Upon completion of the module, students will be able to:
• describe complex teaching and learning arrangements in schools.
• analyse, develop, and evaluate complex teaching and learning arrangements.
• transfer their knowledge of complex teaching and learning arrangements to different teaching and learning scenarios.

This module examines subject-specific pedagogical (didactical) questions with particular reference to vocational schools as places of learning. The module includes two seminars.

Depending on topicality and emphasis determined by the lecturer, the specific topics of the seminars vary. The seminars usually include topics such as: complex teaching and learning arrangements, for example case studies, simulation and business games, project work, role playing, constructivist teaching approaches, learning in simulated work-situations (e.g. office work, enterprise work), learning tasks.

Blötz, U. (2003). Planspiele in der beruflichen Bildung, Bielefeld, Bertelsmann
Bonz, B. (2009). Methoden der Berufsbildung. Ein Lehrbuch (2. edition), Stuttgart, Hirzel
Kaiser, F.-J. & Kaminiski, H. (2012). Methodik des Ökonomieunterrichts (4. edition), Bad Heilbrunn, Klinkhardt
Rebmann, K. (2001). Planspiel und Planspieleinsatz. Theoretische und empirische Exploration zu einer konstruktivistischen Planspieldidaktik, Hamburg, VDK

Literature differs depending on the specific focus of the seminar.

Students have to take part in the seminars actively to fulfil the requirements of module wir182. This includes usually the regular participation in the sessions, the preparation and reworking of the content of each session (e.g. reading suggested literature, working on learning tasks), and giving presentations in different forms depending on the type of course.
The criteria of an active participation are negotiated and defined at the beginning of the course.

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term paper (20 pages maximum)