Special shapes

University teaching is a diverse and dynamic field that is constantly producing new forms and possibilities. In addition to traditional teaching formats, such as lectures, seminars or tutorials, there are also special forms of teaching that are characterized by particular features. These special forms can enrich, challenge and innovate teaching and learning. They can encourage students to learn more deeply, more independently and more cooperatively. They can also develop students' skills for the demands of a digital and global world. On this page you will find an overview of some special forms of teaching.

Problem-based learning (PBL)

Problem-based learning focuses on the application of knowledge in real-life situations. Learners are confronted with challenging problems that they have to solve through critical thinking, teamwork and independent action. PBL promotes not only the understanding of subject knowledge, but also the development of problem-solving skills and application in practical scenarios. Its objectives include structured knowledge transfer for practical applications, the promotion of effective problem-solving skills, the development of self-directed learning and an increase in learning motivation. By using authentic problems as a starting point, group work, tutorial support and individual knowledge acquisition in self-directed learning phases, PBL enables a holistic learning experience. The term "problem-based learning" (POL) is often used as a synonym. As part of the TUD sub-project TUD-SYLBER-BBS, information and guiding questions on the topic of POL were compiled in a compact form: TUD_SYLBER_BBS_POL.pdf

Zumbach, J. (2006). Problem-based learning: Considerations and approach for learner-centered didactics. Didactics and evaluation in psychology, 245-260.

Project-based learning (PjBL)

Project-based learning focuses on practice-oriented projects that are tailored to the real challenges of the professional world. Project-based learning involves learners tackling and solving a problem independently with the support of teachers. By linking theoretical knowledge with practical application, it is possible to tackle complex problems, develop solutions and potentially implement them. A key difference to PBL is that project-based learning places a stronger focus on the implementation of solutions in practice and involves learners more deeply in the entire project process, while PBL focuses more on problem solving itself and dealing with authentic problems.

Szivatz-Spatt, C., & Wagner, D. (2017). Social-communicative competence development and learning motivation in project-based learning.

Case-based learning (CBL)

Case-based learning enables learners to deal with real-life problems in authentic case studies. Analyzing case studies not only teaches theoretical concepts, but also sharpens the ability to make critical assessments and decisions. Case-based learning focuses on concrete case studies from the real world, which serve to impart theoretical knowledge and promote the application of this knowledge to real-life situations. In contrast to problem-based and project-based learning, case-based learning aims for learners to recall information from previous cases and apply it to current problems. It is used to solve complex problems by adapting solutions from similar, authentic cases, creating a bridge between theoretical knowledge and practical application. Learners must perceive relevant information from their environment, construct their own mental model and evaluate alternative solutions in order to successfully solve the problem.

Zumbach, J., Haider, K., & Mandl, H. (2008). Case-based learning: Theoretical background and practical application. na.

The differences between PBL, PjBL and CBL lie mainly in the type of problems or cases with which the students are confronted and in the objectives of the respective methods (development of problem-solving skills (PBL), application of theory to practice (PjBL) or practical implementation of knowledge in concrete case studies (CBL)).

Research-oriented learning and teaching (FOL)

The combination of research and teaching can be designed in a variety of ways in practice. The development of research competencies and skills, a research-oriented attitude, active participation in research discussions, but also the independent implementation of research projects are core elements of research-oriented teaching at TU Dresden.

Research-oriented learning and teaching can take place via various approaches. On the one hand, you can present current research content to students in your course or discuss research techniques. On the other hand, you can also actively involve the students and encourage them to learn research techniques or even promote independent research through the design of the course.

Depending on the focus (research content or research technique) and the involvement of the students (receptive or active), different didactic implementations are possible. For example, current publications can be discussed in journal clubs or research techniques can be developed in exercises or practicals through method and writing workshops or laboratory work. Your students have a particularly large degree of creative freedom when they carry out independent research and actively deal with a research question, plan the procedure, collect, evaluate and interpret data. This research-based learning can be well justified in terms of educational theory, but requires support in the form of reflection, feedback and documentation.

More information on research-oriented learning and teaching can be found here: https://tu-dresden.de/zill/materialien-und-tipps-fuer-die-lehre/lehrplanung/forschungsorientierte-lehre (Please note that the page is currently still under construction and will be increasingly filled with more content).

In this context, TU Dresden offers support for linking research and teaching at curricular and course level through the three program lines, Teaching Excellence Tracks (Teaching Excellence Tracks), Teaching Synergies Program (TSP) and Funds for Student Research (FOSTER). More information on the three program lines can be found here: https: //tu-dresden.de/zill/das-zentrum/projekte/forschungsorientiertes-lernen-und-lehren

MOOCs

Massive Open Online Courses (MOOCs) are a special form of online teaching that are often offered by universities on professional platforms such as Coursera and Udacity. The so-called xMOOCs are characterized above all by a very large, usually unlimited, number of participants. Didactically, they are characterized by a rigidly prescribed course structure, weekly released (mainly audiovisual) online content, self-assessment offers and discussion forums. Participants primarily learn individually; it is not usually necessary to exchange ideas and work on the content together. The less frequently used (because they require more supervision) so-called cMOOCs, on the other hand, are characterized by open questions and a very high level of interaction and communication among the participants.

Ebner, M., Kopp, M., Dorfer-Novak, A. (2016) Role and challenges of
online courses (MOOCs) for university teaching. In: Quality in studies and teaching - competence and knowledge management
in the Styrian higher education area. Springer. S. 323-334.

Teaching in laboratories and workshops

Contrary to their name, workshop and laboratory practicals do not necessarily require the physical space of the workshop or laboratory. Rather, it is about a specific continuum of activities in the narrower and broader sense of workshop and laboratory work, which can sometimes also be tested flexibly in terms of location, for example in the remote laboratory, through computer simulations or with internship cases in Praktika@home (cf. Wermann et al. 2022). Examples include scientific internships in analytical chemistry and molecular biology, technical internships in automotive engineering and measurement technology, mathematical internships in numerics and stochastics as well as information technology internships in computer graphics and robot programming. Other forms of workshop and laboratory work, for example in the fields of art and design as well as social work and nursing, differ from the classic teaching format of the workshop or laboratory internship, which forms an extensive part of the course in the STEM field(Franke and Wegner 2022).

The challenges and opportunities in teaching are often as subject-specific as each laboratory and workshop is unique. Under the umbrella term OPEN LAB, the local employees of the Saxon joint project D2C2 offer teachers and students from all subject areas a range of services specifically tailored to workshops and laboratories. This includes exchange and networking formats, freely available materials and further training in the form of short workshops. An overview of the offers and current dates can be found on the Open Lab website.