Didactics: Teaching Concepts using Digital Tools

Most important step: Clearly formulated learning objectives are the most important prerequisite for meaningful didactic planning of the teaching concept.

Relevant guiding questions for planning are e.g.:

• Which content does my course cover?

• Which learning objectives do I aim to achieve with my course and in individual classes?

• What should students be able to do after the course?

Tip: Bloom's taxonomies help to clearly formulate learning objectives.

Example: Whether I pursue the goal of my students being able to name the binominal formulae from mathematics lessons (Bloom's taxonomy level 1) or whether they will be able to apply them, i.e. calculate with them (Bloom's taxonomy level 3) is important for my teaching concept and the assessment.

Excerpts from Wannemacher et al (2016): pp. 62

The learning scenario ‘Enrichment’ is an entry-level scenario for the field of digitised forms of learning in which digital media are added to regular courses such as lectures, seminars or exercises. Classic examples of the enrichment concept are the digital provision of seminar reading materials, lecture notes, lecture recordings, learning programmes or self-assessment tasks, which can be used to accompany classroom lectures.

The learning scenario "Integration" combines the forms of the Blended Learning Concept, in which attendance components and digital components are coordinated and interlinked, and synchronous and asynchronous learning phases complement each other. Individual components of regular in-person events are replaced by digitised learning elements and formats. The mix of in-person and online learning situations in blended learning approaches can vary immensely. At the same time, the learning scenario "integration" is closely linked to the didactic concept of the inverted classroom (also called flipped classroom). In this concept, which stands for a reversal of traditional frontal teaching, the teaching and learning of teaching content takes place online prior to a classroom event (e.g. through videos, e-books, or through the exchange of course participants in online communities). The attendance phases then serve to apply and consolidate what has been learned.

The scenario "Online learning" includes learning offers that are used almost entirely online and include hardly any or no compulsory in-person attendance phases, including completely digital courses such as Online seminars, e-lectures, full online degree courses or MOOCs.

Excerpts from Wannemacher et al (2016): pp. 73

The learning scenario "Interaction and collaboration" includes all kinds of use of social media and networks and interactive applications for working jointly on documents, wikis, blogs, podcasts, chat software, instant messagers etc.All applications from the area of collaborative learning, in which several students interact simultaneously using collaboration software and the actions of the participants form the focus of the learning process (e.g. working on case studies together, solving a problem within the group), up to peer learning, in which students support each other with study problems or in the learning process, can also be assigned to this scenario.

The scenario "Open educational practice” is linked to the principles of the open source movement. The focus is on the use of high-quality free learning materials, i.e. learning media that are in the public domain or can be adapted on the basis of free licences (e.g. learning materials from open educational resources), as well as free access to study offers and learning materials (open courses and some MOOCs).

The scenario "Game and simulation" includes the different variants of game-based learning, i.e. learning based on games, in which a synthesis is sought between the teaching of knowledge, skills and abilities and playing (e.g. digitised learning games such as interactive online planning games, quizzes, webquests, gesture-based games, action, adventure and role-playing games through to massively multiplayer online games), and gamification, in which game-typical elements are inserted into a non-game-based context. This learning scenario also includes simulation-based forms of learning, i.e. interactive visualisations to train specific knowledge or skills, as well as forms of "augmented reality", i.e. the visualisation of information about objects in the real environment on smartphones, tablets or similar, and "virtual reality", the complete immersion in a virtual environment using output devices such as data glasses and virtual reality headsets.

The "Personalisation" scenario includes learning formats that focus on personalisation and adaptation to individual learning needs. Adaptive learning plays a special role here, i.e. the use of adaptive learning environments that gear the selection of learning materials and tasks to the individual needs of learners. Adaptive learning environments either adapt learning content to individual needs using a specially configured system or enable learners to select and present learning material in an individualised and personalised way (individual learning pathways).

The learning scenario "Self-study" includes all forms of digitised support for self-study processes used in the context of in-person teaching. Numerous variants of mobile learning fall under this model, i.e. situational forms of learning that are used with the help of mobile devices such as smartphones, tablets and notebooks and corresponding learning applications. Diagnostic e-assessments, which help to identify student deficits in the run-up to a course and to compensate for them through additional offers, as well as formative e-assessments such as tests that promote learning by means of simulations, which serve to determine the learning progress during the course of a learning situation and to better control the students’ further learning process, are also part of this learning scenario. E-portfolios, which serve as a digital collection of learning process documentation and learning products to illustrate and evaluate the learning process, can also be assigned to this scenario, as they make student work visible and assessable and can thus support the learning process.