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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 - 10 of 17
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PublicationType: conference paper
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PublicationType: conference paper
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PublicationAcademic optimism and non-cognitive outcomes in lower secondary schools( 2017-08-25)
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PublicationType: conference paper
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PublicationType: conference paper
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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 Student-Centered Learning Environments for Higher Education ClassroomsIn a constantly changing and increasingly globalized and competitive world higher education institutions as creators of knowledge and producers of human capital need to continue to modernize to face today’s global, economic, demographic, technological and social realities. This multiple case study research investigates how expert instructors in the field of higher education design student-centered learning environments that engage students in deep learning. Multiple qualitative data collection methods were used in each of the three cases over the course of one academic term, respectively. The study has discovered the following crucial concepts and provides concrete examples of progressive higher education learning and teaching: course organization, class culture, class community, and roles of the instructor (e.g. model, facilitator of activities, feedback giver).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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PublicationEffective Teaching and Learning in Higher EducationThis paper provides an overview of three major strands concerned with the effectiveness of teaching and learning in higher education. The paper is based on an extensive literature review and brings research findings from (1) process-outcome research, (2) information-processing concepts of teaching effectiveness and (3) constructivist instruction and the creation of effective learning environments together. Reviewing the literature it might be useful to synthesize and align the research from these different strands to apply an increasingly holistic perspective. Based on the evidence found in research studies and meta-analyses in each strand implications for effective learning and teaching in higher education will be outlined.Type: conference paper
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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