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Hybrid teaching
Hybrid teaching
Joint offer from BZH and eCampus
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Welcome!
In this course, you will receive didactic and technical support for planning and designing hybrid teaching.
Hybrid teaching at the University of Bonn
In the following guidelines you will find information and recommendations for designing hybrid teaching under Corona conditions
Challenge of "Hybrid Teaching"
By hybrid teaching, we mean a course in which students participate both on-site – in compliance with COVID-19 protective measures – and online via live connection. The conditions for on-site and online learning differ and must be pedagogically considered and balanced to ensure that all students have the same opportunities to acquire skills. Interaction with all participants becomes more complex, and solutions must be found to integrate online participants into the course on an equal basis.
Hybrid teaching is therefore one of the most didactically demanding teaching/learning formats and – especially under COVID-19 conditions – represents a considerable additional organizational, didactic, and technical effort for the instructor. For this reason, we recommend that instructors who choose to implement hybrid teaching to achieve their teaching/learning objectives cooperate with tutors specially trained in hybrid teaching to ease their workload.
Possible tasks for tutors
Tutors can support teachers in a hybrid setting in a variety of ways, whether in advance with organizational preparations (registration procedures for lecture hall attendance, making information and materials available to students in advance on eCampus, thus creating transparency regarding the concept, learning objectives, and submission deadlines); in creating surveys (via Zoom or the live voting function on eCampus); or in technical preparations (connecting devices, testing microphone and recording functions, etc.).
During the hybrid event, tutors act as the link between the online group and the in-person participants. Tutors supervise the online group and ensure the interactive involvement of the connected students by moderating the chat, forwarding questions to the teacher, or reporting and, if necessary, resolving technical problems with the live broadcast. They can also remind the teacher that all contributions from the plenary session must be repeated for the online group.
Even after the course, tutors can relieve the teacher's workload by editing and editing the video recording (e.g., via H5P). Tutors can also provide self-study materials on eCampus: a forum for questions, quizzes to monitor progress (ideally with automatic feedback functions), or supervise group work with a mix of online and in-person peers.
Training offer for tutors
To prepare tutors for these demanding tasks and provide teachers with the best possible support in hybrid courses, the BZH, in cooperation with the eCampus team, has developed a training program for tutors on didactic and technical support. The format consists of the following modules:
Please select one date each for the didactic and technical training from the available booking tool. The next dates will be offered in September 2022.
Learning objectives
The tutors who attended both the didactic and technical training
Instructions and links
For further information
Recording, editing and delivering videos
Create interactive videos with H5P
Web conferencing services
Video series on "Hybrid Teaching" from the FBZHL University of Bayreuth
SCIEBO learning module
Functions
Welcome!
As a campus cloud, sciebo offers several advantages not only for research but also for teaching. Not only can you send documents to your students via sciebo, but you can also guide your students to work on a document simultaneously using sciebo. A positive aspect is the cloud's security, as the data is stored locally in North Rhine-Westphalia.
The learning objective of this module is therefore to introduce you to sciebo as a teaching tool and to show you how you can use the cloud for student collaboration.
If you have completed this learning module, then
To achieve this, we'll guide you step by step through collaborative work using sciebo. Specifically, this means:
Collaboration vs. Cooperation
As you already read in the introduction, the focus of this module is on collaborative work. Before we introduce you to the application of sciebo in teaching in the next step, we'll briefly explain the added value of collaboration . Why, you might ask, is collaborative work a suitable part of a course?
To answer this question, the table below provides a more precise definition of the term "collaboration" by contrasting it with the term "cooperation."
Table 106
collaboration
cooperation
Cooperation
Cooperation
Cooperation
Cooperation
hierarchy-free
hierarchical
simultaneously responsible persons
responsible person(s)
Role finding and task sharing possible
Role assignment with task distribution
joint editing
separate processing
End product
End product
developed together
compiled afterwards
There are no rows in this table
registration
In order for your students to be able to collaborate on a document using sciebo, they must first register for the cloud. While it's possible to access data stored in the cloud via a link without a sciebo account, using the collaboration tool requires a sciebo account.
If you would like to use the collaboration tool sciebos in your teaching, it's best to ask your students to register for sciebo at the beginning of the course . As members of the University of Bonn, they can use the cloud free of charge.
You can see the individual steps for registration in the instructions on the next page.
Summary
Congratulations! You have now successfully completed this learning module!
Through input and examples, you have learned important aspects of the collaborative use of sciebo in your online course .
After successfully completing this learning module
For technical questions about sciebo
If you have any technical questions about sciebo, you can contact the .
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Everything about sciebo
HRZ
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