At the end of the lecture period you will attend a block seminar during which you will examine in detail the multifaceted topics regarding planning and holding lectures. We will also deal with issues relating to your specific lectures in the next semester. You will use the time spent in the workshop planning and preparing your lecture. With the support of the Higher Education Didactics team and your peers can you could adapt established lectures or plan an experimental format for a new event.

At the beginning of the following semester classes a sitting in on a seminar will be planned.  This observation will be accompanied by a structured, preliminary consultation and a sound, constructive evaluation according to agreed priorities.

You must select your key areas from the programme.

In the subject area "Methods and media" at least 20 AE must be completed for this module. The Advanced Module comprises up to two sessions per topic on your AE.

You may attend as many of courses offered in the programme (once you have registered successfully for each course) as you like.

The focus of this module is an in-depth reflection of your learning progress during the two previous modules. During the semester there will be further practical experience (sitting in on lectures) and consultation and evaluation. Alternatively there is an option of drafting an entire teaching plan for one semester, test it as far as is possible and evaluate it. Finally, in both cases, your developments in various areas of Higher Education Didactics (based on your chosen key areas) will then be discussed during colloquium.

Some students already have diverse experience from previous studies, vocational training and working in practice in another field whereas others take up their studies straight after finishing school.  In this programme you will deal with various topics in Higher Education Didactics, including learning models and methods of structuring teaching units, adult education, neuroscience, the legal framework and  other educational systems used in Europe and worldwide.

In this subject area you will develop and extend your skills, abilities and knowledge that allow you

• to teach at universities according to the stipulations of skill orientation and the constructive alignment
• to act in accordance and develop teaching/learning processes within the framework conditions and challenges of teaching at universities
• to align your own teaching with university teaching and link your teaching to your research within the context of university education
• to refer to current learning theories, your own understanding of education and learning, didactic structures (higher education policy, within your university), subject-specific learning cultures and didactic teaching concepts and use these as a foundation for your own teaching.

Literatur:

Szczyrba, Birgit, Scholkmann, Antonia; Kordts-Freudinger, Robert; Schaper, Niclas (Hg.) (2021).

Handbuch Hochschuldidaktik. Utb.

This module also encourages discussion about how lecturers and students perceive themselves and how they are perceived by others. The heterogeneity of the people involved in an event can lead to interesting additions to their own field of expertise. Cultural awareness, physical and health related challenges, deviating life and career paths of students as well as teachers all have an impact on the individuals’ perspectives of the subject and the event. The Europeanisation and internationalisation of society and the University opens up further challenges to be met as well as opportunities.

In this subject area you will develop and extend your skills, abilities and knowledge that allow you

• to identify the diversity of students with regards to the Diversity-Dimension: gender, age, ethnic group, religion, sexual orientation, physical, psychological impairments and deal with their potential talents/gifts and challenges appropriately

• to take into account students' cultural backgrounds, different learning experiences, languages and linguistic abilities both structurally and methodically and make use of this information

• to deal with differences within the higher education system and society in order prevent any connected discrimination

• to apply possible anti-discrimination strategies which can extend to individual teaching situations and contents of teaching

• to integrate structural aspects of integration and aspects of content into their own teaching didactically and methodologically.

• to discuss and reflect on teaching with colleagues within the framework of the course.

    
In this module you will gain an overview on defined issues such as the use of visualisations or body language, lecturing and presentation techniques for large and small groups, on how to change your own method of holding lectures from teaching students to accompanying them, on how the curriculum influences your teaching and vice versa, for instance in constructive alignment, as well as ideas on how to implement this information in practice. The use of media tools that are appropriate in terms of content requires a certain readiness on the part of the students to take risks and enjoy experimenting or tackling new challenges. Whether a foundation lecture, a seminar or practical semester - every event can be organised in various ways by using methodological and technical possibilities. In the course of the events offered as part of this module you will learn about the existing options provided by eLearning and its legal framework.  Although a richer repertoire is necessary and more enjoyable, it must be remembered that content always comes first.

In this subject area you will develop and extend your skills, abilities and knowledge that allow you

• to structure learning situations for students horizontally, vertically and in terms of content and, by doing so, promote individual learning

• to plan and implement learning skills-oriented objectives

• to promote individual learning within the specific educational environment, to "activate" students during the course of the lectures thus stimulating the learning processes

• to make use of a large repertoire of situationally appropriate methods, by using presentation, group and individual methods, differentiated Instruction (e.g. stations), activating methods within larger groups (lecture theatres) and seminar-like groups to boost students' individual learning processes and key competencies

• to encourage and guide students to think critically in a method-driven way

• to make use of the media specifically adapted to the individual learning situation and use it as a learning support.

In this module, you will discuss your questions about the professional and personal interactions with others that occur in difficult didactic or social situations during the course, for example in technical discussion regarding the transfer process from theory to practice, in learning advisory services or when instructing. The course also provides opportunities for lecturers and students to provide each other with feedback and develop further. The module also includes topics on how to support a tutor and how to organise consultation hours.

In this subject area you will develop and extend your skills, abilities and knowledge that allow you

• to advise students individually on  skills so that they feel more secure when they take their exams
• to use methods and models that enable individual and collective support and advice
• to appreciate your role as a university tutor and leader and to act and respond appropriately according to the situation
• to communicate and guide with understanding to find practical solutions
• to critically reflect on your own and others’ actions and to be able to change/influence their perspective
• to make optimum use of resources when prioritising and fulfilling  internal and external demands and to act appropriately in difficult situations
• to act with self-assurance and teach complex topics in a professionally and didactically appropriate manner.

Literature

Wildt, Johannes (2006): Ein hochschuldidaktischer Blick auf Lehren und Lernen. Eine kurze Einführung in die Hochschuldidaktik. In: Brigitte Behrendt, Hans-Peter Voss, Johannes Wildt (Hrsg.). Neues Handbuch Hochschullehre A 1: Raabe Verlag, Stuttgart S. 1-10.

In this subject area you will develop and extend your skills, abilities and knowledge that allow you

• to design skills-oriented exams as well as knowledge based exams

• to use your knowledge of exam types (state exams, OSCE, short tests etc.) to choose examination methods that are specific to each discipline( knowledge based and skills-oriented), develop exam questions, reflect on your own behaviour in exams and improve the organisation of the exam situation

• to deliberately use evaluation standards for exams, irrespective of discipline, as an important prerequisite for action

• to select types of examination appropriate to the learning objectives and apply formative and summative testing and evaluation methods in a goal-oriented manner

Literatur

•  ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES (ACC&U): Rubrics. November 2016; http://assessment.uci.edu/wp-content/uploads/sites/11/2016/03/VALUE-rubrics.pdf (15.03.2022)
• Gerick, J./ Sommer, A./Zimmermann, G. (Hrsg.): Kompetent Prüfungen gestalten. 53 Prüfungsformate für die Hochschullehre. Münster, New York: Waxmann 2018.
• WALZIG, S.: Kompetenzorientiert prüfen. Leistungsbewertung an Hochschulen in Theorie und Praxis. Opladen u. Toronto: Verlag Barbara Buderich 2012