Learning Solutions Newsletter
DIDACTICS & TEACHING
Socially polarising topics in university courses
Social, political and economic challenges also pose complex challenges for the university landscape worldwide. Adam Tooze (2022) refers to causal interdependencies of crises as poly-crises, by which he also means the fact that the effects of initially individual crises reinforce each other. The associated uncertainties can also inevitably lead to complex emotions in individual students. Personally, perceived feelings of powerlessness and fear, but also a thirst for action and activism can be direct consequences of the causal links between crises. The following article takes a look at the question of whether and how poly-crises and socially polarising topics can be given space in courses. As an introduction, you are invited to make a personal classification of current crises and polarising issues. List anonym on AnswerGarden the crises/issues that seem most urgent/threatening to you. In the second AnswerGarden list the crises/issues that you believe have a highly polarising effect on social and political discourse. Your answers are displayed in AnswerGarden in the form of word clouds, i.e. all terms that are mentioned in multiple answers (anonymously) appear in correspondingly larger font.To make it easier for you to familiarise yourself with the topic, the list below (Fig. 1) contains current crises and relevant topics as currently addressed by the World Economic Forum:
Figure 1: Crises and polycrises. Based on World Economic Forum: https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2024.pdf
Presumably, the overall result of the word clouds in AnswerGarden will show similarities, but also differences to your own mentions. This is due to the fact that crises and other socially relevant topics are assessed subjectively and based on different factors. This fact has very specific implications for teaching. Crises and particularly complex topics, which can be described as poly-crises, often lead to discussions that become emotionally charged and contain divisive tendencies (Herold et al. 2023).As a university, we have to ask ourselves what role we want to play with our educational programme in this complex situation. Social change always has an influence on the effectiveness of pedagogical action. Conversely, the educational programmes offered by all educational institutions always have an influence on social change in the sense of transformative education.In addition to emotional conflicts and the loss of social cohesion, poly-crises also bring with them another difficulty: the complexity of the interactions of crises leads to contradictions in decision-making and problem-solving. These contradictions are often difficult to bear. This is particularly true in view of the fact that a high level of tolerance for ambiguity is necessary for decision-making via a broad negotiation process. Recognising, understanding, dealing with and positively using ambiguity, heterogeneity and uncertainty in higher education discussions is a pedagogical core of higher education teaching.
Conversely, it is clear that a lack of space for a joint negotiation process is often actively and publicly utilised in different ways as a result. This is currently clearly evident in student protests in the USA and Germany, for example. So how should difficult issues be dealt with in teaching? In the following, we differentiate between four scenarios:
Unplanned emergence of difficult topics - I do not leave any room for this
Unplanned emergence of difficult topics - I give space for them
Gezielte Integration schwieriger Themen in courses
The integration of difficult topics in a course is decided together with the students
For scenarios b to d, 10 concrete options for action are presented that can help with this task:
Delineate different topics for discussion in advance. The discussion takes place within agreed, predetermined boundaries (thematic out-of-contention) in order to ensure the active and trusting involvement of everyone in the discussion.Example Israel-Gaza conflict: Criticism of Israeli or Palestinian policy is fine, but a state's right to exist must not be denied.
Appoint moderators (alternately), these can be lecturers, but also students. The moderator should always observe points 3 - 5.Tip: The moderator structures and organises the discussion and refrains as far as possible from making judgemental statements; the discussion is driven forward by summaries, references and follow-up questions; moderating discussions requires a high level of communication skills. Students should only be used as moderators in difficult discussions with a high level of ambiguity if they have already successfully moderated several times.
Do not allow generalisations in emotionally charged, controversial topics - intervene as a moderator and insist on stating personal opinions in 'I-messages' i.e. personal ‘ first person statements’.Example: Rephrase the statement "They all don't understand why gender is important to us anyway and simply ignore us" as e.g. "I have the feeling that some people don't try to understand why it can be difficult to categorise gender as exclusively male and female. They also don't want to talk about it. I think that's a shame and hurtful."
Active listening and asking specific questions instead of immediately correcting. Example: Provocative statements such as "We are losing our own identity in Tyrol because of refugees" can be defused by asking specific questions (e.g. What does identity mean to you? What exactly worries you?) or constructively advance the discussion.
Briefly address side conversations if possible à They are disruptive and cause unrest, but are often relevant to the topic. Example: Side conversations arise during a discussion on inflation, rent increases and possible measures.This shows how concerned the individual students are. It is better to obtain a brief picture of the mood and signal interest rather than to "simply" stop them.
Visualise complexity in order to make the struggle for solutions understandable: What are the single parts in a problem?Example: Why is freezing a war, e.g. Russia's invasion of Ukraine, not a simple solution? The visualisation of direct and indirect conflict parties, different objectives, intervention measures and their consequences can show the complexity. Even an incomplete collection can convey an understanding of the difficulty of finding an answer.
Have it checked: tune into lurid statements.Example of such a statement: The climate crisis does not exist, there have always been variations in weather and climate.Some brief research can shed light on lurid statements. Such research can also be included and done during discussions.
Collect different points of view in plenary sessions and divide them into three categories: corresponds to my point of view (+), not my point of view - but I have to accept it (~) and not acceptable due to international law, fake news, etc. (-).Example based on three statements on the climate crisis: Fossil fuels must be replaced by renewable energies for heating. (+) I, as an individual, do not want to limit myself in any way. (~) The climate crisis is just a construct of parties that want to ban everything. (-)
Generate positive future scenarios and draw conclusions: What can I do about it now?Example of a scenario: Fake news, fake accounts and bots no longer have any influence on social media. They have lost their dominance in opinion leadership.Ways to achieve such a scenario would be, for example, not to spread or 'like' fake news, report accounts and posts, develop media skills, do educational work, avoid certain platforms. Such options can be developed together with the students.
Do not view changes as a mere threat, but analyse them.Example: In order to view changes from different perspectives, the following techniques can be helpful in moderation and visualisation: Pace Layering Futures Wheel Three Horizons Four-Stage-Approach Further information on this can be found in the toolkit Beyond Strategic Planning: A foresight toolkit for decision making on pages 27 ff. and 73 ff.
Finally, we can turn to the scenario Unplanned emergence of difficult topics - I do not leave any room for this. This can also make sense in some contexts. In terms of freedom of teaching, it is at the discretion of each teacher to what extent socially relevant, controversial topics are given a place if such topics are not already part of the curriculum or the syllabus. If you decide against discussing controversial topics, you should bear in mind that not addressing relevant topics can also provoke a reaction from students. With regard to Ruth Cohn's (1993) concept of Theme-centred interaction (TCI), it can be stated that disruptions always have priority. From a didactic point of view, it can be stated on the basis of TCI that the lack of response to possible disturbances/needs of the students can also lead to escalations. Of course, in such a case, it is always possible to refer to an upcoming course in order to prepare, for example, with the help of the 10 possible courses of action. We hope that this article will provide some guidance on how to deal with poly-crises and/or emotionally charged topics.We would love to hear about your experiences in the Learning Solutions. Lena Halbig is happy to receive reports.
Cohn, Ruth C. & Terfurth, Christina (Hg.) 1993: Lebendiges Lehren und Lernen. TZI macht Schule, Stuttgart.Herold, Maik / Joachim, Janine / Otteni, Cyrill / Vorländer, Hans 2023: Polarisierung in Deutschland und Europa. Eine Studie zu gesellschaftlichen Spaltungstendenzen in zehn europäischen Ländern. MIDEM Studie 2023-2. Mercator Forum Migration und Demokratie (MIDEM), Dresden.Tooze, A. (2022), Kawumm!, Die Zeit, 29, https://www.zeit.de/2022/29/krisenzeiten-krieg-ukraine-oel-polykrise (13. Januar 2023)
INNOVATION & INITIATIVE
Assurance of Learning – Did you know?
In addition to the clearly formulated learning objectives for each course (syllabus), each degree program at MCI formulates interdisciplinary learning objectives for the entire degree program. These explicitly define what students at MCI should know and be able to do after completing their studies, i.e. which skills they need to acquire in order to successfully meet professional challenges. The acquisition of interdisciplinary learning objectives is regularly assessed by all degree programs and reviewed in a 5-year cycle by an international accreditation organization (AACSB).Assurance of Learning is therefore a framework for quality assurance to ensure that students actually acquire relevant skills in a program and are able to apply them in practice.The tests are carried out in the degree programs using specially created rubrics (assessment tables). The results of the evaluation of these tests form the basis for decisions as to whether or not improvement measures in the form of action items are necessary. This ensures to students, future employers, sponsors, etc. that the university is meeting the promised educational goals.
New Assurance of Learning (AOL) learning objectives at MCI
In this video, some teachers give you insights into the benefits of program testing of AOL learning objectives for your own teaching:
Do not hesitate to use the subtitles for this video, which is unfortunately only available in German.The Assurance of Learning concept revolves around the following questions:
In light of current developments, what do our students in our degree programs need to know and be able to do later on?
What do we expect from our students?
How exactly do we find out whether or not our students have achieved the specified goals?
What do we do if students have not achieved their goals?
The first question is particularly topical, as the AOL Group has revised the cross-course learning objectives for Bachelor's and Master's degrees.Not all departments are directly part of the AACSB accreditation, as these objectives are currently limited to business programs. All affected programs should implicitly and explicitly pursue the AOL learning objectives in all courses.You can get an overview of the current teaching and learning objectives here:
Learning goals Bachelor
INFORMATION LITERACYOur graduates can find, evaluate, and responsibly use information from a variety of (digital) sources. Tip: Information on AI, competent use and handling as well as many other useful tips can be found on the Teach Online in the AI section and the handout linked there.
RESPONSIBLE DECISION MAKINGInspired by the UN Sustainable Development Goals, our graduates can make decisions that are ecologically sustainable, economically responsible, and socially equitable.Tip: Ideas, background information, and possibilities can be found on the MCI PRME website or in the MOOC "Proaktiv smarte Entscheidungen treffen“.
UNTERNEHMERISCHES DENKEN UND HANDLENOur graduates demonstrate proficiency in applying entrepreneurial thinking and strategies to identify market opportunities, solve complex problems, and create innovative solutions, considering ethical issues. Tip: Inspiration for entrepreneurial thinking and action can be found at the Zentrum für Familienunternehmen, the MCI Creativity Award or in the MOOC Entrepreneurship.
Lernziele Master
RESPONSIBLE LEADERSHIPInspired by the UN Sustainable Development Goals, our graduates demonstrate a commitment to ecologically sustainable, economically responsible and socially equitable decision-making.Tip: Innovative solutions are offered by the UNESCO Chair in Futures Capability for Innovation and Entrepreneurship.
ACADEMIC RIGOROur graduates can apply relevant theories and appropriate scientific methods in their field of work.Tip: The MCI Video Gallery offers teaching videos on topics such as Academic Research or Research Methods in German and English at Bachelor's and Master's level.
You can find more information about AOL and feedback from lecturers and students on the MCI page for innovative teaching.If you have any suggestions or questions, the AOL group can be contacted at learningsolutions@mci.edu.
TEACHING NUGGET short, to the point, helpful
Walk & Talk
The warm season has arrived in Innsbruck and the nearby Hofgarten invites you to take a walk. The Walk & Talk method offers the option of combining fresh air, taking a walk, dialogue and learning. Everything is possible, from brainstorming to concrete tasks. A subsequent collection of the results in a plenary session can bring more commitment.
LEARNING & COMMUNITY CORNER
Teaching Nugget Self-directed learning
Globalisation, AI and a rapidly changing work environment make lifelong learning essential. One way to prepare students for lifelong learning is through self-paced learning modules. These are essentially guided tasks that are made available via Sakai, for example. They offer the opportunity to practise skills in a supported or protected space, to deepen knowledge through videos, and to take tests and quizzes. Self-directed learning also offers a high degree of flexibility in terms of time, which can be a great advantage, especially for students who need a high degree of flexibility in their studies.
Another positive aspect is that you, as the teacher, can use this learning format to compensate for inequalities in terms of prior knowledge, interest in the subject matter, learning speed, etc. between individual students.
You can find more information about preparing self-paced units on our Teach Online page.
Have a great summer!
Your Learning Solutions Team
Contact us under: learningsolutions@mci.eduHere is our website: https://www.mci.edu/de/hochschule/das-mci/innovative-lehre
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