2. innovation idea

For the TUD, there are three primary areas of activity (internship & assessment formats/collaboration & internationalization/competence development & open teaching), in which two innovation teams standardize hybrid and virtual teaching and learning formats in four development steps (conception & further development/testing/transfer/dissemination) in an interdisciplinary exchange. The efforts converge in a HYBRID strategy, which is both developed and driven forward by an integration team. This team identifies special potentials, evaluates tested solutions and develops strategies in a targeted manner with regard to sustainable integration (with accelerated transmission) for curricular realization and examination law interpretation. In this way, the results of virTUos are anchored in practice as quickly and broadly as possible, thus improving the quality and flexibility of hybrid university teaching. Two innovation teams and the integration team are supported by the leading steering committee (Fig. 1).

_{Fig. 1 (high-resolution version): virTUos structure. left: Orchestrated cooperation of virTUos departments, support and transfer partners. right: Project matrix with work packages (WP 1.1-3.4), which can be assigned to three areas of activity (rows) and four project steps (columns) and whose results are integrated and implemented in a university-wide HYBRID strategy.}

In virTUos, the expertise of various university departments and specific competencies of local transfer partners (Dresden International University, DIU, Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden, SLUB, and Carus Akademie am Universitätsklinikum Carl Gustav Carus Dresden, CA/UKD) are included. The aim is to provide a wide range of virtual and hybrid teaching and learning scenarios that have been tested in various specialist cultures. In this way, constant impetus can be given to digitally supported teaching in the central fields of activity. In particular, traditional learning formats are further developed and consolidated into hybrid arrangements. This refers to the interweaving of real and virtual learning environments and, as a result, increasingly cross-location (international) learning environments, which lead to new forms of interaction between learners and teachers with the help of innovative tools. In particular, these also allow the integration and inclusion of students and teachers with access restrictions. The following guiding characteristics form the innovative character for the TUD: (1) Students are the focus as active (co-)designers of hybrid learning and teaching and acquire additional skills, for example in tutorial use as "teaching learners". (2) Innovative teaching-learning scenarios with an increasingly international reach are developed in two innovation teams in an integrative, subject-specific process designed for transfer, which includes a (subject-specific) didactic approach as well as the subject-contextual inclusion of overarching digital skills. (3) Hybrid learning and teaching is the subject of collaborative, strategic university development at TUD, which is anchored in the HYBRID strategy. An integration team complements the TUD's existing support structures and addresses requirements for reforms to study and examination regulations. (4) In the context of the Scholarship of Teaching and Learning, concepts of open teaching are developed as Open Educational Practices (OEP) on an interdisciplinary basis and further developed and used across universities.

In the three areas of activity mentioned above, which are described in more detail in section 3 (project plans), the virTUos partners are active in different, interlinked sub-projects.
networked sub-projects. They strive for interdisciplinary and interprofessional
innovative teaching and learning scenarios with a focus on competence goals and formats. They are looking for solutions that enable student-centered, interactive and
and inclusive teaching and have an impact beyond the location, including strengthening international relationships and study formats. The virTUos
partners build on existing central support structures (ZiLL, ZfW, ZIH and EKFZ) to coordinate collaboration in the above-mentioned areas of activity in agile, interdisciplinary innovation teams (Fig. 2, high-resolution version).

In these teams, teachers as representatives of at least two subject cultures always work together with students and university/media didactics experts on concrete projects for hybrid or digitally supported courses. In addition to the specific course offerings, they also pursue the goals of scaling and transfer to other subject contexts.
contexts. Through these interdisciplinary networks, the areas of activity are related to each other.
In order to make the innovative ideas visible at the university, the integration team is developing the HYBRID strategy. This aims to institutionally anchor and implement the solutions developed in virTUos (in the development of degree programs, in the interpretation and design of examination law and in the curricula) in close consultation with university management. The integration team makes a relevant contribution to the university-wide harmonization of digital teaching and learning approaches and provides the structural prerequisite for this.
approaches and represents the structural prerequisite for strengthening a culture of digital learning. It identifies, evaluates and addresses development potential at strategy meetings and in regular review meetings with the aim of strategically and structurally strengthening degree program and teaching development. It also designs, tests and transfers virtualizations, especially of these exchange formats, in order to design and internationally disseminate not only the results of the individual projects, but also innovative and interactive forms of interdisciplinary and interprofessional work in an inclusive manner. All teams are coordinated by a Steering Committee made up of equal numbers of students and teaching staff, which manages and decides on communication procedures and processes resulting from the close collaborative relationships in the sense of agile project management.
leads and decides.

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Initial situation

Project plan

Project implementation

Quality assurance

Objectives

References & literature