Blue Engineering - Benutzerbeiträge [de]

News:BE:English 2020 2

2020-10-09T18:14:19Z

Tub.seminar: /* English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

If you have any question please contact us through our e-mail - English@blue-engineering.org

P.S.: Ein deutscher Blue Engineering Kurs wird ebenfalls an der TU Berlin ab dem Semesterstart am 03. November 2020 angeboten. Weitere Infos folgen.

English

2020-10-09T18:14:01Z

Tub.seminar:

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin
* We are going to use a forum for our activities

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-10-05T14:42:33Z

Tub.seminar: /* Where? - Video Conference and Forum */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

[https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09 Video Conference for the Blue Engineering Course]

[https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e Forum for the Blue Engineering Course]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin
* We are going to use a forum for our activities

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

News:BE:English 2020 2

2020-10-05T14:41:56Z

Tub.seminar: /* English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

If you have any question pleas contact us through our e-mail - English@blue-engineering.org

P.S.: Ein deutscher Blue Engineering Kurs wird ebenfalls an der TU Berlin ab dem Semesterstart am 03. November 2020 angeboten. Weitere Infos folgen.

English

2020-09-27T21:46:18Z

Tub.seminar: /* Assessment Criteria */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

[https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09 Video Conference for the Blue Engineering Course]

[https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e Forum for the Blue Engineering Course]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin: https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09
* We are going to use a forum for our activities - please register here: https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

News:BE:English 2020 2

2020-09-27T21:45:46Z

Tub.seminar: /* English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to English@blue-engineering.org

[[English|'''Further information on the English course website.''']]

[https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09 '''The video conference is based on Zoom provided by TU Berlin''']

[https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e '''We are going to use a forum for our activities - please register here''']

P.S.: Ein deutscher Blue Engineering Kurs wird ebenfalls an der TU Berlin ab dem Semesterstart am 03. November 2020 angeboten. Weitere Infos folgen.

English

2020-09-27T21:44:05Z

Tub.seminar: /* Contact */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

[https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09 Video Conference for the Blue Engineering Course]

[https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e Forum for the Blue Engineering Course]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin: https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09
* We are going to use a forum for our activities - please register here: https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-27T21:43:51Z

Tub.seminar: /* Contact */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09 Video Conference for the Blue Engineering Course]

[https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e Forum for the Blue Engineering Course]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin: https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09
* We are going to use a forum for our activities - please register here: https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-27T21:38:19Z

Tub.seminar: /* Where? - Video Conference and Forum */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference is based on Zoom provided by TU Berlin: https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09
* We are going to use a forum for our activities - please register here: https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-27T21:38:01Z

Tub.seminar: /* Where? - Video Conference via Zoom */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference and Forum===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise.
* The video conference uses Zoom provided by TU Berlin: https://tu-berlin.zoom.us/j/66002078384?pwd=U2pidndWbklEZFVtNEJpM0JsaUZDZz09
* We are going to use a forum for our activities - please register here: https://forum.blue-engineering.org/invites/bee26fcbb02b04fe81b37a27242ef19e

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-16T12:13:56Z

Tub.seminar: /* Semester Schedule */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)'''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

News:BE:English 2020 2

2020-09-15T20:33:10Z

Tub.seminar: /* English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to English@blue-engineering.org

[[English|'''Further information on the English course website.''']]

P.S.: Ein deutscher Blue Engineering Kurs wird ebenfalls an der TU Berlin ab dem Semesterstart am 03. November 2020 angeboten. Weitere Infos folgen.

News:BE:English 2020 2

2020-09-15T20:24:49Z

Tub.seminar: /* English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to English@blue-engineering.org

[[English|'''Further information on the English course website.''']]

News:BE:English 2020 2

2020-09-15T20:24:35Z

Tub.seminar: /* Digital Blue Engineering - Course in English at TU Berlin - Starts 28 SEP 14.00 */

== [[English|English Digital Blue Engineering Course at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to Seminar@blue-engineering.org.

[[English|'''Further information on the English course website.''']]

News:BE:English 2020 2

2020-09-15T20:23:58Z

Tub.seminar: /* Digital Blue Engineering - Course in English at TU Berlin - Starts 28 SEP 14.00 */

== [[English|Digital Blue Engineering - Course in English at TU Berlin - Starts 28 SEP 14.00]] ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to Seminar@blue-engineering.org.

[[English|'''Further information on the English course website.''']]

News:BE:English 2020 2

2020-09-15T20:23:30Z

Tub.seminar: Die Seite wurde neu angelegt: „== Digital Blue Engineering - Course in English at TU Berlin - Starts 28 SEP 14.00 == rechts Interactive universi…“

== Digital Blue Engineering - Course in English at TU Berlin - Starts 28 SEP 14.00 ==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]
Interactive university teaching, which gives students the change to deal with their social and ecological responsibility, is possible and can easily be implemented at universities - also digitally and also in English.

In interdisciplinary discussions and by using diverse methods, technology is reflected, analyzed and questioned in the context of our society and environment. Students are encouraged to think and learn independently and creatively. Teacher-centered instruction does not occur in our course. By developing and carrying out their own teaching units, students are actively involved in the teaching process and thus co-create the course.

Through digital teaching, we are no longer bound to university or geographical boundaries. In the coming semester, we want to make the most of this opportunity. In addition to the already well-established German seminar, we will launch an international English Blue Engineering course.

The seminar calls for future engineers as well as students of other backgrounds generally interested in technology. The course takes place Mondays from 14.00 to 16.00. The course starts on 28th of September and ends on 21st of December 2020. English-speaking students from Germany and abroad are warmly welcome to join us in becoming aware of our social and ecological responsibility and acting upon it.

You can register by e-mail to Seminar@blue-engineering.org.

[[English|'''Further information on the English course website.''']]

English

2020-09-15T20:23:10Z

Tub.seminar: /* Blue Engineering - Course in English and Digital at TU Berlin */

= Digital Blue Engineering - Course in English at TU Berlin =
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:20:46Z

Tub.seminar: /* Blue Engineering - Course in English and Digital at TU Berlin */

= Blue Engineering - Course in English and Digital at TU Berlin=
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:20:32Z

Tub.seminar: /* Implementation at other universities */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

==History and Implementation at other Universities==
In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..."

Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors.

In the meantime Blue Engineering has been established at further universities and colleges (HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, TH Köln). This Semester an international Blue Engineering course is launched in English.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:20:12Z

Tub.seminar: /* Evaluation */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==
Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like.

The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:19:06Z

Tub.seminar: /* = Structure of one Session */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ===
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

'''Session 2 - Plastics - (05/10/20)'''
*Bisphenol A and Plastics – Should they be banned or allowed?

'''Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)'''
*Technology Assessment - shortened version

'''Session 4 - The Productivity Worldview - (19/10/20)'''
*The Productivity Worldview by Otto Ullrich

'''Session 5 - Responsibility and Codes - (26/10/20)'''
*Responsibility and Codes
*first submission of learning journal (not graded)

'''Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)'''
*students present their own building blocks

'''Session 9 - one additional building block facilitated by the tutors - (23/11/20)'''

'''Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)''
*students present their improved building blocks

'''Session 13 - Last Session - Opportunities to Network - (21/12/20)'''

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:17:46Z

Tub.seminar: /* Session 1 - Introductory Session - (28/09/20) */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ==
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
'''Session 1 - Introductory Session - (28/09/20)'''
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

Session 2 - Plastics - (05/10/20)
Bisphenol A and Plastics – Should they be banned or allowed?

Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)
Technology Assessment - shortened version

Session 4 - The Productivity Worldview - (19/10/20)
The Productivity Worldview by Otto Ullrich

Session 5 - Responsibility and Codes - (26/10/20)
Responsibility and Codes
first submission of learning journal (not graded)

Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)
students present their own building blocks

Session 9 - one additional building block facilitated by the tutors - (23/11/20)

Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)
students present their improved building blocks

Session 13 - Last Session - Opportunities to Network - (21/12/20)

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:17:26Z

Tub.seminar: /* Implementation at TU Berlin */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Structure of the Digital Blue Engineering Seminar ==
=== Structure of one Session ==
The weekly sessions consist of a preparation, a 120 minute interactive video conference and a follow up.

In order to be ready to analyse and discuss during the video conference, students are asked to familiarize themselves with the building block’s topic beforehand. Preparation takes place via a learning platform. Methods and tasks vary with each building block.
The video conference takes place via Zoom. Instead of teacher-centered instruction the students analyse, discuss and work in teams most of the time.
As a follow-up students reflect upon the topic of the past session in their personal learning journals and might be assigned some further tasks via the learning platform.

=== Structure of the entire Course===
It consists essentially of three phases:

* In the first phase, tutors facilitate vive fundamental building blocks. That way participants get to know the general character and didactic approach of the teaching units.
* In the second phase, the participants organise themselves in small groups and develop, perform and document an own building block on a topic of their choice. They will facilitate it for their fellow students and receive peer-to-peer feedback.
* In the third phase, the existing groups improve the quality of their building blocks by incorporating their peers’ feedback. These building blocks are presented again and then added to the growing list of existing building blocks.

=== Semester Schedule ===
====Session 1 - Introductory Session - (28/09/20)====
*Introductory Blue Engineering Session
*100 Points - Demand on Technology Design - shortened version

Session 2 - Plastics - (05/10/20)
Bisphenol A and Plastics – Should they be banned or allowed?

Session 3 - Technology Assessment/Finding groups and pitching topics - (12/10/20)
Technology Assessment - shortened version

Session 4 - The Productivity Worldview - (19/10/20)
The Productivity Worldview by Otto Ullrich

Session 5 - Responsibility and Codes - (26/10/20)
Responsibility and Codes
first submission of learning journal (not graded)

Session 6, 7 and 8 - Semester Projects - (02/11/20, 09/11/20, 16/11/20)
students present their own building blocks

Session 9 - one additional building block facilitated by the tutors - (23/11/20)

Session 10, 11 and 12 - Semester Projects - (30/11/20, 07/10/20, 14/12/20)
students present their improved building blocks

Session 13 - Last Session - Opportunities to Network - (21/12/20)

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:16:14Z

Tub.seminar: /* Learning Outcomes */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Blue Engineering in short ==
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:15:40Z

Tub.seminar: /* Blue Engineering - Course in English and Digital at TU Berlin */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:15:33Z

Tub.seminar: /* Blue Engineering - Course in English and Digital at TU Berlin */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|250px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:14:12Z

Tub.seminar: /* Blue Engineering - Course in English and Digital at TU Berlin */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:11:31Z

Tub.seminar: /* English Course at TU Berlin */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:11:20Z

Tub.seminar: /* Blue Engineering - Course in English and Digital */

== Blue Engineering - Course in English and Digital at TU Berlin==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:11:04Z

Tub.seminar: /* Blue Engineering - Introduction */

== Blue Engineering - Course in English and Digital ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:10:34Z

Tub.seminar: /* English Course at TU Berlin */

== Blue Engineering - Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:09:52Z

Tub.seminar: /* English Course at TU Berlin */

== Blue Engineering - Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

===How is it taught? - Student-driven course design where students co-create their learning===
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

===When? - Mondays - 14.00 > 16.00===
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

===Where? - Video Conference via Zoom===
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

===What is it about? - Sustainability and Technology===
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

===How is the course graded? - 6 ECTS - Certificate of Performance===
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

===How do I sign up? - English@blue-engineering.org===
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:08:51Z

Tub.seminar: /* English Course at TU Berlin */

== Blue Engineering - Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]

===What? - Interactive course on the social and ecological responsibility of engineers===
Blue Engineering is an international and innovative seminar-style course provided by Technische Universität Berlin - a leading university of technology in Germany. It focuses on ecological and social responsibility. The course facilitates creative, interdisciplinary and sometimes heated debates on the issues posed by technology in society and in nature. The course creates an inclusive and open learning environment which offers a refreshing alternative to teacher-centered instruction. In times of digital university it enables the students to network beyond their university and even beyond national borders while exchanging ideas and getting ready to act. The course concept is already implemented at seven universities in Germany and reaches every semester over 250 students.

===Who can attend? - Everyone, from any university/college===
The course was originally developed for future engineers wanting to think outside the box. However, students of any background are encouraged to enroll as a diverse student body adds new dimensions to the discussion. If you are interested in the intersection of technology, society and ecological responsibility you are welcome to join the course. Profound technical knowledge is not required. As we will try to overcome any language barriers, a high level of English is not mandatory.

How is it taught? - Student-driven course design where students co-create their learning
The idea behind Blue Engineering is to enable students to shape their own learning process at university. Therefore student tutors facilitate and guide the weekly sessions, and the participants themselves involve by developing their own teaching units as a semester project.

When? - Mondays - 14.00 > 16.00
The course starts on Monday 28th of September 2020. From then on a weekly video conference will take place on Mondays at 14.00 Central European Summer Time. The whole course is online only. The last session will be on the 21st of December 2020.

Where? - Video Conference via Zoom
The weekly sessions consist of a preparation via a learning platform, a 120 minute interactive video conference to facilitate a discussion based course and a follow up exercise. The link for the zoom video conference will be provided on the website a day before the course starts.

What is it about? - Sustainability and Technology
As the course focuses on sustainability, topics such as technology assessment, engineers' responsibilities, neutrality of technology, plastics, gender/diversity and self-chosen topics of the participants' teaching units will be covered. It features one core reading namely The Productivity Worldview which helps to frame the course.

How is the course graded? - 6 ECTS - Certificate of Performance
The course is credited with 6 ECTS points. The summative (graded) coursework consists of two parts: a personal learning journal (50%) and the semester project, which is to develop, perform and document a teaching unit (building block) in a team (50%). Upon successful completion a certificate of performance is issued which may count towards one’s own studies.

How do I sign up? - English@blue-engineering.org
The course is provided for free by Technical University Berlin. In order to receive a certificate of performance you must register as a visiting student, details will be provided in the first session of the course. You are welcome to send us an e-mail to register or ask further questions. English@blue-engineering.org

More information?
www.blue-engineering.org/wiki/English

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:07:35Z

Tub.seminar: /* Blue Engineering Course - English - at TU Berlin */

== Blue Engineering - Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== English Course at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

=== Contact ===
English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:07:02Z

Tub.seminar: /* Introduction */

== Blue Engineering - Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Blue Engineering Course - English - at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

=== Contact ===
English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:06:37Z

Tub.seminar: /* Blue Engineering Course - English - at TU Berlin */

== Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Blue Engineering Course - English - at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]
The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

=== Contact ===
English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

English

2020-09-15T20:06:06Z

Tub.seminar: /* Introduction */

== Introduction ==
[[Datei:Blue Engineering Seminar 2015 1.jpg|250px|mini|rechts]] The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others.

== Blue Engineering Course - English - at TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]

=== Contact ===
English@blue-engineering.org

== Learning Outcomes ==

The Blue Engineering seminar has five basic learning outcomes:

The students...

* analyze and evaluate the present reciprocal relations of technology, individuals, nature, society and democracy by taking different perspectives. Based on this analysis and evaluation, they are able to state their personal perspective and values of the reciprocal relations and act accordingly.
* cooperate with others to analyze and evaluate in a democratic process the present reciprocal relations of technology, individuals, nature, society and democracy. Based on their analysis and evaluation, they are able to work out a collective understanding with regard to their collective values and democratise the reciprocal relations.
* acquire 12 key competences of an Education for Sustainable Development: 1) perspective-taking; 2) anticipation; 3) gaining interdisciplinary knowledge; 4) deal with incomplete and overcomplex informations; 5) cooperation; 6) cope with dilemmas of individual decision-making; 7) participation; 8) motivation; 9) reflect principles; 10) act morally; 11) act independently; 12) support of others
* design their co-conduct their own course and contribute to the further development of the entire Blue Engineering Course.

== Building Blocks ==

To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education.

A short description of two building-blocks may help to better grasp the whole idea:

In the first phase of the block "Greenwashing or Decision Aids - Labels, Certificates and the like", the participants get to know the "seven sins" of greenwashing. Based on this, they develop in small groups creative advertisement for a fictional product by excessively using methods of greenwashing. The advertisement is presented to the entire group and rounded up with a brief discussion. In the second phase of the block the small groups work through brochures of widely known labels and certificates and discuss if they are reliable.

The participants of the block "Technology as a Drama - Technology in Drama" read passages of "The Physicists" by Friedrich Dürrenmatt and "Life of Galilee" by Bertolt Brecht. In small groups they rephrase the key messages in their own words and use them to improvise small scenes. The small groups present their best scenes to the whole group and lead a discussion on their interpretation.

[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]]

== Implementation at TU Berlin ==

The TU Berlin is committed to promoting sustainable development in its mission statement and in the general study and examination regulations. In this sense, the Blue Engineering Course is a central contribution to teaching and has been offered every semester since 2011. On average, about 80 students take an exam each semester. Currently, it is placed as a compulsory elective module in the bachelor and master study programmes of mechanical engineering, information technology in mechanical engineering, transport systems engineering and industrial engineering. An extension to other study programmes is desirable. It is credited with 6 ECTS points.

The Blue Engineering seminar is offered through the Chair of Machinery Systems Design. The module manager is Prof. Dr. -Ing. Henning Meyer. André Baier is responsible for the implementation as a teaching and research assistant. However, the course is essentially conducted out by three tutors, who carry out all core modules independently and accompany the participants throughout the entire semester.

== Structure of the Blue Engineering Seminar ==

The Blue Engineering Course at the TU Berlin has a total capacity of 100 participants per semester. The seminar is designed in such a way that the participants sometimes meet and work together in one room and at other times they are split up into several rooms. This is done to allow for intensive group work and discussions as well as to present external speakers to all of the participants. The course takes four hours per week and covers the whole semester of 15 weeks. It consists essentially of three phases:

In the first phase, tutors carry out six core modules, so that the participants get to know the general character of the Blue Engineering Course as well as well as its content and didactic approach. The topics here include technology assessment, ethical codes, technology as a problem solver and the productive world view.

In the second phase, the participants organise in small groups to conduct an existing building block for their fellow students. By doing this, they learn how to actively organise a demanding and meaningful teaching/learning unit that does not follow conventional teaching approaches. The topics here include:"Gender, Diversity & Technology", Stromopoly, Nuclear-Power-Anno Domini, Peak Everything,"Work, Society and Trade Unions", Automation vs. Good Workplaces, Virtual Water and Land Grabbing. These building blocks are taken from the list of over 150 existing building blocks.

In the third phase, the small groups present a building block that they have newly developed over the entire semester.
The topic and methods are usually set by the participants themselves. For quality assurance they receive feedback from fellow students and student tutors several times over the course of the whole semester. These building blocks are than added to the growing list of existing building blocks.

== Assessment Criteria ==

The 6 ECTS Credit Module is completed by three exam-equivalent study achievements

* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc.
* the conduction of an existing module for about 20 fellow students
* the conduction and documentation of a newly developed building block

== Evaluation ==

Approximately 90% of the participants state in the final survey that they will recommend the course to others. Approximately 50% of the participants therefore participate in the course on the basis of a recommendation.

The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences.

The quality of the modules developed by students is generally very high so they can be used outside of class without any hesitation. Many building blocks testify to a particularly intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, picturebooks and the like. The qualitative evaluation through interviews with students and the evaluation of the learning journals shows that this is mainly due to two factors. On the one hand, students are free to deal with a topic they choose and often have been dealing with for a long time. On the other hand, it motivates students in particular that their work will be used by other fellow students in the coming semesters to create challenging teaching/learning situations.

In addition to a qualitative evaluation, the learning objectives are also examined by a quantitative evaluation, the core of which is a comparative self-assessment of competences. For this purpose, the 12 key competences for sustainable development are adapted as items of a questionnaire. The students are than asked to assess their competences at the beginning and end of each semester. In almost all items and in all 12 key competences, the participants show an increase of about 1 point on a 6-point Likert scale.

== Implementation at other universities ==

Through an initiative of students, a Blue Engineering Course has been held every semester at the TU Hamburg-Harburg since 2012. There it is offered as a 2 ECTS point block course in the free elective area for all Bachelor's degree programmes and as a mixture of block seminar and a series of evening events in the Master's programmes. Since 2016, it has been offered at Hochschule Düsseldorf as a 5-LP in the compulsory elective area, whereby the course takes place every week in the first half of a semester and concludes with a weekend block in the middle of the semester.

All in all, the three different course types show that the Blue Engineering concept can be flexibly adapted to the respective conditions at a university. Due to its modular character, which is designed for the re-use all elements, the course concept can be safely implemented at other universities.

== Further Reading ==
* [http://link.springer.com/article/10.1007/s11948-013-9490-z Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.]
* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.]
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.]

Baukasten:Semesterprojekte - digital

2020-07-16T08:52:20Z

Tub.seminar: /* Information für Teilnehmende */

= Semesterprojekte - Themen finden, durchführen, dokumentieren - digital =

{{Vorlage:Baukasten:Infobox
| Indesign =
false

| Titel =
Semesterprojekte - Themen finden, durchführen, dokumentieren - digital

|Bild=
Semesterprojekte-digital.jpg

| Bildrechte =
unsplash.com/@dragos126

| Kurzbeschreibung =
Die Durchführung der Semesterprojekte im Digitalen umfasst folgende Punkte: 1) Semesterprojekt/Baustein - 2) Themen- und Gruppenfindung - dritte Sitzung - Ablaufplan - 3) Generalproben und Premieren der Bausteine - 4) Dokumentation der Bausteine
- 5) Peer-to-Peer-Feedback - 6) Bewertung der Semesterprojekte - 7) Vorlage - Baustein - Digital

| Thema =
Semesterprojekte - Themen finden, durchführen, dokumentieren - digital

| Typ =
digital

| Schlagwörter =
Semesterprojekt, Baustein

| Kompetenzen =
Persepektivübernahme; Antizipation; disziplinübergreifenden Erkenntnisgewinnung; Umgang mit unvollständigen und überkomplexen Informationen; Kooperation; Bewältigung individueller Entscheidungsdilemmata; Partizipation; Motivation; Reflexion auf Leitbilder; moralisches Handeln; eigenständiges Handeln; Unterstützung anderer

| Lernziele =
Semesterprojekt erarbeiten, durchführen, dokumentieren.

| Lernformen =
kreativ, kooperativ

| Methoden =
Einzel-/Kleingruppenarbeit

| Gruppengröße =
>2

| Dauer =
-

| Material =
-

| Qualität =
Sehr gut. Digitaler Grundbaustein.

| Semester =
Sommersemester 2020.
}}

=Übersicht=
Die Durchführung der Semesterprojekte im Digitalen umfasst folgende Punkte:
#Semesterprojekt/Baustein
#Themen- und Gruppenfindung - dritte Sitzung - Ablaufplan
#Generalproben und Premieren der Bausteine
#Dokumentation der Bausteine
#Peer-to-Peer-Feedback
#Bewertung der Semesterprojekte
#Vorlage - Baustein - Digital

=1 - Semesterprojekt/Baustein=
===Hinweis===
Die Informationen zu den Semesterprojekten werden in den ersten vier Sitzungen immer wieder aufgegriffen. Alle Informationen für die Teilnehmenden in Bezug auf die Semesterprojekte werden an einem zentralen Ort bereitgestellt.

In der ersten Sitzung im Seminar erklärt die Moderation in einem kurzen Infoblock was Semesterprojekte und Bausteine sind und was sie beinhalten und umfassen.

Zum Auftakt der Themen- und Gruppenfindung in der dritten Sitzung erklärt die Moderation was einen guten Baustein auszeichnet. Anhand der bis dahin schon durchgeführten Bausteine, 100 Faktoren, Plastik und Technikbewertung, gibt die Moderation Beispiele für die jeweiligen Qualitätskriterien.

===Information für Teilnehmende===
'''Was ist das digitale Semesterprojekt? Was beinhaltet und umfasst es?'''

Das Semesterprojekt wird in einer Kleingruppe von 2 bis 4 Personen erarbeitet. Folgende Arbeitsschritte umfasst das Semesterprojekt

'''Entwicklung eines neuen Bausteins'''
*Dokumentation des Bausteins - Entwurf
*Generalprobe des Bausteins - erste Durchführung mit umfassendem Peer-to-Peer-Feedback
*Einarbeitung des Feedbacks, Überarbeitung des Bausteins und der Dokumentation
*Premiere des Bausteins - zweite Durchführung
*Dokumentation des Bausteins - finale Version

'''Was ist ein Baustein? Was beinhaltet und umfasst er?'''

Bausteine sind Lehr-/Lerneinheiten zu einem Themenkomplex. Der Lehr-/Lernprozess wird dabei weitestgehend auf die Teilnehmenden verlagert, so dass die Durchführenden nicht als Expert_innen gefragt sind, die schlicht Wissen vermitteln, sondern sie sind Moderator_innen, die einen Lehr-/Lernprozess gestalten.

'''Folgende Elemente umfasst ein digitaler Baustein'''
*moderierte Präsenzzeit - 30 min
*Vorbereitung und/oder Nachbereitung der Präsenzzeit - 30 min

'''Was zeichnet einen guten Baustein aus?'''
Folgende Qualitätsmerkmale dienen zu einer ersten Orientierung bei der Entwicklung eines Bausteins. Nicht jeder gute Baustein umfasst notwendigerweise alle Merkmale, da manche Merkmale in einem Zielkonflikt stehen oder aufgrund zeitlicher Einschränkungen nicht alle gleichermaßen berücksichtigt werden können.

*''Themen der sozial-ökologischen Transformation'' - Wissenschaftlich begründete Inhalte, die eine sozial-ökologische Transformation der Gesellschaft aufzeigen.
*''Studierenden-getrieben'' - Der Lernprozess wie auch der Lehrprozess werden weitestgehend auf die Teilnehmenden übertragen, die sich selbstbestimmt einen größeren Komplex durch mehrere Arbeitsschritte erarbeiten.
*''Lehr-/Lernniveau-Stufen'' - Grob gesagt werden vier Stufen unterschieden - 1) Erinnern/Verstehen - 2) Anwenden - 3) Analysieren/Evaluieren - 4) (Neues) Erschaffen - Ein Baustein sollte sich im Mittel auf den Stufen 3) und 4) bewegen
*''Methodenvielfalt'' - Innerhalb eines Bausteins kommen verschiedene Methoden zum Einsatz und zwei Bausteine nutzen nicht den selben Grundablauf.
*''Reflexion'' - Die Teilnehmenden reflektieren alleine oder gemeinsam in der Gruppe die vermittelten Inhalte/Methoden/Werte.
*''Perspektivwechsel'' - Ein Thema wird vielschichtig und differenziert erschlossen, so dass verschiedene Perspektiven offengelegt werden.
*''Intersektionalität'' - Die gesellschaftliche Dimension eines Themas wird betrachtet, in dem beispielsweise folgende Fragen aufgeworfen werden: Wer hat Macht? Wer ist betroffen? Wer kann sich wie einbringen?
*''Handlungskompetenz'' - Individuelle und gesellschaftliche Handlungsspielräume im Bezug auf das Thema werden aufgezeigt, diskutiert und erprobt.
*''Transfer'' - Bezüge, Gemeinsamkeiten und Unterschiede zu anderen Themen werden offengelegt und Themen mit einer anderen Perspektive erschlossen
*''Demokratisierung'' - Die Teilnehmenden sind die ganze Zeit eingebunden erarbeiten sich gemeinsam die Lehr-/Lerninhalte. Sie partizipieren, kooperieren, treffen Entscheidungen miteinander und gestalten den Baustein mit.

=2 - Themen-/ Gruppenfindung - Ablaufplan - dritte Sitzung=
==Kurzbeschreibung - Themen-/Gruppenfindung==
In der ersten Sitzung eines Semesters reflektieren die Teilnehmenden, welche Themen sie gerade beschäftigen. Sie wählen ein Thema aus und stellen dies in einer Kleingruppe kurz vor. In der Nachbereitung der ersten Sitzung posten die Teilnehmenden in einem Forum ein Foto von sich selbst in Verbindung mit ihrem Thema und erläutern es in wenigen Sätzen.

Die Teilnehmenden, die ein bestimmtes Thema als Semesterprojekt bearbeiten möchten, posten in Vorbereitung auf die dritte Sitzung in einem Forum inhaltliche und methodische Vorschläge. Während der dritten Sitzung stellen sie ihren Vorschlag in einer Elevator-Speech vor. Im Anschluss kommen alle Teilnehmenden in einem Markt der Möglichkeiten zusammen und bilden die Kleingruppen für die Semesterprojekte. Die Teilnehmenden beenden die Sitzung selbstständig in ihren Kleingruppen und tragen das Thema und die dazugehörigen Gruppenmitglieder in ein Forum ein.

==Vor-/Nachbereitung - dritte Sitzung==
===Vorbereitung der Moderation===
Die Moderation stellt die Informationen “Was zeichnet einen guten Baustein aus?” bereit.

Für die Themen- und Gruppenfindung erstellt die Moderation zwei Foren:

Das “Pitches” dient als erste Ideensammlung für die Semesterprojekte. Die Aufgabenstellung an die Teilnehmenden lautet: In Vorbereitung auf die Themen- und Gruppenfindung kannst du hier deine Idee für einen Baustein posten. Dann können andere sehen, ob es Themen schon gibt, die sie auch interessieren. Schreibe dazu je einen Satz zu Inhalt und Methode. Das nennen wir Pitch. In der nächsten Sitzung kannst du deine Idee als Elevator Speech in 45 Sekunden vor allen Teilnehmenden des Kurses vorstellen. Im Anschluss an die Elevator Speeches findet die Themen- und Gruppenfindung statt. Nur Themen, die ihr vorstellt, können auch zu einem Semesterprojekt werden.

Das Forum “Semesterprojekte” nutzen die Gruppen, die sich in der Sitzung gefunden haben, um ihr Thema und ihre Gruppenmitglieder vorzustellen. Die Moderation und weitere Teilnehmende haben so einen Überblick welche Themen bearbeitet werden. Die Aufgabenstellung für das Forum lautet: In dieses Forum trägt von jeder Gruppe eine Person das festgelegte Thema und die grobe methodische Umsetzung sowie die dazugehörigen Gruppenmitglieder (Vor- und Nachname) für die Semesterprojekte ein.

===Vorbereitung der Teilnehmenden===
Die Teilnehmenden, die ein bestimmtes Thema zusammen mit anderen als Semesterprojekt bearbeiten möchten, schreiben einen Beitrag in das Forum “Pitches”. Mit wenigen Sätzen beschreiben sie den Inhalt und die Methode ihrer Idee für ein Semesterprojekt. Sie erstellen einen Link für eine Videokonferenz und posten ihn in ihrem Forumsbeitrag. Sie bereiten eine 45-sekündige Elevator Speech zu ihrem Thema so vor, dass sie diese während der Sitzung vor der Großgruppe halten, um ihr Thema bekannt zu machen.

Alle Teilnehmenden schauen sich bis zum Beginn der Sitzung die Vorschläge im “Pitches” Forum an.

===Nachbereitung===
Die Gruppen, die sich während der Sitzung gebildet haben, schreiben einen Beitrag im Forum “Semesterprojekte” in dem sie kurz ihr Thema und die Mitglieder benennen.

Teilnehmende, die noch keine Gruppe haben, informieren sich über das “Semesterprojekte” Forum und nehmen zu den bestehenden Gruppen Kontakt auf. Über das “Pitches” Forum können sie sich über noch weitere Themen informieren.

Die Moderation hat durch das “Semesterprojekte” Forum einen Überblick wie viele Gruppe es gibt und zu welchen Themen gearbeitet wird.

=Ablaufplan - Themen-/Gruppenfindung=
==00. Minute - Was zeichnet einen guten Baustein aus?==
===Hinweise===
Die Moderation geht kurz auf die Qualitätsmerkmale für Bausteine ein und erklärt die jeweiligen Punkte.

Anhand der in der ersten und zweiten Sitzung durchgeführten Bausteine, 100 Faktoren, Plastik und Technikbewertung, gibt die Moderation Beispiele für die jeweiligen Qualitätskriterien. Die Moderation zeigt die Vorlage zur Dokumentation der Bausteine und erklärt wie sie verwendet wird.

Die Moderation betont insbesondere das Qualitätsmerkmal Lehr-/Lernniveau-Stufen, da die Teilnehmenden oft von “klassischen” Lehrveranstaltungen ausgehen und ihren Baustein entsprechend nur auf der “Stufe 1 - Erinnern” allenfalls auf der “Stufe 2 - Anwenden” entwickeln. Ziel der Blue Engineering Bausteine ist es indes, dass die Teilnehmenden in dem Baustein “Stufe 3 - Analysieren” und “Stufe 4 - Gestalten” erreichen.

===Folien===
'''Qualitätsmerkmale für Bausteine'''
**Themen der sozial-ökologischen Transformation
**Studierenden-getrieben
**Lehr-/Lernniveau-Stufen
**Methodenvielfalt
**Reflexion
**Perspektivwechsel
**Intersektionalität
**Handlungskompetenz
**Transfer
**Demokratisierung

==05. Minute - Elevator Speeches==
===Hinweise===
Die Moderation erklärt, wie die Elevator Speeches in der Großgruppe ablaufen. Jede Person, die möchte, darf ihr Thema vorstellen. Die Teilnehmenden melden sich, indem sie über die Videokonferenz digital die Hand heben. Die Moderation gibt das Wort nacheinander an die Teilnehmenden, die sich melden.

Die Moderation nutzt eine Stoppuhr und hält die Anzeige in die Kamera, so dass die Sprechenden die Zeit im Blick behalten.

Die Dauer dieses Elements hängt stark davon ab, wie viele Elevator Speeches gehalten werden. Bei 100 Teilnehmenden im Seminar wurden ca. 20 Elevator Speeches gehalten, das nimmt bei 45-sekündigen Elevator Speeches 15 Minuten in Anspruch.

===Folien===
'''Elevator Speeches'''
*Melde dich per digitalem Handzeichen, wenn du eine Elevator Speech halten möchtest
*warte bis zu an der Reihe bist
*stelle dein Thema für ein Semesterprojekt vor
*du hast 45 Sekunden Zeit
*höre bei den anderen aufmerksam zu

==15. Minute - Markt der Möglichkeiten==
===Hinweise===
Die Teilnehmenden finden sich weitestgehend eigenständig zu Themen und Gruppen zusammen. Die Moderation verweist darauf, dass die Teilnehmenden eigenverantwortlich handeln, um ein Thema und eine Gruppe zu finden.

Die Teilnehmenden, die ein Semesterprojekt vorgeschlagen haben, haben im “Pitches” Forum einen Link zu einer Videokonferenz gepostet. Sie müssen für ihr Thema keine Videokonferenz anbieten. Sie weisen dann im Forum “Pitches” darauf hin, dass die Videokonferenz nicht stattfindet. Andere Teilnehmende können dann einen neuen Link posten.

Alle Teilnehmenden nehmen an einem Markt der Möglichkeiten teil und können frei zwischen den einzelnen Videokonferenzen wechseln. Sie moderieren sich selbst in den Videokonferenzen. Bei Bedarf splitten sie große Gruppen und teilen Themenfelder in verschiedene Unterthemen auf.

Die Teilnehmenden beenden die Sitzung selbstständig in den jeweiligen Gruppen. Ein Gruppenmitglied beschreibt im Forum “Semesterprojekte” kurz das Thema und listet die einzelnen Gruppenmitglieder auf.

Die Moderation bleibt während des Markt der Möglichkeiten in der Hauptsitzung und steht für Fragen und Hilfestellung bei der Themen-/Gruppenfindung zur Verfügung.

===Folien===
'''Markt der Möglichkeiten - 15 Minuten'''
*im Forum “Pitches” sind unter den jeweiligen Themen Links zu Videokonferenzen
*nehmt an den Videokonferenzen teil, die euch interessieren
*wechselt bei Bedarf zwischen den Konferenzen
*tauscht euch in der Videokonferenz über das Thema aus
*entscheidet euch für ein Thema und eine Gruppe
*ihr beendet eigenständig den Kurs in euren Gruppen
*für Fragen ist die Moderation ist im Hauptraum

'''Gruppenfindung'''
*eine Gruppe besteht aus mindestens 2 und höchstens 4 Studierenden
*Themenfelder können bei Bedarf auf Unterthemen aufgeteilt werden
*tragt das Thema und die Gruppenmitglieder in das Forum “Semesterprojekte” ein

==Hinweise und Anmerkungen==
===Von den Verfasser_innen===
Im Seminar an der TU Berlin wird die Themen- und Gruppenfindung mit einer Variation des Bausteins “25 Fragen von Max Frisch” und dem Baustein “Technikbewertung” als 30-minütige Variante kombiniert.

Die Variation des Bausteins “25 Fragen von Max Frisch” wird als Speeddating durchgeführt, sodass die Teilnehmenden anhand ihrer gesammelten Fragen mit möglichst vielen anderen Teilnehmenden kurz in ein Gespräch kommen und sich so besser kennenlernen. Hier der Zeitplan als Beispiel dafür:
*00. - Begrüßung
*05. - Variation der 25 Fragen von Max Frisch als Speeddating
*30. - Technikbewertung
*60. - Themen- und Gruppenfindung
*open end

===Nach weiteren Durchführungen===
Noch ausstehend.

=3 - Generalprobe und Premiere der Bausteine - Ablauf=
==Allgemeiner Ablauf==
Jede Gruppe führt ihren Baustein einmal als Generalprobe durch, arbeitet anschließend das Peer-to-Peer-Feedback ein und führt ihn erneut mit anderen Teilnehmenden durch. Der erste Entwurf der Dokumentation des Bausteins wird am Tag der Generalprobe eingereicht und für das Peer-to-Peer-Feedback genutzt. Die finale Dokumentation wird am Ende des Semesters eingereicht.

Die Moderation verteilt die Semesterprojekte gleichmäßig auf die Termine und achtet darauf, dass es jeweils ausreichend Teilnehmende pro Semesterprojekt gibt.

Die Teilnehmenden wählen in einer Umfrage in Vorbereitung auf die Sitzungen, an welchen Bausteinen sie teilnehmen möchten. Durch eine limitierte Umfrage, verteilen sich die Teilnehmenden gleichmäßig auf die Bausteine, die gleichzeitig stattfinden. Die Teilnehmenden wählen bei den Premieren andere Bausteine als bei den Generalproben.

Zur Vorbereitung auf die Bausteine stellen die Moderierenden der Bausteine/Semesterprojekte den Teilnehmenden im Vorfeld die Materialien zur Verfügung.

Die Teilnehmenden geben ein Peer-to-Peer-Feedback als Nachbereitung auf den Baustein.

==Beispielhafter Ablauf an der TU Berlin - Sommersemester 2020==
100 Teilnehmende in 30 Gruppen ergeben im Schnitt 3er Gruppen. Die 30 Gruppen werden in A, B und C eingeteilt. Für die unterschiedlichen Gruppen ergeben sich hieraus unterschiedliche Termine für die Generalprobe, Entwurf der Dokumentation und Premiere des Bausteins. An einem Termin präsentieren jeweils 10 Gruppen. Damit das Verhältnis Moderierende zu Studierende passt, dauert jeder Baustein 30 Minuten und es werden pro Termin zeitlich zwei Bausteine hintereinander durchgeführt. Das heißt am A-Termin präsentieren gleichzeitig 5 Gruppen im ersten Zeitfenster (A.1-Gruppen) und gleichzeitig 5 Gruppen im zweiten Zeitfenster (A.2-Gruppen).

In jedem Zeitfenster gibt es demnach 15 Moderierende und 85 Teilnehmende, also in jedem Baustein 3 Moderierende und ca. 17 Teilnehmende.

*Termin 1 - A - Generalprobe und erster Entwurf der Dokumentation
*Termin 2 - B - Generalprobe und erster Entwurf der Dokumentation
*Termin 3 - C - Generalprobe und erster Entwurf der Dokumentation

*Termin 4 - A - Premiere des Bausteins
*Termin 5 - B - Premiere des Bausteins
*Termin 6 - C - Premiere des Bausteins

*Ende - Finale Abgabe der Dokumentation

Die Aufteilung ist in alle Richtungen skalierbar. Bei 30 Teilnehmenden in 10 Gruppen ergeben sich im Schnitt 3er Gruppen. Das heißt, wenn zwei Gruppen mit jeweils 3 Moderierenden gleichzeitig präsentieren, bleiben 12 Teilnehmende für jede Gruppe. Bei zwei Zeitfenstern an einem Präsentationstermin werden 5 Termine für die Generalproben und 5 Termine für die Premieren benötigt. Bei drei Zeitfenstern werden nur zwei mal 3 Termine benötigt. Bei 30 Teilnehmenden in 15 Gruppen und jeweils 3 Gruppen in drei Zeitfenstern, reichen auch zwei mal 2 Termine aus.

==Ablauf einer Sitzung mit zwei Zeiträumen für Bausteine==
*00. Minute - gemeinsamer Beginn aller Teilnehmenden in einer Videokonferenz
*15. Minute - Baustein in der A/B/C.1-Gruppen in getrennten Videokonferenzen
*45. Minute - Zeit zum Wechseln und für Feedback-Notizen
*60. Minute - Baustein in der A/B/C.2-Gruppen in getrennten Videokonferenzen
*90. Minute - Abschluss in den A/B/C.2-Gruppen

==Teilnehmenden-Kurs Lernplattform==
Die Moderation richtet für die Semesterprojekte einen eigenständigen Kurs auf einer Lernplattform ein und macht alle Teilnehmenden zu Trainer_innen. Für jede Gruppe erstellt die Moderation einen eigenen Themenabschnitt. Die Teilnehmenden können so die Möglichkeiten der Lernplattform nutzen und beispielsweise die Materialien für die Vor-/Nachbereitung ihres Baustein allen übrigen Teilnehmenden zur Verfügung stellen. Auch die Links für die Videokonferenzen und die Dokumentationen laden die Teilnehmenden in ihrem Themenabschnitt hoch.

Im oberen Abschnitt des Kurses richtet die Moderation die Umfrage zur Teilnahme an den Bausteinen ein.

==Information für Teilnehmende==
'''Vor- und Nachbereitung bei der Teilnahme an einem Baustein'''
*Jede_r Teilnehmer_in bearbeitet in Vorbereitung auf die Teilnahme an einem Baustein folgende Punkte:
*Wählt in der Abstimmung auf der Lernplattform die Bausteine aus, an denen ihr teilnehmt.
*Bereitet euch auf die Bausteine, an denen ihr teilnehmt, vor (siehe Teilnehmenden-Kurs). Lest dafür selbstständig nach, was die Moderation von euch erwartet.
*Jede_r Teilnehmer_in bearbeitet in Vorbereitung auf die Teilnahme an einem Baustein folgende Punkte:
*Gebt den Gruppen, an deren Bausteinen ihr teilgenommen habt, Feedback anhand ihrer Dokumentationen. Dazu findet ihr im Teilnehmenden-Kurs unter jedem Thema ein Feedback mit dem Hypothesis-Tool und eine Anleitung.
*Bearbeitet die Nachbereitung der Bausteine, sofern vorhanden, an denen ihr teilgenommen habt und reflektiert die Sitzung im Lernjournal.

'''Vorbereitung auf die Durchführung eines Bausteins'''
*Jede Gruppe bearbeitet in Vorbereitung auf die Durchführung ihres Bausteins folgende Punkte: -
*Ladet bis vier Tage vor der Durchführung eures Bausteins die Vorbereitung zu eurem Bausteins für Teilnehmende in den Teilnehmenden-Kurs auf der Lernplattform in euren Themenabschnitt hoch.
*Ladet bis einen Tag vor der Generalprobe eures Bausteins euren ersten Entwurf der Dokumentation in den Teilnehmenden-Kurs auf der *Lernplattform in euren Themenabschnitt als PDF hoch.
*Erstellt einen Link zu einer Videokonferenz für die Durchführung eures Bausteins und postet ihn in den Teilnehmenden-Kurs auf der Lernplattform in euren Themenabschnitt.

=4 - Dokumentation der Bausteine=
===Hinweis===
Im ersten Drittel des Seminars führt die Moderation bestehende Bausteine durch, die dokumentiert sind. Sie verweist in jeder Sitzung auf die jeweilige Dokumentation, die als Orientierung von die Teilnehmenden genutzt werden kann. Die Dokumentationen zur Orientierung und die Vorlage lädt die Moderation an einer zentralen Stelle hoch.

In der dritten Sitzung stellt die Moderation die Vorlage zur Dokumentation der Bausteine vor und erklärt wie sie verwendet wird.

Die Dokumentation der Bausteine erfolgt in drei Schritten und immer anhand der Vorlage:
*An dem Termin der Generalprobe geben die Durchführenden einen ersten Entwurf der Dokumentation ab, indem sie das Dokument als PDF-Datei in den Teilnehmenden-Kurs auf der Lernplattform in ihren Themenabschnitt hochlädt. Wichtig für die Durchführenden ist bei dem ersten Entwurf der Dokumentation vor allem der Ablaufplan.
*Nach der Generalprobe arbeiten die Durchführenden das Peer-to-Peer Feedback in den Baustein und die Dokumentation ein.
*Nach der Premiere des Bausteins arbeiten die Durchführenden die Erkenntnisse der Premiere ein, stellen die finale Dokumentation fertig und geben sie ab.

===Information für Teilnehmende===
'''Überblick - Dokumentation von Bausteinen'''

Die Dokumentation der Bausteine erfolgt über die bereitgestellte Vorlage. Die Hinweise in der Vorlage sind zu beachten und die Dokumentation entsprechend zu erstellen.

Zur Orientierung werden drei besonders gute Dokumentationen von bekannten Bausteinen zur Verfügung gestellt.
*Plastik und Bisphenol A - Lehr-/Lerneinheit, wie sie im Seminar durchgeführt wurde
*25 Fragen - 30 Minuten Variante, wurde leicht abgewandelt im Seminar durchgeführt
*100 Punkte - 30 Minuten Variante, wurde leicht abgewandelt im Seminar durchgeführt

'''Ziel der Dokumentation von Bausteinen'''

Eine Person, die nicht an dem Baustein teilgenommen hat, muss ihn nach einer einfachen Einarbeitung so durchführen können, wie es der Intention der Baustein-Ersteller_innen entspricht.

'''Hinweis zur Nutzung der Vorlage'''

Dokumentiert eure Bausteine entsprechend dieser Vorlage. Orientiert euch hinsichtlich Inhalt und Umfang am Baustein zu Bisphenol A. Alle nicht notwendigen Informationen, insbesondere die Hinweise zum Ausfüllen der einzelnen Felder sind zu löschen. Behaltet bitte die Formatierung bei, insbesondere für die Überschriften etc.

'''Erläuterung der einzelnen Kapitel'''
*Die Dokumentation eines Bausteins besteht aus folgenden Kapiteln
**Infobox - alle wesentlichen Informationen im Überblick
**Vor-/Nachbereitung - Überblick welche Vor-/Nachbereitung durch die Moderation/Teilnehmenden notwendig ist
**Ablaufplan - Minutenweise Arbeitsschritte - jeweils unterteilt in Hinweise an die Moderation und Folien für die Teilnehmenden mit konkreten Arbeitsanweisungen
**Hinweise und Anmerkungen - allgemeine Hinweise und Anmerkungen oder Hintergrundinformationen, Motivation, Ausblick etc.
**Literaturhinweise und Quellen - kommentierte Quellenliste
**Vorbereitung der Teilnehmenden - Materialien und Arbeitsanweisungen - Alle Materialien, die für die Vorbereitung der Teilnehmenden notwendig sind, inkl. aller Quizze etc.
**Präsenzphase - Materialien - Alle Materialien die während der Präsenzphase notwendig sind und nicht in den Folien stehen, z.B. längere Texte, die in Einzelarbeit gelesen werden - Hinweis: Sparsam nutzen!
**Nachbereitung der Teilnehmenden - Nachbereitendes E-Learning, weiterführende Texte etc.

=5 - Peer-to-Peer-Feedback=
===Hinweis===
Die Teilnehmenden, die einen Baustein zur Generalprobe durchführen, legen zugleich einen ersten Entwurf ihrer Dokumentation vor. Diesen Entwurf laden sie in dem Teilnehmenden-Kurs auf der Lernplattform in ihrem Themenabschnitt als PDF hoch. Die Moderation richtet es so ein, dass die übrigen Teilnehmenden die PDF Datei synchron kommentieren und schriftlich feedbacken können. Hierzu bietet sich z.B. Hypothes.is an.

Die Teilnehmenden, die den Baustein durchgeführt haben, überarbeiten ihren Baustein anhand des Peer-to-Peer Feedbacks.

===Information für Teilnehmende===
'''Peer-to-Peer-Feedback des ersten Entwurfs der Dokumentation'''
*Ziel der Dokumentation ist, dass eine Person, die nicht an dem Baustein teilgenommen hat, diesen Baustein ohne weiteres durchführen kann. *Zugleich muss jeder Baustein bestimmte Kriterien erfüllen, so dass Bausteine auch interaktive Lehr-/Lerneinheiten sind und nicht nur einfach ein Vortrag mit anschließender Diskussion.

Ziel des Peer-to-Peer-Feedbacks ist damit, dass ihr euch als Reviewer möglichst detailliert durch den ersten Entwurf arbeitet und konkrete Hinweise zur Überarbeitung gebt. Je präziser euer Review ist, desto besser kann es eingearbeitet werden, so dass die nächste Bausteindurchführung besser wird und die Dokumentation in Zukunft nutzbar ist.

'''Aufgabe als Reviewer'''
*wähle drei der unten gelisteten Kriterien aus
*achte bei deiner Wahl darauf, dass die Kriterien gleichmäßig kommentiert werden
*schreibe jeweils mindestens fünf Sätze zu den gewählten Kriterien
*gib eine allgemeine Einschätzung, wie das Kriterium (nicht) erfüllt wird
*wähle einzelne Beispiele heraus und kommentiere diese unten in der Dokumentation
*gib konkrete Hinweise zur Verbesserung für das Kriterium
*Hinweis: Sätze wie “Alles gut” - sind kein Review

'''Review-Kriterien'''

*''Wieder-/Weiterverwendbarkeit, Sprache und Ausdruck''' - die Arbeitsschritte in der Dokumentation sind nachvollziehbar und klar beschrieben. Alle relevanten Informationen werden bereitgestellt. Eine Person, die den Baustein nicht kennt, kann ihn ohne Weiteres durchführen.
*''Themen der sozial-ökologischen Transformation / Perspektivwechsel / Wissenschaftlichkeit / Quellenarbeit'' - Wissenschaftlich begründete Inhalte, die eine sozial-ökologische Transformation der Gesellschaft aufzeigen. Ein Thema wird vielschichtig und differenziert erschlossen, so dass verschiedene Perspektiven offengelegt werden.
*''Studierenden-getrieben und Demokratisierung'' - Die Teilnehmenden sind die ganze Zeit eingebunden erarbeiten sich gemeinsam die Lehr-/Lerninhalte. Sie partizipieren, kooperieren, treffen Entscheidungen miteinander und gestalten den Baustein mit.
*''Lehr-/Lernniveau-Stufen'' - Grob gesagt werden vier Stufen unterschieden - 1) Erinnern/Verstehen - 2) Anwenden - 3) Analysieren/Evaluieren - 4) (Neues) Erschaffen - Ein Baustein sollte sich im Mittel auf den Stufen 3) und 4) bewegen.
*''Methodenvielfalt'' - Innerhalb eines Bausteins kommen verschiedene und originelle Methoden zum Einsatz und zwei Bausteine nutzen nicht den selben Grundablauf.
*''Reflexion und Handlungskompetenz'' - Die Teilnehmenden reflektieren alleine oder gemeinsam in der Gruppe die vermittelten Inhalte/Methoden/Werte. Individuelle und gesellschaftliche Handlungsspielräume im Bezug auf das Thema werden aufgezeigt, diskutiert und erprobt.
*''Transfer'' - Bezüge, Gemeinsamkeiten und Unterschiede zu anderen Themen werden offengelegt und Themen mit einer anderen Perspektive erschlossen. Außerdem werden wissenschaftliche Quellen nachvollziehbar mit eingebunden.
*''Vollständigkeit und Einhaltung der Vorlage'' - Die Layoutvorlage wird eingehalten und alle (!) Informationen sind in der Vorlage enthalten - keine Inhalte sollten außerhalb der Vorlage sein, z.B. Infozettel, Aufgaben etc.

=6 - Bewertung der Semesterprojekte=
===Hinweis===
Das Semesterprojekt ist eine Teilleistung im Blue Engineering Seminar. Anhand der Dokumentation, die nach den zwei Durchführungen des Bausteins am Ende des Semesters abgegeben wird, erfolgt einheitlich für die Personen einer Gruppe die Bewertung der Semesterprojekte.

===Information für Teilnehmende===
'''Wie viele Punkte umfasst das Semesterprojekt und wie wird es bewertet?'''
* Das Semesterprojekt umfasst 50 von 100 Punkten für das gesamte Modul.
*Die Bewertung des Semesterprojekts erfolgt auf Grundlage der Dokumentation und basiert auf zehn Kriterien, die jeweils mit bis zu 5 Punkten bewertet werden.

'''Nach welchen Kriterien werden die Semesterprojekte bewertet?'''
*''Entwurf der Dokumentation zur Generalprobe'' - An dem Termin der Generalprobe geben die Durchführenden einen ersten Entwurf der Dokumentation ab. Wichtig bei dem ersten Entwurf der Dokumentation vor allem der Ablaufplan.
*''Einarbeitung des Feedbacks'' - Das Peer-to-Peer Feedback wird so in die Dokumentation eingearbeitet, dass eine qualitative Steigerung von der ersten zur finalen Dokumentation zu erkennen ist.
*''Originalität'' - Das gewählte Thema ist aktuell und die Durchführung kreativ und ansprechend gestaltet.
*Thema - sozial-ökologische Transformation/Verantwortung/… - Wissenschaftlich begründete Inhalte, die eine sozial-ökologische Transformation der Gesellschaft aufzeigen.
*''Studierenden-getrieben'' - Die Teilnehmenden sind die ganze Zeit eingebunden erarbeiten sich gemeinsam die Lehr-/Lerninhalte. Sie partizipieren, kooperieren, treffen Entscheidungen miteinander und gestalten den Baustein mit.
*''Methoden und Didaktik'' - Innerhalb eines Bausteins kommen verschiedene Methoden zum Einsatz und zwei Bausteine nutzen nicht den selben Grundablauf. Die Gruppe, die den Baustein durchführt, agiert als Moderation nicht als Expertin.
*''Wieder- und Weiterverwendbarkeit'' - Eine Person, die den Baustein nicht kennt, kann ihn ohne Weiteres durchführen.
*Sprache, Ausdruck und klar beschriebene Arbeitsschritte -Die Arbeitsschritte in der Dokumentation sind nachvollziehbar und klar beschrieben. Alle relevanten Informationen werden bereitgestellt.
*''Wissenschaftlichkeit und Quellenarbeit'' - Die Inhalte sind wissenschaftlich begründet. Quellen werden nach wissenschaftlichen Standards angegeben.
*''Nutzung der Formatvorlage und Layout'' - Die Layoutvorlage wird eingehalten und alle (!) Informationen sind in der Vorlage enthalten - keine Inhalte sollten außerhalb der Vorlage sein, z.B. Infozettel, Aufgaben etc.

==7 - Vorlage - Baustein - Digital==
===Titel===
Möglichst präzise und zugleich “catchy” - Nicht einfach nur “Plastik”, sondern “Bisphenol A - Erlauben oder Verbieten?”

===Kurzbeschreibung===
Eine Kurzbeschreibung von insgesamt etwa 150-250 Wörtern Länge. Drei Abschnitte:

===Lernziele===
Allgemeine Beschreibung der Problem-/Zielstellung des Bausteins - wenn möglich unter Verwendung der Begrifflichkeiten von Werkzeugen, aber ohne direkt auf Werkzeuge zu verweisen

===Inhalt===
kurze zusammenfassende Beschreibung des konkreten Inhalts/Themas

===Methode===
kurze zusammenfassende Beschreibung der verwendeten Methoden und der einzelnen Arbeitsschritte - die verschiedenen Handlungen der Teilnehmenden, um sich den Inhalt zu erarbeiten und die Lernziele zu erreichen.

===Thema===
Maximal ein Satz, der das Thema besser als der Titel wiedergibt oder falls der Titel ausreichend informativ ist, kann er einfach wiederholt werden.

===Typ===
Analog / Digital - aktuell werden nur digitale erstellt

===Schlagwörter===
kurze prägnante Wörter, die das Thema beschreiben

===Kompetenzen===
*Auswahl der zutreffenden Kompetenzen, die erworben werden
**Perspektivübernahme - Kompetenz zur Übernahme unterschiedlicher Perspektiven, Sichtweisen und Wissensformen (z.B. wissenschaftliches, tradiertes, alltägliches Wissen) differenter Akteure auf die räumlichen und zeitlichen Auswirkungen von Technik auf Individuen, Gesellschaft und Natur
**Antizipation - Kompetenz zur Antizipation räumlicher und zeitlicher Auswirkungen von Technik auf Individuen, Gesellschaft und Natur
**disziplinübergreifende Erkenntnisgewinnung - Kompetenz zur disziplinübergreifenden Erkenntnisgewinnung der Wechselwirkungen zwischen Technik, Natur, Individuum und Gesellschaft durch einzelwissenschaftliche, inter- und transdisziplinäre Zugänge im Hinblick auf ihre historischen Ursachen und gegenwärtigen und zukünftigen Folgen
**Umgang mit unvollständigen und überkomplexen Informationen - Kompetenz zum Umgang mit unvollständigen und überkomplexen Informationen über das Wechselverhältnis von Technik, Natur, Individuen und Gesellschaft und den damit verbundenen Risiken, Gefahren und Unsicherheiten
**Kooperation - Kompetenz zur Kooperation für eine demokratische Entscheidungsfindung im Hinblick auf Prozess, Ergebnis und Umsetzung
**Bewältigung individueller Entscheidungsdilemmata - Kompetenz zur Bewältigung individueller Entscheidungsdilemmata bei Wert- und Zielkonflikten
**Partizipation – Kompetenz zur Partizipation an kollektiven Entscheidungsprozessen
**Motivation – Kompetenz zur Motivation anderer, das Wechselverhältnis von Technik, Natur, Individuen und Gesellschaft demokratisch zu gestalten
**Reflexion auf Leitbilder – Kompetenz zur Reflexion von Leitbildern, an denen sich Lebensweisen orientieren und die das Wechselverhältnis von Technik, Natur, Individuen und Gesellschaft bestimmen
**moralisches Handeln – Kompetenz zur Herausbildung eigener Werte auf Grundlage einer eigenständigen Reflexion des Wechselverhältnisses von Technik, Natur, Individuen und Gesellschaft
**eigenständiges Handeln – Kompetenz zum eigenständigen Handeln auf Grundlage eigener Werte
**Unterstützung anderer – Kompetenz zur Unterstützung anderer, die durch die dominierende Ausgestaltung des Wechselverhältnisses von Technik, Natur, Individuum und Gesellschaft benachteiligt werden

===Werkzeuge===
Verweis auf die Werkzeuge, die im Baustein zum Einsatz kommen

===Lernformen===
*Bis zu zwei Lernformen auswählen, die hauptsächlich genutzt werden
**kreativ: Kreativität anregen, Eigenaktivität fordern, Ergebnismöglichkeit bieten
**kooperativ: kooperieren, kommunizieren, Gemeinschaftsgefühl stärken, künstlerische Interessen
**faktenorientiert: Fakten und Werte vermitteln, Probleme analysieren, technische Lösungen suchen
**systemorientiert: Regeln und Verfahren anwenden, erprobte Wege gehen, systematisch vorgehen

===Methoden===
Kurze Beschreibung der verwendeten Lehr-/Lernmethoden

===Gruppengröße===
Was ist die typische Gruppengröße? Wie viele Menschen sollten mindestens teilnehmen?

===Dauer===
Wie viel Zeit ist für die Durchführung nötig, gegebenenfalls der Hinweis, dass der Baustein kürzer oder länger durchgeführt werden kann.

===Material===
Welches Material wird für die Durchführung benötigt? Welches Material wird durch den Baustein gestellt?

=Vor-/Nachbereitung=
===Vorbereitung der Moderation===
Welche gezielten Vorbereitungen (außer gründlich lesen) sind für die Moderation notwendig, um sich auf den Baustein vorzubereiten? Welche Inhalte sind zu aktualisieren? Welche Folien?

===Vorbereitung der Teilnehmenden===
Welche Vorbereitung ist für die Teilnehmenden notwendig?

===Nachbereitung===
Welche Nachbereitung ist für die Teilnehmenden notwendig?

=Ablaufplan=
==00. Minute - Angabe der Zeiten in Minuten - Start bei 00.==
===Hinweise===
*Es gibt pro Abschnitt im Ablaufplan zwei Blöcke
*Hinweise - Nur für die Moderation, kurze Erläuterung der Arbeitsschritte, gezielte Vorbereitung, die die Moderation übernimmt, Hintergrundinformationen etc.
*Folien - Beschreibung der Aktivitäten der Teilnehmenden, Kurzvorträge etc.

===Folien===
'''Überblick'''
*Möglichst Kleinschrittig
*für jeden Arbeitsschritt der Teilnehmenden einen eigenen Minuten-Abschnitt beginnen
*nicht zu viel in einen Abschnitt packen

'''Satzlänge'''
*kurze Sätze benutzen
*möglichst einfache Sätze: Subjekt - Prädikat - Objekt
*keine verschachtelten Sätze
*Dopplungen vermeiden - eine Information immer nur an einem Ort benennen

'''Moderation / Teilnehmende'''
*die Moderation für alle Personen, die den Baustein durchführen
*die Teilnehmenden für alle Personen, die an dem Baustein teilnehmen

'''vorrangig Handlungen beschreiben'''
*vorrangig die Handlungen beschreiben, die Moderation oder die Teilnehmenden durchführen
*weitergehende Erläuterungen auf ein Minimum beschränken

'''Indikativ - Präsens - Aktiv'''
*die einzelnen Handlungen werden jeweils im Indikativ beschrieben
*Indikativ: Die Teilnehmenden bilden 5er-Gruppen
*kein Imperativ verwenden: Die Teilnehmenden sollen 5er-Gruppen bilden
*kein Konjunktiv verwenden: Die Teilnehmenden könnten 5er-Gruppen bilden
*Präsens als Zeitform nutzen
*Präsens: Die Teilnehmenden bilden 5er-Gruppen. Danach diskutieren sie.
*kein Futur: Die Teilnehmenden bilden 5er Gruppen, Danach werden sie diskutieren.
*“aktive” Sprache benutzen - keine “passive”
*Aktiv: Die Teilnehmenden bilden 5er-Gruppen
*kein Passiv verwenden: Die Teilnehmenden werden in 5er-Gruppen eingeteilt.

'''Abschlussdiskussion / Werkzeuge / Transfer'''
*Diskussionen - das Ziel der Diskussion klar benennen unterstützende Leitfragen anbieten
*Werkzeug - benutzt mindestens ein bestehendes Werkzeug oder erfindet ein neues Werkzeug
*Transfer - bietet Hinweise wie der Inhalt eures Bausteins auf andere Bereiche übertragen werden kann

==15. Minute - neuer Abschnitt==
===Hinweise===
Hier stehen weitere Hinweise an die Moderation.

===Folien===
*Weitere Erläuterungen für die Teilnehmenden
*Weitere Erläuterungen etc.

=Hinweise und Anmerkungen=
==Von den Verfasser_innen==
Erste Einschätzung zu dem Baustein. Auf was ist besonders zu achten? Wie lässt er sich erweitern?

==Nach weiteren Durchführungen==
Noch ausstehend.

=Literaturhinweise und Quellen=
===Hinweis===
Kurze Beschreibung der Quelle - Autor und Titel - gegebenenfalls Einordnung der Quelle - anschließend die Quelle

===Beispiele===
*Frisch, Max. Fragebogen. Berlin: Suhrkamp, 1998. - In seinen Tagebüchern finden sich eine vielzahl von Fragebögen mit jeweils 25 Fragen zu einem Thema, beispielsweise Eigentum, Liebe, Tod. Alle Fragebögen aus den Tagebüchern wurden in dem oben genannten Buch zusammengefasst. Die 25 Fragen an die TU Berlin sind nicht aufgenommen.
*Demirović, Alex. 2012. Marx Grün. Die gesellschaftlichen Naturverhältnisse demokratisieren. Luxemburg, 3(2012), 60-71. - Überblicksartige Einführung in das Konzept der gesellschaftlichen Naturverhälnisse
*Ullrich, Otto. „Das Produktivistische Weltbild”. Texte von Otto Ullrich. Web. 06. Juli 2020. http://www.otto-ullrich.de/Texte_files/Das%20produktivistische%20Weltbild.pdf - Basistext im Blue Engineering Seminar

=Vorbereitung der Teilnehmenden=
===Hinweis===
Kurze Übersicht über Texte, E-Learnings und Materialien für die Vorbereitung der Teilnehmenden. Möglichst mit Überschriften klar und deutlich strukturieren.
===Überblick===
Arbeitsanweisungen und Materialien für die Vorbereitung der Teilnehmenden.

=Präsenzphase - Materialien=
===Hinweis===
Materialien, die während der Präsenzphase notwendig sind und nicht in den Folien stehen, z.B. längere Texte, die in Einzelarbeit gelesen werden.
Möglichst sparsam verwenden und besser in den Ablaufplan integrieren. Möglichst mit Überschriften klar und deutlich strukturieren.

=Nachbereitung der Teilnehmenden=
===Hinweis===
Zum Beispiel weiterführende Texte und Ähnliches. Möglichst mit Überschriften klar und deutlich strukturieren.

News:BE:Digitales-Starterkit

2020-07-15T09:19:21Z

Tub.seminar: /* digitales Starter Kit - interaktive Hochschullehre ist möglich */

== [[Baukasten:Digitales-Starter-Kit|digitales Starter Kit - interaktive Hochschullehre ist möglich]] ==
[[Datei:Buntstifte-Halbkreis.jpg|250px|mini|rechts]]
Interaktive Hochschullehre, die Studierenden die Chance gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital. Bereits an sieben Hochschulen wird das modulare Seminarkonzept von Blue Engineering in der analogen Lehre genutzt. Dank Corona haben wir es ins Digitale übertragen und unsere Erfahrungen in einem Starter-Kit gesammelt, das überall in der Hochschullehre genutzt werden kann.

Blue Engineering hat bereits ein festes Fundament an analogen Lehr-/Lerneinheiten, die viele relevante inhaltliche und methodische Aspekte abdecken. Hierauf aufbauend wurden die digitalen Lehr-/Lerneinheiten ausgearbeitet und an digitale Videokonferenzen angepasst.

Das digitale Seminarkonzept ist modular aufgebaut, so dass es ohne weiteres an die verschiedenen Gegebenheiten an Hochschulen angepasst werden kann. Die Verantwortlichen der bestehenden Seminare kooperieren bereits intensiv miteinander. Wenn Sie ein eigenes Blue Engineering Seminar starten möchten, erhalten Sie - insofern gewünscht - eine intensive Begleitung, so dass Sie von dem Erfahrungswissen profitieren können, das wir uns über die letzten Jahre erworben haben.

Alle Materialien von Blue Engineering stehen kostenfrei zur Verfügung - auch unser '''[[Baukasten:Digitales-Starter-Kit|digitales Starter-Kit]]'''.

News:BE:digitales-Starter-Kit

2020-07-15T09:19:01Z

Tub.seminar: /* digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz */

== digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz ==
[[Datei:Blauer_Rufer.jpg|250px|thumb|right]]
Interaktive Hochschullehre, die Studierenden die Change gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital.

Durch das interdisziplinäre Blue Engineering Seminar ergänzen die Studierenden ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

Das Blue Engineering Seminar wurde an der TU Berlin entwickelt und ist dort seit 2011 in der Regellehre verankert. Alle Elemente des Seminarkonzepts sind einfach nutzbar, übertragbar, skalierbar und frei zugänglich. Daher wird das Seminar bereits an sieben Hochschulen/Universitäten im Wahlpflichtbereich von mehreren Studiengängen angeboten. Trotz des Ingenieurbezugs im Namen, hat das Seminar einen dezidiert interdisziplinären Charakter, so dass Studierende aller Disziplinen teilnehmen können.

In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

Wir laden sie herzlich zur Veröffentlichung des digitalen Blue Engineering Starter-Kits am Dienstag, 14. Juli, von 14.00 - 15.30 Uhr zu einer Videokonferenz mit folgenden Programmpunkten ein:

'''Programmablauf '''
* Begrüßung durch den Vizepräsidenten für Lehre, Digitalisierung und Lehre der TU Berlin: Prof. Dr.-Ing. Hans-Ulrich Heiß
* Verantwortung in den Ingenieurwissenschaften lehren - Studiendekan Prof. Dr.-Ing. Henning Meyer, Fakultät V Verkehrs- und Maschinensysteme, TU Berlin
* allgemeines Seminarkonzept - Blue Engineering - Ingenieur_innen mit sozialer und ökologischer Verantwortung
* digitales Starter-Kit - Veröffentlichung und Ausprobieren einzelner Elemente
* Umsetzung und Evaluation des digitalen Seminarkonzepts am Beispiel der TU Berlin
* Diskussion - Übertragbarkeit und Umsetzung an anderen Hochschulen

'''Kurzbericht'''

An der Vorstellung des digitalen Starter-Kits haben 52 Personen von 31 verschiedenen Hochschulen teilgenommen. Etwa ein Drittel der Teilnehmenden arbeitet als Hochschullehrer_in, ein Drittel arbeitet im wissenschaftlichen Mittelbau und ein Drittel arbeitet im Third Space, hier insbesondere die Hochschuldidaktik. In der anschließenden Diskussion zur Übertragbarkeit und Umsetzung des Seminarkonzepts an andere Hochschulen wurde vor allem diskutiert, wie sich die Widerstände in der eigenen Fakultät/Universität überwinden lassen. Hier gibt es kein Patentrezept, aber in den Akkreditierungsprozessen werden zum Beispiel die Inhalte und Methoden von Blue Engineering immer mehr eingefordert. Zugleich bekennen sich viele Hochschulen zu diesen Themen, so dass hier ein entsprechender Verweis möglich ist - auch mit Blick darauf, dass die "schönen" Wörter der Leitbilder sich auch im Studium widerspiegeln müssen.

News:BE:digitales-Starter-Kit

2020-07-15T09:17:47Z

Tub.seminar: /* digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz */

== digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz ==
[[Datei:Blauer_Rufer.jpg|250px|thumb|right]]
Interaktive Hochschullehre, die Studierenden die Change gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital.

Durch das interdisziplinäre Blue Engineering Seminar ergänzen die Studierenden ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

Das Blue Engineering Seminar wurde an der TU Berlin entwickelt und ist dort seit 2011 in der Regellehre verankert. Alle Elemente des Seminarkonzepts sind einfach nutzbar, übertragbar, skalierbar und frei zugänglich. Daher wird das Seminar bereits an sieben Hochschulen/Universitäten im Wahlpflichtbereich von mehreren Studiengängen angeboten. Trotz des Ingenieurbezugs im Namen, hat das Seminar einen dezidiert interdisziplinären Charakter, so dass Studierende aller Disziplinen teilnehmen können.

In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

Wir laden sie herzlich zur Veröffentlichung des digitalen Blue Engineering Starter-Kits am Dienstag, 14. Juli, von 14.00 - 15.30 Uhr zu einer Videokonferenz mit folgenden Programmpunkten ein:

'''Programmablauf '''
* Begrüßung durch den Vizepräsidenten für Lehre, Digitalisierung und Lehre der TU Berlin: Prof. Dr.-Ing. Hans-Ulrich Heiß
* Verantwortung in den Ingenieurwissenschaften lehren - Studiendekan Prof. Dr.-Ing. Henning Meyer, Fakultät V Verkehrs- und Maschinensysteme, TU Berlin
* allgemeines Seminarkonzept - Blue Engineering - Ingenieur_innen mit sozialer und ökologischer Verantwortung
* digitales Starter-Kit - Veröffentlichung und Ausprobieren einzelner Elemente
* Umsetzung und Evaluation des digitalen Seminarkonzepts am Beispiel der TU Berlin
* Diskussion - Übertragbarkeit und Umsetzung an anderen Hochschulen

'''Kurzbericht'''
An der Vorstellung des digitalen Starter-Kits haben 52 Personen von 31 verschiedenen Hochschulen teilgenommen. Etwa ein Drittel der Teilnehmenden arbeitet als Hochschullehrer_in, ein Drittel arbeitet im wissenschaftlichen Mittelbau und ein Drittel arbeitet im Third Space, hier insbesondere die Hochschuldidaktik. In der anschließenden Diskussion zur Übertragbarkeit und Umsetzung des Blue Engineering Seminarkonzept an andere Hochschulen wurde vor allem diskutiert, wie sich die Widerstände in der eigenen Fakultät/Universität überwinden lassen. Hier gibt es kein Patentrezept, aber in den Akkreditierungsprozessen werden die Inhalte und Methoden von Blue Engineering immer mehr eingefordert. Zugleich bekennen sich viele Hochschulen zu relevanten Themen, so dass hier ein entsprechender Verweis möglich ist - auch mit Blick darauf, dass die "schönen" Wörter der Leitbilder sich auch im Studium widerspiegeln müssen.

News:BE:digitales-Starter-Kit

2020-07-15T09:12:16Z

Tub.seminar: /* digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz */

== digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz ==
[[Datei:Blauer_Rufer.jpg|250px|thumb|right]]
Interaktive Hochschullehre, die Studierenden die Change gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital.

Durch das interdisziplinäre Blue Engineering Seminar ergänzen die Studierenden ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

Das Blue Engineering Seminar wurde an der TU Berlin entwickelt und ist dort seit 2011 in der Regellehre verankert. Alle Elemente des Seminarkonzepts sind einfach nutzbar, übertragbar, skalierbar und frei zugänglich. Daher wird das Seminar bereits an sieben Hochschulen/Universitäten im Wahlpflichtbereich von mehreren Studiengängen angeboten. Trotz des Ingenieurbezugs im Namen, hat das Seminar einen dezidiert interdisziplinären Charakter, so dass Studierende aller Disziplinen teilnehmen können.

In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

Wir laden sie herzlich zur Veröffentlichung des digitalen Blue Engineering Starter-Kits am Dienstag, 14. Juli, von 14.00 - 15.30 Uhr zu einer Videokonferenz mit folgenden Programmpunkten ein:

=== Programmablauf ===
* Begrüßung durch den Vizepräsidenten für Lehre, Digitalisierung und Lehre der TU Berlin: Prof. Dr.-Ing. Hans-Ulrich Heiß
* Verantwortung in den Ingenieurwissenschaften lehren - Studiendekan Prof. Dr.-Ing. Henning Meyer, Fakultät V Verkehrs- und Maschinensysteme, TU Berlin
* allgemeines Seminarkonzept - Blue Engineering - Ingenieur_innen mit sozialer und ökologischer Verantwortung
* digitales Starter-Kit - Veröffentlichung und Ausprobieren einzelner Elemente
* Umsetzung und Evaluation des digitalen Seminarkonzepts am Beispiel der TU Berlin
* Diskussion - Übertragbarkeit und Umsetzung an anderen Hochschulen

===Kurzbericht===
In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

News:BE:digitales-Starter-Kit

2020-07-15T09:11:37Z

Tub.seminar: /* digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz */

== digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz ==
[[Datei:Blauer_Rufer.jpg|250px|thumb|right]]
Interaktive Hochschullehre, die Studierenden die Change gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital.

Durch das interdisziplinäre Blue Engineering Seminar ergänzen die Studierenden ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

Das Blue Engineering Seminar wurde an der TU Berlin entwickelt und ist dort seit 2011 in der Regellehre verankert. Alle Elemente des Seminarkonzepts sind einfach nutzbar, übertragbar, skalierbar und frei zugänglich. Daher wird das Seminar bereits an sieben Hochschulen/Universitäten im Wahlpflichtbereich von mehreren Studiengängen angeboten. Trotz des Ingenieurbezugs im Namen, hat das Seminar einen dezidiert interdisziplinären Charakter, so dass Studierende aller Disziplinen teilnehmen können.

In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

Wir laden sie herzlich zur Veröffentlichung des digitalen Blue Engineering Starter-Kits am Dienstag, 14. Juli, von 14.00 - 15.30 Uhr zu einer Videokonferenz mit folgenden Programmpunkten ein:

* Begrüßung durch den Vizepräsidenten für Lehre, Digitalisierung und Lehre der TU Berlin: Prof. Dr.-Ing. Hans-Ulrich Heiß
* Verantwortung in den Ingenieurwissenschaften lehren - Studiendekan Prof. Dr.-Ing. Henning Meyer, Fakultät V Verkehrs- und Maschinensysteme, TU Berlin
* allgemeines Seminarkonzept - Blue Engineering - Ingenieur_innen mit sozialer und ökologischer Verantwortung
* digitales Starter-Kit - Veröffentlichung und Ausprobieren einzelner Elemente
* Umsetzung und Evaluation des digitalen Seminarkonzepts am Beispiel der TU Berlin
* Diskussion - Übertragbarkeit und Umsetzung an anderen Hochschulen

'''Kurzbericht'''
In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

News:BE:Digitales-Starterkit

2020-07-15T09:10:31Z

Tub.seminar: /* digitales Starter Kit - interaktive Hochschullehre ist möglich */

News:BE:digitales-Starter-Kit

2020-07-15T09:09:58Z

Tub.seminar: /* digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz */

== digitales Starter-Kit - soziale und ökologische Verantwortung lehren/lernen - DI 14. Juli - 14.00-15.30 Uhr - Videokonferenz ==
[[Datei:Blauer_Rufer.jpg|250px|thumb|right]]
Interaktive Hochschullehre, die Studierenden die Change gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital.

Durch das interdisziplinäre Blue Engineering Seminar ergänzen die Studierenden ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

Das Blue Engineering Seminar wurde an der TU Berlin entwickelt und ist dort seit 2011 in der Regellehre verankert. Alle Elemente des Seminarkonzepts sind einfach nutzbar, übertragbar, skalierbar und frei zugänglich. Daher wird das Seminar bereits an sieben Hochschulen/Universitäten im Wahlpflichtbereich von mehreren Studiengängen angeboten. Trotz des Ingenieurbezugs im Namen, hat das Seminar einen dezidiert interdisziplinären Charakter, so dass Studierende aller Disziplinen teilnehmen können.

In seiner digitalen Umsetzung hat das Blue Engineering Seminar vielen Studierenden das Corona-Semester gerettet, da sie hier trotz einer Lehre durch Videokonferenzen mit anderen Studierenden in Klein- und Großgruppen zusammenkommen, ihre Wertvorstellungen reflektieren, miteinander diskutieren, das Bestehende analysieren und Neues gestalten.

Wir laden sie herzlich zur Veröffentlichung des digitalen Blue Engineering Starter-Kits am Dienstag, 14. Juli, von 14.00 - 15.30 Uhr zu einer Videokonferenz mit folgenden Programmpunkten ein:

* Begrüßung durch den Vizepräsidenten für Lehre, Digitalisierung und Lehre der TU Berlin: Prof. Dr.-Ing. Hans-Ulrich Heiß
* Verantwortung in den Ingenieurwissenschaften lehren - Studiendekan Prof. Dr.-Ing. Henning Meyer, Fakultät V Verkehrs- und Maschinensysteme, TU Berlin
* allgemeines Seminarkonzept - Blue Engineering - Ingenieur_innen mit sozialer und ökologischer Verantwortung
* digitales Starter-Kit - Veröffentlichung und Ausprobieren einzelner Elemente
* Umsetzung und Evaluation des digitalen Seminarkonzepts am Beispiel der TU Berlin
* Diskussion - Übertragbarkeit und Umsetzung an anderen Hochschulen

Die Teilnahme ist kostenfrei möglich. Zur besseren Planung bitten wir um Anmeldung bis zum 10. Juli. Selbstverständlich können Sie aber auch spontan teilnehmen. Anmeldung per Email an: seminar@blue-engineering.org

News:BE:Digitales-Starterkit

2020-07-15T09:09:07Z

Tub.seminar: /* digitales Starter Kit - interaktive Hochschullehre ist möglich */

News:BE:Digitales-Starterkit

2020-07-15T09:08:52Z

Tub.seminar: /* digitales Starter Kit - interaktive Hochschullehre ist möglich */

== [[Baukasten:Digitales-Starter-Kit|digitales Starter Kit - interaktive Hochschullehre ist möglich]] ==
[[Datei:Buntstifte-Halbkreis.jpg|300px|mini|rechts]]
Interaktive Hochschullehre, die Studierenden die Chance gibt, sich mit ihrer sozialen und ökologischen Verantwortung auseinanderzusetzen, ist möglich und ohne weiteres an Hochschulen umsetzbar - auch digital. Bereits an sieben Hochschulen wird das modulare Seminarkonzept von Blue Engineering in der analogen Lehre genutzt. Dank Corona haben wir es ins Digitale übertragen und unsere Erfahrungen in einem Starter-Kit gesammelt, das überall in der Hochschullehre genutzt werden kann.

Blue Engineering hat bereits ein festes Fundament an analogen Lehr-/Lerneinheiten, die viele relevante inhaltliche und methodische Aspekte abdecken. Hierauf aufbauend wurden die digitalen Lehr-/Lerneinheiten ausgearbeitet und an digitale Videokonferenzen angepasst.

Das digitale Seminarkonzept ist modular aufgebaut, so dass es ohne weiteres an die verschiedenen Gegebenheiten an Hochschulen angepasst werden kann. Die Verantwortlichen der bestehenden Seminare kooperieren bereits intensiv miteinander. Wenn Sie ein eigenes Blue Engineering Seminar starten möchten, erhalten Sie - insofern gewünscht - eine intensive Begleitung, so dass Sie von dem Erfahrungswissen profitieren können, das wir uns über die letzten Jahre erworben haben.

Alle Materialien von Blue Engineering stehen kostenfrei zur Verfügung - auch unser '''[[Baukasten:Digitales-Starter-Kit|digitales Starter-Kit]]'''.

TUB:Seminar:Allgemeine Informationen

2020-07-15T09:08:16Z

Tub.seminar: /* Überblick - das Blue Engineering Seminar */

= Das Seminarkonzept von Blue Engineering =
[[Datei:Blue Engineering Seminar 2015 1.jpg|325px|mini|rechts]]

Das interdisziplinär ausgerichtete Blue Engineering-Seminar bietet angehenden Ingenieur_innen einen Blick über den Tellerrand und eine (inter-)aktive Auseinandersetzung mit ihrer sozialen und ökologischen Verantwortung. Sie erhalten so Gelegenheit sich ihrer eigenen Werte bewusst zu werden und diese mit anderen zu reflektieren. Zudem wird der Lehr-/Lernprozess im wesentlichen auf die Studierenden verlagert, so dass sie die Verantwortung für ein gutes Gelingen des Seminars übernehmen und zugleich bestimmen sie so dessen zukünftige Entwicklung mit. Insgesamt ergänzen die Studierenden so ihr Fachwissen durch ein Orientierungswissen und Gestaltungskompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

= Überblick - das Blue Engineering Seminar =
===Was hat das Blue Engineering Seminar zum Ziel?===
Das interdisziplinär ausgerichtete Blue Engineering Seminar bietet einen Blick über den Tellerrand und eine (inter-)aktive Auseinandersetzung mit ihrer sozialen und ökologischen Verantwortung. Die Studierenden ergänzen so ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

===Wie läuft das Seminar ab? ===
Interessant, kreativ, interdisziplinär, manchmal hitzig aber immer in guter Arbeitsatmosphäre. Auch im digitalen Format bietet Blue Engineering keinen Frontalunterricht, sondern ein methodisch und thematisch vielfältiges Seminar, das durch die Teilnehmenden weitestgehend mitgestaltet wird.

=== Was sind Bausteine? ===
Bausteine sind das Kernelement des studierenden-getriebenen Blue Engineering Seminars. Diese inhaltlich und didaktisch gut dokumentierten Einheiten verlagern sowohl den Lern- als auch den Lehrprozess innerhalb eines Seminars weitestgehend auf die Teilnehmenden, so dass die Durchführenden keine Expert_innen sein müssen, sondern Moderator_innen, die einen komplexen Lehr-/Lernprozess anleiten.

=== Wie ist das Blue Engineering Seminar aufgebaut?===
Das Blue Engineering Seminar besteht im wesentlichen aus drei Phasen:
#Tutor_innen führen sechs festgelegte Grundbausteine durch, um den Teilnehmenden die Arbeitsweise sowie den allgemeinen inhaltlichen und didaktischen Anspruch des Seminars zu vermitteln
#Teilnehmenden führen in Kleingruppen bestehenden Bausteine für ihre Kommiliton_innen durch und lernen so, wie eine anspruchsvolle Lehr-/Lerneinheit gestaltet werden kann.
#Die Kleingruppen entwickeln über das gesamte Semester einen eigenen Baustein, den sie anschließend für ihre Kommiliton_innen durchführen und zur weiteren Verwendung umfassend dokumentieren. Zur Qualitätssicherung erhalten sie mehrmals Feedback von Kommiliton_innen und Tutor_innen.

===Welche Prüfungsleistungen werden erbracht? ===
Die Teilnehmenden legen eine Portfolioprüfung aus zwei Teilprüfungen mit jeweils 50 Punkten ab:
* Führen eines Lernjournals als Einzelarbeit
* Entwicklung, Durchführung und Präsentation eines eigenen Bausteins in einer Semesterprojektgruppe

===Wer nimmt am Seminar teil? ===
(Angehende) Ingenieurinnen und Ingenieure, die über den Tellerrand hinaus schauen wollen. Studierende der Planungs-, Sozial- und Geisteswissenschaften mit einem Interesse an Technik, Gesellschaft und Verantwortung können problemlos teilnehmen, da tiefergehende technische Kenntnisse nicht notwendig sind.

===Von wem wird das Seminar angeboten?===
Von allen, die mit Methodenvielfalt Themen der sozialen und ökologischen Verantwortung in die Hochschullehre einbinden möchten. Mit dem digitalen Starter Kit kann sofort losgelegt werden. An den oben genannten Hochschulen wird das Seminar weitestgehend von Tutor_innen durchgeführt. Das Seminar als ganzes wird jeweils von einer_m Ho Hochschullehrer_in verantwortet, der_die die Tutor_innen unterstützt.

=== Wo und wie wird das Blue Engineering Seminar bereits angeboten?===
Das modular aufgebaute Seminar wird bereits an sieben Hochschulen jeweils im Wahlpflichtbereich mehrere Studiengänge mit etwa 5 bis 6 Leistungspunkten und für etwa 25 bis 100 Teilnehmende angeboten. Bisher haben über 2.000 Studierende an der TU Berlin, TU Dresden, TU Hamburg, HTW Berlin, TH Köln, HS Ruhr West und HS Düsseldorf teilgenommen.

=== Wie kann ich an meiner Hochschule ein Seminar anbieten?===
Das Blue Engineering Seminar ist komplett modular aufgebaut, so dass es an die jeweiligen Bedingungen ohne weiteres angepasst werden kann. Das digitale und analoge Starter Kit stellt die wesentlichen Grundbausteine für ein digitales Blue Engineering Seminar zur Verfügung, so dass direkt morgen ein eigenes Seminar angeboten werden kann.

=== Welche Unterstützung erhalte ich, wenn ich ein Seminar anbieten möchte? ===
Die Verantwortlichen an den bestehenden Hochschulen kooperieren bereits intensiv miteinander. Wenn Sie ein Seminar starten möchten, erhalten Sie - insofern gewünscht - eine intensive Begleitung, so dass Sie von dem Erfahrungswissen profitieren können, das wir uns über die letzten Jahre erworben haben.

== Lernziele ==
Das Blue Engineering-Seminar hat fünf grundlegende Lernziele:

'''Die Studierenden...'''

* analysieren und bewerten das Wechselverhältnis von Technik, Individuum, Natur und Gesellschaft

* legen als angehende Ingenieur_innen ihre persönliche Sichtweise und Verantwortung innerhalb des des Wechselverhältnisses dar und können entsprechend individuell handeln

* erarbeiten sich gemeinsam mit anderen angehenden Ingenieur_innen eine gemeinsame Sichtweise des Wechselverhältnisses, können gemeinsam entsprechend handeln und eine demokratische Ausgestaltung befördern

* erwerben 12 an das Seminar angepasste [http://www.institutfutur.de/transfer-21/index.php?p=222 Gestaltungskompetenzen einer Bildung für Nachhaltige Entwicklung]

* gestalten ihr eigenes Seminar und bestimmen die weitere Entwicklung des gesamten Blue Engineering-Seminars mit.

Das Blue Engineering-Seminar hat zum Ziel, das angehende Ingenieur_innen ihre individuelle sowie ihre gemeinschaftliche und gesellschaftliche Verantwortung kennen. Zugleich werden sie befähigt, gemäß ihrer Verantwortung handeln zu können. Hierzu analysieren und bewerten die Studierenden das gegenwärtige Wechselverhältnis von Technik, Natur, Individuum und Gesellschaft aus verschiedenen Sichtweisen. Als angehende Ingenieur_innen legen sie anschließend auf dieser Grundlage ihre persönliche Sichtweise des Wechselverhältnisses dar und berücksichtigen es in ihren individuellen Handlungen. Zugleich erarbeiten sie sich mit anderen ein gemeinsames Verständnis des Wechselverhältnisses und fördern eine demokratische Ausgetaltung.

Dieses Lernziel wird durch die 12 Gestaltungskompetenzen einer Bildung für Nachhaltige Entwicklung weiter präzisiert. Die Lernaktivitäten und Lernüberprüfungen des gesamten Seminars sind so gestaltet, dass die Teilnehmenden die 12 Gestaltungskompetenzen kontinuierlich über ganze Semester einüben, festigen und letztlich dauerhaft erwerben. Die Evaluation des Seminars zeigt, dass die Studierenden in allen 12 Gestaltungskompetenzen erhebliche Steigerungen verzeichnen.

== Bausteine ==
Bausteine sind das Kernelement des Blue Engineering-Seminars. Diese inhaltlich und didaktisch gut dokumentierte 30- bis 90-minütige Lern-/Lehreinheiten verlagern sowohl den Lern- als auch den Lehrprozess innerhalb eines Seminars weitestgehend auf die Teilnehmenden. Bausteine schaffen die Balance zwischen Faktenvermittlung und Orientierung/Reflexion/Positionierung der Teilnehmenden zum Beispiel durch simulierten Gerichtsverhandlungen, Talkshows, Stationenlernen, aber auch durch multimediale/multisensuale Wissensspeicher, die ein Thema aus unterschiedlichen Perspektiven aufbereiten sowie durch spielerische Formate, wie z.B. ein Kraftwerksquartett, Mülltrennung - ein Kinderspiel! oder ein Bilderbuch zum Thema Zeitwohlstand.

Mittlerweile bestehen über 140 solcher Bausteine, die regelmäßig im Blue Engineering Seminar und außerhalb zum Einsatz kommen. Sie alle sind auf der Homepage frei zugänglich zur Verfügung gestellt. Einen ersten Einblick bieten bereits unser [[Baukasten:Startseite|Baukasten]].

== Aufbau des Blue Engineering Seminars ==
* In der ersten Phase führen Tutor_innen sechs festgelegte Grundbausteine durch, um den Teilnehmenden die Arbeitsweise sowie den allgemeinen inhaltlichen und didaktischen Anspruch des Seminars zu vermitteln. Die Themen sind hier unter anderem Technikbewertung, Plastik, Technik als Problemlöser, Verantwortung und Kodizes und das Produktivistische Weltbild.

* In der zweiten Phase führen die Teilnehmenden in Kleingruppen eine wechselnde Auswahl an bestehenden Bausteine für ihre Kommiliton_innen durch und lernen so aktiv, wie eine anspruchsvolle Lehr-/Lerneinheit gestaltet werden kann. Die Themen sind hier unter anderem: “Gender, Diversity & Technik”, Stromopoly, Atomkraft-Anno Domini, Peak Everything, “Arbeit, Gesellschaft und Gewerkschaft”, Automatisierung vs. Gute Arbeitsplätze, Virtuelles Wasser, Land Grabbing.

* In der dritten Phase präsentieren die Kleingruppen einen Baustein, den sie über das gesamte Semester entwickelt haben. Das Thema und die Methoden setzen die Teilnehmenden in der Regel selbst. Zur Qualitätssicherung erhalten sie mehrmals Feedback von Kommiliton_innen und Tutor_innen.

== Prüfungsleistungen ==
Je nach der Menge an Leistungspunkten für das Blue Engineering wird es mit bis zu vier prüfungsäquivalente Studienleistungen abgeschlossen, die jeweils ein Viertel der Gesamtpunktzahl ausmachen:

* das wöchentlich zu führende Lernjournal, dient der eigenen Reflexion, der Verknüpfung von Themenfeldern und zeigt auf in welcher Form eine Auseinandersetzung über das Seminar hinaus stattfand, z.B. Zeitungsartikel gelesen, Gespräch mit Freund_innen oder Familie gesucht

* die Durchführung eines bestehenden Bausteins für etwa 20 Kommiliton_innen
die Durchführung eines neu entwickelten Bausteins, der von einer Kleingruppe über das ganze Semester erarbeitet wurde

* die Dokumentation des neu entwickelten Bausteins, um eine spätere Wieder- und Weiterverwendung zu ermöglichen

== Evaluation ==
Etwa 90% der Teilnehmenden geben in der Abschlussbefragung an, dass sie das Seminar weiterempfehlen werden. Etwa 50% der Teilnehmenden nehmen daher auch auf Grund einer Empfehlung an dem Seminar teil.

Der Anteil an weiblichen Studierenden liegt insgesamt etwa bei 25%. Besonders ist in diesem Zusammenhang aber zu erwähnen, dass der Anteil der Studentinnen des Maschinenbaus, der Informationstechnik im Maschinenwesen und der Physikalischen Ingenieurswissenschaften, um 50% höher liegt, als er der jeweiligen Kohorte entspricht. Dies lässt darauf schließen, dass die Betonung der ökologischen und sozialen Relevanz die Attraktivität der Ingenieurwissenschaften steigern kann.

Die Qualität der von Studierenden entwickelten Bausteine ist ausgesprochen hoch, wie auch ihre Dokumentation zum weiteren Gebrauch. Viele Bausteine zeugen von einer besonders intensiven Beschäftigung mit Themen, die oftmals (noch) kaum beachtet werden. Zugleich ist scheinbar der kreativen Umsetzung keine Grenzen gesetzt. Die qualitative Evaluation durch Interviews mit Studierenden und die Auswertung der Lernjournale zeigt, dass dies vor allem an zwei Faktoren liegt. Zum einen können sich die Studierenden frei mit einem Thema auseinandersetzen, das sie sich selbst aussuchen und oftmals schon lange beschäftigt. Zum anderen motiviert es die Studierenden besonders, dass ihre Arbeit in den kommenden Semestern von anderen Kommiliton_innen genutzt wird, um anspruchsvolle Lehr-/Lernsituationen zu gestalten.

Neben einer qualitativen Evaluation, werden die Lernziele auch durch eine quantitative Evaluation überprüft, deren Kern eine vergleichende Selbsteinschätzung der Kompetenzen ist. Hierzu wurden die 12 an das Seminar angepassten Gestaltungskompetenzen in Items eines Fragebogens umformuliert. Jeweils zu Beginn und Ende des Semesters sollten die Studierenden ihre Kompetenzen einschätzen. Bei nahezu allen Items und bei allen 12 Gestaltungskompetenzen zeigen die Teilnehmenden einen Zuwachs um etwa 1 Punkt auf einer 6-Punkt-Likert-Skala auf.

TUB:Seminar:Allgemeine Informationen

2020-07-15T09:08:00Z

Tub.seminar:

= Das Seminarkonzept von Blue Engineering =
[[Datei:Blue Engineering Seminar 2015 1.jpg|325px|mini|rechts]]

Das interdisziplinär ausgerichtete Blue Engineering-Seminar bietet angehenden Ingenieur_innen einen Blick über den Tellerrand und eine (inter-)aktive Auseinandersetzung mit ihrer sozialen und ökologischen Verantwortung. Sie erhalten so Gelegenheit sich ihrer eigenen Werte bewusst zu werden und diese mit anderen zu reflektieren. Zudem wird der Lehr-/Lernprozess im wesentlichen auf die Studierenden verlagert, so dass sie die Verantwortung für ein gutes Gelingen des Seminars übernehmen und zugleich bestimmen sie so dessen zukünftige Entwicklung mit. Insgesamt ergänzen die Studierenden so ihr Fachwissen durch ein Orientierungswissen und Gestaltungskompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

= Überblick - das Blue Engineering Seminar =
[[Datei:Buntstifte-Halbkreis.jpg|325px|mini|rechts]]
===Was hat das Blue Engineering Seminar zum Ziel?===
Das interdisziplinär ausgerichtete Blue Engineering Seminar bietet einen Blick über den Tellerrand und eine (inter-)aktive Auseinandersetzung mit ihrer sozialen und ökologischen Verantwortung. Die Studierenden ergänzen so ihr Fachwissen durch ein Orientierungswissen und erwerben Kompetenzen, die ihnen helfen ihre Rolle in Bezug auf Technik und Gesellschaft zu kennen und mit anderen gemeinsam auszugestalten.

===Wie läuft das Seminar ab? ===
Interessant, kreativ, interdisziplinär, manchmal hitzig aber immer in guter Arbeitsatmosphäre. Auch im digitalen Format bietet Blue Engineering keinen Frontalunterricht, sondern ein methodisch und thematisch vielfältiges Seminar, das durch die Teilnehmenden weitestgehend mitgestaltet wird.

=== Was sind Bausteine? ===
Bausteine sind das Kernelement des studierenden-getriebenen Blue Engineering Seminars. Diese inhaltlich und didaktisch gut dokumentierten Einheiten verlagern sowohl den Lern- als auch den Lehrprozess innerhalb eines Seminars weitestgehend auf die Teilnehmenden, so dass die Durchführenden keine Expert_innen sein müssen, sondern Moderator_innen, die einen komplexen Lehr-/Lernprozess anleiten.

=== Wie ist das Blue Engineering Seminar aufgebaut?===
Das Blue Engineering Seminar besteht im wesentlichen aus drei Phasen:
#Tutor_innen führen sechs festgelegte Grundbausteine durch, um den Teilnehmenden die Arbeitsweise sowie den allgemeinen inhaltlichen und didaktischen Anspruch des Seminars zu vermitteln
#Teilnehmenden führen in Kleingruppen bestehenden Bausteine für ihre Kommiliton_innen durch und lernen so, wie eine anspruchsvolle Lehr-/Lerneinheit gestaltet werden kann.
#Die Kleingruppen entwickeln über das gesamte Semester einen eigenen Baustein, den sie anschließend für ihre Kommiliton_innen durchführen und zur weiteren Verwendung umfassend dokumentieren. Zur Qualitätssicherung erhalten sie mehrmals Feedback von Kommiliton_innen und Tutor_innen.

===Welche Prüfungsleistungen werden erbracht? ===
Die Teilnehmenden legen eine Portfolioprüfung aus zwei Teilprüfungen mit jeweils 50 Punkten ab:
* Führen eines Lernjournals als Einzelarbeit
* Entwicklung, Durchführung und Präsentation eines eigenen Bausteins in einer Semesterprojektgruppe

===Wer nimmt am Seminar teil? ===
(Angehende) Ingenieurinnen und Ingenieure, die über den Tellerrand hinaus schauen wollen. Studierende der Planungs-, Sozial- und Geisteswissenschaften mit einem Interesse an Technik, Gesellschaft und Verantwortung können problemlos teilnehmen, da tiefergehende technische Kenntnisse nicht notwendig sind.

===Von wem wird das Seminar angeboten?===
Von allen, die mit Methodenvielfalt Themen der sozialen und ökologischen Verantwortung in die Hochschullehre einbinden möchten. Mit dem digitalen Starter Kit kann sofort losgelegt werden. An den oben genannten Hochschulen wird das Seminar weitestgehend von Tutor_innen durchgeführt. Das Seminar als ganzes wird jeweils von einer_m Ho Hochschullehrer_in verantwortet, der_die die Tutor_innen unterstützt.

=== Wo und wie wird das Blue Engineering Seminar bereits angeboten?===
Das modular aufgebaute Seminar wird bereits an sieben Hochschulen jeweils im Wahlpflichtbereich mehrere Studiengänge mit etwa 5 bis 6 Leistungspunkten und für etwa 25 bis 100 Teilnehmende angeboten. Bisher haben über 2.000 Studierende an der TU Berlin, TU Dresden, TU Hamburg, HTW Berlin, TH Köln, HS Ruhr West und HS Düsseldorf teilgenommen.

=== Wie kann ich an meiner Hochschule ein Seminar anbieten?===
Das Blue Engineering Seminar ist komplett modular aufgebaut, so dass es an die jeweiligen Bedingungen ohne weiteres angepasst werden kann. Das digitale und analoge Starter Kit stellt die wesentlichen Grundbausteine für ein digitales Blue Engineering Seminar zur Verfügung, so dass direkt morgen ein eigenes Seminar angeboten werden kann.

=== Welche Unterstützung erhalte ich, wenn ich ein Seminar anbieten möchte? ===
Die Verantwortlichen an den bestehenden Hochschulen kooperieren bereits intensiv miteinander. Wenn Sie ein Seminar starten möchten, erhalten Sie - insofern gewünscht - eine intensive Begleitung, so dass Sie von dem Erfahrungswissen profitieren können, das wir uns über die letzten Jahre erworben haben.

== Lernziele ==
Das Blue Engineering-Seminar hat fünf grundlegende Lernziele:

'''Die Studierenden...'''

* analysieren und bewerten das Wechselverhältnis von Technik, Individuum, Natur und Gesellschaft

* legen als angehende Ingenieur_innen ihre persönliche Sichtweise und Verantwortung innerhalb des des Wechselverhältnisses dar und können entsprechend individuell handeln

* erarbeiten sich gemeinsam mit anderen angehenden Ingenieur_innen eine gemeinsame Sichtweise des Wechselverhältnisses, können gemeinsam entsprechend handeln und eine demokratische Ausgestaltung befördern

* erwerben 12 an das Seminar angepasste [http://www.institutfutur.de/transfer-21/index.php?p=222 Gestaltungskompetenzen einer Bildung für Nachhaltige Entwicklung]

* gestalten ihr eigenes Seminar und bestimmen die weitere Entwicklung des gesamten Blue Engineering-Seminars mit.

Das Blue Engineering-Seminar hat zum Ziel, das angehende Ingenieur_innen ihre individuelle sowie ihre gemeinschaftliche und gesellschaftliche Verantwortung kennen. Zugleich werden sie befähigt, gemäß ihrer Verantwortung handeln zu können. Hierzu analysieren und bewerten die Studierenden das gegenwärtige Wechselverhältnis von Technik, Natur, Individuum und Gesellschaft aus verschiedenen Sichtweisen. Als angehende Ingenieur_innen legen sie anschließend auf dieser Grundlage ihre persönliche Sichtweise des Wechselverhältnisses dar und berücksichtigen es in ihren individuellen Handlungen. Zugleich erarbeiten sie sich mit anderen ein gemeinsames Verständnis des Wechselverhältnisses und fördern eine demokratische Ausgetaltung.

Dieses Lernziel wird durch die 12 Gestaltungskompetenzen einer Bildung für Nachhaltige Entwicklung weiter präzisiert. Die Lernaktivitäten und Lernüberprüfungen des gesamten Seminars sind so gestaltet, dass die Teilnehmenden die 12 Gestaltungskompetenzen kontinuierlich über ganze Semester einüben, festigen und letztlich dauerhaft erwerben. Die Evaluation des Seminars zeigt, dass die Studierenden in allen 12 Gestaltungskompetenzen erhebliche Steigerungen verzeichnen.

== Bausteine ==
Bausteine sind das Kernelement des Blue Engineering-Seminars. Diese inhaltlich und didaktisch gut dokumentierte 30- bis 90-minütige Lern-/Lehreinheiten verlagern sowohl den Lern- als auch den Lehrprozess innerhalb eines Seminars weitestgehend auf die Teilnehmenden. Bausteine schaffen die Balance zwischen Faktenvermittlung und Orientierung/Reflexion/Positionierung der Teilnehmenden zum Beispiel durch simulierten Gerichtsverhandlungen, Talkshows, Stationenlernen, aber auch durch multimediale/multisensuale Wissensspeicher, die ein Thema aus unterschiedlichen Perspektiven aufbereiten sowie durch spielerische Formate, wie z.B. ein Kraftwerksquartett, Mülltrennung - ein Kinderspiel! oder ein Bilderbuch zum Thema Zeitwohlstand.

Mittlerweile bestehen über 140 solcher Bausteine, die regelmäßig im Blue Engineering Seminar und außerhalb zum Einsatz kommen. Sie alle sind auf der Homepage frei zugänglich zur Verfügung gestellt. Einen ersten Einblick bieten bereits unser [[Baukasten:Startseite|Baukasten]].

== Aufbau des Blue Engineering Seminars ==
* In der ersten Phase führen Tutor_innen sechs festgelegte Grundbausteine durch, um den Teilnehmenden die Arbeitsweise sowie den allgemeinen inhaltlichen und didaktischen Anspruch des Seminars zu vermitteln. Die Themen sind hier unter anderem Technikbewertung, Plastik, Technik als Problemlöser, Verantwortung und Kodizes und das Produktivistische Weltbild.

* In der zweiten Phase führen die Teilnehmenden in Kleingruppen eine wechselnde Auswahl an bestehenden Bausteine für ihre Kommiliton_innen durch und lernen so aktiv, wie eine anspruchsvolle Lehr-/Lerneinheit gestaltet werden kann. Die Themen sind hier unter anderem: “Gender, Diversity & Technik”, Stromopoly, Atomkraft-Anno Domini, Peak Everything, “Arbeit, Gesellschaft und Gewerkschaft”, Automatisierung vs. Gute Arbeitsplätze, Virtuelles Wasser, Land Grabbing.

* In der dritten Phase präsentieren die Kleingruppen einen Baustein, den sie über das gesamte Semester entwickelt haben. Das Thema und die Methoden setzen die Teilnehmenden in der Regel selbst. Zur Qualitätssicherung erhalten sie mehrmals Feedback von Kommiliton_innen und Tutor_innen.

== Prüfungsleistungen ==
Je nach der Menge an Leistungspunkten für das Blue Engineering wird es mit bis zu vier prüfungsäquivalente Studienleistungen abgeschlossen, die jeweils ein Viertel der Gesamtpunktzahl ausmachen:

* das wöchentlich zu führende Lernjournal, dient der eigenen Reflexion, der Verknüpfung von Themenfeldern und zeigt auf in welcher Form eine Auseinandersetzung über das Seminar hinaus stattfand, z.B. Zeitungsartikel gelesen, Gespräch mit Freund_innen oder Familie gesucht

* die Durchführung eines bestehenden Bausteins für etwa 20 Kommiliton_innen
die Durchführung eines neu entwickelten Bausteins, der von einer Kleingruppe über das ganze Semester erarbeitet wurde

* die Dokumentation des neu entwickelten Bausteins, um eine spätere Wieder- und Weiterverwendung zu ermöglichen

== Evaluation ==
Etwa 90% der Teilnehmenden geben in der Abschlussbefragung an, dass sie das Seminar weiterempfehlen werden. Etwa 50% der Teilnehmenden nehmen daher auch auf Grund einer Empfehlung an dem Seminar teil.

Der Anteil an weiblichen Studierenden liegt insgesamt etwa bei 25%. Besonders ist in diesem Zusammenhang aber zu erwähnen, dass der Anteil der Studentinnen des Maschinenbaus, der Informationstechnik im Maschinenwesen und der Physikalischen Ingenieurswissenschaften, um 50% höher liegt, als er der jeweiligen Kohorte entspricht. Dies lässt darauf schließen, dass die Betonung der ökologischen und sozialen Relevanz die Attraktivität der Ingenieurwissenschaften steigern kann.

Die Qualität der von Studierenden entwickelten Bausteine ist ausgesprochen hoch, wie auch ihre Dokumentation zum weiteren Gebrauch. Viele Bausteine zeugen von einer besonders intensiven Beschäftigung mit Themen, die oftmals (noch) kaum beachtet werden. Zugleich ist scheinbar der kreativen Umsetzung keine Grenzen gesetzt. Die qualitative Evaluation durch Interviews mit Studierenden und die Auswertung der Lernjournale zeigt, dass dies vor allem an zwei Faktoren liegt. Zum einen können sich die Studierenden frei mit einem Thema auseinandersetzen, das sie sich selbst aussuchen und oftmals schon lange beschäftigt. Zum anderen motiviert es die Studierenden besonders, dass ihre Arbeit in den kommenden Semestern von anderen Kommiliton_innen genutzt wird, um anspruchsvolle Lehr-/Lernsituationen zu gestalten.

Neben einer qualitativen Evaluation, werden die Lernziele auch durch eine quantitative Evaluation überprüft, deren Kern eine vergleichende Selbsteinschätzung der Kompetenzen ist. Hierzu wurden die 12 an das Seminar angepassten Gestaltungskompetenzen in Items eines Fragebogens umformuliert. Jeweils zu Beginn und Ende des Semesters sollten die Studierenden ihre Kompetenzen einschätzen. Bei nahezu allen Items und bei allen 12 Gestaltungskompetenzen zeigen die Teilnehmenden einen Zuwachs um etwa 1 Punkt auf einer 6-Punkt-Likert-Skala auf.

TUB:Seminar:Aktuelles Semester

2020-07-15T09:07:34Z

Tub.seminar: /* Geschichte des Blue Engineering Seminars an der TU Berlin */

== Blue Engineering Seminar an der TU Berlin ==
[[Datei:TU Logo lang RGB rot.png|200px|mini|rechts]]

=== Online-Kurs auf der Lernplattform der TU Berlin ===
'''[https://isis.tu-berlin.de/course/view.php?id=18899 Blue Engineering Kurs - Sommersemester 2020]'''

=== Kontakt ===
Seminar@blue-engineering.org

(030) 314 - 75667

Raum W 303 - Straße des 17. Berlin 144 - 10623 Berlin

== TU Berlin - digitaler Blue Engineering Kurs - ab 21. April - dienstags - 10 Uhr ==

'''Was?''' - innovatives Seminar zur ökologischen und sozialen Verantwortung mit 6 ECTS

'''Wer?''' - Angehende Ingenieurinnen und Ingenieure, die über den Tellerrand hinaus schauen wollen. Studierende der Planungs-, Sozial- und Geisteswissenschaften mit einem Interesse an Technik, Gesellschaft und Verantwortung können problemlos teilnehmen, da tiefgehende technische Kenntnisse nicht notwendig sind. Es gibt keine Kapazitätsbeschränkungen.

'''Wie?''' - interessant, kreativ, interdisziplinär, manchmal hitzig aber immer in guter Arbeitsatmosphäre. Auch in unserem online Format gibts von uns kein Frontalunterricht, sondern ein methodisch und thematisch vielfältiges Seminar, das von eurer Beteiligung lebt.

'''Wann?''' - vom 21. April bis 14. Juli 2020 - immer dienstags von 10.00 - 11.30 Uhr

'''Wo?''' - [https://isis.tu-berlin.de/course/view.php?id=18899 '''Online-Kurs auf der Lernplattform der TU Berlin und per Videokonferenz''']

'''Ablauf?''' - jede Sitzung besteht aus einer Vorbereitung, einer 90 minütigen Videokonferenz mit Anwesenheitspflicht und einer Nachbereitung.

'''Themen?''' - Plastik, Bisphenol A, Technikbewertung, Produktivistisches Weltbild, Faktoren der Technikgestaltung, Verantwortung und Kodizes für die Ingenieursarbeit, Arbeit & Gesellschaft, Gender & Diversity … und eure Themen

'''Wie anmelden?''' - Das Verfahren zur offiziellen Anmeldung wird in der ersten Sitzung bekannt gegeben.

'''Welche Prüfungsform?''' - Portfolioprüfung aus zwei Teilprüfungen: individuelles Lernjournal (50%) & Entwicklung, Durchführung und Präsentation eines eigenen Bausteins (Lehreinheit) in einer Semesterprojektgruppe (50%).

'''Wie anrechnen lassen?''' - Bachelor-Wahlpflicht: Geotechnologie, Maschinenbau, Nachhaltiges Management, Naturwissenschaften in der Informationsgesellschaft, Verkehrswesen und Wi-Ing-Integrationsbereich. Für alle anderen als freie Wahl.

'''Was als Externer machen?''' - Anmeldung als Nebenhörer_in - weitere Infos auf der Lernplattform der TU Berlin

'''Kontakt?''' - seminar@blue-engineering.org

== Rahmenbedingungen für die Umsetzung an der TU Berlin ==
Die TU Berlin bekennt sich in ihrem Leitbild und in der Allgemeinen Studien- und Prüfungsordnung die Nachhaltige Entwicklung zu fördern. Das Blue Engineering-Seminar ist in diesem Sinn ein zentraler Beitrag im Bereich der Lehre und wird seit 2011 jedes Semester angeboten. Im Schnitt legen etwa 80 Studierende pro Semester eine Prüfung ab. Derzeit kann das Seminar als 6-LP-Wahlpflichtmodul unter anderem in den Studiengängen Maschinenbau, Informationstechnik im Maschinenwesen und Wirtschaftsingenieurwesen belegt werden. Eine Ausweitung auf andere Bachelor-Studiengänge ist wünschenswert.

Angesiedelt ist das Blue Engineering-Seminar am Fachgebiet Konstruktion von Maschinensystemen. Modulverantwortlicher ist Prof. Dr.-Ing. Henning Meyer. Für die Durchführung ist André Baier als wissenschaftlicher Mitarbeiter verantwortlich. Die Durchführung erfolgt im wesentlichen durch drei Tutor_innen, die alle Grundbausteine eigenständig durchführen und die Teilnehmenden das ganze Semester über begleiten.

Das Blue Engineering-Seminar an der TU Berlin hat eine Gesamtkapazität von 100 Teilnehmenden pro Semester. Das Seminar ist so gestaltet, dass die Teilnehmenden für zeitweise in einem Raum zusammenkommen und hier zusammenarbeiten. Die meiste Zeit werden sie jedoch auf drei Räume aufgeteilt, um intensivere Gruppenarbeiten zu ermöglichen. Das Seminar umfasst pro Woche 4 Stunden und erstreckt sich über das ganze Semester. Es besteht im wesentlichen aus drei Phasen:

== Geschichte des Blue Engineering Seminars an der TU Berlin ==

Im Januar 2009 haben ein paar Ingenieurs-Studierende ein Referat im Seminar "Soziologie des Ingenieurberufs" gehalten. Sie haben sich ausgemalt, wie innerhalb der Ingenieursarbeit die soziale und ökologische Verantwortung ernst genommen werden kann und was es im Studium und Betrieb bedarf, damit aus ihrer Phantasie Wirklichkeit wird. Diese kleine Gruppe hat damals Blue Engineering gegründet und ihren Kommiliton_innen vorgestellt.

Einige haben diese Idee aufgegriffen und in den folgenden Semestern an der TU Berlin in die Tat umgesetzt. Zuerst haben sie das Konzept von Bausteinen als gut dokumentierte 90-minütige Einheiten entwickelt, die den Lehr-/Lernprozess nahezu vollständig auf die Gruppe verlagern. Für die Durchführung werden daher keine Expert_innen benötigt, sondern allenfalls Moderator_innen.

Nachdem die ersten 15 Bausteine entwickelt wurden, ist im Wintersemester 2011/2012 das erste Blue Engineering Seminar mit 25 Teilnehmenden gestartet. Es wurde einzig von Tutor_innen durchgeführt und ermöglichte die Bearbeitung eigener, frei gewählter Projektideen, was die Teilnehmenden sehr schätzten. Denn dadurch konnten sie auf Augenhöhe mit anderen Studierenden Themen behandeln, die im Studium oft zu kurz kommen. Statt einer Klausur wird das Seminar mit einer Semesterarbeit abgeschlossen, die in verschiedenen Lehr-/Lernkontexten weiterverwendet werden kann - in der Regel also neue Bausteine. Ihre Arbeit und Energie waren also nicht für die Mülltonne, sondern haben eine weitergehende Bedeutung, da schließlich die neuen Bausteine in den kommenden Semestern wieder eingesetzt werden können. So ist im Laufe der nun 10 Semester ein Fundus an über 100 Semesterarbeiten entstanden, der eine ansehnliche Breite der sozialen und ökologischen Verantwortung von Ingenieur_innen abdeckt.

Um eine sichere Weiterentwicklung zu gewährleisten, wird das Seminar seit dem Wintersemester 2012/2013 als Studienreformprojekt von wissenschaftlichen und studentischen Beschäftigten gestaltet. Es hatte drei Ziele 1) das Seminar inhaltlich und didaktische weiterentwickeln, 2) die Kapazität von 25 auf etwa 100 Teilnehmende erhöhen und hierbei weder den interaktiven Charakter zu verlieren noch mehr Personal zu benötigen und 3) den Lehr-/Lernprozess weitestgehend auf die Teilnehmenden zu verlagern, so dass diese ihr eigenes Seminar gestalten.

Im Laufe der vier Jahres als Studienreformprojekt wurden alle drei Ziele erreicht. Seit zwei Semestern wird das Seminar nur von drei Tutor_innen durchgeführt. Sie schaffen einen Raum, in dem sich die Teilnehmenden aktiv einbringen, miteinander über Technik und Gesellschaft ins Gespräch kommen und schließlich im Wesentlichen mitgestalten - sowohl ihr jeweiliges Semester, als auch die weitere Entwicklung des Seminars insgesamt. Um Ihnen einen ersten Eindruck zu vermitteln, finden Sie ein Foto von der ersten Woche des aktuellen Semesters im Anhang. Und nicht erschrecken, es sind nicht immer alle Teilnehmenden in einem Raum. Etwa die Hälfte der Sitzungen teilen wir sie auf drei Gruppen auf.

Studierende haben also ihr eigenes, erfolgreiches Seminar entwickelt und umgesetzt, das jetzt jedes Semester 100 Teilnehmende anspricht. An ein paar kleineren Stellen kann sicherlich noch etwas verbessert werden, aber im Großen und Ganzen hat das Seminar nun ein stabiles Grundgerüst, das keiner weiteren Entwicklung bedarf. Die Arbeit des Studienreformprojekts ist somit beendet und das Blue Engineering Seminar kann in die Regellehre der TU Berlin übernommen werden.

=== Eine Projektwerkstatt entwickelt eigenständig ein Seminar und bietet es an ===
Die Projektwerkstatt Blue Engineering an der TU Berlin hatte sich in der Zeit vom Wintersemester 2009/2010 bis Sommersemester 2012 anderem zum Ziel gesetzt, ein Seminar zu entwickeln. Es sollte die Möglichkeit bieten, die soziale und ökologische Verantwortung des Ingenieurberufs im Studium sowohl theoretisch, als auch praktisch zu thematisieren. Hierfür wurde ein anspruchsvolles Konzept ausgearbeitet, das sich inhaltlich und methodisch von bestehenden Lehrveranstaltungen absetzt. Das Blue Engineering Seminar ist eine projektorientierte Lehrform, in der nach Interesse, Priorität und Tagesaktualität Themen der ökologischen und sozialen Verantwortung im Ingenieursberuf behandelt werden, sowie in Bezug zu den individuellen und gesellschaftlichen Handlungsoptionen gesetzt werden. Im Wintersemester 2011/2012 und im Sommersemester 2012 wurde das Seminar durch die Tutor_innen der Projektwerkstatt erstmals erprobt. Auf Grund der positiven Erfahrungen der Durchführenden, sowie der ausschließlich positiven Rückmeldungen der Teilnehmenden entschloss sich die Blue Engineering Gruppe das Seminar nach Möglichkeit weiterzuführen.

=== Erste Phase als Studienreformprojekt - 2012 bis 2014 ===
Eine weitere Entwicklung des Seminars, das bis zu diesem Zeitpunkt rein studentisch entwickelt und durchgeführt wurde, wurde durch die Einrichtung eines zweijährigen Studienreformprojekts zum Wintersemester 2012/2013 gewährleistet. Durch das Studienreformprojekt konnten zwei wissenschaftliche Mitarbeitende und zwei studentische Beschäftigte eingestellt werden.Hierdurch sollte eine inhaltliche Vertiefung, eine didaktische Verfeinerung sowie ein kapazitiven Ausbau ermöglicht werden. In allen vier Semestern wurde das Seminar weiter angeboten, so dass die Weiterentwicklung ein kontinuierlicher Prozess bei verschiedene Formen entwickelt, getestet, verworfen und beibehalten wurden. Ziel war es trotz einer steigenden Teilnehmendenzahl den kollegialen, kreativen Charakter des Blue Engineering Seminars beizubehalten. Dies wurde unter anderem dadurch erreicht, dass die Gestaltung des Seminars stark in die Hände der Teilnehmenden selbst gelegt wurde, die immer mehr für den Lehr-/Lernprozess der des gesamten Kurses verantwortlich wurden. Mit Abschluss des Studienreformprojekts in seiner ersten Phase (Wintersemester 2012/13- Sommersemester 2014) können nun bis zu 100 Studierende pro Semester am Seminar teilnehmen - und dies bei einem gleichbleibenden Charakter sowie Personalaufwand.

=== Zweite Phase als Studienreformprojekt - 2015 bis 2017 ===
In der zweiten Phase (Wintersemester 2014/15 - Sommersemester 2016) wurden erreichten Ziele punktuell ausgebaut und finalisiert. Hierzu zählt vor allem eine noch stärkere Eigenverantwortung der Teilnehmenden für eine erfolgreiche und lohnende Teilnahme am Seminar sowie die Erarbeitung eines umfassenden theoretischen Konzepts, das der inhaltlichen Ausrichtung des Seminars zu Grunde liegt. Die beiden Kernziele der Verlängerungsphase waren eine Evaluation des Seminars sowie die Dokumentation des umfangreichen Erfahrungswissens der durchführenden Personen, so dass das Seminar personenunabhängig an der TU Berlin fortgeführt werden kann und in anderen Lehr-/Lernsituationen als good practice Beispiel nützlich ist.

=== Dritte Phase als Projekt im Rahmen der Berliner Qualitäts- und Innovationsoffensive (QIO) ===
Durch [https://www.berliner-hochschulportal.de/de/qualitaets-und-innovationsoffensive die Berliner Qualitäts- und Innovationsoffensive] wird das Blue Engineering Seminar inhaltlich und methodisch in die jeweiligen Bachelor-Studiengänge überführt sowie bei Bedarf für eine höhere Teilnehmendenzahl skaliert. Hierdurch lernen bereits Studierende in ihren ersten Semestern die sozialen und ökologischen Aspekte von Technikgestaltung kennen, so dass sie neben dem notwendigen Fachwissen/-kompetenzen auch ein Orientierungswissen und Gestaltungskompetenzen einer nachhaltigen Entwicklung erwerben. Dies lässt eine niedrigere Abbruchquote erwarten, da die Studierenden schon frühzeitig die gesellschaftliche Relevanz ihres Studienfachs erkennen. Durch die Verankerung in Bachelor-Studiengängen ist zukünftig eine universitäts-interne Zuteilung von Tutor_innenstellen möglich, was zu einer dauerhaften Verstetigung des Seminars führt.