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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
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1 - 7 of 7
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PublicationPiaget in Action : Critical Exploration in the University ClassroomThis paper presents the results of a case study conducted in a university course at Harvard Graduate School of Education during Fall term 2009. The four credit course, "Teaching and Learning: 'The Having of Wonderful Ideas'," which was developed and conducted by professor Eleanor Duckworth, belongs to the core courses of the school's Learning and Teaching Ed.M. program. The course was designed to develop students' ability to engage different people's minds in thinking about subject matter and to learn how to make sense of how their learners are thinking about that material. Situations where teachers keep learners connected to the subject matter and listen while learners do the sense-making and explaining are continually enacted and explored. The aim of the case study was to gain first-hand knowledge of how an expert instructor in the field of education designs a learning environment that engages education students in this type of experience and exploration. Duckworth's pedagogical approach is based on a Freirean commitment to valuing the learners' experiences and insights and is rooted in the studies of Jean Piaget and Bärbel Inhelder and their clinical method. Duckworth often places her student teachers in the role of the student in the learning process. Rather than starting from pre-established meanings, students attempt to establish meanings that build upon their own understandings and so hold true for themselves. Sometimes this is an individual enterprise; often, it is a collective one. Duckworth believes that, in order to foster deep learning among an increasingly diverse student population, cognitive and socio-cultural aspects as well as the institutional context shaped by the socio-economic, technological and political environment need to be taken into account to design innovative and effective learning environments. Such a curriculum and pedagogy also allows for more democratic structures and processes that can mitigate socio-economic as well as cultural inequalities. This paper outlines the curricular and pedagogical implications for the design of exploratory learning environments investigated through participant observation/videotaping, interviews with students and the instructor, and document analysis (syllabus, classroom materials, course evaluations)Type: conference paper
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PublicationCritical Exploration: The Creation of an Exploratory Learning Environment in Teacher Education( 2010-06-29)The empirical study presented investigates learning and teaching as they happen in a higher education classroom (video-analysis) and outlines how an exploratory learning environment can look like based on a teaching/research approach called "critical exploration" which is applied in the university classroom to educate prospective teachers. The study briefly introduces the course schedule (organization, technology, goals, activities, time frame, feedback loops, assessment), points out types of assignments going on within and outside of the classroom and shows how learning takes place individually and in groups (activities and interaction). The study focuses on the role of the instructor and draws implications for the creation of an exploratory learning environment as well as for teacher education/supportType: conference paper
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PublicationExpert Interdisciplinary Work and Collaboration in the Research Network "An Aging Society" : Case study analysis in the context of the CIFAR (Canadian Institute for Advanced Research) funded research project "Successful Interdisciplinarity"The case study summarizes the results from data (interviews, questionnaires) collected in researching the "An Aging Society" network funded by the MacArthur foundation. The study is part of the Successful Interdisciplinary Collaboration Project which seeks to advance an empirically grounded theory of platforms for interdisciplinary collaboration.Type: case study
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PublicationType: case study
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PublicationThe Design of Exploratory Learning Environments( 2010-06-22)Recent findings from the learning sciences suggest that learners themselves need to actively construct knowledge in ways that make sense to them connecting new information to prior knowledge while being engaged in authentic practices. However, many teacher and curriculum programs in formal higher education are designed to put the instructor in the forefront. While the instructor does the explaining and questioning, the students do the listening (traditional models of learning). Consequently, thinking of teaching as helping students to learn, i.e. to understand, this study tries to elaborate on cognition in its physical, social and cultural context investigating learning and teaching as they happen in higher education classrooms. The case study research is guided by the following question: How do expert instructors design exploratory learning environments that engage students in deep learning? Preliminary case study results and implications are presentedType: presentation