Building Blocks to Learn and Teach
We are in the process of moving all building blocks from our old website to this one here. You can access the old website with its over 150 building blocks here: http://blue-eng.km.tu-berlin.de/index.php/Hauptseite
What are building blocks?
Building blocks are 15 to 90-minute, methodically diverse learning/teaching units on topics relating to technology, society and ecological responsibility. They shift the teaching process to the participants and promote reflection, a change of perspective and exchange at eye level - even without expert knowledge. There is also a detailed description of the building block concept.
How are building blocks integrated into the course?
Building blocks form the modular foundation of the Blue Engineering course: Some are used as fixed core building blocks, others are carried out by participants or newly developed. The complete didactic concept of Blue Engineering is explained in the course concept. A compact selection of particularly tried-and-tested building blocks for direct use can be found in the starter kit.
How may building blocks be used?
All building blocks are available under the open license CC BY-SA 4.0. They may be freely used, adapted and further developed - as long as the original source is named and the license is retained.
Konzept
Building blocks are methodically diverse, 15 to 90-minute learning/teaching units that deal with central topics relating to social and ecological responsibility in engineering. In terms of content and didactics, they are designed in such a way that learning and teaching processes are largely shaped by the participants, see the student-driven course concept of Blue Engineering.
This documentation of the examination performance "learning journal" includes the following points: 1) Learning journal - What is it? - 2) Procedure - When and how is it handed in? - 3) Assessment - What are the criteria? - 4) Information fact sheet "Criteria for learning journals".
This documentation of the examination performance "learning journal" includes the following points: 1) Learning journal - What is it? - 2) Procedure - When and how is it handed in? - 3) Assessment - What are the criteria? - 4) Information fact sheet "Criteria for learning journals".
The participants reflect on their responsibility as future engineers. They are encouraged to question their own work critically and to consider their work in a broader context. They will get to know options how to act and find solutions in situations when their personal values are in conflict with their job. In addition, they look for a code of ethics for engineers and reflect on its effectiveness and principles.
The semester projects includes the following points: 1) semester project/building block - 2) topic and group identification - third session - schedule - 3) dress rehearsals and premieres of the building blocks - 4) documentation of the building blocks - 5) peer-to-peer feedback - 6) evaluation of the semester projects - 7) submission - building block - digital
The semester projects includes the following points: 1) semester project/building block - 2) topic and group identification - third session - schedule - 3) dress rehearsals and premieres of the building blocks - 4) documentation of the building blocks - 5) peer-to-peer feedback - 6) evaluation of the semester projects - 7) submission - building block - digital
Technology is omnipresent in our society. It is supposed to make our everyday life easier and solve our problems. But does the technology we use actually do that? Is it designed to meet our needs? And what other demands play a role in the development of technology? Does new technology solve problems or postpone them? Are there also solutions without technology?
The building block "25 questions by Max Frisch" encourages students to deal with very basic questions about technology and society, their own private lives, studies and career, teaching and research. The building block challenges existing structures and provides options for new and different ways of thinking. The participants reflect on their own values in individual work and discuss them with others.
The activity consists of small groups identifying all the material and social conditions required to watch a video on the Internet. The participants recognize that technology today is extremely necessary and that there is a strong dependence between individuals and technology. They also learn that the material required have a long and short term impact. Moreover, the social requirements will show that a complex social structure is needed for an accessible technology.
The activity consists of small groups identifying all the material and social conditions required to watch a video on the Internet. The participants recognize that technology today is extremely necessary and that there is a strong dependence between individuals and technology. They also learn that the material required have a long and short term impact. Moreover, the social requirements will show that a complex social structure is needed for an accessible technology.
The design of technology and the resulting technological development often just seems to happen. We sometimes forget that technology design is determined by individuals making certain decisions on a basis of well-defined criteria. This building block invites participants to reflect upon criteria they find important when designing technology. They compare their demands and the currently most dominant criteria for technology design. This leads to the following question: Who can actually participate in the design process and how can we find compromises when demands conflict?