3. project plans

The project is developing along two perspectives: (1) an explicitly subject-based but interdisciplinary line of innovation, which develops specific teaching and learning scenarios and tests them in sub-projects, and (2) a perspective geared towards processes and structures, which focuses on interdisciplinary concept and service developments. Strategically, the integration team is responsible for developing concepts and recommendations that address a university-wide roll-out of hybrid teaching and learning contexts within the framework of virTUos with the help of a HYBRID strategy. Based on an initial project that has already been launched to test a centralized-centralized support structure for hybrid teaching, the developments and findings of the areas of activity will be systematically bundled for the HYBRID strategy. As a result, coordinated, needs-oriented concepts for strengthening, implementing and consolidating the advisory and support structure in the field of digitalization in teaching will be developed and continuously fed into TUD's strategic developments.

© CC BY 4.0 Alexander Lasch

_{Fig. 3 (high-resolution version):}1 _{work together within the areas of activity in agile innovation teams (see Fig. 2). Interaction across areas of activity is supported by the integration team, further developed in the HYBRID strategy and coordinated by the steering committee (see Fig. 1).}

Based on previous experience in the area of digital internships and inverted classroom formats as part of practical skills training (see Röhle/Horneff/Willemer 2021), partners from the HybParc, PraktikaHybrid and Telepräsenz sub-projects work together with partners from DikoLint, TutoringHybrid and sTUDents in an innovation team in the Internship & Assessment Formats field of action. The HybParc sub-project (Medicine, Ingo Röder) designs and implements hybrid interactive self-learning, training and examination courses within an established medical-interprofessional context. The use of hybrid technologies not only makes the teaching of practical skills more efficient, but also promotes the development of digital skills. One focus is on the use of video recordings and sensor data for the (partially) automated analysis of action sequences within training/examination courses. In exchange with the DikoLint sub-project, conversational agents are used in the work packages, among other things, thus creating the possibility for automated feedback. Furthermore, immersive methods are used by integrating virtual/augmented reality (VR/AR, see Pfeiffer et al. 2018) in case-based learning scenarios, which train digital skills and reflection, among other things, in their application and also become relevant for DikoLint and DigitalHerrnhut from a technical perspective. On this basis, improved individual feedback systems will be implemented and self-learning environments including adaptive personalized learning plans as well as digitally supported portfolio assessments and hybrid examination courses will be developed. Together with the transfer partner CA/UKD, the established formats are being prepared for use in the areas of midwifery studies, nursing professions and further medical training. Furthermore, a transfer to other subject cultures is planned; specifically, this concerns the cooperation with the PraktikaHybrid sub-project (Mechanical Engineering, Stefan Odenbach), in which laboratory and machine internships are transferred into a hybrid format with greater personal responsibility and activity on the part of the students. Existing formats will be developed into a didactically sound hybrid teaching-learning format, including an expansion of the range of experiments for hybrid laboratory practicals, as well as their testing in the major course in measurement and automation technology with feedback analysis by the students. Building on the experience gained, a platform for hybrid lab courses will be created for use by other (STEM) departments and universities (in cooperation with Tu-toringHybrid). The use of telepresence robots (TPR) is also being tested technically and didactically for machine internships and integrated into a hybrid format. The use of TPR in university teaching is also the focus of the TelePräsenz sub-project (Medicine, Ingo Röder). Here, the possibilities of (inclusive) distance learning in the context of practical teaching formats are being developed and tested through the use of this technology, and the use of this new type of communication is being trained. The use of TPR opens up a wide range of possibilities for the inclusion of excluded students (e.g. due to health restrictions) as well as the inclusion of learning locations that prohibit face-to-face use (e.g. infection wards in hospitals). With regard to the didactic concept and the provision of teaching/learning resources, all three sub-projects mentioned work closely with TutoringHybrid and sTUDents within the innovation team. In this context, the development of training concepts for teachers (including student tutors) is also planned (TutoringHybrid).

In the areas of activity Collaboration & Internationalization, the projects DikoLint (Economics, Eric Schoop) and Digital Herrnhut (Digital Humanities, Alexander Lasch) are combining their experience with regard to the virtualization of courses in the context of collaborative and cross-location, in particular international formats as part of a second innovation team (Schoop/Clauss/Safavi 2019). They are networked with HybParc, TutoringHybrid, sTUDents, OEP-4-CALL and ExDiMed. In the DAAD-IVAC project TUD-COIIIL, they developed a standardized framework for collaborative knowledge sharing and development in tele-moderated, cross-location, interdisciplinary learning groups (Schoop/Lasch 2021). This needs to be further developed for international teaching at the TUD and implemented across disciplines. In DigitalHerrnhut, both innovative virtual and hybrid teaching and event formats are being (further) developed and internationalized. Specifically, small modular curricula are being virtualized and anchored in the curriculum following DigitaLiS for the Master's degree course in Digital Humanities with international partners (e.g. Bucknell University, Penn-sylvania). DikoLint and Digital Herrnhut are jointly conceiving and designing an innovative expansion through virtual excursions, workshops and conferences involving culturally relevant locations in Eastern Saxony (Herrnhut/Berthelsdorf, Kleinwelka, Niesky). DikoLint also launches initiatives to strengthen virtual mobility, contributes practical tele-tutoring experience to the activities of TutoringHybrid and sTUDents and builds a bridge to the HybParc sub-project. There, experience with individualized feedback and e-assessment is integrated on the one hand, and VR/AR technologies from HybParc are tested with regard to their potential for the didactic improvement of authentic case scenarios (Altmann/Clauss 2020) on the other. The VR/AR technologies are also used in Digital Herrnhut. The innovation team is supported by projects in areas of activity 3 (TutoringHybrid, sTUDents, OEP-4-CALL and ExDiMed). Dissemination outside the TUD takes place via the partners SLUB (sustainable provision of OER, Open Science) and the DIU in their international study programs and in part-time continuing education.

In the area of activity Competence Development & Open Teaching, the sub-projects ExDi-Med, OEP-4-CALL, sTUDents and TutoringHybrid network to provide decentralized support as an integral part of the innovation teams in the other two areas of activity with university and digital didactic as well as technical expertise. One focus is on the provision of exchange, advice and further training formats to integrate and interlink the student perspective with the subject and didactic perspective. ExDiMed (Applied Linguistics, Simon Meier-Vieracker) develops innovative hybrid teaching and learning formats for teaching digital media skills with a focus on interdisciplinary collaboration and practice transfer. The aim is to support students and teachers in acquiring basic and application-related technical skills in an interprofessional experimental space. Blended learning formats for various areas of digital media skills are being (further) developed and tested in the project. These include courses in scripting and programming languages, which address university-wide fields of application (digital editing, visualization, data science, etc.), as well as experimental scenarios for VR/AR applications in research and teaching. The formats can be adapted on an interdisciplinary basis (HybParc, DigitalHerrnhut, DikoLint) and combine interactive e-learning modules that are scalable to individual prior knowledge and accompanied by tutorials with digitally and/or presentationally organized peer learning, for example in the form of hackdays and hands-on workshops. These practical formats are carried out in cooperation with the TextLab (SLUB), which is ideally equipped for this in terms of infrastructure. In TutoringHybrid (Didactics of Peer Learning, Beatrice Schlegel), hybrid teaching-learning scenarios in tutorials, exercises and internships are identified, didactically analyzed, further developed in an interdisciplinary manner and prepared as OEPs. The focus is on developing the skills of teachers in interactive hybrid tutorials, tele-tutorials (DikoLint, DigitalHerrnhut), exercises, laboratory and machine practicals (PraktikaHybrid) with the aim of transferring them to the entire university. Qualification modules are developed, tested and provided within the innovation teams in order to ensure subject-specificity and close practical relevance. The target group of tutors is so important here because, in their dual role as students and teachers, they combine both perspectives and build up additional skills in this regard as "teaching learners". They are also developers and multipliers of OEP in virTUos. In the context of the TutorING project, relevant results were achieved and experiences made that serve as a starting point for further development. In OEP-4-CALL (foreign languages and their didactics, Antje Neuhoff), cross-platform repositories of teaching-learning scenarios for subject-related university digital language teaching are being set up to promote action- and situation-oriented, collaborative language learning and to provide needs-based training options for teachers (microlearning). The project identifies and tests best practice examples from university subject and vocational foreign language teaching and prepares them as model courses. The focus is on blended learning scenarios (instructional & learning design with a focus on cooperative and collaborative writing, digital learning portfolios, peer evaluation and gamification elements), whereby existing interactive self-learning materials are further developed as supporting narrative learning modules for virtual exchange in close coordination with DikoLint and DigitalHerrnhut. One specific field of application is the expansion of the subject-related German as a foreign language (DaF) skills of the international partners in DigitalHerrnhut through microlearning for students and teachers. A close link with TutoringHybrid to integrate a foreign language didactic dimension for use with international partners is planned. The focus of sTUDents (digital didactics, Henriette Greulich) is on learning process support and skills development for hybrid learning and teaching. University didactics experts are always involved in the development of the courses offered by the innovation teams via formats such as coaching, instructional design or technical support. They develop existing e-learning continuing education formats for specific subjects (e.g. digital readiness nuggets, BarCamps, hackathons) and enrich them with digital skills areas (cf. Redecker/Punie 2017). On the other hand, students are prepared for their active role in the innovation teams, where they act as e-scouts (reverse mentoring) and both develop and implement discipline-specific and interdisciplinary study programs (Digital Competences for Learners). With its approach aimed at openness and didactic sustainability, sTUDents (coordinated with ExDiMed, TutoringHybrid & OEP-4-CALL) contributes significantly to the reflected acquisition of digital skills at eye level as well as to higher education didactic innovations with regard to virtual and hybrid teaching and learning offers sTUDents represents a further development of the shift from teaching to learning that is appropriate for the digital age: Students create and design their own learning processes in a self-determined manner and in collaboration with teachers. The results, Open Educational Practice Patterns, are made permanently accessible to the public by the SLUB for collaborative further development.
In the HYBRID strategy, the integration team pursues the development of strategies for integration, transfer, curricular implementation and the examination law interpretation of the solutions developed in the innovation teams. On the other hand, the cooperation between central and decentralized advisory and support structures is being further developed in order not only to innovate the TUD's internal structures, but also to actively shape the discussion on national and international standards for hyb-ride teaching, learning and examination offerings.

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Initial situation

innovation

Project implementation

Quality assurance

Goals

References & literature