Workshops
Andreas Sexauer, Matthias Bandtel & Jena Cho, Karlsruhe Institute of Technology (KIT), Hochschulnetzwerk Digitalisierung der Lehre Baden-Württemberg (HND-BW) "The future of hybrid teaching: Systematic collection of experience and evidence-based further development of synchronous online presence mixed forms" (18.11., 9.30 a.m., Room 1337 and BBB1) In the current discourse, hybrid teaching is either glorified as a bridge from emergency remote teaching to post-pandemic university teaching or dismissed as a technicist utopia (Wiarda 2020). The workshop counters this with a systematic collection and evaluation of concrete implementation experiences. A cross-university approach based on design-based research will be presented (Reinmann 2017; Cursio/Jahn n.d.), with which hybrid teaching-learning scenarios at universities in Baden-Württemberg are accompanied. Five ideal types of hybrid teaching-learning events were identified. The findings show that teachers and students see great advantages in retaining hybrid teaching in certain contexts. However, there are didactic, technical and organizational challenges. The framework conditions need to be developed further and attitudes need to change in order to exploit the potential of hybrid teaching. The challenges and potentials will be discussed and systematized in the workshop. Contact: matthias.bandtel[at]kit.edu
Bettina Pfändner, Swinburne University of Technology: "From concept to operational implementation of hybrid teaching settings at an Australian university." (18.11., 9.30 a.m., Room 1222 and BBB2) At the beginning of 2022, Swinburne University of Technology in Melborne proclaimed the blended university as standard and declared all undergraduate courses to be blended courses, an important part of the Vision 2025 university strategy. This workshop will show how this logistical effort was managed and how all teaching staff were taken along on this journey with a behind-the-scenes look and collaborative exercise in designing a blended course. As Digital and Strategic Projects Coordinator in the Learning Transformations Unit at Swinburne University in Melbourne, Bettina is currently designing and organizing Swinburne's own conference "Future of Learning Week" with a rich program for the end of November 2022. Bettina has worked successfully as a TV producer and leads workshops for digital storytelling in teaching. Contact: bpfandner[at]swin.edu.au
Hasnain Bokhari: Willy Brandt School of Public Policy, University of Erfurt: "Flexible, mobile, sensitive - Collaborative International Learning in Thuringia" (18.11., 9.30 a.m., Room 1220 and BBB3) Interactivity, collaboration and intercultural learning are at the heart of digital learning at the Willy Brandt School of Public Policy at the University of Erfurt. In recent months, we have successfully introduced online teaching and learning methods such as online seminars, joint online courses and Collaborative Online International Learning (COIL) with our partners in the Global South and Global North. When designing these activities, we asked ourselves how our online offerings could promote better collaboration and intercultural learning with less "screen stress". In this article, we present our experiences in planning these activities, the didactic approaches and the mobile and flexible technological preparation, which are equally suitable for both teachers and learners. Contact: hasnain.bokhari[at]uni-erfurt.de
Panels
Panel technologies in teaching
Felix Nübold, Rapidmooc: "All-in-one video studio: the icing on the cake of your learning strategy" (18.11., 11.30 a.m., Room 1337 and BBB1) In the presentation "All-in-one video studio: the icing on the cake of your learning strategy", Felix Nübold addresses the challenge of producing digital & hybrid learning content as easily as possible without neglecting increased quality standards. Using Rapidmooc as an example, he explains how the technical component of e-learning can once again become what it should be: a reliable companion and not a time waster! Because in the end, content is still king! Contact: f.nuebold[at]rapidmooc.com
Jakob Hüfner, Jörg, Hintzer, Lucas Hübner, Leon Etienne Kühr, Bauhaus-Universität Weimar: "Modular canvas - platform for haptic & interactive storytelling" (18.11., 11.30 a.m., Room 1337 and BBB1) How can visual and auditory content be conveyed haptically and interactively so that users experience knowledge in the truest sense of the word by "grasping" it? The modular screen, which is based on motion tracking and projection mapping, enables active and self-determined content to be created by moving, pushing or rotating it, because the modular screen consists of 12 cubes that can be moved by the users and thus bring new moving image content to light. The platform could be used for simple arithmetic tasks, but also to convey complex content, as the users themselves decide how deeply they want to immerse themselves in the respective topic. Contact: jakob.huefner[at]uni-weimar.de
Mahsa Mirboland and Lars Abrahamczyk, Bauhaus-Universität Weimar: "Interactive VR tours for earthquake, wind and fire tests; title of the contribution: Virtual experiments for teaching structural engineering„ (18.11., 11.30 a.m., Room 1337 and BBB1) Participation in experiments enables students to apply their theoretical knowledge and skills to solve complex practical tasks. It supports the overall understanding of the subject matter by building a "mental model". In this context, virtual reality offers an opportunity for students to participate virtually in experiments carried out at another institute without compromising the realism and accuracy of the experiment. The aim of the PARFORCE project is to develop a common platform for digital/virtual laboratory experiments and to make various laboratory experiments available virtually, which are not part of the standard training at every university, but are carried out at specialized institutes. Contact: mahsa.mirboland[at]uni-weimar.de and lars.abrahamczyk[at]uni-weimar.de
Heike Bartsch, Caroline Fliegner, Ilmenau University of Technology: „Combination of different methods for sustainable knowledge transfer in micro- and nanotechnology" (18.11., 11.30 a.m., Room 1337 and BBB1) Training in the field of micro- and nanotechnologies first requires students to acquire extensive theoretical knowledge, which then enables them to recognize correlations and apply them to practical problem solutions. For this reason, the subject matter must be repeated frequently to consolidate it. The example of the Electronics Technology course shows how the combination of lecture videos, self-learning content in Moodle and live seminars has been successfully designed. The lecture videos are short and end with questions to review and reflect on the content. The seminars allow for individual questions and direct feedback, also in exchange with other students. Plenary work is supplemented by various group activities. Playful elements such as Kahoot quizzes loosen up and maintain attention. The Moodle platform also offers additional exercises that guide you step by step through more complex topics Contact: heike.bartsch[at]tu-ilmenau.de and caroline.fliegner[at]tu-ilmenau.de
Digital testing panel
Hendrick Fehr and Albrecht GensiorIlmenau University of Technology: „Collaborative working with Git as a digital examination concept" (18.11., 11.30 a.m., Room 1222 and BBB2) When working with Git, every change to the source code is recorded in the context of the previous versions and attributed to a specific author. This creates a structure of successive editing statuses, which documents the history of the source code and can be displayed as a directed graph. It is therefore obvious to use this tool in programming courses, especially if the range of skills includes the joint creation of a source code. The outlined examination concept was implemented for the course "Microcontroller and Signal Processor Technology 1" in the engineering education program at the TU Ilmenau, where the focus is on learning how to program a controller. The article provides an experience report on this form of digitally supported examination from the perspective of both teachers and students. It also discusses possibilities for transferring the concept to other courses as well as special features, e.g. with regard to susceptibility to attempts at cheating, and possible disadvantages. Contact: hendrik.fehr[at]tu-ilmenau.de
Claudia Hönemann, Stefan Lutherdt, Hartmut Witte, Ilmenau University of Technology: "Introduction, utilization and evaluation of the results of online exams in digital learning environments and model-based online tools using EvaExam" (18.11., 11.30 a.m., Room 1222 and BBB2) The aim of the DIGEXAM sub-project in the examING project is to make the possibilities for competence-oriented digital testing of the EvaExam online examination software usable and to evaluate them. In our contribution, we also show the possibilities offered by the integration of additional subject-specific online learning software (Complete Anatomy). This combination enables new learning, exercise and examination formats, the use of which should lead to an increase in students' skills. Using the learning software provided, students can work through content asynchronously, independently of location, individually, self-directed and at their own learning pace and check their learning progress just as individually. To check the level of competence achieved, automatically evaluable practice examinations are to be developed and offered to students, which can be taken independently on an ongoing basis with the opportunity to collect bonus points. Contact: claudia.hoenemann[at]tu-ilmenau.de
Tobias Tefke, Ralf Staudemeyer, Schmalkalden University of Applied Sciences: "Implementation of online exams with WorkAdventure" (18.11., 11.30 a.m., Room 1222 and BBB2) The Schmalkalden University Security Laboratory (SUASecLab), developed by students for online teaching, has been established at the Faculty of Computer Science at Schmalkalden University. This is based on the online conferencing system WorkAdventure. Numerous functionalities and extensions have been (re-)implemented to enable free and data protection-friendly use of the system. In 2022, we added an online examination mode to the SUASecLab. At the start of each exam, candidates receive a fresh virtual PC. All programs required to complete the tasks are available on this PC. However, the system's communication and movement options are deactivated during the exam. At the end of the examination period, the solutions worked on are uploaded from the virtual PC to a central server where they can then be viewed by the corrector. Contact: t.tefke[at]stud.fh-sm.de
Panel support scenarios
Veronika Mikhailova & Nicola Döring, Ilmenau University of Technology: "Teaching Academic Skills with a Moodle-Based Online Course" (18.11., 13.45, Room 1337 and BBB1) Academic skills are vital for students of various study programs. The presentation introduces a self-learning online Moodle course "Academic Skills in Communication Science" that was developed as part of the VEDIAS (Vorbereitung und Erprobung digitaler, international ausgerichtete Studiengänge mit Social Virtual Reality-Anwendung) project. The course contains seven bi-weekly study sessions with integrated interactive H5P learning quizzes that guide students through the main steps of an empirical research process in communication science. Evaluation at the end of the semester showed that a course fully implemented on Moodle can create positive teaching and learning experiences. For students, it gives the opportunity to work independently at an individual pace, while still receiving professional supervision and feedback. For teaching staff, implementation of semi-automatic Moodle components helps reduce organizational workload. Contact: veronika.mikhailova[at]tu-ilmenau.de
Gerald Schwabe, Bremen University of Applied Sciences "A student support system for hybrid teaching „ (18.11., 13.45, Room 1337 and BBB1, online) Bremen University of Applied Sciences announced a hybrid semester for the past winter semester. For this purpose, technology for hybrid courses was procured and set up in many classrooms. In order to prevent teachers from being overwhelmed, the Center for Teaching and Learning set up a student support system for teachers in addition to intensive training. To this end, a pool of student assistants was recruited, instructed accordingly and deployed via a distribution system to provide on-site support for courses. Interested lecturers were able to request support to varying degrees. The article describes our approach and our experiences as well as the conclusions we drew from them. Contact: gerald.schwabe[at]hs-bremen.de
Bilal Zafar, Ilmenau University of Technology: "Digital teaching in MSCSP - Best practice examples„ (18.11., 13.45, room 1337 and BBB1, online) A summary of the various methods used to aid the digital teaching in our masters program on communication and signal processing (MSCSP). The presentation will highlight various tools employed by us over the last two years (hybrid lectures, inverted classroom, asynchronous video lectures, interactive exams and quizzes, project presentations with VR, automated and relative grading, etc.), and present a brief discussion on their efficacy. Contact: bilal.zafar[at]tu-ilmenau.de
Saskia Erbring, Erfurt University of Applied Sciences: "E-portfolio work with key situations as a learning setting for students„ (18.11., 13.45, Room 1337 and BBB1, connected online) E-portfolios are digital learning diaries that are kept on the Mahara learning platform during the course of study. On the one hand, Mahara functions as a work and storage location and expands the written diary form with blogs, podcasts, visualizations and videos. The platform is therefore also a media space for interaction between students and teachers. Open-ended case scenarios from counseling situations (key situations) serve as occasions for reflection. Through multi-stage reflection loops in dealing with the case scenarios, students are encouraged to further develop their professional actions through reflection, to endure dilemmas, to integrate multiple perspectives and to critically examine their own and others' contributions and attitudes. In terms of didactic objectives, this means that students are encouraged to take responsibility for their professional development and develop their own guidelines for counseling. Contact: saskia.erbring[at]fh-erfurt.de
Panel Social interaction
Rolf Kruse, Erfurt University of Applied Sciences: "Social virtual reality for cross-university courses" (18.11., 13.45, Room 1222 and BBB2) In social VR applications, teachers and students can work and learn collaboratively as avatars in a shared learning space despite the distance. Web-based social VR applications reduce the entry barriers for such an experience of co-presence. They offer a solution for cross-university collaboration between teachers and students and contribute to the didactic enrichment of learning. In the Immersive Learning Platform Thuringia (ILT) project, immersive environments based on the social VR platform Mozilla Hubs for various learning and teaching formats for cross-university cooperation and collaboration were designed, developed and tested in practice with and without VR glasses together with teachers and students from Erfurt University of Applied Sciences and Ilmenau University of Technology. The panel contribution provides an overview of the concepts and testing of learning/teaching formats, project findings and participation options. Contact: rolf.kruse[at]fh-erfurt.de
Gunter Kreuzberger, Ilmenau University of Technology: "Portfolio work in virtual space" (18.11., 13.45, Room 1222 and BBB2) e-Portfolio work focuses on the learning process as a learning and assessment method. It is particularly suitable for competence-oriented learning and supports informal and lifelong learning. It promotes collaborative work and networked learning in so-called learning communities and thus contributes to the development of social interaction spaces. These can be further developed into virtual learning spaces with augmented reality (XR). Social VR offers access to this, but is also associated with organizational and technical challenges, especially with regard to enabling networked learning. This article looks at initial attempts to implement e-portfolio work in social VR. The approach, technical and didactic framework conditions as well as concrete experiences and the next steps are discussed. Contact: gunther.kreuzberger[at]tu-ilmenau.de
Irina Tribusean and Yi Xu, Ilmenau University of Technology: "Using Social VR in teaching intercultural communication“ (18.11., 13.45, Room 1222 and BBB2) We designed the "Intercultural Communication" course incorporating Social VR, enabling online students to experience cultural differences immersively. In a VR lecture, participants met in a virtual Audimax hall where students "sat" in audience rows as in onsite classroom. After an interactive game we gave a lecture about identity negotiation and management. In VR seminars, students walked into four "cultural rooms" (i.e. virtual rooms depicting Latin-American, Arab-African, Asian and European cultures). To evaluate the course, students participated in online surveys and interviews. Feedback was positive, although technical problems were prominent and overshadowed the concentration of developing communication skills. Experience shows that VR can successfully be applied in teaching intercultural communication, though challenges from teachers' and students' sides need to be addressed. Contact: yi.xu[at]tu-ilmenau.de and irina.tribusean[at]tu-ilmenau.de
Yuliia Danyliuk, Ilmenau University of Technology: "Social interaction in digital studies: best practices and challenges" (18.11., 13.45, Room 1222 and BBB2) Successful social interaction is an important basis for successful studies. But how can this social aspect be guaranteed in digital studies when students are studying from their home countries? This article describes and discusses best practices and challenges based on the digital socio-cultural support and guidance concept as part of the VEDIAS project at TU Ilmenau. The aim of digital support is to offer distance students the opportunity to familiarize themselves with culture and everyday student life in Germany and at TU Ilmenau and to be active in student networks. The most important approaches of the concept and its implementation will be discussed: digital events from the we4you student service and encounters on the virtual campus, digital buddy program, Instagram Challenge, virtual tandem partners. It shows which digital formats were well received by the students and which offers the students were less interested in. Furthermore, a digital space, i.e. the Coffee House in Social Virtual Reality, is presented and its advantages and disadvantages for digital social interaction are analyzed. Contact: yuliia.danyliuk[at]tu-ilmenau.de
Lectures
Liane Rothenberger, KU Eichstätt-Ingolstadt: "Social Virtual Reality in a journalistic application - a practical student project": (18.11., 11.30 a.m., Room 1220 and BBB3) In the summer semester of 2022, the journalism studies course ran a pilot project in which four student groups developed innovative journalistic formats for the Tagesschau. One of the four student groups decided to develop a VR room on the topic of "Flight and migration". This was done with the support of the Immersive Learning Lab (ILL) at Erfurt University of Applied Sciences. This showed that the students were able to provide good research in terms of content, but had to relearn how to implement it in a spatial environment (instead of in a linear article or conventional TV report). Contact: liane.rothenberger[at]ku.de
Uwe Stadler, Wuppertal University Library: "digi-komp.nrw: Information and media skills for students": (18.11., 11.30 a.m., Room 1220 and BBB3) digi-komp.nrw is a cooperation project funded by the Ministry of Culture and Science of North Rhine-Westphalia since 2019, in which several university libraries and scientific institutions from NRW are involved. The consortium is developing interdisciplinary and modular e-learning self-study courses to promote media, information and digital skills. The digital learning materials will in future be published on the state portal Open Resources Campus NRW (ORCA.nrw). The e-learning offer is aimed in particular at students in the introductory phase of their studies (1st - 3rd semester). Conceptually, the learning offer is designed as a self-learning format but also for modular integration into university teaching. The focus of the project is based on the KMK strategy "Education in the digital world" and the NRW school media literacy framework. Contact: stadler[at]uni-wuppertal.de
Mira Rochyadi-Reetz, Ilmenau University of Technology "VR approach to communication via German media in the political system“ (18.11., 12.20 p.m., Room 1220 and BBB3) In combination with other online teaching and learning tools, the social VR environment offers the opportunity of an interactive learning environment that enables the immersive experience of being "present" in a room. In my presentation, I would like to share the experience of designing and delivering teaching and learning activities on the German political and media system in a VR social environment. The course was offered in the summer semester 2022 for Master students in a fully online-based format. There were 21 students from 12 countries and 4 different continents enrolled in the course. This presentation is highly relevant for all those who are currently planning to incorporate VR into their teaching activities Contact: mira.rochyadi-reetz[at]tu-ilmenau.de
Frank Thiel and Kerstin Kathy Meyer-Ross, Weightless through space and time“ (18.11., 12.20 p.m., Room 1220 and BBB3) We have run an identical project management course with the same learning objectives, teaching content and examinations once at the university of applied sciences and once at the Cooperative State University. The central element of the course is a case study based on a real industrial project and worked on in small groups. All learning blocks and teaching materials belonging to the course as well as the case study can be used both remotely and in person. Teachers were available to answer students' questions, and students were able to access learning content independently. Our finding: even an identical course places completely different demands on the hybrid setup depending on the university environment. Contact: kerstin-kathy.meyer-ross[at]htw-dresden.de and frank.thiel[at]mail.de
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Information about the conference
Date & location: November 17 & 18, 2022 The conference will take place hybrid and at the Ilmenau University of Technology at the Ernst Abbe Center >>> to the site plan.
Participation in the event is free of charge. The event is organized by eTeach Network Thuringia and together with the Ilmenau University of Technology organized.
To the annual conference 2021 >>>
To the annual conference 2020 >>>
Updates & Insights
Short-term updates on dates and program items as well as exciting insights behind the scenes can be found on the event's social media channels:
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Note on the infection process
The past few years have repeatedly shown that face-to-face events cannot take place due to pandemic developments. Ideally, all participants should be able to enjoy an exchange in person. If this is not possible, the annual conference will take place online. We will inform you in good time about any adjustments to contributions and event formats.
Conference office
The conference office will be open during the two days of the event at the Ernst Abbe Center of Ilmenau University of Technology and online via >>> BigBlueButton (for online participants). We will be happy to answer your questions about technology and the program. If you have any questions in advance, please contact jahrestagung[at]eteach-thueringen.de
Call for Participation
The submission deadline ended on 30.09.2022
How to dial in to BigBlueButton:
1. click on "Entrance room XXX" in the program item and then enter your name according to the following pattern: First name Last name (institution) in the field provided.
2. click on "Start".
3. when dialing into the BBB room, a so-called "Echo test" has been carried out. Please complete this test and enter with microphone into the room. If you click on "Listen only", you cannot participate in the slot with a speech and would then have to log in again.
4. please switch off after the echo test muteby clicking on the round "microphone icon" at the bottom center of the screen.
Contacts
Iren Schulz| Conference organization
Phone: +49 (0) 36 43 / 58 12 65
Martin Backhaus | Conference organization
Phone +49 (0) 36 77 69-4781
