Co-Creation of Branching Scenarios as an Open Educational Practice in Economic Teacher Education

Design and Presentation of a University Teaching Concept

Abstract

Branching scenarios enable the (re-)presentation of authentic situations and require autonomous decisions from learners in the face of complex problems. Despite this potential, especially for vocational education, they are neither used as a learning object nor as a learning medium in teacher education. The article focuses on the design-based-oriented development of a university teaching concept for digitization-related professionalization of (prospective) teachers in economic education by constructing and working with branching scenarios. First, a discipline-specific clarification of the framework of branching scenarios as an interactive medium for the reconstruction of complex socio-economic situations is provided. Based on this, the methodical approach of the design-based research is presented and a design concept for the first phase of teacher education (Master’s program in Business Education) as well as didactic design patterns are outlined. The student results from the pilot phase will be incorporated into a successive range of open educational resources which will be made available to the professional public.