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Scenarios and Tools

E-learning has become an integral component of university teaching. In particular, the equalization of teaching and learning in terms of time and space brings a number of advantages and opportunities for both students and teachers. For example, students working in health care can use e-learning offerings such as screencasts to learn more flexibly. 

Some general aspects are important for a good implementation of digital teaching:

To what extent does the use of the digital tool improve the quality of my teaching? What added value do I expect from the use of the digital tool?

What are the teaching/learning objectives underlying my teaching/learning scenario? Have I taken communication and collaboration possibilities into account? To what extent does my teaching encourage reflection? Do I succeed in activating students and motivating them to learn new things?

Do I sufficiently take into account the interests, needs and competencies of the students when implementing my teaching/learning scenario? Are the students well prepared for their later professional practice?

Does my organization provide me with a license or the necessary infrastructure to use certain digital tools?

What are the specifics of my subject and are there digital tools that are particularly well suited for teaching my subject?

Can I use the developed digital products for more than just one course? Who else benefits from the content or tools?

Digital Tools for Lecturing

Lectures serve to convey basic knowledge and are an integral part of university teaching. Presentations or blackboard images are used to visualize the content to be conveyed. In addition, voting systems can be used to activate the students.

  Hybrid rein virtuell
synchronous

Live broadcast from the lecture hall

Interactive Whiteboards or Tablets 

Voting Tools like Edivote 

MS-Teams: max. 300 Participants

Webex: up to 1000 Participants

Digital Whiteboards (MS-Teams)  

asynchronous

Screencasts 

(Self-)Assessments through ILIAS or MS-Forms

Polls (ILIAS)

Screencasts 

(Self-)Assessments through ILIAS or MS-Forms

Digital office hours

 

Digitale Werkzeuge für Seminare

In Seminaren sollen die in einer Vorlesung gehörten Lehr-/Lerninhalte reflektiert und angewendet werden. Im Mittelpunkt dieses Lehr-/Lernszenarios stehen allerdings Kommunikations- und Kollaborationsprozesse. Darüber hinaus kann den Studierenden Raum für eigene Projektarbeit gegeben werden, um z.B. wissenschaftliches Arbeiten anzuwenden und zu verinnerlichen. 

  Hybrid rein virtuell
synchron

Interaktive Whiteboards oder Tablets

MS-Teams: max. 300 Teilnehmer*innen

Digitale Whiteboards (MS-Teams)

Kollaboratives Arbeiten über geteilte Dokumente in MS-Teams

Asynchrone Elemente
im Sinne eines Inverted Classrooms

Screencasts (Mediathek der HHU)

(Self-)Assessments realisiert mit ILIAS (Lernmodule/Tests) oder MS-Forms

Umfragen (ILIAS)

Wir empfehlen für die Bereitstellung von Lehr-/Lernmaterialien grundsätzlich immer die Lernplattform ILIAS. 

The concept of the inverted or flipped classroom is particularly suitable for the conscious use of time and technical resources, in which the usual roles with regard to knowledge transfer are "reversed". The knowledge is no longer imparted by the teacher, but the learners acquire knowledge on their own responsibility in self-directed processes. Various formats are used here, such as textbooks, interactive multimedia learning modules, (self-)assessments, e-books, databases, etc. The decisive factor is that in a subsequent in-depth phase, a joint interactive exchange can take place in order to work out questions and implications of what was previously learned in a direct exchange. As a result, learning activities can be designed in a more targeted manner. More than in a classical seminar, learning should take place to a greater extent in self-study, in order to use technical resources more sparingly. Furthermore, the learning process should be accompanied by targeted and regular assignments to provide better support for the students. An exchange about the learned content can then take place both synchronously and asynchronously in a digital learning space. 

Digital Tools for Learning Modules

The use of learning modules is particularly well suited for self-study of learning content. In particular, the possibility of interactive, multimedia and adaptive design enables individual learning that can be rounded off by the use of (self-)assessments. Case-based learning can be realized very well by so-called branching in learning modules. In this process, different decision paths are designed, which can be processed depending on the response behavior.

Application Advantages Disadvantages
Articulate Storyline/Rise 

comfortable working

extensive royalty-free image/icon database

design templates

Basically OER-capable via HTML and SCORM export formats

Paid subscription

low sustainability, as content becomes obsolete without application

no illustration of formulas or chemical elements

ILIAS 

Free

Mapping of formulas and chemical elements with the LaTex function integrated in ILIAS.

Extensive possibilities for design and post-processing (HTML, CSS and JavaScript)

Basically OER-capable via the export formats HTML and SCORM

Creation of templates is a bit more complex

Animations have to be created with other applications like MS-PowerPoint. Presentations can then be exported as HTML files and imported into ILIAS

No recourse to an image database

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