356
N. Husenbeth and M. K. Tegeler
were asked to work in groups of four to five students, while another Working Package
was an individual achievement in form of a mandatory electronic exam.
The event was coordinated by the lecturers via a special learning environment
provided and developed by the “Virtuelle Akademie Nachhaltigkeit”, a third-party
funded project of the Chair of Sustainable Management at the Bremen University.
This learning platform made it possible to apply different teaching methods in the
Working Packages, in which the students worked in groups, and thus give the students
different and innovative tasks.
Task Example 1: Explanatory Video and scientific poster
The groups were asked to create an explanatory video and scientific poster for a
special SDG. In order to be able to work on this task, the students had to deal intensively with the SDGs and the German Sustainability Strategy in order to understand
the individual goals and their context. The resulting explanatory videos and scientific posters were of exceptionally high quality in terms of content and form. For
this reason, individual videos and scientific posters were exhibited and presented by
the students during the “Sustainability Day of the Bremen University” in 2018. A
stand was set up for each SDG and supervised by a group of students. This allowed
interested people to exchange information with the students and discuss the specific
SDGs.
Task Example 2: Thinking out of the box-creating future scenarios
The groups were invited to think about the future, especially life in 2030. For this
purpose, students were asked to develop future scenarios for three overarching
themes: packaging and hygiene, sharing economy and tourism. The goals of the
SDGs as well as their potential and achievability by the year 2030 should be considered. Digitalization, technological progress and social change will fundamentally
change Germany and its economy in the coming years. Scenario constructions claim
to describe possibilities of future development, which can occur with a certain probability. Based on the fact that the 17 goals for sustainable development claim to
actively shape the future, students should actively deal with the possible development trends up to the year 2030 and identify the potentials, challenges and barriers.
The development of future scenarios seems to be the right tool for such a discussion
of content.
Task Example 3: Peer-Feedback
In a further Working Package the students were confronted with the Peer-Feedback
method. The Peer-Feedback is a method of supporting independent learning and
dealing with one’s own texts and those of others, in which a student gives feedback to a fellow student. Normally a Peer-Feedback includes corrections, opinions,
suggestions and ideas from the feedback partner (Schulz and Arnodl 2013). This task
refers to the future scenarios developed in a previous Working Package. To enable a
more in-depth discussion of another topic, the groups had to write a peer feedback
on a topic that was new to them.
N. Husenbeth and M. K. Tegeler
were asked to work in groups of four to five students, while another Working Package
was an individual achievement in form of a mandatory electronic exam.
The event was coordinated by the lecturers via a special learning environment
provided and developed by the “Virtuelle Akademie Nachhaltigkeit”, a third-party
funded project of the Chair of Sustainable Management at the Bremen University.
This learning platform made it possible to apply different teaching methods in the
Working Packages, in which the students worked in groups, and thus give the students
different and innovative tasks.
Task Example 1: Explanatory Video and scientific poster
The groups were asked to create an explanatory video and scientific poster for a
special SDG. In order to be able to work on this task, the students had to deal intensively with the SDGs and the German Sustainability Strategy in order to understand
the individual goals and their context. The resulting explanatory videos and scientific posters were of exceptionally high quality in terms of content and form. For
this reason, individual videos and scientific posters were exhibited and presented by
the students during the “Sustainability Day of the Bremen University” in 2018. A
stand was set up for each SDG and supervised by a group of students. This allowed
interested people to exchange information with the students and discuss the specific
SDGs.
Task Example 2: Thinking out of the box-creating future scenarios
The groups were invited to think about the future, especially life in 2030. For this
purpose, students were asked to develop future scenarios for three overarching
themes: packaging and hygiene, sharing economy and tourism. The goals of the
SDGs as well as their potential and achievability by the year 2030 should be considered. Digitalization, technological progress and social change will fundamentally
change Germany and its economy in the coming years. Scenario constructions claim
to describe possibilities of future development, which can occur with a certain probability. Based on the fact that the 17 goals for sustainable development claim to
actively shape the future, students should actively deal with the possible development trends up to the year 2030 and identify the potentials, challenges and barriers.
The development of future scenarios seems to be the right tool for such a discussion
of content.
Task Example 3: Peer-Feedback
In a further Working Package the students were confronted with the Peer-Feedback
method. The Peer-Feedback is a method of supporting independent learning and
dealing with one’s own texts and those of others, in which a student gives feedback to a fellow student. Normally a Peer-Feedback includes corrections, opinions,
suggestions and ideas from the feedback partner (Schulz and Arnodl 2013). This task
refers to the future scenarios developed in a previous Working Package. To enable a
more in-depth discussion of another topic, the groups had to write a peer feedback
on a topic that was new to them.