initiates an interdisciplinary exchange between students of all teaching professions, tests an innovative Escape Room on a sustainability goal (SDG 10: Less Inequality), and scientifically accompanies the negotiation processes of the students. In the seminar, student teachers first pose their own disciplinary questions on sustainable development, and discuss them together. In a second step, they can follow this up by designing didactic settings in schools in which they enable students to participate in dealing with tasks of sustainable development (Rieckmann, Holz, 2017). At the same time, students expand their competencies in the use of digital media (Schiefner-Rohs, 2020). Thus, digital formats, such as a digital BNERoom, can increase the motivation of students to deal with the learning object independently, collaboratively and digitally. During the lecture, the project, the associated seminar conception, and parts of the storyboard will be presented.

Biography

Dr. Vanessa Henke was seconded as a teacher in higher education to the Chair of Primary School Research at the University of Cologne from 2011 to 2019. She completed her doctorate on the transition between daycare and elementary school in 2019. Between 2019 and 2021, she was back in teaching service. Since August 2021 she has been working as a post-doctoral researcher at the Institute for General Didactics and School Pedagogy at the Technical University of Dortmund. Her work and research interests relate to educational transitions, inclusion and education for sustainable development.

Dr. Lena Tacke is a research assistant at the Institute for Catholic Theology at TU Dortmund University. She studied Catholic theology and German language and literature in Münster and Zurich, received her doctorate in 2018 with a dissertation on didactics and theology of images, and is a trained teacher. She taught the subjects German and religion at different types of schools in Germany. Today, she trains prospective teachers of religion. Her focus is on religious education in contexts of plurality, language education and education for sustainable development.

Dr Stephanie Spanu studied social pedagogy and psychology for the teaching profession at vocational colleges. She completed her doctorate in 2019 at the interface between subject didactics and early childhood education. She currently holds the professorship for childhood research and family education at the Düsseldorf University of Applied Sciences. At the same time, she is habilitating at the Institute for Social Pedagogy, Adult Education and Childhood Education at TU Dortmund University. Her main areas of work are: Education for Sustainable Development, Gender and Social Justice and teaches in the in-service degree programme Social Pedagogy.