Didactics

TU Dresden plans to implement blended learning across the university by 2030, combining traditional teaching and digital technologies to create a flexible and individualized learning environment. The promotion of lifelong learning will be supported by easy access to continuing education programs and online resources to promote the professional development of students and employees. Adaptive learning systems that use data analytics and artificial intelligence are also used to create personalized learning paths and track learning progress in real time.

What do we want?

Our vision for innovative, inclusive and flexible teaching by 2030 includes several key components. Firstly, the university-wide implementation of tried and tested teaching-learning formats is fundamental to ensuring high quality teaching. Proven formats offer the certainty that they have been used successfully in different learning environments and lead to positive learning outcomes. They are an important cornerstone for stability and reliability in education and help to strengthen the confidence of students and teachers in new teaching methods.

In addition, asynchronous learning, teaching and working enables students and teachers to use their time effectively and promote a work-life-learning balance according to individual requirements. It supports an inclusive learning environment by increasing accessibility and flexibility for all learners, regardless of their personal circumstances.

In addition, the use of didactically based approaches is crucial to ensure that teaching methods are not only innovative but also effective and lead to learning processes. This should also be taken into account when choosing asynchronous or synchronous formats. Scientifically sound didactic approaches make it possible to respond to the needs of learners in a targeted manner and maximize learning success.

Finally, the choice of teaching and learning formats should always be made with a clear didactic goal in mind. Careful selection and constant evaluation of teaching methods ensure that the chosen formats effectively support the learning objectives, suit the diversity of learners and meet changing requirements and technological progress. This helps to maintain a high quality of teaching that takes into account both the needs of the students and the pedagogical goals of the teachers.

Where do we want to go?

In 2030, a wide range of functioning and proven teaching-learning formats will be available for study at TU Dresden, which will be used in the respective departments. In addition to high-quality teaching, these formats also offer practice-oriented teaching methods. They effectively prepare students for their future careers by teaching practical skills. This ensures that students not only acquire theoretical knowledge, but also practical skills that they can use in their future careers.

In addition, these formats promote interaction in university teaching. They strengthen collaboration between students and lecturers, which enables, enriches and deepens the learning process. In this way, students can acquire more comprehensive knowledge.

Asynchronous learning, teaching and working also helps to expand and diversify the educational opportunities at TU Dresden. It offers both students and teachers more flexibility by giving them the freedom to organize their own schedule and learning environment. This model is adaptable to the individual needs and circumstances of those involved and allows them to use their time effectively.

In addition, asynchronous learning makes it easier to combine studying and working. It allows students to combine their studies with work or other commitments by enabling them to study and work when and where it suits them best. This is particularly beneficial for students who work alongside their studies, are impaired or have family commitments.

Finally, asynchronous learning broadens the range of participants. The ability to study off-campus and outside of regular teaching hours makes studying accessible to a wider group of learners. This opens the doors of the university to students who would otherwise not be able to participate in traditional studies due to geographical, time or other restrictions.

Similarly, higher education didactic evidence-based approaches to teaching represent a central component of TU Dresden's educational philosophy. They aim to ensure high teaching quality and effective knowledge transfer. This is achieved through the in a targeted manner use of sound didactic concepts that promote a structured and effective way of teaching. If didactic concepts are unknown, there is a low-threshold opportunity for teachers to undergo further training accordingly.

Another important aspect of these approaches is the promotion of learning motivation. By applying proven pedagogical methods, the motivation and performance of students to learn is increased. Ideally, this contributes to students' engagement and active participation in the learning process.

There is no doubt that didactically sound approaches also support the concept of lifelong learning. They encourage students to continuously develop and improve their learning skills, even after graduation. This helps to ensure that TU Dresden graduates are not only well trained, but also equipped for the challenges of lifelong learning and the world of work.

The testing and application of innovative teaching methods should also be emphasized. The use of modern teaching methods and technologies promotes a contemporary and engaging learning environment and teaches fault tolerance. This helps to keep students engaged and motivated to get the most out of their learning experience.

Finally, special emphasis is placed on meeting individual needs when selecting formats. Methods and formats that are tailored to students' individual learning needs and requirements are prioritized. This ensures that all students, regardless of their background or individual learning styles, have the opportunity to reach their full potential.

How do we achieve this?

Blended learning approach

• Implement a combination of traditional teaching and digital learning materials
• Ensure flexibility for students to engage with digital learning content independently.
• Organize face-to-face events to enable individual support from teaching staff as well as joint, in-depth and understanding-oriented learning.
• Use digital media in teaching to make teaching more interesting and varied.
• Make lectures and exercises accessible to a larger number of students.
• Integrate online tools into teaching to improve feedback and interaction.

Lifelong learning

• Provide barrier-free access to continuing education programs and courses
• Access to online learning platforms
• Establish didactic networks and feedback partnerships
• Raising awareness of the importance of continuous learning
• Provision of resources and support services
• Recognition of lifelong learning through certificates or continuing education credits

Adaptive learning systems

• Use of data analysis and artificial intelligence to accompany students' learning progress
• Adaptation of teaching based on the learning progress of students
• Creation of personalized learning paths and provision of recommendations for additional learning materials in a targeted manner
• Providing continuous automated feedback and monitoring learning progress in real time
• Promoting self-directed learning and optimizing the use of resources