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Here we provide some examples of how certain aspects of a course can be converted into an online format.

The list of suggestions and possible tools is of course not exhaustive, but is intended to provide an overview.

Scenario by activity in a course

Giving input

You impart knowledge through lectures and/or (short) lectures with slides / notes on the board / demonstrations.

Providing learning content (documents, texts, exercise files ...)

You would like to provide your students with literature extracts, handouts etc. ?

Note: Please do not upload videos directly to Stud.IP or ILIAS, but use the Opencast-Plugin für Stud.IP!

Asking and clarifying questions about content

The students should collect and clarify open questions (e.g. following an input or after working on a text).

(Collaboratively) producing text/content

Students should produce texts (glossaries, lexicon contributions, case analyses, essays ...) alone or in small groups and make them available to their fellow students.

  • Collaborative work (writing together on the same document): ILIAS-Etherpad, SciFlow, CryptPads (Google alternative), HackMD (creating content together with markup on a website)
  • Groups can be created in the ILIAS course room and made available for specific students (in these course rooms you can further provide e.g. an Etherpad, materials, links, etc.)
  • Cooperative work (division of tasks): in addition to the collaborative tools, e.g. wikis, Padlets, ILIAS glossaries & data repositories (structured content rather than long texts), etc. Wikis, Padlet
  • Have groups record short video clips, podcasts, or screencasts (consider file sizes, provision may be difficult)

Checking knowledge and correcting tasks

You want to check whether the students have understood and can apply the learning contents.

  • "Collect" drafts via ILIAS exercise
    • either correct it yourself
    • or use peer feedback
  • Collecting and publishing the work of groups or individuals for the rest of the course (see suggestions for collaborative content production)
  • For automatically corrected questions: provide self-tests (self-tests, questions within a learning module)
Tipp Further tools (without guarantee regarding access/data protection/costs) are also available in the tool collection of the Hochschulforum Digitalisierung.


By event format

Lecture

Lecturer activity: face-to-face lecture (if necessary with the support of slides or blackboard)

Learning content can be made available to students in pure online mode at the beginning of each new week via the learning platforms. For this purpose, it is possible, for example, to add an audio commentary to the seminar slides on your own PC or to produce a screencast if other content is to be recorded in addition to the presentation. Both steps result in a video file which can be uploaded comfortably to Stud.IP or ILIAS. Of course it is also possible to provide other content such as PDFs or images to the students via the learning platforms.

Student activity: Reflecting on content, asking questions, and discussing content

Interaction with students takes place only in a reduced form in the context of a conventional lecture. Nevertheless, you can use various options on the learning platform to stabilize the presented lecture content.

Examples for online implementation

  • Communication about learning content according to the inverted classroom model: In the inverted classroom model, content is initially conveyed online and then deepened in a face-to-face session with the help of discussions and the clarification of open questions. In a pure online mode, this model can be implemented in such a way that the contents are discussed in an ILIAS forum, or the students collect items for discussion after watching the video and pass them on to the lecturer. The topics from the forum or the collected questions could then be discussed and answered in the next recording. It is also conceivable to use a chat or video conference to reflect on the learning content.

Seminar

Lecturer activity: moderation of the session, face-to-face lecture, interaction with students

Learning content can be made available to students in pure online mode at the beginning of each new week via the learning platform. For this purpose, it is possible, for example, to add an audio commentary to the seminar slides on your own PC or to produce a screencast if other content is to be recorded in addition to the presentation. Both steps result in a video file which can be uploaded comfortably to Stud.IP or ILIAS. Of course it is also possible to provide other content such as PDFs or images to the students via the learning platforms. Concerning methods for activating students in terms of work assignments or exercises, there are various options.

Student activity: student presentation, request to speak and ask questions, give hints, contribute discussion points

If you would like to interact with your students in a way that is similar to a face-to-face session or want to distribute work assignments, various scenarios are possible. These are starting points for an overall concept.

Examples for online implementation

  • Student presentation and content creation (if necessary in group work): As an alternative to the frequently used student presentation, students in ILIAS can use the wiki or the exercise object to prepare scientific content in writing instead of orally. By using a wiki or an Etherpad you can also encourage your students to work on content collaboratively. In both objects you can have content collected and designed. Via ILIAS groups it is also possible to create a protected workspace for smaller student groups.
  • Communication about learning content: The ILIAS learning platform offers the possibility to set up a forum so that your students can exchange information about the contents they have learned. Here, the participants can collect and discuss opinions on a topic by means of guiding questions. It is also conceivable to clarify open questions about the learning content in a forum. If you would like to enter into a live exchange with your students, it is also possible to use a chat or a video conference.

Exercise, tutorial

Lecturer activity: Clarifying questions, moderating discussions, giving tasks The collaborative solving and discussion of exercises can only be displayed 1:1 online to a limited extent, since synchronous communication is often difficult to implement. Work assignments or tasks, on the other hand, can be easily placed on the learning platform as PDF or video files. ILIAS offers different approaches to check the work assignments or to discuss the solutions intensely.

Student activity: active practice, discussions In the exercise context, a distinction can be made for the students' activity between solving tasks and discussing them afterwards.

Examples for online implementation

  • Individual solution of tasks: To collect the completed work assignments individually or student-relatedly, ILIAS offers the exercise object on the one hand. This allows students to upload documents to ILIAS for a specific assignment. A deadline can also be implemented. On the other hand, it is also possible to use the test object in ILIAS. This allows you to create a short test with different question formats. You can collect either anonymous or personalized results.
  • Collaborative solving of tasks: You can also use a wiki or an Etherpad to encourage your students to work on content collaboratively. In both objects you can have content collected and designed. Via ILIAS groups it is also possible to create a protected workspace for smaller student groups.
  • Peer-Feedback as a learning method: In ILIAS, students can use the peer feedback method to mutually check their work assignments. This means that every student can view and comment on the results of one or more other student(s) before the teacher makes a subsequent correction.
  • Communication about learning content: The ILIAS learning platform offers the possibility to set up a forum so that your students can exchange information about the contents they have learned. Here the participants can discuss possible solutions and collect opinions. The forum could also be used to clarify open questions about the exercises. If you would like to enter into a live exchange with your students, the use of a chat or a video conference is also possible.

Practical (Lab) Training

Lecturer activity: guidance and supervision of experiments, tests and exercises

Student activity: Performing experiments and exercises

To offer this format digitally is almost impossible. However, it is possible to record experiments and tests using video and to make them available for students to view. Questions can then be asked and clarified (see above). However, the active part of the students in the sense of carrying out the experiments on their own is omitted.

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