The document outlines modern teaching and learning methods using digital media. It discusses examples where digital formats are used for lectures, seminars, and learning support. Specific examples discussed include using video lectures for flexibility, simulations or games for demonstrations, e-examinations in test centers, and role-playing with social media like Twitter. The document also addresses implications for projects, like which formats to use, what contents and activities are planned, and which materials will be used beyond texts. Constructive alignment of learning outcomes, assessments, and teaching activities is discussed along with formulating measurable learning outcomes. Social learning through forums, wikis, blogs and video conferencing is also covered.

1. Medienzentrum, Zertifikatskurs E-Teaching.TUD
Dresden
Workshop „Modern Teaching and Learning
Methods“
Presentation of examples for modern scenarios
with digital media

2. Modern Teaching and Learning Methods Folie Nr. 2
Agenda
Modern Teaching
and Learning
What is this? examples
Implications for
your project
Learning
Outcomes
Constructive
Alignment
examples
Implications for
your project
Social learning
and support
constructivism examples
Implications for
your 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 technical
simulation 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 Holstein
Karlsruher Institut für Technologie
subject: digital technics
Distribution of materials and information

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Why?
• preparation and postprocessing, specialization
Where?
• Lecture
Who?
Prof. Dr. Kai-Christoph Hamborg,
Hochschule Osnabrück
Subject: psychology
Flexiblity in time with video lectures

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Why?
• repetition
• Acceleration and temporal expansion
• Special angles
Where?
• lecture
Who?
TU Clausthal
Subjects: chemistry
Demonstration with digital media

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Why?
• preparation and postprocessing, specialization
Where?
• lecture
• seminar
Who?
Dr. Hartje Kriete
Georg-August-Universität Göttingen
Subjets: mathematics and informatics
individual learning with WBTs

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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,
Pädagogische Hochschule Heidelberg
Subject: mathematics
Inverted Classroom

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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 you
plan?
• 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 students
produce digital
artifacts

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Learning Outcomes and Constructive
Alignment
• Outcome: What is the learner supposed to
be able to after the learning process?
Constructive
Alignment
Intended
Learning
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
introduction
•With the completion
of the course the
participants can
verb
•remember
•understand
•apply
•analyze
•evaluate
•create
content
•A concrete and
verifiable content

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Why?
• optimisation of correction times through
automatic evaluation
Where?
• Lecture
Who?
ETH Zürich
Subject: different
E-Examinations in Test-Centers

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Why?
• students can evaluate their proficiency level
Where?
• lecture
• seminar
Who?
Prof. Dr. Cornelia Breitkopf
TU Dresden
Subject: thermodynamics
self-assessments for the preparation of exams

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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 für angewandte Wissenschaften
Subject: informatics
Live-Feedback in major events

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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 Lüth (S. 15/16 des pdf-Dokumentes),
Technische Universität Hamburg-Harburg
Subject: mechanics
Just-in time-teaching

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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 für Technik Stuttgart
subject: mathematics
reflection through media production by
learners

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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 previous
knowledge and
experiences
Individual perception
of knowlegde and
reality

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Why?
• synchronous and interactive working from
different locations
Where?
• seminar
Who?
Dr. Jörg Neumann,
TU Dresden
subject: educational science
spatial flexibility through video conferences

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Why?
• More flexibility with simular possibilities
compared to face-to-face situations
Where?
• seminar
• learning support
Who?
Fabian Hoose,
Ruhr-Universität Bochum
Subject: sociology
Online-consultation hours through video
conferences

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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,
Universität Hohenheim/ Universität Münster
subject: economics
Expert talks through video conferences

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Why?
• Supporting longer periods of self-studies and
the production of texts with peer-feedback and
virtual support
Where?
• seminar
Who?
Maggie Rouse,
FU Berlin
Subject: english philology
Online-support in forums

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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),
Universität Leipzig
Subject: politics
role-playing with twitter

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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/Salpetersäure von Universität 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. Jürgen Handke. (CC BY SA NC)
Ausschnitt aus dem Webinar „SchnOERzeljagd“ von Sandra Schön. (CC BY SA)
Abbildung Prüfungsangst 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 für den Hashtag #EuTSoSe11.