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Das Konzept von Purpose, Travelling und Connectivity: Drei Säulen der Organisation und Leadership
(2023)
Virtual exchange
(2022)
Die digitale Transformation verändert die internationale Kooperation der Hochschulen massiv. Über die Möglichkeiten der virtuellen Mobilität hinaus entstehen neue Themenfelder, die internationale Lern- und Lehrerlebnisse mit digitaler Unterstützung verändern, ergänzen oder neu ermöglichen. Dazu sind im Bereich der Förderung der Internationalisierung (DAAD, Erasmus+, BMBF u.a.) Projekte und Förderformate entstanden, die Digitalisierung und Internationalisierung kombinieren und die neuen Themenstellungen adressieren, z.B. didaktische Formate, administrative Prozesse (auch im Kontext OZG und DSGVO), virtuelle und hybride Mobilität, internationale Projekt- und Teamformate sowie schlussendlich auch Inhalte, die internationale, interkulturelle und interdisziplinäre Kompetenzen mit digitalen Kompetenzen verbinden. Der vorgeschlagene Workshop soll entsprechende Projekte zusammenbringen und die Themen strukturieren, um einen Überblick der Entwicklungen zu schaffen und somit einen Beitrag zur Definition des Themenfelds „Digitalisierung & Internationalisierung“ zu leisten.
New communication technologies are changing the way we work and communicate with people around the world. Given this reality, students in Higher Education (HE) worldwide need to develop knowledge in their area of study as well as attitudes and values that will enable them to be responsible and ethical global citizens in the workforce they will soon enter, regardless of the degree. Different institutional and country-specific requirements are important factors when developing an international Virtual Exchange (VE) program. Digital learning environments such as ProGlobe – Promoting the Global Exchange of Ideas on Sustainable Goals, Practices, and Cultural Diversity – offer a platform for collaborating with diverse students around the world to share and reflect on ideas on sustainable practices. Students work together virtually on a joint interdisciplinary project that aims to create knowledge and foster cultural diversity. This project was successfully integrated into each country’s course syllabus through a common global theme; sustainability. The focus of this paper is to present multi-disciplinary perspectives on the opportunities and challenges in implementing a VE project in HE. Furthermore, it will present the challenges that country coordinators dealt with when planning and implementing their project. Given the disparity found in each course syllabus, project coordinators uniquely handled the project goal, approach, and assessment for their specific course and program. Not only did the students and faculty gain valuable insight into different aspects of collaboration when working in interdisciplinary HE projects, they also reflected on their own impact on the environment and learned to listen to how people in different countries deal with environmental issues. This approach provided students with meaningful intercultural experiences that helped them link ideas and concepts about a global issue through the lens of their own discipline as well as other disciplines worldwide.
The Concept of Purpose, Travelling, and Connectivity: Three Pillars of Organization and Leadership
(2020)
This Business English course in entrepreneurship goes beyond communicative language instruction and offers a course designed to introduce students to innovative thinking, entrepreneurship and sustainable business practices. About 120 students in their first year are enrolled as part of the required foreign language module in Business Management (B.Sc.). Each week students learn new concepts and terminology in sustainable business practices while applying the material in a simulation task-based course using English as a lingua franca. It prepares students to work in an international context while offering online components for autonomous learning. This 12-14 week course is designed in a student-centered and blended learning format with a flipped classroom approach. Through a grant from the German Federal Ministry of Education and Research the “work&study project” will offer additional online materials by developing new educational apps to enhance autonomous language learning and making the app content available under the Creative Commons license. The research project focuses on offering new learning environments to enhance the opportunities for non-traditional students enrolled at Bonn-Rhein-Sieg University of Applied Sciences. This paper will focus on the development of the first apps and results of the first testing phase. It shows how game-based learning and elements of gamification were added for educational purposes to enhance teaching and learning processes that were already well established.
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
The curricula of all degree programs at H-BRS have many different practice-oriented activities and focus on hands-on learning. In labs and small classrooms (30–60 persons), students get a personalized learning environment which is complemented with many individual and group projects that foster collaborative work situations. There are several main areas that students learn from working with industry, local organizations or public institutions.