Developing Learning Environments in Higher Education and Didactic Counselling
In the context of (higher education) didactics, we as teachers - regardless of our respective subject discipline - ask ourselves comparable questions, including:
- How do I design courses in such a way that the content is appropriate for the target group and students are enthusiastic about the content?
- How do I design my courses in such a way that they arouse situational interest in the students and are perceived as cognitively activating, enriching and rich in teaching (learning)?
- How do I ensure that students engage intensively with the learning objects and that the respective level of the intended competency goals can be achieved?
- Which media and which use of media are useful in concrete teaching-learning processes?
- How can I design complex teaching-learning arrangements that are effective for learning and support students in their competence development?
- How can I promote collaborative learning of students in presence and in the digital space?
My intention is to provide impulses and suggestions that enrich our teaching activities and enable students to engage in intensive learning processes. I am available for conceptual questions and university didactic concerns and look forward to exchanging ideas. Please feel free to contact me!
„Zeichentrick in der Hochschullehre (Cartoons in university teaching)”: Workshop with Prof. Dr. Ingo Striepling on 16.10.2023, 9:00 bis 18:00, in Amberg
„Open-Book-Prüfungen planen und durchführen (Planning and conducting open-book examinations)”: Online-Workshop with Prof. Dr. Peter Hartel on 14.12.2023, 9:00 bis 12:15, online
The podcast episode available here was created as part of the BayZiel project QUADIS (Qualität digitaler Lehre steigern) in the subject area „Mit Problem-based Learning praxisorientierte Lehre gestalten (Designing practice-orientated teaching with problem-based learning)“. Martina Göhring, member of the QUADIS project at BayZiel, in conversation with Prof. Dr. Mandy Hommel.
With the Didactics Café, I offer the opportunity for informal and casual exchange about higher education didactic topics, ideas and concerns over coffee/tea and/or lunch. In the summer semester 2023, the Didactics Café will take place on 21.06.2023 in Weiden (Coffee Lounge Mensagebäude) and on 28.6.2023 in Amberg (Room EMI 106), both from 12:00 to 13:00. I am looking forward to the exchange!
Kick-off Didactics Café
The first Didactics Café took place in Amberg on 11.01.2023 and in Weiden on 18.01.2023. The participants brought in topics such as course concepts, especially possibilities of realising problem-based learning, evaluation, dealing with problematic situations and the promotion of students' competences to work scientifically.
The open format enabled an informal, individual but very constructive exchange. Thank you for all the ideas and suggestions!
For all those who are interested in how interactive learning content can be created with H5P, this workshop on 12.06.2023 in Weiden, 10:15 a.m. to 6 p.m., offers concrete answers and opportunities to try it out. Bookings can be made via BayZiel.
On 24 and 25 October 2022, the workshop "Problem-oriented teaching and learning" with Agnes Weber took place at the OTH Amberg-Weiden. The seminar was fully booked, 13 of the 15 participants were colleagues from Amberg or Weiden. The lecturer, Ms Agnes Weber, is known for several publications on problem-based learning (e.g. Weber, 2007).
The approach of so-called problem-based learning has its roots in medical training at McMasters University in Canada and originated at the end of the 1960s. Maastricht University was one of the first universities worldwide to introduce the approach on a larger scale (Dolmans, 1994). The Maastricht model is also known as the seven-jump. Other models of problem-based learning can be found in Barrett (2010) or Hmelo-Silver (2004), among others.
The aim of the learning-centred approach is to facilitate theory-practice transfer or to bridge the much-cited gap between knowledge and action. To achieve this, learning takes place on the basis of exemplary problems of professional action, which are appropriately complex, not very structured, represent a slight overload and form the starting point of the learning processes. In working out possible solutions and the information required for this, learners deal intensively with the learning content and thus construct their knowledge.
In order to further accompany and discuss the transfer into one's own teaching practice, there is the possibility of an informal and informal exchange over coffee/tea and/or lunch in the Didactics Café. Interested persons who did not participate in the seminar are also very welcome. I look forward to the exchange!
Barrett, T. (2010). The problem‐based learning process as finding and being in flow. Innovations in Education and Teaching international, 47(2), 165-174.
Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education (Vol. 1). Springer.
Dolmans, D. (1994). How Students learn in a Problem-based Curriculum (Dissertation). Presse der Universität Maastricht.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266.
Weber, A. (2005). Problem-Based Learning – Ein Ansatz zur Verknüpfung von Theorie und Praxis. Beiträge zur Lehrerbildung, 23(1), 94-104. Verfügbar unter: https://www.pedocs.de/volltexte/2017/13566/pdf/BZL_2005_1_94_104.pdf [01.11.2022].
Weber, A. (2007). Problem-Based-Learning. Ein Handbuch für die Ausbildung auf der Sekundarstufe II und der Tertiärstufe. hep Verlag.
The Certificate in University Teaching of the Didactics Centre at the Bavarian Centre for Innovative Teaching (BayZiel) certifies a special commitment to good university teaching. This includes an intensive examination (at least 120 work units of 45 minutes each) of essential topics such as: Teaching and learning concepts, presentation and communication, designing examinations, reflection and evaluation as well as advising and accompanying students.
More information on the Certificate in Higher Education Teaching Bavaria (Zertifikat Hochschullehre Bayern) is available on the BayZiel website. I will be happy to answer questions about the certificate, registration and the creditability of events!
On 11.01.2023, Prof. Dr. Mario Mocker received the Certificate of Higher Education Teaching Bavaria (Zertifikat Hochschullehre Bayern), which was handed over to him by the President of the OTH Amberg-Weiden (Prof. Dr. Clemens Bulitta, right in the picture).
On 6.10.2022, Prof. Dr. Heiko Zatocil received the "Certificate in University Teaching Bavaria" from the President of the OTH Amberg-Weiden, Prof. Dr. Clemens Bulitta. The Certificate in University Teaching of the Didactics Centre at the Bavarian Centre for Innovative Teaching (BayZiel) certifies a special commitment to good university teaching. This includes an intensive examination (120 work units of 45 minutes each) of essential topics such as: Teaching and learning concepts, presentation and communication, designing examinations, reflection and evaluation as well as advising and accompanying students.
More information on the Certificate in Higher Education Teaching Bavaria is available on the BayZiel website. I will be happy to answer questions about the certificate, registration and the creditability of events!