OER for hybrIDD teaching
... as a student, you are interested in how teaching can be made (more) student-friendly and innovative? ... as a teacher, you are fascinated by the question of how courses can be taught in a hybrid way? ... as the person responsible for the purchase and maintenance of media technology, you wonder how to equip hybrid rooms at the university in a didactically sensible way? ... as a researcher, you are looking for well-founded findings on hybrid teaching? |
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Then you've come to the right place! We, the DigiTaKS* team (“Digital key competences for studies and work - development of a model for transformative digital competence development of students”) at JMU Würzburg, have been conceiving, designing and researching hybrid courses in which students can participate synchronously on site and online since 2021. In order to share our findings, we have compiled the wealth of practical experience and scientific results from the last few years (beyond the pandemic) on this page. We would be delighted if you would explore it, use it yourself and share it with others. Have fun! |
We understand hybrid courses as those that take place during a clearly defined period of time and allow students to participate simultaneously (“synchronously”) on site and online. The choice of participation mode (online or on-site) is either made flexibly by the students or is didactically justified, e.g. in international or cross-university courses.
Through reciprocal media-technological, methodological-didactic and social considerations, the aim is to enable everyone to participate in the teaching-learning process and to strive for an almost equal participation experience. We then speak of collaborative synchronous-hybrid teaching-learning settings or a HybrIDD room. The “IDD” stands for “Interactive Didactic Design” (“design” means the joint design of students and teachers).
And what do teachers and students think of “HybrIDD”?
We asked our teachers and students what words they would use to describe HybrIDDe teaching. These are their answers:
We assume that synchronous-hybrid teaching-learning settings will increase academic feasibility, create better framework conditions for students with their individual living conditions (e.g. employment, chronic illnesses or care work to be performed) and enable access to higher education. We also hope that the implementation of synchronous-hybrid teaching-learning settings will serve individual learning preferences and promote the internationalization of courses.
But what advantages do students perceive?
This is what we asked the students at JMU and received the following answers:
As we know that hybrid courses place complex demands on students and teachers, we have developed a model to support the design of HybriDD spaces.
We assume that learning is not directly caused by the teacher, but can instead be made possible by the joint design of the learning environment by the teacher and students.
We see the learning environment as consisting of three closely interlinked aspects: the course setting, the social setting and the knowledge dimension.
If you would like to find out more about the three aspects, their design and our respective learnings on them, as well as view our publications and materials for further use, click on the respective square
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