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Sabine Hoidn
Title
PD Dr.
Last Name
Hoidn
First name
Sabine
Email
sabine.hoidn@unisg.ch
Phone
+41 71 224 3503
Now showing
1 - 6 of 6
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PublicationType: journal articleJournal: Zeitschrift für Hochschulentwicklung. Best-Practice Beispiele und Evaluationsergebnisse - Band III: Didaktik und Prüfungen (Online at http://www.zfhe.at)Volume: 6Issue: 1
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PublicationQuality dimensions of successful interdisciplinary research collaborations( 2014-08-02)This paper presents the findings of multiple case studies examining the qualities of collaborative work of academics working together in interdisciplinary research groups. It is suggested that the effective interdisciplinary integration of knowledge depends on the creation of a collectively constructed space in which academics interact socially, emotionally and cognitively to study a shared problem and advance productive insights through interdisciplinary exchange. A systematic understanding of the core mechanisms by which experts merge disciplinary traditions to tackle complex problems evolves around three quality dimensions of interdisciplinary collaboration: Intellectual dimension (e.g., the nature of the problem under study, the groups' intellectual goals), interactional dimension (e.g., team composition like size, roles; team leadership, identity, team communication, working styles) and institutional dimension (e.g., funding, criteria used to monitor interdisciplinary work). A systematic understanding of these core mechanisms can help researchers and educators to move beyond over-specialization and engage in successful inter-disciplinary work.Type: conference paper
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PublicationDesigning Exploratory Learning EnvironmentsTo enhance the scientific knowledge on innovative pedagogies and accelerate new forms of learning and teaching this paper tackles the following research problems: (1) In order to refine the scientific knowledge on how students come to understand, cognition is studied in its physical, social and cultural context, conducting a literature review. (2) Explorative case study research on how expert instructors in the field of education design exploratory learning environments that engage students in deep learning have been conducted. Three selected courses at Harvard Graduate School of Education were investigated to inform the theory-building process of the study. Finally, characteristics of exploratory learning environments will be derived from learning sciences researchType: conference paper
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PublicationCritical Exploration : A Progressive Teaching Approach in Higher EducationThis presentation introduces preliminary findings of one out of three explorative case studies conducted in real-world settings to allow for research grounded in and intertwined with good practices conducted by expert instructors in the field of education. Characteristics of effective learning environments focussing on the role of the instructor are derived to guide the development of a new model of learning. This first case study was conducted during Fall term 2009 in one of the innovative classes at Harvard Graduate School of EducationType: conference paper
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PublicationStudent-centred learning environments in higher education classrooms( 2016-02-18)Higher education institutions have to engage in curricular and pedagogical renewal to increase not only the quantity but also the quality of higher education graduates. A paradigm and culture shift from teacher-centered to student-centered learning and instruction is crucial in order for higher education institutions to prepare their students for life and work in the knowledge society and economy of the 21st century. Based on an expansive literature review and multiple ethnographic case study research conducted at the Harvard Graduate School of Education (United States), the following research question will be explored: How can instructors design and bring to life powerful student-centered learning environments that provide students with opportunities for deep learning? A situative educational model will be presented to guide the design and implementation of powerful student-centered learning environments in higher education classrooms. The model aims to support instructors, curriculum developers, faculty developers, administrators and educational managers from all disciplines and across different educational settings in making informed instructional decisions regarding course design, classroom interaction and community building.Type: presentation
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PublicationBuilding Socio-Emotional-Cognitive Platforms for Interdisciplinary Research Collaborations : Report prepared for the Canadian Institute of Advanced Research(Harvard University (Project Zero), 2010)