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    Item type:Publication, Access status: with files ,
    Brückenschlag zwischen EU-Ambitionen und lokaler Praxis im challenge-based learning der ECIU
    (ÖGHD, 2026-06)
    Mayer, Gesa
    ;
    Simon, Siska
    ;
    Ellinger, Dorothea
    This study examines tensions and opportunities in implementing Challenge-Based Learning (CBL) within the ECIU University alliance, focusing on interdisciplinarity and internationality. Empirical data shows that CBL fosters competence development for interdisciplinary teamwork and international collaboration among students. However, there is a persisting gap between the EU’s vision for innovative education and local implementation, as structural constraints impede sustainable integration. We argue that unlocking CBL’s transformative potential demands pedagogical commitment and systemic changes in university governance and cross-border collaboration.
    Publicationtype: Journal Article
      13  2
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    Item type:Publication, Access status: with files ,
    Designing problem-based learning cases to foster student engagement in STEM
    (2025)
    Kuladinithi, Koojana
    ;
    Makama, Aliyu
    ;
    Shudrenko, Yevhenii
    ;
    Simon, Siska
    ;
    Ahmed Eltayeb Ahmed, Musab
    We all recognize the effectiveness of problem-based learning (PBL) in engaging everyone and helping students develop critical thinking and teamwork skills. PBL was developed to make medicine students ready to work under real life conditions. Therefore, since the 50s there have been several cases for medicine scenarios being published. In the STEM field it is still not common to use this method, which is quite unfortunate. Therefore, we have chosen to share how we implement PBL to teach Communication Networks to master’s students. In this paper, we will present our experiences in designing new PBL cases, alongside feedback from our Center for Teaching and Learning (ZLL). These cases reflect current trends in key topics related to communication networks, our engagement strategies, and the student feedback we have received during the winter semester 2024/25.
    Publicationtype: Conference Paper
      49  43
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    Item type:Publication, Access status: without files ,
    Involving External Partners in CBL: Reflections on Roles, Benefits, and Problems
    (Emerald, 2022)
    Mayer, Gesa
    ;
    Ellinger, Dorothea
    ;
    Simon, Siska
    In this chapter, we present our findings and ideas regarding the involvement of external partners in challenge-based learning (CBL). In particular, we address two questions: Firstly, whether it is inevitably necessary and/or worthwhile to work with external partners. Secondly, in case external partners are to be included in CBL, what needs to be considered in order to make the cooperation rewarding for teachers and students. Therefore, we identify different roles external partners may assume as well as benefits and problems that can arise from this in terms of the implementation and learning process. Our insights are based on qualitative expert interviews with five teachers and three students from courses with and without external partners at the Hamburg University of Technology (a subsample of our larger quantitative and qualitative study on CBL implementation within the ECIU), our own experience in teaching CBL, as well as on literature reviews. Our findings suggest that roles and functions of external partners are various: They may come into play as a training partner, as a challenge provider, as an expert in the field and/or as a feedback provider. They may take over several roles at the same time or just one out of it; they may be defined as part of the team of learners or join in at special occasions only. While there are certain advantages unique to having external partners, some roles may also be covered without (permanently) involving externals. In any case, working with externals requires continuous communication and negotiation regarding role expectations, positions, and activities throughout the process. To facilitate this, the chapter introduces a model to systematically analyze and balance interactions with external partners.
    Publicationtype: Book Part
      50
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    Item type:Publication, Access status: without files ,
      119
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    Item type:Publication, Access status: without files ,
      139
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    Item type:Publication, Access status: without files ,
    Open assignments in a first year student project
    (2017-09)
    Riedel, Uta
    ;
    Simon, Siska
    ;
    Sankowski, Olga
    ;
    Gleßmer, Mirjam Sophia
    ;
    Krause, Dieter
    Many universities offer projects to support students at the beginning of their studies in order to sustainably enhance the students' motivation or facilitate orientation and network building at university. We introduced a new, open project format during winter semester of 2015/16. In this project, freshmen develop products for specified target groups. After establishing a close cooperation with the local association of the blind and visually impaired, a usercentered approach for product development was used for the assignment where students developed a new product to simplify the daily lives of that target group. Students derived a specific technical problem statement and discussed their understanding of the problem as well as their ideas for solving them with the future users. Results of this project were an inclusive version of the popular board game "The Settlers of Catan", a tactile model of local main train station, and on the metalevel clear ideas for integrating this project format in the curriculum. In this paper, we will show how different aspects of this project format can be developed, which special features need consideration when using largely ill-defined assignments, and what kind of support students need to successfully finish the project.
    Publicationtype: Conference Paper
      205
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    Item type:Publication, Access status: without files ,
      116