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Inkermann, David; Lembeck, Hendrik; Brandies, Alexander; Vietor, Thomas

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Modern technology, economy, organizations and social systems are characterized by volatility, uncertainty, complexity and ambiguity. Therefore, distinctive competencies in reflecting own thoughts and actions are required, to be able to adapt these to changing requirements and situations. Reflection is an inherent part of agile methods and processes known from software engineering. In order teach expand reflection competencies in education of engineering designers, adaption of agile methods to and their implementation in the learning-teaching process is of great interest. In this contribution, we describe an agile, project-based learning-teaching process integrating presence blocks for lectures, feedback and reflection, and virtual learning rooms to support self-learning. Core elements of the concept are different formats and dimensions of reflections, integrated into the learning-teaching process. Regarding reflection formats, we highlight the usefulness of core questions for structured (self-)reflection in teams as well as teachers’ deriving of insights for adaption and expansion of learning contents.

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Reflection, Project-based Learning, Agile Learning-Teaching, Agile methods