Διάλεξη, Christian Stary, Johannes Kepler University Linz, Austria

It is unrealistic to expect learners with little practical experience to deeply understand any formal body of (scientific) knowledge. Our aim therefore is developing engaging learning environments using an affective, experiential pedagogy. Based on today’s intertwining of cognitive and social factors, such an approach should give learners the opportunity of experiencing the complexities and richness of developing or re-designing a concrete product or service. Emotional and technical debriefing needs to be conducted after each meaningful experience so that learners and facilitators, alike, can better understand the relevancies of what they have just experienced. This includes an examination of the many forces experienced in work or life settings but not normally discussed in educational settings. Creating artefacts for situated articulation and technical skill development is considered an essential success factor preparing for science-grounded professional and personal knowledge work