The fourth networking and digital teaching workshop on agile teaching concepts took place on 26.04.2024.

Table of contents

1. 1. Introduction to agile teaching concepts and blended learning
   2. Virtual Collaborative Learning (VCL) for digital skills
   3. Flipped Classroom at the Institute of Concrete Structures
   4. Virtual Exchange International - from the idea to the module
   5. Flipped classroom in traffic process automation
   6. Agile aspects in project studies

Introduction to agile teaching concepts and blended learning

Claudia Böhm from the Digital Teaching team opened the workshop with an introduction to the concept of agility. She presented the key features of agile teaching and gave a brief introduction to blended learning and the flipped classroom model.

To the slide set:

Claudia Böhm: Introduction to agile teaching

The most important statements:

• Agility describes flexibility and the ability to react quickly to changing constraints. Originally borrowed from software development, agile principles have been successfully integrated into university didactics and offer a fresh approach to the design of teaching and learning processes.

• Interactive student collaboration is at the heart of agile teaching. Students work together in self-organized and self-directed teams and solve problems introduced by the teacher. The teacher may not yet know the solution to the problems themselves.

• This method supports motivation through self-efficacy, as students are motivated by their own initiative and the positive experience of achieving their own successes.

• In addition to content-related and methodological knowledge, students also learn teamwork and independent learning skills.

• Another important element of agile teaching is dialogical interaction, which is characterized by a genuine, dialogical exchange between students and teachers. Here, didactic decisions are often made spontaneously at the moment of teaching, which requires a high degree of flexibility and adaptability from the teachers.

• The role of the teacher in this agile context shifts from a pure knowledge provider to a coach of the learning process. Specific tasks include guiding, moderating and advising group processes as well as creating transparency by clearly communicating teaching and learning objectives in order to provide orientation. Teachers should also see themselves as learners and be prepared to relinquish control in order to give learners more room for self-development.

• Synonymous terms such as co-didactics, co-didactics, contact didactics or situational didactics underline the close connection between teacher and learner and emphasize the importance of a flexible, situational design of the teaching process.

• Blended learning combines face-to-face teaching with online self-learning phases and is closely linked to agile teaching. Common features are student-centeredness, collaborative work and face-to-face teaching. A well-known example of this is the flipped classroom model, in which the traditional learning structure is reversed: Students first work through the learning material independently online and asynchronously, and then discuss and apply it in face-to-face classes.

Virtual Collaborative Learning (VCL) for digital skills

Anne Jantos from the Center for Interdisciplinary Learning and Teaching (ZiLL) introduced the concept of Virtual Colloborative Learning (VCL).

To the slide set:

Anne Jantos: VCL for digital skills

The most important statements:

• VCL represents a completely online organized learning environment characterized by collaborative learning. The focus here is on teamwork in which students work together to develop solutions and make decisions. The tasks are designed in such a way that they cannot be solved individually, but only in a group, which simulates an authentic experience close to the workplace. Another key aspect of VCL is the case study-based and skills-oriented approach. Not only is specialist knowledge taught, but practical skills in the areas of communication, collaboration, tool use and problem solving are also promoted.

• A VCL starts with a synchronous kick-off, followed by iterative group work in which students work in regular cycles with consultations. A group contract drawn up at the beginning defines the objectives, roles, expectations, working methods and communication rules. Artifacts such as posters, videos and process documentation are created and submitted for assessment. The end of the module is marked by a presentation of the results, followed by formative feedback from teachers and peers.

• The VCL is positively received, with students particularly emphasizing the testing of new tools and the high quality of the group work. The acquisition of skills through VCL enables students to better understand and utilize their strengths and areas of learning.

• The advantages are the flexible learning structure regardless of time and place, access to interdisciplinary perspectives, the strong focus on the acquisition of skills and the iterative learning process. Challenges are the high level of preparation and supervision required and the fact that only control over the voluntary reflections of the students is possible, which requires trust on the part of the teachers.

Flipped Classroom at the Institute of Concrete Structures

David Sandmann from the Institute of Concrete Structures reported on the implementation of the flipped classroom model for the elective module "Bauen im Bestand - Verstärken von Massivbauwerken".

To the slide set:

David Sandmann: Building in Existing Contexts

The most important statements:

• Students acquire the learning material asynchronously with the help of lecture videos provided online and then deepen it in classroom exercises.

• A central element is the completion of a real-life project, which teaches the material in a practical way. One example is "Prora": the students receive the real construction planning documents of a real existing building in a poor and unused condition and a fictitious inquiry from an investor. They have the task of applying to the investor with an expert opinion and a catalog of measures. In addition to content and methodological skills, students also acquire teamwork, a sense of responsibility and negotiating skills.

• The curriculum design can be changed flexibly and allow students to catch up on tasks or preparatory work from home. The plan can be changed in dialog with the students. However, the workload must not become too great and the teaching of the concept and content must be ensured.

• Students and teachers are highly motivated by this form of teaching and students often contribute new ideas. Few students are not enthusiastic about the teaching concept and do not actively participate.

Maria Walker from the Institute of Concrete Structures coordinated the introduction of the flipped classroom model for the compulsory module "Reinforced Concrete Construction", which is attended by around 70 students over two semesters.

To the slide set:

Maria Walker: Reinforced concrete construction

Key messages:

• A high volume of material, a fast pace in exercises and little time to reflect on learned knowledge prompted the abandonment of the classic teaching concept with classroom lecture and classroom exercise.

• As part of the flipped classroom, lecture videos and a script are provided for knowledge acquisition. Knowledge is deepened in the exercises.

• Students can work through the material more intensively and work on supporting documents in advance. The instructional videos allow for individual learning speeds. The face-to-face exercises include a summary, notes on document processing and the actual document processing with questions.

• The initial effort required for the video recordings is challenging. Not all students accept this format, which requires self-motivation and good time management.

• The direct supervision in smaller groups is very positive, as it enables immediate feedback, increases interaction between teachers and students and thus creates a significantly improved learning environment and greater learning success.

Virtual Exchange International - from the idea to the module

Mattis Altmann presented the Virtual Collaborative Learning (VCL) of the Chair of Information Systems, esp. Information Management, which enables international collaboration and exchange between students.

To the slide set:

Mattis Altmann: Virtual Exchange International

The most important statements:

• "Virtual Exchange International" is a collaboration between at least two universities, combining virtual mobility for a technology-enabled exchange experience and collaborative learning. Partners included universities in Albania, Ukraine and Georgia.

• Students learn completely online with synchronous and asynchronous phases in mixed teams on realistic case studies. E-tutors and automated learning analytics support the learning process.

• The project is prepared in advance by the lecturers, who contact the partner institution and jointly clarify roles, student groups, time periods and group sizes. In addition, a virtual platform must be defined and feedback loops, support, a basis for intercultural exchange and teaching transfer must be organized.

• It is important to have a long lead time of at least 1.5 years and a similarly high level of motivation from all partners and their students, which can be ensured on all sides with ETCS remuneration, among other things. Local conditions for teaching and studying must be taken into account.

• In addition to in-depth specialist knowledge and methodological skills, students and lecturers also learn international skills, digital skills and teamwork.

Flipped classroom in traffic process automation

Dr. Angelika Hirrle from the Chair of Traffic Process Automation presented the approach and challenges of implementing flipped classroom in the compulsory module "Process Automation in Traffic Telematics".

To the slide set:

Angelika Hirrle: Flipped classroom in traffic process automation

The most important statements:

• The conventional module consisting of lecture and exercise has been converted to flipped classroom. The learning objectives for each unit, detailed lecture videos with the teaching material and further material for self-study are provided in a well-structured manner on the OPAL learning platform. Simple calculation examples are provided to prepare for the exercise. The exercise consists of a collection of tasks to be worked on first individually and then in groups. Questions are then collected in plenary, discussions are held and the following topic is introduced.

• The main learning objectives for the students are the independent acquisition of knowledge (learn how to learn) and the abstraction of problems.

• One challenge is that students in previous modules have hardly carried out any independent self-study, have little motivation and sometimes demand frontal exercises and passivity. In addition, some students have difficulties with group work. Teachers demand self-study, encourage activation with Mentimeter and offer additional activities such as a mathematics tutorial, laboratory visits and specialist lectures to illustrate the application of theoretical principles.

• Although the concept requires a high level of supervision and further training, it contributes to a good university education.

Agile aspects in project studies

Finally, Silke Molch from the Institute of Landscape Architecture spoke about agile aspects in project studies, which are closely linked to practice at the Faculty of Architecture and are often offered in cooperation with practice partners.

To the slide set:

Silke Molch: Agile aspects in project studies

The most important statements:

• The subject of the course is real projects submitted by practice partners such as authorities, associations or schools. Students have to prepare project and planning documents as well as presentations under supervision and also learn project management, teamwork and individual content-related work.

• The projects are usually individual and involve changing tasks, changing locations and different requirements from the practice partners, which is why students and lecturers must be able to react in an agile manner.

• All teaching materials and methods are made available to students at the start of the module. All students can use what they need at the time. Intermediate presentations, feedback from practice partners and role plays are used to provide feedback and develop presentation and negotiation skills as well as persuasiveness. In order to develop examination skills, the students check each other's planning documents.

• Despite the increased workload, the students are very motivated and want to deliver their projects to a high standard. As all students work on individual projects, there are many different learning paths. One motivation driver is the cooperation with practice partners and the prospect of implementing individual projects.

• One challenge is the high volume of data, which the digital infrastructure is often unable to cope with. In addition, PC workstations and software licenses are not sufficient for collaborative work. Students are therefore increasingly working from home or at the workstations of practice partners. In the event of technical problems, students are offered ad hoc meetings to identify and resolve the problems.