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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 - 4 of 4
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PublicationPromoting Skills for Innovation in Higher Education : A Literature Review on the Effectiveness of Problem-Based Learning and of Teaching BehavioursHigher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation. Research, primarily from the field of medicine, shows that problem-based learning appears to be beneficial in fostering certain aspects of skills for innovation. In addition, the report explores the literature on direct teaching behaviours that may help foster student learning in more traditional teaching settings. Despite the promising evidence linking problem-based learning and effective teaching in higher education to certain aspects of skills for innovation, more work is needed in this area. There is strong potential for further research to provide additional important insights into the development of skills for innovation. Online at http://www.oecd-ilibrary.org/education/promoting-skills-for-innovation-in-higher-education_5k3tsj67l226-enType: working paper
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PublicationType: working paper
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PublicationAn Alternative Model of Learning: Implications of Learning Sciences Research for the Creation of Effective Technology-Enhanced Learning EnvironmentsThe 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.Type: working paper
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PublicationTeaching and Learning in Wallenberg Hall's Experimental Classrooms(Stanford Center for Innovations in Learning (SCIL). Online at http://wallenberg.stanford.edu/teachresources/findings/findings/HoidnGilbert_WhitePaper.pdf, 2006)