Search result: Catalogue data in Spring Semester 2020
GESS Science in Perspective Only the courses listed below will be recognized as "GESS Science in Perspective" courses. Further below you will find courses under the category "Type B courses Reflections about subject specific methods and content" as well as the language courses. During the Bachelor’s degree Students should acquire at least 6 ECTS and during the Master’s degree 2 ECTS. Students who already took a course within their main study program are NOT allowed to take the course again. | ||||||
Type A: Enhancement of Reflection Competence Suitable for all students. Students who already took a course within their main study program are NOT allowed to take the course again. | ||||||
Psychology, Pedagogics | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
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851-0240-01L | Designing Learning Environments for School (EW2 TD) Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics. *Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2. | W | 3 credits | 2V | E. Stern, P. Greutmann, J. Maue | |
Abstract | Teaching is a complex skill. The lecture comprises (a) presentations about the theoretical background of this skill, (b) discussions of practical aspects, and (c) practical exercises. | |||||
Objective | The participants have the conceptual und procedural knowledge, and skills necessary for long-term planning, preparing, and implementing good lessons. They can apply this knowledge on different topics of their scientific STEM-background. | |||||
Content | We discuss characteristics of successful lessons and how to design such lessons by using curricula and lesson plans, teaching goals and a variety of teaching methods. | |||||
Lecture notes | The lecture comprises interactive parts where the participants elaborate and extend their knowledge and skills. Thus, there is no comprehensive written documentation of the lecture. The participants can download presentation slides, learning materials, and templates from "Moodle". | |||||
Literature | The necessary literature can be downloaded from "Moodle". | |||||
Prerequisites / Notice | The lecture EW2 can only be attended by students who already successfully completed the lecture Human Learning (EW1). There will be two independent lectures for different groups of students. You will get further information in an email at the beginning of the semester. To get the Credits you have to - regularly attend to the lecture - have the grade 4 or higher in the final written exam. | |||||
851-0240-17L | Designing Learning Environments for School: Educational Foundations (EW2 TC) - Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)". - Addresses to students enrolled in "Teaching Certificate in a non-college Discipline (TC)". - The simultaneous enrolment in course 851-0240-25 Designing Learning Environments for School: Vocational Education (EW2 TC)" is recommended, but not a mandatory prerequisite. | W | 2 credits | 1V | S. Peteranderl, P. Edelsbrunner, U. Markwalder | |
Abstract | Teaching is also a craft. In this lecture, students get to know and, wherever possible, also practice practical aspects of the teaching profession within the framework of relevant theories rom the Learning Sciences. | |||||
Objective | Students acquire basic knowledge and skills needed for planning, preparing, and implementing effective instruction. They can reflect and adapt these skills based on knowledge about findings from research in the learning sciences. | |||||
Content | We discuss characteristics of successful lessons and how to design such lessons by using curricula and lesson plans, teaching goals, classroom management, and a variety of teaching methods. | |||||
Lecture notes | The lecture comprises interactive parts where the participants elaborate and extend their knowledge and skills. Thus, there is no comprehensive written documentation of the lecture. The participants can download presentation slides, learning materials, and templates from "Moodle". | |||||
Literature | The necessary literature can be downloaded from "Moodle". | |||||
Prerequisites / Notice | The lecture EW2 can only be attended by students who already successfully completed the lecture Human Learning (EW1). There will be two independent lectures for different groups of students. You will get further information in an email at the beginning of the semester. | |||||
851-0252-01L | Human-Computer Interaction: Cognition and Usability Number of participants limited to 30. Particularly suitable for students of D-ITET | W | 3 credits | 2S | C. Hölscher, I. Barisic, H. Zhao | |
Abstract | This seminar introduces theory and methods in human-computer interaction and usability. Cognitive Science provides a theoretical framework for designing user interfaces as well as a range of methods for assessing usability (user testing, cognitive walkthrough, GOMS). The seminar will provide an opportunity to experience some of the methods in applied group projects. | |||||
Objective | This seminar will introduce key topics, theories and methodology in human-computer interaction (HCI) and usability. Presentations will cover the basics of human-computer interaction and selected topics like mobile interaction, adaptive systems, human error and attention. A focus of the seminar will be on getting to know evaluation techniques in HCI. Students will work in groups and will first familiarize themselves with a select usability evaluation method (e.g. user testing, GOMS, task analysis, heuristic evaluation, questionnaires or Cognitive Walkthrough). They will then apply the methods to a human-computer interaction setting (e.g. an existing software or hardware interface) and present the method as well as their procedure and results to the plenary. Active participation is vital for the success of the seminar, and students are expected to contribute to presentations of foundational themes, methods and results of their chosen group project. In order to obtain course credit a written essay / report will be required (details to be specified in the introductory session of the course). | |||||
851-0232-00L | Social Psychology of Effective Teamwork | W | 2 credits | 2V | R. Mutz | |
Abstract | The lecture covers the main topics of social interactions in groups as a basis for effective teamwork in organisations: group; group structure; group dynamics and performance; group analysis; examples of applications. | |||||
Objective | Teamwork is of growing importance in business and administration. The aim of this lecture / exercise is to provide a scientific understanding of social interactions in groups as a basis for effective teamwork in organisations. | |||||
Content | Inhalte der Lehrveranstaltung sind: - Gruppe: Definition und Typen - Gruppenstruktur: Rollen und Führung - Gruppenprozesse: Konformität und Konflikte in Gruppen - Gruppenleistung: Leistungsvorteile von Gruppen - Gruppenanalyse: Interaktionsprozessanalyse und Soziometrie - Anwendungsbeispiele: Assessment-Center, teilautonome Gruppen | |||||
Lecture notes | Es können Folien, die in der Vorlesung verwendet werden, im Anschluss an die Veranstaltung von einer Austauchplattform heruntergeladen werden. | |||||
Literature | Die Literatur wird in Form eines Readers mit für die Themen der Vorlesung relevanten Textauszügen aus Fachbüchern angeboten. | |||||
Prerequisites / Notice | Die Übungen dienen dazu, einzelne Themenbereiche der Vorlesung an praktischen Beispielen exemplarisch zu vertiefen. | |||||
851-0252-12L | The Science of Learning From Failure Number of participants limited to 60. | W | 2 credits | 2S | M. Kapur, T. Sinha, D. Trninic, E. Ziegler | |
Abstract | We can learn from failure! But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects thinking, knowledge, creativity, problem-solving, etc. | |||||
Objective | Students will: - Critically read and analyze articles on research that addresses failure in learning. - Participate in in-class problem-solving activities around research in failure. - Discuss and reflect upon topics in both online and face-to-face formats. - Engage in activities through the online platform. - Complete a final paper on a subtopic related to failure in learning. By the end of the course, students should be able to: - Demonstrate a critical understanding of the role that failure plays in learning. - Discuss how and why failure can benefit learning. - Discuss how and why failure does not facilitate learning. - Apply understanding to a related sub-topic. | |||||
Content | We learn from our mistakes, or rather, we certainly hope that we do. Another way to say this is that we can learn from failure. But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects development of knowledge, creativity, problem-solving, and general thinking and learning. More specifically, they will have the opportunity to question and evaluate the potential relationships between the facets around failure within individual, interactional, cultural, societal, and global contexts through seminal readings and problem-solving activities oriented to real world issues. Students from any discipline are welcome to this course to learn more about how failure can be harnessed to improve our knowledge, capabilities, innovations, teamwork, and contribute to the larger global world. | |||||
Prerequisites / Notice | This seminar is an interactive course, thus attendance and classroom participation are required. "The course is held as 2 separate courses with each a maximum of 30 students: one course in German and one course in English." | |||||
851-0585-14L | Evaluation Research | W | 2 credits | 2G | H.‑D. Daniel | |
Abstract | The course will provide an overview on different kinds of evaluation in education, especially higher education (e. g., course evaluation, study programme evaluation, peer review, multi-stage evaluation procedures). The course will focus on the reliability, fairness, and validity of the different kind of evaluation procedures. | |||||
Objective | To design and analyse evaluations according to scientific principles independently. | |||||
851-0238-01L | Support and Diagnosis of Knowledge Acquisition Processes (EW3) Enrolment only possible with matriculation in Teaching Diploma (except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW3) and for students who intend to enrol in the "Teaching Diploma" Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". | W | 3 credits | 3S | P. Edelsbrunner, J. Maue, C. M. Thurn | |
Abstract | In this seminar students learn advanced techniques to support and to diagnose knowledge acquisition processes in school. | |||||
Objective | The main goals are: (1) You have a deep understanding about the cognitive mechanisms of knowledge acquisition. (2) You have a basic understanding about psychological test theory and can appropriately administer tests. (3) You know various techniques of formative assessment and can apply these to uncover students' misconceptions. | |||||
851-0240-25L | Designing Learning Environments for School: Vocational Education (EW2 TC) - Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)". - Addresses to students enrolled in "Teaching Certificate in a non-college Discipline (TC)". - The simultaneous enrolment in course 851-0240-17L Designing Learning Environments for School: Educational Foundations (EW2 DZ)" is recommended, but not a mandatory prerequisite. | W | 2 credits | 1V | G. Kaufmann | |
Abstract | Participants acquire knowledge in vocational training system and in theory and practice of vocational education. They get to know characteristics of functions, tasks and roles in the professional world. They deduce consequences for the planning and execution of learner-tailored and effective learning in vocational education taking into account the theory and practice of vocational education. | |||||
Objective | Participants would be able to structure and execute learner-tailored and effective learning in vocational education taking into account the theory and practice of vocational education. | |||||
363-1039-00L | Introduction to Negotiation | W | 3 credits | 2G | M. Ambühl | |
Abstract | The course combines different lecture formats to provide students with both the theoretical background and the practical appreciation of negotiation. A core element of the course is an introduction to the concept of negotiation engineering. | |||||
Objective | Students learn to understand and to identify different negotiation situations, analyze specific cases, and discuss respective negotiation approaches based on important negotiation methods (i.a. Game Theory, Harvard Method). | |||||
Content | The course combines different lecture formats to provide students with both the theoretical background and the practical appreciation of negotiation. A core element is an introduction to the concept of negotiation engineering. The course covers a brief overview of different negotiation approaches, different categories of negotiations, selected negotiation models, as well as in-depth discussions of real-world case studies on international negotiations involving Switzerland. Students learn to deconstruct specific negotiation situations, to differentiate key aspects and to develop and apply a suitable negotiation approach based on important negotiation methods. | |||||
Literature | The list of relevant references will be distributed in the beginning of the course. | |||||
701-0782-00L | Differing Views of Practice and Science: Mutual Learning for Successful Collaboration | W | 1 credit | 1G | P. Fry | |
Abstract | Typical problems during implementation between science and practice are analyzed and explained. The students recognize different views and languages of actor groups by means of excursion, videos and discussion with experts. They apply methods from knowledge management within their own case studies. Essential preparation for a professional life between science and practice. | |||||
Objective | The students are able to -recognize and analyze differing views of science and practice through excursion, videos, text analysis and exchange with experts. -summarize classical theories from philosophy of science (thought styles, tacit knowledge) and explain implementation problems with them. -recognize helpful methods for knowledge exchange by means of a case study for succesful collaboration between science and practice as well as texts from knowledge management. -develop a concept for an own case study, where they design knowledge exchange between science and practice in an effective way by enabling different views and experiences to be expressed (multistakeholder discussion group, informal meetings in the field, exchange of experiences with story telling etc.). | |||||
Content | Die Lehrveranstaltung greift Umsetzungsprobleme zwischen Forschung und Praxis im Umweltbereich auf, liefert wissenschaftlich fundierte Erklärungen dafür und stellt erprobte Methoden der "Wissensarbeit" aus der Privatwirtschaft vor, welche den Wissensaustausch zwischen den Akteuren fördert. Folgende Fragestellungen werden in der Lehrveranstaltung behandelt: 1. Weshalb sind Lernprozesse zwischen den Akteurgruppen wichtig und wie können diese ermöglicht werden? Der Berufsalltag an der Schnittstelle zwischen Forschung und Praxis ist anspruchsvoll: Einerseits muss das Wissen aus verschiedenen Disziplinen zusammengeführt werden. Andererseits muss das wissenschaftliche Wissen in praxisrelevante Handlungen übersetzt werden. Dies ist eine grosse Herausforderung. Praxisrelevantes Handlungswissen wird mit allen beteiligten Akteuren gemeinsam erarbeitet. Ein gegenseitiger Lernprozess ist dabei eine wichtige Voraussetzung. 2. Wie können unterschiedliche Sichtweisen der Akteure erkannt und integriert werden? An der Schnittstelle zwischen Forschung und Praxis treffen Akteure mit unterschiedlichen Sichtweisen (Zielen, Interessen, Methoden), unterschiedlichem Hintergrund und unterschiedlichen Fachsprachen aufeinander. Ein Fallbeispiel aus dem Bodenschutz (FRY 2001) dient als roter Faden, um die unterschiedlichen Sichtweisen zu analysieren und geeignete Methoden vorzustellen. Dabei wird der Einsatz von Video als Prozessgestaltungsmethode speziell diskutiert. Methoden, die unterschiedliche Sichtweisen berücksichtigen, werden von den Studierenden in eigenen Fallbeispielen angewendet und diskutiert. 3. Welche theoretischen Grundlagen sind für die Wissensarbeit relevant und welche Methoden können für den Umweltschutz angewendet werden? Die für die Umsetzung relevanten klassischen Theorien aus der Wissenschaftsforschung, insbesondere die Theorie des impliziten Wissens (POLANYI) und die Lehre des Denkstils (FLECK) werden vorgestellt. Auf diesen Theorien bauen verschiedene praxiserprobte Methoden der Wissensarbeit aus der Privatwirtschaft auf (DAVENPORT und PRUSAK 2000). Diese Methoden, aber auch die Rahmenbedingungen, unter denen sie funktionieren, werden in der Lehrveranstaltung anhand von eigenen Fallstudien ausführlich diskutiert. | |||||
Lecture notes | Handouts and literature will be provided. The book "Bauernsicht und Forscherblick" will serve as a basis (Fry 2001). | |||||
Literature | - FRY Patricia & THIEME Susan (2019). A social learning video method: Identifying and sharing successful transformation knowledge for sustainable soil management in Switzerland. Soil Use and Management 35: 185 194. Link - FRY, P. (2018): Social learning videos: A Method for successful collaboration between science and practice. In: Padmanabhan, Martina (editor). Transdisciplinarity: How research is changing to meet the challenges of sustainability. Routledge Series: Studies in Environment, Culture and Society. Editors: Bernhard Glaeser & Heike Egner. Being published. - FRY, P. (2017): Boden schützen - Handlungen fördern. In: Krebs, Rolf, et al. (Hg.). Bodenschutz in der Praxis. UTB, 2017. - RAVN, Johan E. 2004. Cross-System Knowledge Chains: The Team Dynamics of Knowledge Development. Systemic Practice and Action Research 17 (3):161-175. - ROUX, Dirk J., Kevin H. Rogers, Harry C. Biggs, Peter J. Ashton, and Anne Sergeant. 2006. Bridging the Science-Management Divide: Moving from Unidirectional Knowledge Transfer to Knowledge Interfacing and Sharing. Ecology and Society 11 (1):4. [online] URL: Link. - DAVENPORT, T.H., L. PRUSAK 2000: Working Knowledge. How Organisations Manage What They Know. Harvard Business School Press. Boston Massachusetts. 199 S. - FRY, P. 2001: Bodenfruchtbarkeit - Bauernsicht und Forscherblick. Reihe Kommunikation und Beratung. Hrsg. H. Boland, V. Hoffmann und U.J. Nagel. Margraf-Verlag, Weikersheim. 170 S. - FLECK, L 1979. Genesis and Development of a Scientific Fact. Chicago/London: University of Chicago Press. - POLANYI, M., 1985: Implizites Wissen. Suhrkamp. Frankfurt am Main. 94 S. - Application of video and accompagnying groups for implementation: Link Link | |||||
Prerequisites / Notice | Soil protection will serve as a thread within the whole lecture. We will meet several actors from soil protection. The succesful project "From farmer to farmer" uses film and networks as means for implementation. The students apply the lessons learnt on a chosen topic. Several methods will be used which allow active participaton of the students: Presentations, discussions, working groups, excursions, analysis of film etc. Conditions: The lecture is an ideal preparation and/or possibilty to reflect practical training and case studies. Being interested in practice related questions is a necessary prerequisite. | |||||
851-0242-03L | Introduction to General Pedagogy Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate. Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)". | W | 2 credits | 2G | L. Haag | |
Abstract | The basics of educational science and the field of activity of the school are conveyed in as much as they are of relevance to the field of activity of the teachers. Basic knowledge is taught methodically by the lecturers which is further deepened by the reading of selected texts and corresponding work assignments in individual and small groups. | |||||
Objective | 1. Basics of educational science 1.1 Historical survey of education and school 1.2 Fundamental educational terms - Education as field of activity of the school - Education at school - Socialization 2. Field of activity of the school 2.1 Theory of school - Theory of school - Curriculum theory - School development 2.2 Theory of instruction - Didactic analysis - Principles of learning - Handling of heterogeneity | |||||
851-0240-24L | Designing Learning Environments for Schools (EW2 LD) - Portfolio - Enrolment only possible with simultaneous enrolment in course 851-0240-01L Designing Learning Environments for School (EW2 LD)! - Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". - Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics. *Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2. | W | 1 credit | 2U | P. Greutmann, J. Maue | |
Abstract | In this lecture, you design a portfolio, i.e. a complete and elaborated teaching enviroment for schools, based on your scientific STEM-background | |||||
Objective | This lecture is an implementation and transfer of the theoretical inputs provided by the lecture "Designing Learning Environments for School" (EW2). | |||||
851-0252-08L | Evidence-Based Design: Methods and Tools For Evaluating Architectural Design Number of participants limited to 40 Particularly suitable for students of D-ARCH | W | 3 credits | 2S | M. Gath Morad, B. Emo Nax, C. Hölscher | |
Abstract | Students are taught a variety of evaluation methods to assess architectural design from the perspective of potential occupants. Students are given a theoretical background on evaluation in architecture as well as practical knowledge on evaluation methods such as virtual reality, agent-based simulations and space syntax analysis. This is a project-oriented course tailored for architecture students. | |||||
Objective | The course aims to teach students how to evaluate architectural design projects from the perspective of potential occupants. The concept of evidence-based design is introduced through a design process applied to a specific case study. Students are given a theoretical background on the notion of evaluation in architecture and spatial cognition as well as practical knowledge on various evaluation methods such as virtual reality, agent-based simulations and space syntax analysis. The course covers a range of methods including virtual reality for architectural design and agent-based simulations as well as visibility analysis and network analysis. Students are expected to apply these methods to a case study of their choice or to example cases provided by the course team. For students taking a B-ARCH or M-ARCH degree, this can be a completed or ongoing design studio project. The course gives students the chance to implement the methods iteratively and explore how best to address the needs of the potential occupants during the design process. The course is tailored for students studying for B-ARCH and M-ARCH degrees. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach". | |||||
851-0253-07L | Consciousness Studies Number of participants limited to 40. | W | 2 credits | 2S | K. Stocker | |
Abstract | Covers research on levels and states of consciousness. Levels: conscious vs. pre-/sub-/nonconscious. States: ordinary (OSC, waking consciousness) vs. altered states of consciousness (ASCs, e.g., sleeping/dreaming, hypnosis, meditation, pharmacologically altered state). Applications in health/clinical psychology, and implications for the scientific mind (insight, flow) are also considered. | |||||
Objective | To introduce students to the basics of consciousness studies, and to thus help them to gain a deeper understanding of how the mind works. Includes practical implications for the scientific mind. | |||||
Content | The study of consciousness involves scholars from diverse fields, such as psychology, neuroscience, cognitive science, philosophy, linguistics, computer science, medicine, religious studies, anthropology, as well as literature and art studies. In this course, the study of consciousness is presented from the point of view of psychology. At the same time, the course will additionally also consider interdisciplinary viewpoints. Psychological consciousness studies involve research on levels and states of consciousness. Psychologically researched levels of consciousness are the conscious, preconscious, unconscious/subconscious, and nonconscious levels of mental processing. Psychological research on states of consciousness takes waking consciousness as the most common state (ordinary state of consciousness, OSC), using it as a baseline against which altered states of consciousness (ASC) are compared. Some of the most prominently researched ASC in psychology will be introduced in this course and include sleeping/dreaming, hypnosis, meditation, as well as ASC that are induced through either sensory deprivation/overload or psychoactive drugs. In this course, it will also be shown how a growing number of applied consciousness studies investigate the potential of being temporarily in an ASC for promoting/maintaining health (health psychology) or as part of clinical treatment (clinical psychology and psychiatry). Finally, in this course, two mental phenomena that are also highly relevant for the scientific mind – insight and flow – are also introduced from a consciousness-studies perspective. |
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