From pressure to achieve to joyful learning

In typical lectures held at universities of the 20th Century, the students listened to a lot of facts in quick succession - and forgot almost everything immediately. An example: Students attending a physics lecture held by a Nobel laureate using a traditional teaching style did end up not knowing even half as much as their fellow students who were taught by a young physicist - but in small classes using interactive exercises (1). Such examples also exist for other teaching subjects and the phenomenon has been demonstrated in numerous educational studies.

Today we know why. First, if you listen to something passively and you are not actively engaging with the content, it does leave no traces in the brain. These traces in the brain are absolutely necessary for learning though.

Second, somebody who wants to learn too fast and too much, won’t learn anything. Learning content must be bundled up into meaningful packages. And you need breaks for the learned content to settle. Applying these principles ensures a more effective – and also more enjoyable – learning experience.

The academic teaching at the Kalaidos University of Applied Sciences incorporates these findings from educational research. Our students learn scientific concepts not just passively, but are familiarized with the research methods in practical, realistic exercises from day one.

Breaks between teaching units are not spent idly. Instead, what has been learned is processed actively by engaging with it in discussions and exercises. That is how even difficult content is learned with enjoyment. This positive experience is made by our students from day one.

Lectures

Our researchers are actively involved in the teaching. They provide a solid methodological education of our students, thus also ensuring that the knowledge transfer between teaching and the research projects at the Kalaidos University of Applied Sciences happens.

The team of Kalaidos Research regularly conducts a lecture series and a research colloquium.

In the lecture series, specific method competencies are taught that are relevant for students in producing scientific work.

Information on the lecture series can be found here

The research colloquium aims at bringing together business and academia and provides an opportunity for the presentation of outstanding research projects form students, lecturers and scientific staff.

Information on the research colloquium can be found here

 

(1) Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. American Association for the Advancement of Science. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21566198