Self-directed versus guided learning – searching for the sweet spot with lesson activities in Moodle

In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students’ performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities

Teaching Sustainable Logistics As A Project-Based Learning Course

Sustainable logistics combines the task of the 6R of logistics (right product, right place, right time, right condition, right cost) with social and environmental sustainability, especially low emissions and low resource consumption. This means that a problem that is already challenging, namely planning, executing, and controlling logistical processes, gets even more complex and requires aspects of systems thinking to incorporate environmental and social impacts. Classical approaches of teaching, e.g. lectures with presentations and short exercises on closed problems, do not do justice to the complexity and intricacies of the topic sustainability. In such a context, projectbased learning (PBL) where students do group work on open-ended problems with real-world complexity seems to be a more adequate means to teach the subject. The paper describes a PBL course in which students worked on projects to conceptualize micro-depots for parcel delivery in different areas of Düsseldorf. A micro-depot is a temporary storage location in a city from which parcels can be delivered by cargo bikes. The aim was to locate the micro-depot, design the delivery routes, check the feasibility, and calculate the reduction of greenhouse gases and other emissions. The course was taught in cooperation with a partner from the courier, express, and parcel delivery industry. The paper describes the experiences with the course and gives recommendations for a successful implementation of PBL in courses on sustainability

Proceedings of the 14th European Conference on Creativity in Innovation

This proceeding contains articles on the various ideas of the academic community presented at the 14th European Conference on Creativity in Innovation (ECCI 2022) organized by the European Association for Creativity & Innovation (EACI), Netherlands on 9th-10th November 2022. During the ECCI 2022 conference, practitioners and academics were connected to deliver workshops together. Teaming up and engaging in deeper relationships fostered different backgrounds and points of view.  Conference Title: 14th European Conference on Creativity in InnovationConference Acronyms: ECCI 2022Conference Theme: Connect2CreateConference Date: 9th-10th November 2022Conference Location: Delft University of Technology, NetherlandsConference Organizers: European Association for Creativity & Innovation (EACI), Netherlands