Evolutionary change of higher education driven by digitalization
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A. Original Set-Up
The prior set-up of the course was very traditional. The course structure is divided into three elements: the preparation, the obligatory seminar and exam, and the feedback. Input lectures with small break-out and discussion sessions built the basis of the preparation. Based on that, the students worked on a preparation task in teams for an associated two-day “knowledge transfer” workshop. The workshop (seminar) itself consisted of intensive work and discussions on case studies. The results were presented before the whole class with the respective discussions as the exam of the course. Personal feedback followed in the last lecture slot. Figure 3 illustrates the prior course structure. The module was based on the attendance of the students using the presence platform as the main medium. Information, instructions and dates were published through the course management system, but no input of any content was provided this way. The old structure of the course is not suited to address (1) the above stated intentions and (2) a possible lack of the students´ knowledge when starting the workshop. Due to the abolishing of obligatory presence in the lecture, the attendance of the students was highly fluctuating resulting in (1) a lack of basic knowledge on the topic and (2) a very heterogeneous level of knowledge. B. New Course Structure As presented before there are many reasons for the reorganization of the course. The concrete design and explanations for the decisions of the chosen approach is addressed in the following. In addition to the requirements from the lecturers´ perspective, the concrete requirements for actually designing the course from the students´ perspective have to be considered. As most of the students of the course can be associated to Generation Y or several even to Generation Z, the challenge covers as minimal physical presence as possible, availability of mobile contents for learning anywhere and anytime, virtual exchange for questions and solving tasks or preparing for the exam, respectively. As a consequence the following elements were created and combined in a blended-learning, flipped classroom approach, also based on experiences made or written down by other researchers [3 13]: • Theoretical and conceptual input was divided into small (15-20 minutes) and medium-sized (30-45 minutes) logical and coherent pieces and provided as streaming videos for all mobile devices, completed by a (traditional) set of slides (IBM-based, but self- developed course management system of the university). • Preparation task based on that input for teams working on a case study; teams could choose to either virtually or physically prepare the task (platform chosen by students). • Two day presence seminar (workshop) for transferring the theoretical and conceptual input onto the case studies. • Preparing of a 20-minute video based on specific tasks and with clear requirements as the result of the workshop and as first part of the exam (technology for videos chosen by students). • Sharing the video with the course mates and preparing a discussion with one other group (using course management system). • Discussion in presence with two teams and reflecting the results as second part of the exam. • Written and oral feedback for teams in either skype or presence sessions. There are two reasons why the course is not completely transferred into a MOOC. Firstly, studies at the university are designed as presence training, where students attend most of the modules still in person. Secondly, other scientists noted that it is not efficient for all set-ups to replace the presence completely through online educational material [3, 13, 14]. The redesigned course also combines the three structural elements: preparation, seminar and exam, and feedback. The main change is the integration of other media into the course design. In the described field test a larger variety of virtual design base coordination of the requirements of learning environments individual learning behaviour depending on institutional characteristics depending on physical characteristics depending on technological characteristics supply side demand side provide input worth the ETCS Points using didactic and pedagogical elements minimal presence in lectures learning with media meeting the changing perceptions Fig. 2. Design base Download 251.26 Kb. Do'stlaringiz bilan baham: |
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