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Accompaniment ViCo and VND
University didactic input for project participants
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diverse.sustainable.digital and Virtual Collaboration
University didactic support
Dear project participants,
in this eCampus course, you will find university didactic input on student-centered and competency-oriented teaching (in the digital space).
Good luck!
Your BZH team
University didactic principles
Formulate learning objectives
Planning a course
Respect copyright
Digital spaces of the University of Bonn
Use Confluence (collaboratively)
Using Sciebo in teaching
Virtual Collaboration (ViCo) - Lernmodule
LEARNING OBJECTIVES
Welcome! (1/2)
Learning objectives are essential because they
Therefore, formulating learning objectives should be the first priority of any event planning. Only then should the question arise as to what content and methods are necessary to achieve these objectives.
Particularly for (asynchronously conducted) online courses that do not provide or allow for direct and immediate feedback from students, a more detailed formulation is recommended. In these formats, you will not receive feedback on the achievement of learning objectives in individual sessions as usual through comments from the plenary or your questions to the students, but at most and with a time lag via written follow-up questions from the students.
Therefore, in addition to the detailed formulation of learning objectives for individual sessions or session blocks, it is also recommended to (re)visit the objectives at the end of a session or block. This encourages students to consciously engage with the objectives and engage in critical self-assessment. This also reduces the time lag for potential questions. Other methods, such as a block of questions at the end of a digital learning unit or a digital pinboard, can also make learning objective achievement even more visible (further information on this can be found in the chapter "Learning Objective Monitoring").
Welcome! (2/2)
This learning module is designed to support you in formulating learning objectives for your course.
Once you have completed this module, you will be able to
These boxes contain some tasks for you to use to test what you have learned.
In these boxes, you'll find further information on the respective topics, which will help you better understand the content. At the end of this module, you'll also find some references and materials to further reinforce what you've learned.
Definition of learning objectives
By a learning objective, we mean actions that learners can perform at a specific point in time. The subject of these actions is what is learned. These are competencies. These are actually prerequisites for solving specific tasks, but they bring with them a problem: Competencies, in the narrower sense, describe expertise, knowledge, or skills. They themselves are not measurable or verifiable. Therefore, an action must be described that puts the competency into context, so that the action can in turn be used to draw conclusions about the competency. As a learning objective, we can therefore formulate a competency in connection with an observable action.
Example: Upon successfully completing the module, students will be able to understand Newton's laws.
Mere understanding is not measurable, so neither students nor instructors can know whether the goal has been achieved to the desired extent. The situation is different if we use an observable action instead of " understanding ": Upon successfully completing the module, students will be able to explain Newton's laws.
Through exam questions, both students and instructors can clearly determine whether this learning objective has been achieved.
For the sake of simplicity, learning objectives can be formulated in such a way that they are easy to understand for everyone involved. This can be achieved, for example, by beginning with " The students can/are able (upon successful completion of the course/module)... " or " The graduates (of a course/module) can/are able to... ".
When formulating learning objectives in more detail, for example for individual sessions, it is advisable to keep the overarching context in mind and also make it transparent.
In addition to formulating the learning objectives, it is important to be transparent about the level or "level of difficulty" at which a skill is to be acquired and the corresponding level of difficulty that must be achieved by the learners.
Competencies can also be divided into the dimensions " subject-specific " and " interdisciplinary ." While the former are quite specific, interdisciplinary competencies can be understood as all so-called "key competencies" or "soft skills." These include not only methods that are also used in other subjects, but also social (e.g., communication) or personal (e.g., self-organization) competencies. These competencies are often more difficult to assess because, first, the action component cannot always be clearly defined, and, second, their acquisition usually spans many modules, sometimes even the entire degree program.
Taxonomy
The "level of difficulty" or skill level can be determined using a taxonomy. Following a now widely used method based on Bloom (later refined by Anderson/Krathwohl), these six consecutive categories can be defined into which the observable actions can be classified:
To know
The participants know (or are familiar with) a (content-related) fact. They can recite this fact word for word.
Understanding
Participants understand the structure of a familiar (content-related) issue. They can recount this issue in their own words .
Application
Participants apply a content-based understanding of the topic . They can use this understanding to address specific tasks .
analysis
Participants analyze a (content-related) issue that is applicable to them. They can break this issue down into its structure .
Evaluation
Participants evaluate a (content-related) issue. They can critically reflect on this issue and their own approach to it .
Synthesis / Creation
Participants synthesize a new (content-related) issue. They can combine different issues and their structural elements in new ways .
This classification is achieved through the action component, which defines actions appropriate to each category. Assigning a competency to a level is important, not least because prerequisites must be observed (application cannot occur without knowledge or understanding). Furthermore, over the course of a degree program, a wide variety of competencies are acquired at various levels and, ideally, assessed. This should ensure that graduates are actually capable of achieving what is intended upon completion of their studies (qualification objectives, which are ultimately learning objectives at the degree program level).
Try it yourself! What levels are the following learning objectives aimed at?
After successfully completing the module, students will be able to explain literary genres.To knowUnderstandingApplication
After successfully completing the module, students will be able to evaluate research hypotheses.analysisSynthesis / CreationEvaluation
After successfully completing the module, students will be able to list animal species from a specific region.UnderstandingTo knowEvaluation
This taxonomy relates to the cognitive learning area. Bloom also defined two further areas: the psychomotor and the affective learning areas, each of which is divided into six levels.
The psychomotor taxonomy focuses on movement sequences and encompasses the imitation of movements through to naturalization, i.e., the intuitive application of a movement.
The affective taxonomy encompasses values, emotions, and feelings. Here, the levels range from the imitation of a value to internalization, i.e., the acceptance and integration of the value system into one's own drives and actions.
When Bloom defined the taxonomy, the last two levels were still reversed, i.e., synthesis was at level 5, and evaluation at level 6. Anderson/Krathwohl have revised the taxonomy(ies) and expanded in other parts, so that the sequence shown above is now common for the cognitive learning area.
Description aids
To simplify the assignment of learning objectives to categories or levels, there are tools that refer to the action component. Since this is expressed by a verb, it's only logical that certain verbs are better suited to classification in a particular category than others. In any case, the subject context is ultimately decisive. The following cases should illustrate the possibilities:
Try it yourself! Match the following verbs to the appropriate level!
After successfully completing the module, students will be able to study historical events of the Middle Ages...To knowUnderstandinganalysisparaphrasediscussrecognize
After successfully completing the module, students will be able to use the binomial formulas...To knowanalysisUnderstandingexplainto namederive
After successfully completing the module, students will be able to understand the importance of farm animals for humans...UnderstandinganalysisEvaluationdeterminerepresentquestion
As you can see, matching isn't always easy. The tools mentioned above are already available to make things easier. Below you'll find some examples of learning objectives at the different levels, along with some example verbs:
Example Level 1 (Knowledge):
Upon successful completion of the module, students will be able to (re-)recognize dates of important historical events.
Verbs (examples): List, describe, name, reproduce, show.
Example Level 2 (Understanding):
Upon successful completion of the module, students will be able to paraphrase important statements.
Verbs (examples): select, represent, explain, clarify, summarize.
Example Level 3 (Application):
Upon successful completion of the module, students will be able to calculate a mathematical function.
Verbs (examples): apply, calculate, use, check, assign.
Example Level 4 (Analysis):
Upon successful completion of the module, students will be able to differentiate between relevant and irrelevant information in a mathematical word problem.
Verbs (examples): deduce, determine, differentiate, categorize, investigate.
Example Level 5 (Evaluation):
Upon successful completion of the module, students can decide which of two methods is better for solving a given problem.
Verbs (examples): argue, evaluate, decide, question, check.
Example Level 6 (Synthesis / Creation):
Upon successful completion of the module, students will be able to formulate a hypothesis about an observable phenomenon.
Verbs (examples): elaborate, develop, create, produce, combine.
It becomes clear that each level can be defined with a multitude of verbs. Therefore, additional tools can simplify the formulation of learning objectives and critically examine their content.
Some subjects at various universities have already defined a number of verbs that should be used in the descriptions of learning objectives if possible. Not every verb is suitable for the same level in every subject. When defining the verbs for the subjects, care was also taken to ensure that they already limit the necessary assessment format.
If the learning objectives need to be defined more precisely, there is the option of adding a condition . Then, for example, learners can name five historical events from a given era or calculate the binomial formulas without a calculator . In most cases, this very specific approach is more suitable for smaller objectives, such as those of a learning unit, i.e., one or fewer sessions.
With regard to the qualification objectives (= learning objectives of the entire degree program), there is already the Qualifications Framework for German Higher Education Degrees (HQR) from 2017, which generally defines various competencies in the aforementioned dimensions. It is based on the Bachelor's, Master's, and doctoral levels.
Own learning goal
Try it yourself! Formulate two learning objectives from your everyday teaching experience!
One should relate to the entire course, the other to a smaller learning unit, such as a session or session block.
examination
Generally, it's a good idea to describe a learning objective (and its context within a course or module) as briefly and precisely as possible. To help, you can use the simple SMART rule to evaluate the effectiveness of the formulation. The abbreviation "SMART" is derived from the following terms:
S
Specific
M
Measurable
A
Achievable
R
Reasonable
T
Time-Bound
The formulation of learning objectives should be critically examined in light of these five aspects. Of course, the precise context also plays a role: When a learning objective is defined for a course or module, it usually has a specific timeframe, namely the duration or completion date of the course or module. Sometimes, too specific a formulation, and thus the division into multiple learning objectives, is unnecessary because it also arises from the context.
Try it yourself! Use the SMART method to review the two learning objectives you formulated in the last section!
Pay particular attention to the fit between the two learning objectives and their verifiability.
Learning objective control
As already mentioned in the introduction, in an online course, especially an asynchronous one, it is particularly recommended, due to the lack of direct contact, to allow students to provide feedback on their learning objectives at regular intervals. This not only serves as a tool for self-assessment on the part of the students, but also provides you with valuable information about their learning progress. The options listed below are already provided in eCampus, so you can incorporate them directly into your learning units.
Testing prior knowledge:
At the beginning of a session or session block, you can ask participants whether they have achieved the learning objectives from the last block. This not only gives you an overview of your students' learning progress, but also encourages them to reflect on themselves.
For example, if you use one of the question options in eCampus (as you have already used in this learning module), you can enter a free response if they give incorrect answers, which can include a reference to the option to repeat previous sessions. You can also link the sessions themselves so that students can access the last learning units again with just one click.
You also receive evaluations of the answers to your questions. You can use these to adapt subsequent learning units if necessary.
Monitoring learning objective achievement:
It is recommended to monitor the achievement of learning objectives at regular intervals – just as you would with a purely face-to-face course by asking questions. For this purpose, you can post one or more questions at the end of a session or learning unit. Here, too, you will receive an analysis of the responses, making it clear which points might require further review or repetition of the material. Another option is polling, which allows students to vote on course content that is particularly worth repeating.
Further participation options:
If you would like to offer more flexible feedback options, there are several alternatives. For example, you can set up a forum on the event page in eCampus where students can ask and answer questions themselves. You also have the option of incorporating free-text questions into your learning units, allowing you to obtain concrete answers to the learning objectives and potential problems students may have in that unit. If you would like to offer more flexible participation options, there are of course a variety of other tools available, such as creating digital pinboards; you can also upload image and audio files there, and students have the opportunity to participate interactively and synchronously.
You can find further design options on the eCampus team's page At the bottom of the page, you will also find links to external websites such as , which provide further tips.
Summary
Have you formulated two learning goals from your daily learning routine and reviewed them using the SMART method? Congratulations! Then you have successfully completed this learning module.
After completing this module, you can now
If you feel you haven't achieved one of the learning objectives, please feel free to reselect the relevant chapter on the left. For further support, you'll find a list of possible verbs you can apply to the respective levels, a checklist for your formulated learning objectives using the SMART method, and further and basic literature on the topic under
Downloads and literature
Welcome to the course planning learning module!
When planning a course, many different institutional dimensions and individual priorities come together. These must be brought together into a meaningful whole and communicated to students as a semester plan. Therefore, there is no single right way to plan. Teachers often try different routes during the planning process, sometimes taking detours, and perhaps even reaching a dead end – and the vast majority will ultimately find their own way.
We would like to support you in finding your own path and introduce you to some useful tools and methods. Perhaps you would then like to continue to apply these in future teaching planning to achieve your teaching goals quickly and systematically.
If you have completed this learning module, then
In this learning module, we'll go through the most important steps in planning a course. Specifically, this means:
Planning a course
In this learning module, we will guide you step by step through the increasingly detailed planning of your course.
You have already established a key prerequisite for your planning in the previous learning module on learning objectives: You have already formulated objectives for your course and can state what your students will be able to do at the end of the course. Now it's time to formulate the individual steps for achieving these learning objectives.
Take another look at the intended learning outcome:
To answer these and other questions posed throughout this learning module, we recommend that you take notes. The format you choose is up to you. However, you are welcome to use the templates we provide here.
Learning outcome planning
3-Z formula
The 3-Z rule is the basic method for planning a course. It aligns the goal , time , and target audience in the planning process. Once you have practiced applying the 3-Z rule, you can choose which Z you want to start your planning with.
For a detailed explanation of the 3-Z rule, we would like to refer you to Martin Lehner's video on the completeness trap:
Goal
The first Z to consider when planning a course is the Z in objective.
For successful planning, the learning objectives must be formulated precisely.
What should your students be able to do by the end of the course? How will this be assessed?
Consider the aspects from the first learning station for formulating learning objectives.
Time
The second factor to consider when planning a course is the time factor.
For successful planning, the ECTS credits that can be earned per course must be converted into working hours per week and aligned with the learning objectives.
Example calculation :
Course with 6 ECTS credits earned in one semester (15 weeks of lectures) :
Step 1: 1 ECTS credit = 25 to 30 working hours;
Step 2: 6 ECTS credits = 150 to 180 working hours per semester;
Step 3: 150 to 180 working hours per semester: 15 weeks of lectures = 10 to 12 working hours per week (divided into attendance, preparation, follow-up, exam, or asynchronous or blended units).
Calculate the number of working hours your students can allocate to your course per lecture week.
Target group
The third Z that must be considered when planning a course is the Z in target group.
For your planning to be successful, the diverse student group must be considered and aligned with the learning objectives and working hours per week.
Reflect on your student group: What prerequisites can you anticipate among the learners?
a) Will students from different degree programs be attending the course?
b) What digital skills can you assume? c)
What experience, if any, do the students already have with self-directed learning processes?
d) What prior knowledge of the content can you assume?
e) What prior knowledge of academic work can you assume?
Review question: Can the learning objectives of the course and course unit be achieved within the allotted weekly work hours, taking the target group into account? If not, revise your learning objectives.
Take notes on your goals, timeframe, and target audience. Feel free to use our template.
Form of the course
The framework for a course is diverse and complex. This checklist lists them in bullet points. If you are unable to answer individual questions, research them before you begin planning the content.
Module specifications
What requirements are stated in the module handbook for this course?
a) Number of semester hours/workload:
b) Credits to be earned:
c) Frequency of the course:
d) Assessment format
e) Which semester will most students attend?
f) What group size do you expect?
g) What are the stated objectives for the module in general and for this course in particular?
h) What are the stated content for the module in general and for this course in particular?
i) Is there any information on the students' self-study time?
Your course in the digital space
Examination format
Teaching planning encompasses not only the learning activities and the sequence of content, but also includes practicing the assessment format. For this reason, the assessment should be considered from the very beginning of the planning process.
If you are unable to provide this information immediately, please refer to the module requirements and the relevant examination regulations.
Learning activities
The transition to online teaching since spring 2020 has led to a wide variety of teaching and learning formats.
How will you structure your course?
Media and materials
Support for students
Synchronous vs. asynchronous learning process
In online teaching, the learning process of students is designed both synchronously (e.g. with Zoom meetings) and asynchronously (delayed in time, e.g. with learning tasks in eCampus).
Feedback and evaluation
Links and materials
To help you design your teaching...
...we have selected a variety of methods that have proven effective in online teaching. We will introduce these to you in more detail at each station throughout the course.
Proven repositories from other universities with suggestions and descriptions for a variety of teaching and learning settings can be found here:
Materials
Three-step
The classic three-step
A teaching-learning unit is divided into three areas: introduction, work phase, conclusion
Introduction: Orientation, motivation, activation
Work phase: Structuring, informing, supporting
Conclusion: Securing, checking, feedback
Take notes!
Rhythmization
Rhythmization with the Burger Principle
In a teaching-learning unit, social forms and methods, input phases, and active learning phases alternate. This rhythmic approach to teaching is described by the so-called burger principle. Like a burger, different levels and layers alternate with one another: active learning phases and teaching phases are framed by an introduction and conclusion.
For a more in-depth introduction to the topic of three-step and rhythmization, we recommend:
Ouden, Hendrik den/Rottlaender, Eva-Maria: Higher Education Didactics in Practice: Course Planning. A Workbook. Opladen/Toronto 2017 (= utb: Key Competencies, 8719). pp. 118-126.
Planning grid
We now present a methodological tool for systematically planning a session in your course:
The methodological-didactic planning grid
The didactic planning grid is designed to help you plan your teaching in a clear and structured manner. Depending on the chosen teaching and learning setting (synchronous, asynchronous, or blended) and whether your teaching is conducted digitally or in person, the planning grid can be used in slightly different ways.
Synchronous teaching
The didactic planning grid compiles the various categories and levels that comprise a course into a grid, a table. The respective categories are briefly explained below. We will first introduce you to a planning grid suitable for planning synchronous sessions:
Time
Enter the time here, along with the time period in minutes you've planned for a learning unit. This will keep things clearer in case of any changes to the schedule.
Theme
Here you enter the topic of the respective sequence.
Specifying the topic makes it easier to quickly find your way around the schedule!
Learning objective
The intended learning outcome/learning objective should be formulated SMART:
S pecific
M esatable
A ttractive
R ealistic
T imed
Sequence
A detailed formulation of the process is useful if the sequence is to be used again in another course or in the next semester.
method
Make sure you maintain a balanced mix of methods and social forms!
Learning success assessment
This line can also be formulated more briefly, but should always be taken into account.
Media/Material
Which media and materials are suitable for which teaching and learning objectives and content?
To do
Color coding helps you get a good overview of what still needs to be done.
Example
Here you can find an example of a planning grid (synchronized with Zoom)
you will find a template for a didactic planning grid that you can now edit yourself for a synchronous teaching-learning sequence!Asynchronous teaching
Planning a learning unit for an asynchronous course in eCampus differs in several aspects from planning a synchronous course in Zoom . The two most important differences are:
Detailed information on designing a student-centered eCampus course and the learning-oriented use of various eCampus objects can be found in the eCampus Learning Station.
A didactic planning grid, specifically tailored to the requirements of eCampus, will help you plan a learning unit in eCampus. This planning grid will be used in the eCampus Learning Station.
Here you'll find a , which you can use to plan your own asynchronous teaching. The document also includes an example.
Blended Learning
We've presented a didactic planning grid for synchronous teaching and a didactic planning grid for asynchronous teaching. Of course, there are also concepts for courses, such as the inverted classroom concept, in which synchronous and asynchronous learning units are combined. This is called blended learning . If you decide to implement blended learning in your course, plan it using both planning grids.
Curriculum
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