“Evolution of Knowledge Sharing of Education …
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question is accompanied by a short introduction for orientation. Since no specialist
staff can be present at other locations for exams, there is also the possibility of
commenting on questions within the software.
5.3 Competencies
In the guided self-study of the interdisciplinary courses, students of the VAS
are acquiring shaping skills for sustainable development. Some of the 12 subcompetences which, according to de Haan et al. (2008), are important for shaping
sustainable development are addressed by the VAS in particular: On the one hand,
online learning promotes independence in defining, reflecting and evaluating learning
and work processes and in shaping learning and work processes independently and
sustainably. On the other hand, students are supposed to acquire the skills to search
for new solutions for the topics of their own subject area with the help of the contents
offered in the courses. This is made easier for them because they acquire relevant
knowledge at the interfaces to other areas of knowledge. Shaping a more sustainable development means above all solving more complex problems in all areas of
life. Complex sustainability problems also have characteristics which call for special
skills. These include the competence to reflect on mission statements, the competence to deal with incomplete and over-complex information, the competence to cope
with individual decision-making dilemmas and the competence to act morally.
5.4 Limits and Opportunities of the Concept
Today (early of 2020) the VAS offers 21 online courses on various sustainability
topics. These are integrated into the curriculum of over 40 partner universities in
Germany and Europe. In the meantime, more than 2500 students per semester take
part in VAS examinations. The VAS is firmly integrated into the German university
landscape.
However, the basic concept of the VAS also shows its limits: the teaching concept
that is based on creating basic knowledge reaches many, but it does not go beyond
certain competence levels (see Fig. 2). The concept of self-paced study, even if its
guided, offers many advantages to the students, but there is little or no exchange
between each other or no joint development of teaching content.
Being aware of these restrictions imposed by the course format, the VAS has
continuously developed its teaching concept. Video formats have been adapted and a
new teaching platform with possibilities for active participation and collaboration of
students has been integrated. In order to make adjustments not only during operation,
but also to enable major leaps in development, the VAS initiated the research project
SCoRe at the end of 2018.
373
question is accompanied by a short introduction for orientation. Since no specialist
staff can be present at other locations for exams, there is also the possibility of
commenting on questions within the software.
5.3 Competencies
In the guided self-study of the interdisciplinary courses, students of the VAS
are acquiring shaping skills for sustainable development. Some of the 12 subcompetences which, according to de Haan et al. (2008), are important for shaping
sustainable development are addressed by the VAS in particular: On the one hand,
online learning promotes independence in defining, reflecting and evaluating learning
and work processes and in shaping learning and work processes independently and
sustainably. On the other hand, students are supposed to acquire the skills to search
for new solutions for the topics of their own subject area with the help of the contents
offered in the courses. This is made easier for them because they acquire relevant
knowledge at the interfaces to other areas of knowledge. Shaping a more sustainable development means above all solving more complex problems in all areas of
life. Complex sustainability problems also have characteristics which call for special
skills. These include the competence to reflect on mission statements, the competence to deal with incomplete and over-complex information, the competence to cope
with individual decision-making dilemmas and the competence to act morally.
5.4 Limits and Opportunities of the Concept
Today (early of 2020) the VAS offers 21 online courses on various sustainability
topics. These are integrated into the curriculum of over 40 partner universities in
Germany and Europe. In the meantime, more than 2500 students per semester take
part in VAS examinations. The VAS is firmly integrated into the German university
landscape.
However, the basic concept of the VAS also shows its limits: the teaching concept
that is based on creating basic knowledge reaches many, but it does not go beyond
certain competence levels (see Fig. 2). The concept of self-paced study, even if its
guided, offers many advantages to the students, but there is little or no exchange
between each other or no joint development of teaching content.
Being aware of these restrictions imposed by the course format, the VAS has
continuously developed its teaching concept. Video formats have been adapted and a
new teaching platform with possibilities for active participation and collaboration of
students has been integrated. In order to make adjustments not only during operation,
but also to enable major leaps in development, the VAS initiated the research project
SCoRe at the end of 2018.