Exhibition stands (in progress)
Mobile setup for hybrid seminars and meetings | Karlsruhe Institute of Technology (KIT), Center for Media Learning (ZML) (booth no. 19) People who are present on site and other people who are connected online - this is what the setting of a hybrid seminar or hybrid meeting looks like. Whether it's a hybrid institute seminar or hybrid meeting - our hybrid case contains everything you need to involve both people on site and participants connected via video conference in just a few simple steps using your own laptop. Helpful in international teams or to improve participation opportunities when physical presence is difficult or would involve a lot of effort. For example, external locations can take part in meetings much more easily and frequently. Seminars require more flexibility, freedom of movement and the ability to switch between lectures, discussions, whiteboards and blackboards. This case solution provides both. In addition to your laptop, the setup consists of a tripod, a tracking camera that can record a 300° range, a wireless microphone set with up to two microphones and the necessary connection cables and a simple sound system. Everything together weighs less than 3 kg and is easy to transport. One case can be used to capture either a setting in a seminar room with up to 50 people or a meeting with several people at a table.
Contact: andreas.sexauer[at]kit.edu
Hybrid setting in seminar rooms | Ernst Abbe University of Applied Sciences Jena (Stand no. 2) In addition to a didactic scenario, a successful combination of online and face-to-face teaching requires a well-functioning infrastructure. The Ernst Abbe University of Applied Sciences Jena offers a suitable starting point for hybrid teaching settings. Our hybrid teaching settings provide for some of the course participants to be able to participate virtually either synchronously or asynchronously to the face-to-face sessions. The newly acquired smartboards in many seminar rooms also open up new possibilities for hybrid teaching settings. However, the additional use of cameras in the seminar room requires careful handling of the data protection of all participants. The INSPIRE team raises awareness of this and offers support for lecturers. Didactic tips on involving all students and on collaborative working options in virtual and physical spaces round off the hybrid teaching setting.
Contact: inspire[at]eah-jena.de
Bauhaus learning space, university development at the Bauhaus-Universität Weimar (Stand no. 7) We plan to show a short video animation of the Hybrides.Lernatelier, presenting some of its prototype facilities that enable teaching and learning scenarios. These are the modular furniture, the technical cabinet and the curtains to optimize the acoustic and lighting conditions of the space. These features are inspired by a theater stage or film set, with a focus on the aesthetics of the interior to create a space that is highly flexible and allows for a variety of scenarios and settings.
Contact: andreas.wolter[at]uni-weimar.de
Immersive Learning Platform Thuringia (ILT) | University of Applied Sciences Erfurt (Stand no. 14) Short description of your contribution with about 80-120 words: Click or tap here to enter textIn social VR applications, teachers and learners 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 exhibition stand provides an overview of the tested learning/teaching formats and project findings. At the same time, it enables participants to test the developed platform independently.
Contact: rolf.kruse[at]fh-erfurt.de
examING - Digitalization of competence-oriented testing for engineering bachelor's degree courses | Ilmenau University of Technology, Central Institute for Education (Stand No. 11) The examING project, funded by the Stiftung Innovation in der Hochschullehre (Foundation for Innovation in Higher Education), is developing and refining new concepts for digital examinations. The multifaceted examING project and initial solutions are presented in detail. These include the use of software that can be used to simplify the design of online examinations. Visitors to the conference will have the opportunity to try out examination concepts themselves using software solutions that are being tested and their framework conditions improved as part of examING, and the concept of a "blended makerspace" will also be presented. Students will be able to come together for practical work in projects and use existing and new physical spaces for their ideas. In addition, a virtual space will be created that can be used for the preparation and follow-up of projects.
Contact: anna.hertlein[at]tu-ilmenau.de
Digitally supported teaching/learning using iSpring in the world of mechanism and transmission technology | Ilmenau University of Technology, Faculty of Mechanical Engineering, Flexible Systems Group (Stand No. 12) At the TU Ilmenau, the courses Transmission Technology 1 and Mechanism Technology are offered in the Department of Compliant Systems for various Bachelor's degree courses. The aim of digitally supported teaching/learning is to work through individual topics of both basic gear technology subjects in the form of digital quizzes and interactive role-playing games to accompany teaching and prepare for examinations. The commercially available iSpring software is used as an aid. This makes it easy to create quizzes and generate immediate feedback. As a result of the integration into Moodle, students will be able to access the course content at any time and from any location using various end devices. The playful transfer of knowledge and the possibility of immediate feedback can be expected to increase motivation for self-study. The software can be tried out at the exhibition stand.
Contact: stefan.griebel[at]tu-ilmenau.de
Hybrid take-home labs for the STEM education of the future - the digital lab for hybrid teaching | Ilmenau University of Technology / Gera-Eisenach Cooperative State University (Stand No. 3) The acceptance of digitally supported teaching has increased significantly in recent years - and not just due to coronavirus. Online labs are increasingly being used in STEM subjects to ensure the availability, usability and granularity of the courses on offer. This ensures the combination of theoretical principles and their application and consolidation in the form of practicals in the basic subjects. However, practical experimentation and the associated haptic learning is somewhat lost as a result. The Hybrid Take-Home Labs project aims to develop and test the basis for practical support of learning processes in STEM subjects. This allows students to carry out complex virtual and remote-controlled laboratory experiments from home using their own resources. This combines needs-based, student-centered teaching with the requirements of future-oriented skills-based learning. The digital laboratory for hybrid teaching implemented in this way can also be used as an example in lectures, allowing the link between theory and application to be conveyed very efficiently. The laboratory bottleneck is thus "defused" by online availability and many students are given the opportunity to learn in a practice-oriented way.
Contact: karsten.henke[at]tu-ilmenau.de / johannes.nau[at]tu-ilmenau.de / Falk.Liebold[at]dhge.de
AutoPING - competence-oriented learning and testing in programming education | Ilmenau University of Technology (Stand no. 13) As part of the examING project, the AutoPING sub-project is investigating the use of the web-based autograder application CodeOcean in university teaching. The focus is on supporting self-directed, competence-oriented learning and extending the application to fields beyond classic programming languages. Digitally supported courses and examinations for programming training and training in all types of source code creation are being developed and tested. The exhibition stand provides an overview of the experiences at TU Ilmenau in the conversion of didactic scenarios to test-driven software development and the resulting use of autograders. Participants will have the opportunity to gain concrete insights into the use of CodeOcean by teachers and students. The integration of CodeOcean into the LMS Moodle will also be demonstrated.
Contact: daniel.fischer[at]tu-ilmenau.de / peter.amthor[at]tu-ilmenau.de / gunther.kreuzberger[at]tu-ilmenau.de / ulf.doering[at]tu-ilmenau.de / jonas.genath[at]tu-ilmenau.de / benedikt.artelt[at]tu-ilmenau.de
Prototype for the promotion of adaptive learning in digital learning environments | Schmalkalden University of Applied Sciences, Faculty of Computer Science (Stand No. 1) A course topic is divided into smaller units ("nuggets"), which students can learn independently at any time. The learning progress is also checked independently. For this purpose, the prototype offers small quizzes which, in addition to the usual MC questions, also allow questions that enable natural language answers! The answers are compared with a sample solution. The degree of agreement ultimately determines the score achieved. Recommender features also help students to keep an eye on the overall structure of the course and, in relation to this, their learning progress. The digital course format also contains gamification elements to encourage student motivation. As part of the "eduPLEx" research project, Schmalkalden University of Applied Sciences is developing this prototype, which will be used in teaching from this semester onwards.
Contact: k.englmeier[at]hs-sm.de
Mobile, flexible, professional - the video studio for Thuringian universities.| eTeach Network Thuringia (Stand No. 26) The mobile studio of the eTeach network Thuringia is available as a prototype to all teachers at Thuringian universities and enables media-related teaching and learning scenarios to be implemented flexibly and in line with requirements. The hybrid set-ups and possibilities of digitally supported teaching can also be used at all universities. Two topics, among others, will be shown in the studio at the trade fair: WorkAdventure and StableDiffusion.
Contact: uwe.caemmerer-seibel[at]uni-weimar.de / sara.palfy[at]uni-weimar.de
Interactive VR tours for earthquake, wind and fire tests; Title of the contribution: Virtual experiments for teaching structural engineering | Bauhaus-Universität Weimar (Stand No. 21) 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 conducted 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: lars.abrahamczyk[at]uni-weimar.de / mahsa.mirboland[at]uni-weimar.de
Virtual reality-based user studies in architectural education | Bauhaus-Universität Weimar (Stand no. 22) In this article, we present our experiences with virtual reality-based user studies in architectural education. The aim of these user studies is to impart knowledge and methods to students in order to be able to evaluate the perspective of building users as objectively as possible as early as the design phase. We present work in which students have examined their own building designs in terms of orientation, wayfinding, spatial impact and quality of stay. Visitors to the annual conference will be able to try out the VREVAL tool they developed themselves. The development of VREVAL was funded by Deutsche Bahn Station & Service AG and the Thuringian Ministry of Economic Affairs, Science and Digital Society.
Contact: sven.schneider[at]uni-weimar.de
Hybrid teaching and learning environment in the context of virtual product development | product and system development, Ilmenau University of Technology (Stand no. 4) Virtual product development is a key industrial field. Training in this field is therefore an important component of a practice-oriented engineering degree course and is reflected in the curricula of various technical degree courses. The training requires a holistic and flexible approach. At the same time, modern developments require new teaching and learning formats and associated environments for academic training. Particularly in the technical disciplines, universities are required to develop and use modern teaching and learning methods that enable object-oriented, i.e. practical work on concrete applications, and teaching and learning that is best adapted to the learning progress of the individual students. Against this background, a hybrid teaching and learning environment for virtual product development was developed in the eTeach impulse project, which will be presented at the stand.
Contact: stephan.husung[at]tu-ilmenau.de
Didactic approaches for virtual spaces in social virtual reality in hybrid university teaching | Ilmenau University of Technology (booth no. 15) Hybrid teaching formats require the well thought-out and conceptualized use of media and innovative platforms for interpersonal exchange. To support a more immersive exchange with more communication and interaction possibilities than in conventional video conferences between students, a social virtual reality platform was implemented for courses and cultural events. The platform allows students to interact with embodied, customizable avatars in a three-dimensional space with more social presence. Teachers are given more opportunities to create three-dimensional learning environments independent of physical spaces that optimally support their course. We present use cases of the platform and reflect on its use in different study programs with a special focus on different didactic approaches and their implementation in virtual spaces. Lecturers can view the virtual rooms with virtual reality technology in our demonstration.
Contact: kathrin.knutzen[at]tu-ilmenau.de
Digital guides - support from students for students in the digital space | Friedrich Schiller University Jena (Stand No. 25) The Digital Guides are experienced students who inform, advise and support students at the various faculties of Friedrich Schiller University Jena with regard to digital tools. They offer consultation hours and advice on the various tools, including subject-specific tools, support their fellow students in self-organized studies with digital tools and disseminate news about digitalization at Friedrich Schiller University Jena in the faculties.
Contact: doerte.meessen[at]uni-jena.de
The Thuringian Center for Learning Systems and Robotics introduces itself - More about THInKI and KIckbox | Thuringian Center for Learning Systems and Robotics e.V. (Booth No. 8) The Thuringian Center for Learning Systems and Robotics (TZLR) is a joint institution of Thuringian universities and research institutions. The TZLR is represented with the projects KIckbox and Thuringian University Initiative for AI in Studies (THInKI). The KIckbox is a tool for a practical introduction to AI. Interested parties have the opportunity to get to know the KIckbox themselves and try out the first contents of the Moodle-based digital box at the stand. The THInKI project is a joint project of the TU Ilmenau and the FSU Jena. The aim of the project is to create a range of courses in the field of AI in various subject areas. In addition, teaching content is being modernized and developed with target groups in mind. Interested parties can gain an insight into the sub-projects and THInKI courses at the exhibition stand. In addition, Jupyer notebooks from various subject areas will be presented.
Contact: stefan.hagedorn[at]tzlr.de
When technology should become creative: The Cantional Composition Machine - Presentation, Testing, Discussion | University of Music FRANZ LISZT Weimar (Booth No. 5) The tension between technology and creativity is highlighted by an example that was developed as an online tool for classroom teaching and thus reflects a hybrid scenario in didactics: the Cantional Sentence Machine, which was created in 2021 (funded by a Fellowship for Innovation from the Stifterverband). digital-music-theory.com can be used to call up the cantional setting machine: Users can upload xml files from which the machine creates four-part movements in the style of the period around 1600 in just a few seconds and outputs them as a file in the free MuseScore software so that the results can also be played back. In the music-theoretical conception, many detailed questions had to be solved that are important for the stylistics and didactics of cantional composition. The programming is based on a historical model: the tables from Johann Crüger's "Synopsis musica" (1654) were used as a basis for the chord sequences; this was extended to include possible final formations.The machine is functional, but this is not the end of it, as it is intended to generate discussion: How good are such results? Where does machine intelligence (still) fail? How useful is such a principle in university teaching - as a playful approach, but also as motivation for students to do better and as confirmation of human aesthetic qualities? How can this be expanded, supplemented and extended to more complex areas of style - especially in exchange with experts in machine learning and artificial intelligence? This will be put up for debate at the eTeach annual conference as a demonstration on the "Didactics" day. The Cantonal Sentence Machine reflects hybrid scenarios in a special way, because it offers an online tool that includes personal experience and requires shared experience in order to be able to make aesthetic assessments.
Contact: joern.arnecke[at]hfm-weimar.de
TaskCards | TaskCards (dSign Systems GmbH) (Stand No. 18) TaskCards is a simple and effective way of exchanging information. It is easy to use and can be used in daycare centers, schools, clubs, companies and wherever information needs to be shared. The tool can be used on almost all devices and does not require an additional app. Work collaboratively from anywhere. TaskCards leaves plenty of room for individual working and design preferences. You can fill all 5 display formats individually and creatively with text, images, audio, videos and documents in various file formats. The unique authorization concept allows an unlimited number of employees to give individual authorizations to individual areas of a board, even if they do not have their own account. The community concept allows users to publish their own pinboards and follow other users. As soon as approval has been granted, pinboards can be searched for. The most popular ones are displayed under the trends. Comments, likes or rating options can be added to receive feedback on the individual posts on a pinboard.
Contact: support@taskcards.app
MyScore - Avatar-based teaching and learning| RWTH Aachen University, Department of Engineering Hydrology (Stand no. 16) MyScore Avatar-based Teaching and Learning is an open-source and open-educational virtual reality software solution that enables students and teachers to communicate, collaborate and discover teaching content within 3-dimensional virtual worlds with their own virtual representatives, the so-called avatars. The software will be published as a Unity project at the end of the project and can be customized as desired. Pre-developed scripts, 2D and 3D graphics and other media data are available for free.
Contact: chandra[at]lfi.rwth-aachen.de
Digitalization of education | Canon Deutschland GmbH (Booth no. 10) Universities are increasingly using edtech and video scripts alone are no longer enough. Live broadcasts, recordings and learning videos are becoming increasingly important for imparting knowledge - private universities in particular should pay attention to high quality in order to strengthen their positive image.
Contact: patrick.jentsch[at]canon.de
BRAINYOO - the mobile learning platform | Brainyoo Mobile Learning GmbH (Stand No. 6) BRAINYOO is a mobile learning platform and offers time and location-independent learning support on the web and offline via an app based on microlearning content. BRAINYOO uses various resubmission algorithms to help learners achieve individual learning goals. Based on the Leitner system, learning content is trained over the long term and learning progress is monitored with the help of success statistics. With varied task types, individual learning content can be created quickly and easily in question and answer format. In addition, flashcards can be designed in multiple choice, cloze or matching format and enriched with images, video and audio files. Well-known universities such as the FernUniversität Hagen, SGD and IU already offer BRAINYOO to their students as a mobile learning tool. Companies such as Deutsche Bahn, HUK, Nürnberger and R+V-Versicherung also support their trainees and employees with BRAINYOO as exam preparation or for further training.
Contact: jennifer.hiort[at]brainyoo.de
VRScience Learning Technology GmbH (Stand no. 20) We have developed a digital, technical-pedagogical and didactic learning concept for the schools using virtual and augmented reality technology. This learning concept is based on the educational plans of the federal states, and the quality of the learning content is guaranteed by our close cooperation with 6 pilot schools and over 100 specialist teachers. Our digital learning system is almost fully funded by the Digital Pact (90%) in line with the German government's educational mandate. We are bringing the future into our schools and with the help of virtual reality technology, we can provide modern and digital lessons on the one hand and on the other hand we have the opportunity to minimize the shortage of teachers through an online-based virtual classroom.
Contact: christoph.song[at]vr-lt.de
All-in-one video studio: the icing on the cake of your learning strategy | Rapidmooc (Stand no. 17) 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
Carpentries in Thuringia | Friedrich Schiller University Jena, Competence Center Digital Research (Booth No. 9) The Competence Center Digital Research (zedif) of the Michael Stifel Center Jena became a member of the organization The Carpentries in 2022 via the Friedrich Schiller University Jena. The Carpentries aim to train researchers and others in the use of basic software development and data processing tools. The Carpentries emphasize open interaction and the use of open tools. After appropriate training, we at zedif now offer workshops to obtain the Carpentries Instructor Certificate. At our stand, we will be presenting the values and methods of Carpentries as well as the zedif offer.
Contact: cora.assmann[at]uni-jena.de
Stifterverband and Hochschulforum Digitalisierung | Stifterverband (Stand No. 24) We present the offers of the Stifterverband and the Hochschulforum Digitalisierung on the topic of digital university teaching. The Stifterverband is the only joint initiative of companies and foundations that provides holistic advice, networking and support in the fields of education, science and innovation. As a nationwide think & do tank, the Hochschulforum Digitalisierung (HFD) brings together a broad community around digitalization in studying and teaching, makes developments visible and tests innovative solutions. To this end, stakeholders from universities, politics, business and society are networked, supported and advised.
eTeach Network Thuringia (Stand No. 23) The eTeach network Thuringia covers all ten Thuringian universities. Our mission: We support and promote the digital transformation of teaching, learning and testing in Thuringia. We are convinced that we can make a significant contribution by providing training, advice and support. We utilize the potential that arises from our network and our joint work by creating projects across universities, making results visible and bringing together interested parties from all disciplines. In this network, the contact points are decentralized on site and the specialist units work centrally in joint coordination. The strategic management of the network lies with the Strategy Council and the academic management. Operational management is carried out by the management.
Contact: contact[at]eteach-thueringen.de
Poster contributions (in progress)
Oksana Arnold, Erfurt University of Applied Sciences: "ChatGPT in teaching" - desire and reality - from the perspective of an AI professor (16.11., 10.30am, Room 6.1.36 and BBB1)
The eTeach Annual Conference 2023 will be held under the motto "Between Bibo and Bot: Students in view" and will thus address a very topical and hotly debated issue of 2023: How does the availability of ChatGPT change teaching, learning and examining? Do we lecturers have to teach and, above all, examine our students differently? Is there a risk that we will not assess students' performance, but that of ChatGPT in assignments, final papers, presentations and projects? Does it make sense to ban ChatGPT to minimize the risk? Or can the technology of "large language models" in combination with transformer architectures not be integrated into teaching and learning in a meaningful way? As an AI professor, I am in favor of integrating chatbots into teaching. So in the summer semester of 2023, ChatGPT quickly became a central element in the "Introduction to AI" module. We looked at the architecture and functionality of ChatGPT in detail, but also had the chatbot itself explain it to us. We experimented a lot and used ChatGPT as a test environment for central questions of symbolic AI. This gave us a good idea of where we stand in the field of AI research and where we need to go next. If chatbots like ChatGPT stimulate thinking and increase the participation of students, then the learning process is also improved and the learning objectives are better achieved. The presentation will provide case-based insights into how ChatGPT works, its potential and limitations, how it can be integrated into teaching in an activating way and how it needs to be further developed into didactically valuable AI bots.
Contact: oksana.arnold[at]fh-erfurt.de
Digital teaching and learning with the UniSchulPlattform | University of Erfurt The development and application of digital teaching and learning scenarios requires prospective teachers to expand their skills profile to include skills in digital teaching and learning. These skills must be tested, reflected on and consolidated by student teachers in the subject-specific didactic internships. Since the start of the summer semester 2021, the University of Erfurt has provided the UniSchulPlattform for this purpose. The moodle-based learning platform links the university and school learning locations, e.g. in the context of digitally supported internship phases, and promotes media literacy training for both students and pupils. The UniSchulPlattform can be used to test various didactic scenarios, such as virtual lesson observation or digital lesson planning. The UniSchulPlattform is a sub-project of the Digital Teacher Education Research Campus and is funded by the TMWWDG (duration: 2020 - 2024).
Contact: stefanie.schettler-schlag[at]uni-erfurt.de / heike.hahn[at]uni-erfurt.de
Adopting proven digital tools in classroom teaching | Leipzig University, Chair of Human Resources Management The article uses visual examples to present which tried-and-tested tools from the digital semesters can still be used in face-to-face courses in order to offer students an equivalent teaching experience regardless of the course format. It also presents the extent to which these tools promote students' digital skills in addition to their subject-specific skills.
Contact: m.barton[at]wifa.uni-leipzig.de
Synchronous and asynchronous teaching at Schmalkalden University of Applied Sciences | Hochschule Schmalkalden As part of the SMART Campus project - Schmalkalder Art of Intelligent University Digitization - practical tools for synchronous digital and hybrid teaching were procured and lecturers were trained in the use and application of the new technology and in the creation of asynchronous teaching materials. Methods and tools for participation and collaboration in online teaching were presented and discussed. One component of this project was the acquisition of a "mobile studio" to enable the production of video content from any location. As part of a course, students also have the opportunity to participate in the creation of different film formats.
Contact: a.dellit[at]hs-sm.de / e.danz[at]hs-sm.de / m.bock[at]hs-sm.de
The path to the digital university library - hurdles and obstacles | Ilmenau University of Technology, Ilmenau University Library The media change in academic libraries is in full swing. Journals have long been available almost exclusively in digital form, and books are also increasingly being made available as e-books. Challenges lie not only in the area of financial viability, but also in the legal situation and the willingness of commercial publishers to cooperate. This article aims to provide a brief overview and highlight the opportunities and limitations of libraries supporting digital teaching formats.
Contact: peter.blume[at]tu-ilmenau.de
Self-study courses, teaching materials and co - the university library as a partner in (hybrid) teaching | Ilmenau University of Technology, Ilmenau University Library A university library not only provides access to digital information, it can also take on other important functions. Be it through individually adapted contributions for courses or seminar groups or the development of accompanying online learning materials that students can work through independently. Ilmenau University Library has used the past pandemic years to position itself in a variety of ways in this area. Both positive and negative experiences have been made, which have led to improvements and the expansion or discontinuation of certain services. Contact: milena.pfafferott[at]tu-ilmenau.de
Contact: milena.pfafferott[at]tu-ilmenau.de
Possibilities and limits of digital concepts in the laboratory practical course | Ilmenau University of Technology As part of the ExamING project, we would like to develop, test and implement new concepts in the basic physics practical course at the TU Ilmenau. One focus is the embedding of digital data acquisition in simple experiments without hiding how the measured values are transferred to the PC. Microcontrollers will be used, which the students will program themselves. A further module is protocol management, submission and correction. Possibilities for better and faster exchange are to be found. This raises the question of the advantages and disadvantages of fully or partially digitizing the documentation. These and other points will be addressed in the poster and should serve as a basis for discussion with other interested parties.
Contact: anke.sander[at]tu-ilmenau.de
Digital Learning Kit - study competently with digital tools | Friedrich Schiller University Jena The Digital Learning Kit is a self-learning offer on moodle that is intended to support students in dealing competently with digital tools and using them for the topics of "study organization", "learning", "presenting", "academic work" and "relaxation". The offer also refers to additional support services that are available to students. In my article, I would like to present the self-learning offer, which is set up on moodle in the course format "tiles" and includes many different interactive learning units, including H5P-based ones.
Contact: charlotte.steinke[at]uni-jena.de
VirtuIng - an (online) course to promote interdisciplinary skills | Bauhaus University Weimar: Interdisciplinary skills such as communication, collaboration, creativity and critical thinking are considered highly relevant for professional life, but are missing from the formal curricula of many (engineering) degree programs. Massively multiplayer online games (MMOGs) are considered virtual environments in which users train interdisciplinary skills in particular while achieving their personal goals. The "VirtuIng" course, which has been offered online as an elective subject at the Bauhaus-Universität Weimar and the FH Erfurt for 5 semesters, was designed accordingly. Using the basic version of the freely available MMOG EVE Online, students learn to tackle game objectives together and in a coordinated manner. The article presents the structure of the course and reports on the evaluations that prove the development of interdisciplinary skills. The joint work in the MMOG can therefore be seen as generic project work that trains interdisciplinary skills, especially in students with an affinity for gaming.
Contact: heinrich.soebke@uni-weimar.de
