EPIC: Assessment and Documentation of Students’ Learning

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The process of project work is rather difficult to assess for tutors or teachers, as it mostly takes place outside the contact time they have with the students. The students themselves are the center of this process and therefore the most indicated ones to take responsibility for the assessment of the process.

Involvement of students in assessment and a shift from responsibilities from teachers to students helps the students to gain ownership of the assessment process and therefore of their own learning.

Portfolio (proPIC interactive tutorial1)

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Portfolios are effective tools for   t e a c h e r training and for c o n t i n u o u s (self-)assessment. This dual aim of portfolios for training and assessment allows students to show evidence of their learning processes and their reflection. Portfolios are dynamic by their very nature. Further, they help students to self-regulate and monitor their learning.

Students’ readiness

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A big part of the course will focus on learning and how you as a student / learner can improve your learning approach in general. Additionally, we’ll give you helpful tips on how to actively and positively adjust influencing aspects, such as your learning environment or alternative techniques to better memorize information.

Another part of this course will focus on the development of those skills, that you will need at the beginning of your professional career. You will learn how to write a CV, how to prepare for job interviews, how to present yourself, etc.

This course should take you about 20-30 hours of active working. To successfully complete this course, you mostly have to open and view the topics, units and tasks provided. To constantly show you your status, you will find a progress bar on the right side.

 

 

10 tips for teachers when using YouTube

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Learn some brilliant time saving techniques and some amazing features that you might not realise exist in YouTube. Ideal for teachers and students using YouTube in education.

Zoom-Complete training in Breakout Rooms

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A complete video tutorial on everything you need to know about breakout rooms. This covers all the key aspects of setting up breakout rooms in Zoom. Zoom has suddenly become very popular way of delivering online teaching but many teachers are very confused with the way the breakout rooms work in Zoom. This complete training will take you through all the key elements of setting up and using breakout rooms. This video also includes actual REAL examples of me working with breakout rooms to make it really clear.

Animation creation as a learning tool

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After this course the learners will understand
• how animation creation can foster learning in general and specifically in the subject area taught
by the learner
• how animation creation can be an effective pedagogical method for adjusting the learning process
and environment to the personal demands and the personality of the learner (e.g.to difference in
learning styles, to field of interest, level of prior knowledge etc.)
• how animation creation can motivate the learner
• what does the concept of ‘changed role of the teacher; ie. facilitator instead of instructor’ mean
and what is the added value of being a facilitator rather than an instructor in the learning process
• the importance of formative assessment during the application of animation pedagogy

Training material on tutoring diverse learner groups

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In “training material 3 (TM3)” the focus is on tutoring international, intercultural and diverse learner groups, including the usage of digital Information and Communication Technology (ICT) tools at education institutions for Vocational Education and Training (VET) as well as Higher Education (HE).

As a basis for TM3 we referred to Smith (2005) with “Fifty-One competencies for Online Instruction” which then were increased to 72 competencies for online instruction and supplemented with competencies for intercultural teaching based on the literature that has been accumulated.

Furthermore, the identified competencies were summarized and put into categories to obtain a better overview. As a result, we were able to allocate the identified competencies to 5 categories: teaching skills, communication skills, technical skills, intercultural competence and commitment.

Training material on tutoring international, intercultural and diverse learner groups  will consist of 20 to 30 hours of learning including theoretical references and presentations, as well as practical tasks for the trainees. Practical tasks will be based on group work and trainee collaboration in order to foster teacher, trainer and adult educator mutual collaboration and intercultural approach.  International groups of teachers will be working on practical tasks in groups and teams.

Training material on designing online collaborative learning activities

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As we all known culture pervades every aspect of people’s lives: their way of thinking, their ideals and expectations, their behavior and attitude, their motivation, relationships, and last but not least, their way of assimilating knowledge and skills.

Training material on designing online collaborative learning activities embedding digital, social and intercultural competence development will consist of 20 to 30 hours of learning including theoretical references and presentations, as well as practical tasks for the trainees. Practical tasks will be based on real-life problems illustrating lack of competences to deal with digital, social, and intercultural issues in life. Problem – based learning will be used, but also discussions, reflections, situation and case analysis.

 

Training material on digitalization of quality learning resources

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Teachers and trainers have always dealt with content. Preparation for classes, writing activities and examples, preparing assignments and evaluation guidelines, developing curricula ect. Why do we deal with digitalisation? Is there any difference?

So what is digitalisation that we will cover in this training material? Digitalisation is so widely used that we first state we deal only with digitalisation in education and training. Definitions here are rather political and aim driven.

But it is not enough. Digitalisation in education and training is also quite a vague, if not fuzzy term. So in this material we will deal with digitalisation of learning resources, or in other words, learning content. The definitions are still vague.

E-Learning-Erfahrungen und -Strukturen

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Inverted Classroom, eAssessment, Rapid Learning und Quizze sowie Gamification – das sind nur einige Schlagworte, die heute unter dem Sammelbegriff ELearning respektive E-Teaching subsummiert werden. Auch bereits seit längerer Zeit eingeführte Begriffe wie Multimedia oder Multimodalität erleben immer wieder neue Auslegungen und Interpretationen. Mit den Begriffen wird jedoch die Intention verbunden, ein Lernen zu erzeugen, indem mehrere, unterschiedliche Sinneskanäle gleichzeitig angesprochen werden. So soll beispielsweise die Präsenzlehre besser mit der Selbstlernphase verbunden oder eine Lernbegleitung über verschiedene Wege erzeugt oder diverse Zugänge zu Lerngegenständen geschaffen werden, um die Diversität der Lernenden – möglicherweise – besser zu berücksichtigen. Grund genug, einmal genauer hinzuschauen und sich zu fragen, was es genau mit E-Learning an der DHBW auf sich hat. Anhand der eingereichten Beiträge lassen sich zwei große Linien erkennen, die typisch für das E-Learning an deutschen Hochschulen sind. Erstens: Es findet in allen Phasen des Studiums eine didaktisch sinnvolle Verortung statt. Ob nun beim Studienstart, in den Einstiegssemestern oder im weiteren Studienverlauf. Durch die Flexibilität der Medien, die neu entwickelten digital unterstützten Abläufe und die neuen (virtuellen) Räume werden andere Lehr-Lern-Szenarien möglich, die den Kompetenzaufbau im dualen Studium bestmöglich unterstützen. Zweitens: E-Learning wird durch engagierte Akteure genauso weiterentwickelt, wie es durch Förderprogramme unterstützt oder durch die Etablierung zentraler Einrichtungen gefördert wird. Die Autorinnen und Autoren haben in den Beiträgen jeweils ihre individuellen Herausforderungen skizziert. Allen gemein ist die Idee, die Lehre zu verbessern, indem spezifische Wege beschritten werden. Vielleicht entdecken auch Sie in den Beiträgen Anregungen zur Weiterentwicklung Ihrer eigenen Lehrveranstaltung. Es würde uns freuen, wenn Sie durch die Kontaktinformationen in den Austausch mit Kolleginnen und Kollegen der DHBW kommen. Die Reflexion der eigenen Lehrveranstaltung ist ein wesentlicher Schritt eines kontinuierlichen Verbesserungsprozesses. Gerne unterstützen wir Sie dabei, wenn Sie andere Lehrende an diesem Reflexionsprozess teilhaben lassen, insbesondere zu der Frage, wie sich Veränderungen Ihrer Lehre auf das Lernen und die Motivation der Studierenden ausgewirkt haben.