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Rethinking Learning in Higher Education

abstract The European Commission stresses the importance of innovation, research, high-quality education and lifelong learning as Europe develops as a knowledge-based society and economy. In order to enhance the scientific knowledge on innovative pedagogies and accelerate new forms of learning and teaching, more interdisciplinary learning sciences research is required. This research can inspire to a faster and more progressive change in Europe’s education and training systems. Consequently, the overall goal of this research project is to gain a refined knowledge on how students come to understand and how faculty can support learning with understanding, creating effective learning environments. The objectives tackled are as follows: (1) In order to refine the scientific knowledge on how students come to understand, cognition will be studied in its physical, social and cultural context, conducting an interdisciplinary literature review and outlining a sensitizing framework; (2) Explorative case study research on how expert instructors in the field of education design effective learning environments that engage students in deep learning will be conducted. In this respect, three selected courses at Harvard Graduate School of Education will be investigated to inform the theory-building process of the study; (3) Characteristics of effective learning environments will be derived from learning sciences research (see 1, 2) to guide the development of a new learning model; (4) Good practices as well as implications for curriculum development and learning and teaching in higher education will be drawn from the American context, with the purpose of transferring and implementing the insights gained there, to the European context.

Project video: (http://www.unisg.ch/en/Forschung/Forschungsfoerderung/Europa eischeForschung/EuresearchVideos/EuresearchVideoFeed/2013/December/H oidn_MarieCurie)
   
keywords Learning sciences, learning, teaching, learning model, higher education
   
partner
type habilitation project
status ongoing
start of project 2009
end of project 2013
additional informations
topics Learning model, case study research in higher education, Harvard University
methods Case study research, interviews, video analysis, participant observation, document analysis
contact Sabine Hoidn