Methodological guidelines for teachers
Due to the actual complex tasks and challenges there is a need for cooperation and understanding between the disciplines. Thus interdisciplinary teaching is necessary. Up to now different approaches to interdisciplinary teaching have been made, but still there is only little information provided and no practical methodology exist.
The here presented “Methodological Guidelines” seek to provide some practical methodology on interdisciplinary teaching in the disciplines related to the design and development of to the built environment.
The main goal of this document is:
(1) to evaluate the existing teaching methods and formats addressing interdisciplinary and intercultural mixed students as well as the new teaching method developed within the framework of the BeInterBaltic project .
(2) to develop a convenient tool for teachers helping them to provide students with the skills necessary for addressing the complexity of built environments.
Within the Guidelines the process of methodologically-oriented concept development is presented and analyzed: (1) Semantic -> aim, (2) Syntax -> purpose, (3) Pragmatic -> means/resources. As the interdisciplinary projects require complex solutions, a single method is most often insufficient. For this reason it is important to know how the methods or the strategies and instruments within these methods could be combined with each other.
The following collection of 11 cases originate from the teaching practice of the BeInterBaltic partners: they have been collected and jointly evaluated during the project. In an intensive process all partners agreed on a common language and the methodological structure. All case studies are based on teaching of courses in a range of programs and scales related to the built environment reaching from architecture and engineering to urban design and planning.
The study concludes with a “Register”, a directory of didactic tools and methods. During the development of the “Register” not only the great variety of methods and tools, but also the different languages between the disciplines became visible. The big challenge was to find a pattern to compare them and get the common essence out of the cases. Thus the first step – evaluation of the existing teaching methods – took more time than expected. Initially a survey of existing methods and format was started – this is still the core of the case studies. But an immense effort was undertaken to structure the case studies in a way that was understandable for any of the participating disciplines.
While working on the guidelines the project partner identified general teaching strategies, not depending on the discipline. Thus the aim of the partner is, to integrate these teaching strategies in the guidelines. As this was not possible under the existing time schedule, the extended document will be finished in the next months. Like the guidelines the whole document will be available on the digital platform of the project.