The webinar covered innovative teaching methods such as problem-based learning, teaching economics as a practice-oriented science, blended learning approaches, and using negotiation simulations to teach about climate change. Nadiya Kostyuchenko introduced problem-based learning, emphasizing student-centered and real-world problem solving approaches. Johannes Binswanger advocated for skills-based and hands-on teaching methods to motivate students. Jacqueline Gasser-Beck discussed the University of St. Gallen's blended learning initiatives and transnational "Law Without Walls" program. Hans Curtius described using a multi-day Model UNFCCC simulation to teach students about climate change negotiations.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Dr Elspeth McCartney (University of Strathclyde) on supporting student teachers to engage with research at a dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
If you are looking for a pi coin investor. Then look no further because I have the right one he is a pi vendor (he buy and resell to whales in China). I met him on a crypto conference and ever since I and my friends have sold more than 10k pi coins to him And he bought all and still want more. I will drop his telegram handle below just send him a message.
@Pi_vendor_247
Empowering the Unbanked: The Vital Role of NBFCs in Promoting Financial Inclu...Vighnesh Shashtri
In India, financial inclusion remains a critical challenge, with a significant portion of the population still unbanked. Non-Banking Financial Companies (NBFCs) have emerged as key players in bridging this gap by providing financial services to those often overlooked by traditional banking institutions. This article delves into how NBFCs are fostering financial inclusion and empowering the unbanked.
what is the best method to sell pi coins in 2024DOT TECH
The best way to sell your pi coins safely is trading with an exchange..but since pi is not launched in any exchange, and second option is through a VERIFIED pi merchant.
Who is a pi merchant?
A pi merchant is someone who buys pi coins from miners and pioneers and resell them to Investors looking forward to hold massive amounts before mainnet launch in 2026.
I will leave the telegram contact of my personal pi merchant to trade pi coins with.
@Pi_vendor_247
BYD SWOT Analysis and In-Depth Insights 2024.pptxmikemetalprod
Indepth analysis of the BYD 2024
BYD (Build Your Dreams) is a Chinese automaker and battery manufacturer that has snowballed over the past two decades to become a significant player in electric vehicles and global clean energy technology.
This SWOT analysis examines BYD's strengths, weaknesses, opportunities, and threats as it competes in the fast-changing automotive and energy storage industries.
Founded in 1995 and headquartered in Shenzhen, BYD started as a battery company before expanding into automobiles in the early 2000s.
Initially manufacturing gasoline-powered vehicles, BYD focused on plug-in hybrid and fully electric vehicles, leveraging its expertise in battery technology.
Today, BYD is the world’s largest electric vehicle manufacturer, delivering over 1.2 million electric cars globally. The company also produces electric buses, trucks, forklifts, and rail transit.
On the energy side, BYD is a major supplier of rechargeable batteries for cell phones, laptops, electric vehicles, and energy storage systems.
US Economic Outlook - Being Decided - M Capital Group August 2021.pdfpchutichetpong
The U.S. economy is continuing its impressive recovery from the COVID-19 pandemic and not slowing down despite re-occurring bumps. The U.S. savings rate reached its highest ever recorded level at 34% in April 2020 and Americans seem ready to spend. The sectors that had been hurt the most by the pandemic specifically reduced consumer spending, like retail, leisure, hospitality, and travel, are now experiencing massive growth in revenue and job openings.
Could this growth lead to a “Roaring Twenties”? As quickly as the U.S. economy contracted, experiencing a 9.1% drop in economic output relative to the business cycle in Q2 2020, the largest in recorded history, it has rebounded beyond expectations. This surprising growth seems to be fueled by the U.S. government’s aggressive fiscal and monetary policies, and an increase in consumer spending as mobility restrictions are lifted. Unemployment rates between June 2020 and June 2021 decreased by 5.2%, while the demand for labor is increasing, coupled with increasing wages to incentivize Americans to rejoin the labor force. Schools and businesses are expected to fully reopen soon. In parallel, vaccination rates across the country and the world continue to rise, with full vaccination rates of 50% and 14.8% respectively.
However, it is not completely smooth sailing from here. According to M Capital Group, the main risks that threaten the continued growth of the U.S. economy are inflation, unsettled trade relations, and another wave of Covid-19 mutations that could shut down the world again. Have we learned from the past year of COVID-19 and adapted our economy accordingly?
“In order for the U.S. economy to continue growing, whether there is another wave or not, the U.S. needs to focus on diversifying supply chains, supporting business investment, and maintaining consumer spending,” says Grace Feeley, a research analyst at M Capital Group.
While the economic indicators are positive, the risks are coming closer to manifesting and threatening such growth. The new variants spreading throughout the world, Delta, Lambda, and Gamma, are vaccine-resistant and muddy the predictions made about the economy and health of the country. These variants bring back the feeling of uncertainty that has wreaked havoc not only on the stock market but the mindset of people around the world. MCG provides unique insight on how to mitigate these risks to possibly ensure a bright economic future.
The European Unemployment Puzzle: implications from population agingGRAPE
We study the link between the evolving age structure of the working population and unemployment. We build a large new Keynesian OLG model with a realistic age structure, labor market frictions, sticky prices, and aggregate shocks. Once calibrated to the European economy, we quantify the extent to which demographic changes over the last three decades have contributed to the decline of the unemployment rate. Our findings yield important implications for the future evolution of unemployment given the anticipated further aging of the working population in Europe. We also quantify the implications for optimal monetary policy: lowering inflation volatility becomes less costly in terms of GDP and unemployment volatility, which hints that optimal monetary policy may be more hawkish in an aging society. Finally, our results also propose a partial reversal of the European-US unemployment puzzle due to the fact that the share of young workers is expected to remain robust in the US.
The secret way to sell pi coins effortlessly.DOT TECH
Well as we all know pi isn't launched yet. But you can still sell your pi coins effortlessly because some whales in China are interested in holding massive pi coins. And they are willing to pay good money for it. If you are interested in selling I will leave a contact for you. Just telegram this number below. I sold about 3000 pi coins to him and he paid me immediately.
Telegram: @Pi_vendor_247
Financial Assets: Debit vs Equity Securities.pptxWrito-Finance
financial assets represent claim for future benefit or cash. Financial assets are formed by establishing contracts between participants. These financial assets are used for collection of huge amounts of money for business purposes.
Two major Types: Debt Securities and Equity Securities.
Debt Securities are Also known as fixed-income securities or instruments. The type of assets is formed by establishing contracts between investor and issuer of the asset.
• The first type of Debit securities is BONDS. Bonds are issued by corporations and government (both local and national government).
• The second important type of Debit security is NOTES. Apart from similarities associated with notes and bonds, notes have shorter term maturity.
• The 3rd important type of Debit security is TRESURY BILLS. These securities have short-term ranging from three months, six months, and one year. Issuer of such securities are governments.
• Above discussed debit securities are mostly issued by governments and corporations. CERTIFICATE OF DEPOSITS CDs are issued by Banks and Financial Institutions. Risk factor associated with CDs gets reduced when issued by reputable institutions or Banks.
Following are the risk attached with debt securities: Credit risk, interest rate risk and currency risk
There are no fixed maturity dates in such securities, and asset’s value is determined by company’s performance. There are two major types of equity securities: common stock and preferred stock.
Common Stock: These are simple equity securities and bear no complexities which the preferred stock bears. Holders of such securities or instrument have the voting rights when it comes to select the company’s board of director or the business decisions to be made.
Preferred Stock: Preferred stocks are sometime referred to as hybrid securities, because it contains elements of both debit security and equity security. Preferred stock confers ownership rights to security holder that is why it is equity instrument
<a href="https://www.writofinance.com/equity-securities-features-types-risk/" >Equity securities </a> as a whole is used for capital funding for companies. Companies have multiple expenses to cover. Potential growth of company is required in competitive market. So, these securities are used for capital generation, and then uses it for company’s growth.
Concluding remarks
Both are employed in business. Businesses are often established through debit securities, then what is the need for equity securities. Companies have to cover multiple expenses and expansion of business. They can also use equity instruments for repayment of debits. So, there are multiple uses for securities. As an investor, you need tools for analysis. Investment decisions are made by carefully analyzing the market. For better analysis of the stock market, investors often employ financial analysis of companies.
Currently pi network is not tradable on binance or any other exchange because we are still in the enclosed mainnet.
Right now the only way to sell pi coins is by trading with a verified merchant.
What is a pi merchant?
A pi merchant is someone verified by pi network team and allowed to barter pi coins for goods and services.
Since pi network is not doing any pre-sale The only way exchanges like binance/huobi or crypto whales can get pi is by buying from miners. And a merchant stands in between the exchanges and the miners.
I will leave the telegram contact of my personal pi merchant. I and my friends has traded more than 6000pi coins successfully
Tele-gram
@Pi_vendor_247
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Even tho Pi network is not listed on any exchange yet.
Buying/Selling or investing in pi network coins is highly possible through the help of vendors. You can buy from vendors[ buy directly from the pi network miners and resell it]. I will leave the telegram contact of my personal vendor.
@Pi_vendor_247
Exploring Abhay Bhutada’s Views After Poonawalla Fincorp’s Collaboration With...beulahfernandes8
The financial landscape in India has witnessed a significant development with the recent collaboration between Poonawalla Fincorp and IndusInd Bank.
The launch of the co-branded credit card, the IndusInd Bank Poonawalla Fincorp eLITE RuPay Platinum Credit Card, marks a major milestone for both entities.
This strategic move aims to redefine and elevate the banking experience for customers.
Scope Of Macroeconomics introduction and basic theories
Webinar innovative teaching
1. Webinar on Innovative Teaching
& Learning
Anna Ebers
Liina Joller
Nadiya Kostyuchenko & Denys Smolennikov
11.02.2016
2.
3. Webinar Structure
• Introduction to Problem-Based Learning
Nadiya Kostyuchenko
• Vision of economics as a practice-oriented science
Johannes Binswanger
• ”Law without Walls” and other innovative methods
in teaching
Jacqueline Gasser-Beck
• Teaching sustainable consumer behavior by
empowering student’s creativity
Stefanie Hille
• Model UNFCCC: use of negotiation simulations in
teaching students about climate change
Hans C. Curtius
4. Nadiya Kostyuchenko, PhD
Head of Teachers’ Training Faculty
Sumy State University, Ukraine
kostyuchenko.nadiya@gmail.com
Introduction to Problem-
Based Learning
5. What is Problem-Based Learning?
Problem-based learning (PBL) is a student-
centered pedagogy in which students learn
about a subject through the experience of
solving an open-ended real-life societal
problem.
Source: Hmelo-Silver, Cindy E. (2004)
PBL is a kind of outcome-based education.
6. PBL is a philosophy, an idea to engage students in
learning.
Student-centered refers to
learning opportunities that
are relevant to the students,
the goals of which are at
least partly determined by
the students themselves.
7. Problem-based learning is a curriculum
development and instructional system that
simultaneously develops both problem solving
strategies and disciplinary knowledge bases and
skills by placing students in the active role of
problem solvers.
Source: Finkle and Torp (1995)
8. PBL develops transferable skills:
o problem-solving skills;
o learning to learn;
o critical thinking;
o team work;
o communication skills;
o project management;
o social and ethical skills;
o leadership skills, etc.
9. Students get up to 90% of knowledge when they stimulate or model a
real-life experience.
10. The role of teacher shifts in PBL
from being “sage at the stage to the guide at the side”
11. In the classroom, the
teachers should act as
a metacognitive
coaches, serving as
models, thinking
aloud with students
and practicing
behavior they want
their students to use
Source: Stepien and Gallahger
(1993)
The teams have more
or less responsibility
for determining
learning issues and
locating resource
materials required to
solve the problem.
The individual
student has an active
role in learning.
PBL
12. PBL learning principles along three dimensions
Source: Krogh Hansen, K., Dahms, M-L., Otrel-Cass, K., & Guerra, A. (2014)
13. Specific tasks in a problem-based learning environment
include:
• determining whether a problem exists;
• creating an exact statement of the problem;
• identifying information needed to understand the
problem;
• identifying resources to be used to gather
information;
• generating possible solutions;
• analyzing the solutions; and
• presenting the solution, orally and/or in writing.
Source: http://www.cotf.edu/ete/teacher/teacherout.html
14. Constructing a case study:
• Executive Summary
(outline the purpose of the case study; describe the field of research;
describe the situation without specific details; identify the theory that
will be used)
• Findings
(find out the key actors; identify the problems found in the case)
give some theoretical background (if needed) or refer to the literature;
• Discussion
(summarize the major problems; identify alternative solutions to the
major problems; outline each alternative solution and then evaluate)
propose possible results (optional);
• Conclusion
• Recommendations
(choose which of the alternative solutions should be adopted; and
justify your choice)
• Implementation
(explain what should be done, by whom and by when; make a rough
estimation of costs)
Source: http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.pdf
16. Teaching Economics as a Practice-
Oriented Science
Some ideas
Johannes Binswanger
Professor for Business Economics and Public Policy
February 11, 2016
17. Topics of this presentation
1. Practice-oriented mindset to motivate
students
2. Skills may be as important as knowledge
3. Do-it-yourself – bring your own device
17
18. Background for my statements
• Numerous interviews with students
• Interviews with companies and ministries
about what they desire from uni graduates
• Experience in program design and marketing
• Teaching experience
18
19. 1. Adopt a practice-oriented mindset
• Put students in the role of a decision maker or
adviser
– “You have just become minister of finance – what
do you need to know in order to make good
decisions?”
– “You work for a consultant company advising the
government on the effects of subsidizing
renewable energy – what do you need to know
for this job?”
19
20. 2. Skills are important, too
• A uni graduate who knows a lot but cannot
convince anyone is less than ideal…
– Primary importance of knowledge is a biased view
from university folks
– Wherever possible, combine content with skills
training
• Student group presents “report to minister of finance”
• The rest of the class debates and finds weak points
• Grading of presenters based on both content and
“covincingness”
20
21. Do it yourself – bring your own device
• Reading tables and figures in books and papers is
passive (if not boring)
• Use open-source tools like R, Python, let students
download data and create the tables and figures
themselves – in class with help of instructor
– Helps students to adapt to a data-driven world
– Even math can be fun this way, students love to color
lines, bars and dots in plots
– Trains students in visual communication
21
22. Challenges…
• The mentioned ideas are very motivating for
students
• But there are also a few challenges
– At least in western Europe, academic economists
tend to be rather conservative
• “What do I know about what the ministry of finance
does? I am just good at methods.”
• “We are a university, not a playground.”
• “I learned Stata, that’s good enough for me.”
22
23. … and how to overcome the challenges
• Organize short seminars over lunchtime where
you show to colleagues how easy it is to adopt
certain of these elements
• Have a “help desk” for hesitating colleagues
• Show that teaching is much more fun this way
• Why should life-long learning be only an issue
for everyone else outside academia?
• New IT tools are also great for research
23
26. 26
Agenda
• Development of Digital Campus at University of St.Gallen
• Blended Learning / Digital Campus Projects
• «Law Without walls» - Blended Learning across continents and
student communities
27. 27
1998
Neukonzeption
der Lehre (NKL)
2001 – 2007
Implementing
Bologna System
(Assessment, BA,
MA)
Bidding
Studynet
Online-Vorlesung
2007 – 2014
Reform
Assessment; English
BA, MA; DDP; Hubs
Sao Paulo, Singapur
HSG Image Film
Little Green Bags
2014 – 2015
Onboarding week
BA and MA
Blended Learning
MOOC-Pilot
Digital Campus University of St.Gallen
28. 28
Blended Learning at University of St.Gallen
Early Online Lectures
Privatrecht Assessment
Public Management und Governance
New Format
Little Green Bags Series
Digital Storytelling
Student-Project
Kontextstudium
29. 29
LAWWITHOUTWALLS ("LWOW") IS A PART-VIRTUAL GLOBAL COLLABORATORY
OF 750+ CHANGE AGENTS DEDICATED TO CHANGING
HOW LAWYERS ANDBUSINESS PROFESSIONALS PARTNER TO SOLVE
PROBLEMS.
33. Teaching sustainable consumer behaviour by empowering
students’ creativity
Stefanie Lena Hille, Assistant Professor on Energy Consumer
Behaviour, University of St. Galln
34. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
34
35. • 3rd/5th year Bachelors‘ program in business
administration
Program affiliation
• 20-40
Approximate number of students
• 12 weekly sessions of 4 hours
Duration of seminar
35
Background to course
36. • Global perspectives of population growth and spread of
consumer culture
• Strategies for ecological consumption (consistency, efficiency,
sufficiency)
• Insights into well-being/ happiness economics
• Traditional behavior change instruments and their limitations
• Insights from psychology and behavioural economics on
behavior change
• Entrepreneurship as social change (Guest speaker)
• Role of multinational companies (Guest speakers)
• Greenwashing and market research
Focus of seminar
36
Background to course (relevant for exam)
37. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
37
38. 38
Exercise: Development of awareness raising campaign for
BEUC – the European Consumer Organisation
• Students worked in teams on designing
an idea for an awareness raising
campaign on:
• Topic 1: Planned obsolescence
• Topic 2: Food waste
• Topic 3: Energy efficiency labeling
• Topic 4: Sharing economy
• Topic 5: Car sharing
• Topic 6: Environmental impact of meat
consumption
• Topic 7: Water footprint
• Topic 8: Environmental impact of flying
• Topic 9: Green electricity labeling
39. 39
Task: Development of clear concept for awareness raising
campaign
Definition of behaviour
Analysis of problem
Analysis of messenger
Definition of the goals/
core messages
Analysis of target group
Analysis of previous
campaigns
Definition of timing
Development of campaign
plan and material
Definition of budget
Evaluation of campaign
40. 40
Campaign material of group “Water footprint”
Click on the link: https://youtu.be/ZuREvg0oq3k
Source: Julian Bader, Martin Bader, Luisa Klein, Maurice Lanz, Jan Riehemann
41. Content of today‘s session
Overview of course
Example of creative group work in 2014
Example of creative group work in 2015
41
42. Task: Development of a behavior change campaign for the city
of St. Gallen
Throughout the semester, groups of
students shall design a fresh idea for
an awareness and/or behavior change
campaign
The ideas for the campaigns will serve
as inputs for the City of St. Gallen
(2050 Energy Concept)
Students could select the behavior they
would like to target themselves (within
pre-defined categories, including
mobility, food, energy)
42
43. 43
Campaign material of group “Urban
gardening”
build your own
garden paradise in
the middle of the
city!
44. 44
Campaign material of group
“Urban gardening”
Event with:
Free vegetable tasting from the
region
Workshop on building pots
Information about different topics
Monthly letter with:
Free seeds
RecipesSource: Alena Hofer & Jessica Büchi
45. Stefanie Lena Hille
Assistant Professor for Energy Consumer
Behaviour
University of St.Gallen (HSG)
Tigerbergstrasse 2
9000 St.Gallen
Switzerland
+41 (0)71 224 27 18
stefanie.hille@unisg.ch
www.unisg.ch
46. Model UNFCCC
Use of negotiation simulations in teaching students about
climate change
Hans Christoph Curtius, University of St.Gallen
46
47. a semester-long lecture series on the topic of climate change and climate
policy at the Masters-level at the University of St. Gallen
followed by a unique two-day simulation of UN climate negotiations,
where over 100 students from seven CEMS European universities play the
roles of government, non-government and industry representatives
47
Climate Change Course and Model UNFCCC
48. 48
Why a role-play?
a teaching method in which students “learn by doing” and by reflecting on
what they are doing (Pascall & Wüstenhagen, 2012)
can be more engaging than the typical lecture format because students
tend to take ownership of their role and tend to be motivated by each
other (Pettenger & Young, 2006)
role-plays are often credited with having a more lasting impact on
students than traditional lectures (Monahan, 2002)
49. 49
Learning Objectives
To understand climate change and the
challenges it presents
To provide insight into the processes
of international negotiation
To build negotiation skills for use in a
variety of contexts
To understand the impact of climate
change on business, and vice versa
Strengthening…
Knowledge, Attitude & Abilities
Expertise, Social competence &
Self-competence