Medienzentrum, Zertifikatskurs E-Teaching.TUD

Dresden

Workshop Modern Teaching and Learning Methods

Presentation of examples for modern scenarioswith digital media

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Agenda

Modern Teaching and Learning What is this? examples

Implications foryour project

Learning Outcomes

ConstructiveAlignment examples

Implications foryour project

Social learningand support constructivism examples

Implications foryour project

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Modern teaching and learning (cultures)

presentation practice

learning content learning outcome

instruction feedback

knowledge transfer learning support

one-way communication social learning

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Actual research

presentation practice

Online Survey (2016/02-2016/04): 1121 professors of saxon universities

98,4% Use digital texts, presentations,

pictures

76,9% Use video or audio

37,4% Use technicalsimulation or

simulation games

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Why? Central distribution of materials and

information Simple to update and administrate

Where? lecture seminar tutorial

Who?Sarah HolsteinKarlsruher Institut fr Technologiesubject: digital technics

Distribution of materials and information

http://elearning.studium.kit.edu/downloads/Praesentation_E-Learning_am_ITIV.pdf

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Why? preparation and postprocessing, specialization

Where? Lecture

Who?Prof. Dr. Kai-Christoph Hamborg, Hochschule OsnabrckSubject: psychology

Flexiblity in time with video lectures

http://www.campuseducation.de/index.php?id=819

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Why? repetition Acceleration and temporal expansion Special angles

Where? lecture

Who?TU ClausthalSubjects: chemistry

Demonstration with digital media

http://www.elearning.tu-clausthal.de/best-practice-beispiele/chemische-experimente/

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Why? preparation and postprocessing, specialization

Where? lecture seminar

Who?Dr. Hartje KrieteGeorg-August-Universitt GttingenSubjets: mathematics and informatics

individual learning with WBTs

http://www.uni-goettingen.de/de/102717.html

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Why? Knowledge transfer ist shifted to online-phase Active discussions and practices in in-class

lectures

Where? lecture seminar

Who?Prof. Dr. Christian Spannagel, Pdagogische Hochschule HeidelbergSubject: mathematics

Inverted Classroom

https://www.youtube.com/watch?v=5y0CZ-C5srk

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Implications for your project

Which format do you want to realize (online, presence, blended learning)?

What kind of contents and activities do youplan?

What kind of materials do you (want to) have (other than texts)?

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instruction feedback

Actual research

learning content learning outcome

Online Survey (2016/02-2016/04): 1121 professors of saxon universities

24,8% use electronic tests

17,2% use audience

response systems

35,1% have studentsproduce digital

artifacts

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Learning Outcomes and ConstructiveAlignment

Outcome: What is the learner supposed tobe able to after the learning process?

ConstructiveAlignment

IntendedLearning

Outcomes

Assessment Tasks

Learning and

Teaching Activities

Biggs, J. (2003): Aligning Teaching and Assessment to Curriculum Objectives, (Imaginative Curriculum Project, LTSN Generic Centre)

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Formulating Learning Outcomes

introductionWith the completion

of the course theparticipants can

verb rememberunderstandapplyanalyzeevaluate create

contentA concrete and

verifiable content

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Why? optimisation of correction times through

automatic evaluation

Where? Lecture

Who?ETH ZrichSubject: different

E-Examinations in Test-Centers

http://www.let.ethz.ch/pruefungen/onlinepruefungen/praxis

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Why? students can evaluate their proficiency level

Where? lecture seminar

Who?Prof. Dr. Cornelia BreitkopfTU DresdenSubject: thermodynamics

self-assessments for the preparation of exams

https://tu-dresden.de/die_tu_dresden/fakultaeten/fakultaet_maschinenwesen/itdtga/thermo/thermoE/projektergebnisse

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Why? feedback for teachers of the comprehension of

the learners activation and reflection for the learners

Where? Lecture

Who?Prof. Dr. Peter Riegler, Ostfalia Hochschule fr angewandte WissenschaftenSubject: informatics

Live-Feedback in major events

http://www.youtube.com/watch?v=pq9LV1Oj3gs

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Why? formative assessment Students execute tests before the lecture identification of comprehension lacks and

further explanation in the lecture

Where? Lecture

Who?Timo Lth (S. 15/16 des pdf-Dokumentes), Technische Universitt Hamburg-HarburgSubject: mechanics

Just-in time-teaching

http://www.teaching-learning.eu/fileadmin/documents/Publikationen/VorlesBAR.pdf

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Why? Repetion and reflection of learning matters Principle of learning through teaching

Where? lecture seminar

Who?Prof. Dr. Annegret Weng,Hochschule fr Technik Stuttgartsubject: mathematics

reflection through media production bylearners

http://www.hft-stuttgart.de/Einrichtungen/Didaktikzentrum/E-Learning/best_practice/weng_videotutorial/de/

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Implications for your project

What are your learning outcomes?

How do you verify them?

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One-way communication social learning

Actual research

Knowledge transfer learning support

Online Survey (2016/02-2016/04): 1121 professors of saxon universities

25,2% use wikis

13,7% use blogs

25,1% use video

conferencing

37,3% use forums

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Constructivism

Complexe situation

Learners: Individual previousknowledge andexperiences

Individual perceptionof knowlegde andreality

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Why? synchronous and interactive working from

different locations

Where? seminar

Who?Dr. Jrg Neumann,TU Dresdensubject: educational science

spatial flexibility through video conferences

https://webconf.vc.dfn.de/p2ie1qg8yu0/?launcher=false&fcsContent=true&pbMode=normal

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Why? More flexibility with simular possibilities

compared to face-to-face situations

Where? seminar learning support

Who?Fabian Hoose,Ruhr-Universitt BochumSubject: sociology

Online-consultation hours through videoconferences

http://homepage.ruhr-uni-bochum.de/fabian.hoose/Online-Sprechstunde.html

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Why? inclusion of additional experiences like special

or practical knowledge

Where? lecture

Who?Prof. Dr. Markus Voeth/ Prof. Dr. Dr. Klaus Backhaus,Universitt Hohenheim/ Universitt Mnstersubject: economics

Expert talks through video conferences

https://idw-online.de/de/news81470

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Why? Supporting longer periods of self-studies and

the production of texts with peer-feedback andvirtual support

Where? seminar

Who?Maggie Rouse, FU BerlinSubject: english philology

Online-support in forums

http://www.geisteswissenschaften.fu-berlin.de/studium/e-learning/medien/Rouse_Utopian-Literature.pdf?1361064356

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Why? Preparation and postprocessing of a role-play in

a in-class lecture Transparent information and argumentation Comprehension of complexe processes

Where? seminar

Who?Prof. Dr. Rebecca Pates (S. 50),Universitt LeipzigSubject: politics

role-playing with twitter

https://www.hds.uni-leipzig.de/fileadmin/media/HDS_Journal_1-2012_Tagungsedition.pdf

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Implications for your project

How can you activate your learners? practical assignments activities

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references of pictures:Screenshot aus dem OPAL-Kurs des Qualifizierungsangebotes E-Teaching.TUD.Vorschau auf Observing an ANT Colony (Superorganism) von McZusatz. (CC BY SA)Animation der Reaktion Kupfer/Salpetersure von Universitt Siegen.Screenshot aus dem SECo-Modul E-Learning Einsatz von SECo. (CC BY SA)Ausschnitt aus dem Vortrag "Mehrwert durch das Inverted Classroom-Modell am Beispiel der Anglistik" von Prof. Dr. Jrgen Handke. (CC BY SA NC)Ausschnitt aus dem Webinar SchnOERzeljagd von Sandra Schn. (CC BY SA)Abbildung Prfungsangst von Nadia Fritsche. (gemeinfrei)Ausschnitt aus dem YouTube-Video eFeedback in Vorlesungen von elsa Didaktik. (CC-BY)Ausschnitt aus dem YouTube-Video Das aktive Plenum von Christian Spannagel. (CC-BY)Screenshot aus dem Videotutorial RecordmyDesktop von Styp152. (CC BY)Screenshot der Twitter-Suchergebnisse fr den Hashtag #EuTSoSe11.

http://commons.wikimedia.org/wiki/File:Flickr_-_brewbooks_-_Observing_an_Ant_Colony_(Superorganism)_(2).ogvhttp://www2.uni-siegen.de/%7Epci/versuche/v44-24-2.htmlhttps://bildungsportal.sachsen.de/opal/auth/RepositoryEntry/4804116482/CourseNode/87594983174013https://openlearnware.hrz.tu-darmstadt.de/material/1177http://www.coer13.de/unit1.htmlhttp://commons.wikimedia.org/wiki/File:Pr%C3%BCfung_1.jpg?uselang=dehttp://www.youtube.com/watch?v=pq9LV1Oj3gshttp://www.youtube.com/watch?v=5y0CZ-C5srkhttp://commons.wikimedia.org/wiki/File:Tutorial_recordmydesktop.ogv?uselang=de

Workshop Modern Teaching and Learning MethodsAgendaModern teaching and learning (cultures)Actual researchFoliennummer 5Foliennummer 6Foliennummer 7Foliennummer 8Foliennummer 9Implications for your projectActual researchLearning Outcomes and Constructive AlignmentFormulating Learning OutcomesFoliennummer 14Foliennummer 15Foliennummer 16Foliennummer 17Foliennummer 18Implications for your projectActual researchConstructivismFoliennummer 22Foliennummer 23Foliennummer 24Foliennummer 25Foliennummer 26Implications for your projectreferences of pictures: