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Stefan T. Siegel
Title
Dr.
Last Name
Siegel
First name
Stefan T.
Email
stefan.siegel@unisg.ch
ORCID
Phone
+41 71 224 7591
Homepage
Twitter
https://twitter.com/StefanTSiegel
Google Scholar
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1 - 10 of 27
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PublicationProject MYTHSE Identifying, Understanding, and Challenging Myths in and about Sustainability Education( 2024-03-06)Educational myths (e.g., learning styles, cone of learning) often appear in the form of phrases and platitudes. Although many of these questionable beliefs about educational phenomena lack empirical evidence, they are sometimes widespread, persist, and have somehow managed to become everyday knowledge (e.g., De Bruyckere et al., 2020). Although these myths sometimes blossom from a seed of a fact, they can be problematic, especially when policymakers, educators, or researchers unconsciously act on them, or even spread them. This could, for instance, result in educators acting based on questionable or even false assumptions and hinder them from reflecting on their teaching as well as students’ learning using scientific evidence (Thomm et al., 2021). Therefore, a growing number of scientific publications in educational psychology aim at identifying, examining, and debunking widely held educational myths (e.g., Christodoulou, 2014; De Bruyckere et al., 2015; 2020). Facing today’s grand challenges, i.e., the global complex and wicked problem of social, economic, and primarily ecological nature, (higher) education institutions and their staff have a crucial role in contributing to a more sustainable world (UNESCO, 2018; Wals, 2022; WEF, 2022). Accordingly, sustainability (education) is gaining relevance in (higher) education which is indicated among other things by the rapidly growing body of publications, journals, and initiatives (e.g., Brundiers et al., 2021; Corcoran et al., 2017; Miranda Azeiteiro & Davim, 2021). Sustainability education’s purpose is to foster integrative thinking and responsible action in students for the benefit of our planet, our society, and the economy (Wals, 2022). In this field of education ideas and assumptions exist that sound plausible at a first glance (e.g., the higher educated people are, the more they think and act sustainably; the 21st-century skills are the answer to the grand challenges), which, however, turn out to be at least questionable at a closer look. The overall aim of the postdoctoral project is therefore to empirically explore myths in and about sustainability education and their role in the professionalisation of university instructors. Through several studies, knowledge about the characteristics, prevalence and formation, consequences and reception of these myths will be generated and made accessible for the description, explanation and optimisation of individual professionalisation and professional educational action. In addition, possible educational needs are to be identified and theoretical and practical educational implications derived.Type: conference poster
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PublicationDigital Tools for Thought: Potenziale, Limitationen und mögliche Anwendung( 2023-10-17)
;David LohnerUniversity instructors engage with substantial volumes of information and knowledge daily. They have a suite of digital thought tools at their disposal that aids personal knowledge management and precise handling of their own digital notes. However, teaching-related knowledge management has typically been given lesser importance. In this article, we define personal knowledge management and examine its selected potentials and limitations for university teachers from an educationalpsychological perspective. Finally, we explore how digital tools, like the Obsidian software, can streamline lecturers' teaching-related knowledge management and present an exemplary workflowType: conference poster -
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PublicationTeaching Analysis Poll (TAP) in SQUARE: Insights into a Joint Practice and Research Project( 2023-08)Since 2016, the Quality Development Services (QD) and the Centre for Learning and Teaching in Higher Education at the University of St.Gallen (IWP) have been offering Teaching Analysis Polls (TAPs) to instructors on a voluntary basis. TAPs are a participatory, formative feedback method with which university instructors can obtain qualitative feedback on their courses during the semester. SQUARE was ceremonially opened in 2022. Designed by the Japanese architect Sou Fujimoto, the building is intended to be an experimental field for teaching and learning, which enables interaction between students, university faculty, business and industry professionals, and local residents. At the request of SQUARE, specialized TAPs were developed and conducted in the spring semester 2022 to gain insights into teaching and learning within SQUARE. This poster will present insights from a joint practice and research project.Type: conference poster
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PublicationTeaching Analysis Poll (TAP) in SQUARE: Insights into a Joint Practice and Research Project. Poster bei der Jubiläumstagung des Instituts für Wirtschaftspädagogik an der Universität St.Gallen( 2022-09)Kristin HuberSince 2016, the Quality Development Services(QD) and the Centre for Learning and Teaching in Higher Educationat the University of St.Gallen(IWP) have been offering Teaching Analysis Polls (TAPs) to instructors on a voluntary basis.TAPsare a participatory, formative feedback method with which university instructors can obtain qualitative feedback on their courses duringthe semester. Insights regarding what helps or impedes their students’ learning and any suggestions for improvement can be implemented directly in the same course (Hawelka& Hiltmann, 2018; Hurneyet al., 2014)SQUAREwas ceremonially opened in 2022. Designed by the Japanese architect Sou Fujimoto, the building is intended to be an experimental field for teaching and learning, which enables interaction between students, university faculty, business and industry professionals, and local residents(SQUARE, 2022)At the request of SQUARE, specialized TAPswere developed and conducted in the spring semester 2022 to gain insights into teaching and learning within SQUARE. Our main research questions were:RQ1:From the students’ perspective –what aspects of the course and SQUARE support and impede the learning experience? RQ2:What suggestions do students have for improving teaching and learning in their course and in SQUARE?Type: conference posterURL: https://osf.io/sg23h
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PublicationTeaching Analysis Poll (TAP) in SQUARE: Insights into a Joint Practice and Research Project( 2022-09)Huber, KristinSince 2016, the Quality Development Services (QD) and the Centre for Learning and Teaching in Higher Education at the University of St.Gallen (IWP) have been offering Teaching Analysis Polls (TAPs) to instructors on a voluntary basis. TAPs are a participatory, formative feedback method with which university instructors can obtain qualitative feedback on their courses during the semester. Insights regarding what helps or impedes their students’ learning and any suggestions for improvement can be implemented directly in the same course SQUARE was ceremonially opened in 2022. Designed by the Japanese architect Sou Fujimoto, the building is intended to be an experimental field for teaching and learning, which enables interaction between students, university faculty, business and industry professionals, and local residents. At the request of SQUARE, specialized TAPs were developed and conducted in the spring semester 2022 to gain insights into teaching and learning within SQUARE. Our main research questions were: From the students’ perspective – what aspects of the course and SQUARE support and impede the learning experience? What suggestions do students have for improving teaching and learning in their course and in SQUARE?Type: conference poster
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PublicationEinsatz und Analyse von Bildungsmedien (Kompetenzbereich C). Poster beim 6. Symposium »Fachlichkeit und Heterogenität« des Projekts (LeHet) an der Universität Augsburg( 2021-12)
;Hannes GrosshauserSarah HaistType: conference poster -
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PublicationEinsatz und Analyse von Bildungsmedien (Kompetenzbereich C)( 2021-12-03)
;Großhauser, Hannes ;Haist, SarahType: conference poster -
PublicationFörderung der Lehrkräfteprofessionalität im Umgang mit Lehr-/Lernvideos: Einblick in ein hochschuldidaktisches Onlineseminar( 2021)Hensch, InesVia this poster we give insight into the online seminar Analysis and Evaluation of Educational Media: a closer look at teaching and learning videos. Embedded in teacher education, this course aims at fostering (prospective) teachers’ professionalism in dealing with teaching and learning videos: future teachers should be enabled to adequately analyze, select, produce and use videos in formal educational settings. Using the approach design thinking and the professional knowledge of educational media that the students have acquired throughout the seminar we encouraged the participants to develop lesson plans in which teaching and learning videos play a central role. By doing that we link theory and practice. Furthermore, we describe the goals and contents of the interdisciplinary seminar as well as its theoretical foundation. The discussion of the strengths and weaknesses of the seminar and an outlook on its further development conclude the paper. Poster: https://osf.io/r9t2g/
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