English: Unterschied zwischen den Versionen
(→Who can attend? - Everyone, from any university/college)
(→How is the course graded? - 6 ECTS - Certificate of Performance)
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* Meeting-Id - 64608857743 // Passcode - 20202020
* Meeting-Id - 64608857743 // Passcode - 20202020
===How is the course graded? - 6 ECTS -
===How is the course graded? - 6 ECTS - 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
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 performance is issued which may count towards one’s own studies.
===I am a student at TU Berlin. What is there to know? - Compulsory Elective in many Study Programs - or Elective===
===I am a student at TU Berlin. What is there to know? - Compulsory Elective in many Study Programs - or Elective===
Version vom 25. März 2022, 15:54 Uhr
Blue Engineering Course in English at TU Berlin
Open for Every Student from Anywhere in the World - Digital Blue Engineering Course - Summer Semester 2022 - Tuesday - 10.00 > 12.00 CET - Starting on 19 April 2022
Blue Engineering is an international and innovative workshop-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 ten universities in Germany and reaches every semester over 350 students.
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.
Which 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.
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.
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? - Tuesday - 10.00 > 12.00 - Starting 19 Apr 2022
The course starts on Tuesday 19 April 2022. From then on a weekly video conference will take place on Tuesdays from 10.00 to 12.00 CET . The whole course is online only. The last session will be on the 19 July 2022.
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
- Meeting-Id - 64608857743 // Passcode - 20202020
How is the course graded? - 6 ECTS - Performance Record
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 performance record is issued which may count towards one’s own studies.
I am a student at TU Berlin. What is there to know? - Compulsory Elective in many Study Programs - or Elective
The course is a compulsory elective in over 10 Bachelor study programs at TU Berlin - see your module catalogue for this. In case you want to take the course as an elective, you have to register with the examination office with a Gelber Zettel/special form which we will provide once the course has started. In some cases, students were successful in getting the course credited as a compulsory elective (Wahlpflichtfach) in their respective study program. You have to discuss this with your examination board (Prüfungsausschuss / Prüfungsobfrau/-mann).
I am a student at another university. What is there to know? - Registration within the course.
Welcome! We are happy that you want to partake in the course at TU Berlin. There are no special requirements or knowledge needed to attend the course. Upon successful completion of the course we will issue a performance record. There are many reports that other universities will credit the course within your own study program. For this, you must clarify the details with your university.
Please, contact us beforehand with a short email stating who you are and where you are studying at - email@example.com
I am not a student. What is there to know? - Welcome! Whether you are in school, work or retirement.
Welcome! We are happy to accept people that are not enrolled in a university - be it that they are still in school, are working or are retired. There are no special requirements or knowledge needed to attend the course.
Please, contact us beforehand stating who you are and with a short statement why you want to attend - firstname.lastname@example.org
How do I sign up? - Just be there in the first lesson.
The course is offered by Technische Universität Berlin and it is free of costs. To participate in the course you must attend the first or latest the second meeting. After the second meeting registration is closed and no newcomers will be accepted. The link for the video conference and the learning platform will be provided on this website one day before the course starts.
What is the 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.
What is the structure of the entire course?
The Blue Engineering course 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 conduct an exemplary building block which has been developed and documented by a student group from the previous semesters
- In the third 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.
What is the semester schedule?
1 - Session - Introduction - conducted by tutors
- Introduction Session
- 100 Points - Factors of Technology Design - digital - in a shortened version
2 - Session -Plastics and Bisphenol A - conducted by tutors
3 - Technology Assessment and Finding of Topics/Groups for the Semester Project
- 25 Questions by Max Frisch - digital - in a shortened version
- Technology Assessment - digital - in a shortened version
- Finding of Topics and Groups for the Semester Project
4 - Session - The Productivity Worldview - conducted by tutors
5 - Session - Responsibility and Ethical Codes - conducted by tutors
6 > 8 - Session - First Round of Semester Projects or Existing Building Blocks - conducted by participants
- First Round of Semester Projects
- 3D-Printing - Regulations for Today and Tomorrow
- Algorithmic Bias – Life with Artificial Intelligence – digital
- Fast Fashion - beyond its environmental impact - digital
- Nuclear Power in Pop Culture - digital
- The Dilemma of Environmental Democracy - digital
- Innovative Approaches for the Environment - Not just Complaining. Acting!
- Open Hardware as a Problem-Solving Catalyst!?
- UN Sustainable Development Goals. Are the SDGs the blue print to save the world?
- The Happiness Project
- Sexism in International Development
- Cradle to Cradle
- Alternative Construction Materials
- Women in Times of the Pandemic
- How to: Creating Fake News
9 - Session - One Existing Building Block - conducted by tutors
10 > 12 - Session - Semester Projects - conducted by participants
13 - Session - Wrap-Up, Closing and Market of Possibilities - conducted by tutors
- Learning Journal - Final Submission
- Wrap-Up, Closing and Market of Possibilities
Gefördert vom / Sponsored by
What is the goal of the Blue Engineering Seminar?
The interdisciplinary Blue Engineering Seminar offers a view beyond one’s own horizon and an (inter-)active examination of one’s social and ecological responsibility. In this way, students add to their specialized knowledge an orientation knowledge and acquire competencies that help them to know their role in relation to technology and society and to shape it together with others.
How is the seminar structured and conducted?
Interesting, creative, interdisciplinary, sometimes heated but always in a good working atmosphere. Even in the digital format, Blue Engineering does not offer frontal teaching, but a methodically and thematically diverse seminar, which is largely co-designed by the participants.
What are building blocks?
Building blocks are the core element of the student-driven Blue Engineering seminar. These units, which are well documented in terms of content and didactics, shift both the learning as well as the teaching process within a seminar to the participants - to the greatest extent possible! In this sense, the one’s conducting the seminar do not have to be experts, but they act as facilitators who guide the complex teaching/learning process of the participants
How is the Blue Engineering Seminar structured?
The Blue Engineering Seminar consists of three main phases:
- Tutors conduct six fixed basic building blocks in order to convey to the participants the way of working as well as the general content and didactic claim of the seminar.
- Participants carry out existing modules in small groups for their fellow students and thus learn how to design a demanding teaching/learning unit.
- The small groups develop their own module over the entire semester, which they then implement for their fellow students and comprehensively document for further use. For quality assurance, they receive feedback from fellow students and tutors several times.
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.
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.
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.
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
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 (HAW Hamburg, HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, Uni Stuttgart, TH Köln). This Semester an international Blue Engineering course is launched in English.
- Baier A. (2013). “Student-Driven Courses on the Social and Ecological Responsibilities of Engineers”. Science and Engineering Ethics, 19, 4, 1469-1472.
- 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.
- 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.