Didactic competences

The four-day basic course in university didactics provides basic qualifications for didactic action within and outside of courses. It is a compulsory part of the basic module of the "Professional Teaching Skills for University Teaching" certificate. Between the two parts of the workshop, there is a practical placements phase with peer observation and case counselling (1/2 day).

• introduction to the basics of didactic thinking and action;
• practising the use of methods and library items in university teaching;
• didactic reflection on the relationship between objectives, content and methods;
• the reflected perception of group processes.

32 work units (1 AE corresponds to 45 minutes)

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the basic module. Further information on the certificate can be found here.

Knut Hannemann, University Didactics - Federal University of Applied Sciences and Hans-Martin Pohl, University Didactics - Fulda University of Applied Sciences

Graduates of numerous study programmes face the following requirements in their professional lives: they must be able to identify and analyse problems, use problem-solving strategies, develop proposed solutions and concepts, carry out evaluations (find errors) and optimise products/concepts/offers.
This requires a systematic, creative, academic, questioning and research-oriented approach to learning and working.

In university studies, on the other hand, both instructors and students are often very keen to avoid mistakes at all costs. Instructors see mistakes as disruptive factors in the teaching-learning process and are concerned that things will be "misremembered".
Students see mistakes as evidence of their own failure or, in the worst case, of their own "inferiority". The consequences: Instructors try to impart knowledge as accurately and correctly as possible and check learning success as closely as possible by asking students questions. Students measure their academic success by whether they can answer the instructors' questions and not whether they can actively ask questions about the subject matter themselves.

Viewing mistakes and questions as learning occasions and learning opportunities opens up opportunities for both instructors and students to shape and take responsibility for the teaching-learning process as a shared path and at the same time acquire key qualifications and competences for independent university studies and a successful professional life.

Participants are able to ...

• Conceptually plan constructive ways of dealing with errors and questions in their own teaching
• design a constructive error culture and creative question culture for their own course
• Guide students in analysing errors
• Guide students in solving problems
• Support students in formulating questions

• What can instructors and learners learn from mistakes?
• How do mistakes occur?
• Introduce appreciation of mistakes
• Introduce appreciation of questions
• Dealing constructively and creatively with mistakes
• Funding an active, questioning learning attitude

8 work units (1 AE corresponds to 45 minutes)

If possible, please bring examples from your own teaching practice

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the extension module. Further information on the certificate can be found here.

Dagmar Schulte - Werknetz: www.werknetz.com

With carefully prepared and planned examination formats, not only can more reliable statements be made about the performance of students, but they can also contribute significantly to the achievement of learning outcomes and thus to the success of a course. In particular, if a competence-oriented examination is aimed at, the aspect of 'testing' should not only be considered at the end or at the end of a course, but should be taken into account at the start of lectures, during didactic planning and during the implementation of a course.

The aim of this workshop is to optimise the relationship between the aspects of teaching, learning and examining in all didactic considerations and planning, to get to know alternative examination formats and to develop your own examination skills. The requirements of different subject disciplines will also be specifically taken into account.

18 work units (1 AE corresponds to 45 minutes)

2-day workshop from 9:00 a.m. to 5:00 p.m.

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the extension module. Further information on the certificate can be found here.

Knut Hannemann, University Didactics - Federal University of Applied Sciences and Hans-Martin Pohl, University Didactics - Fulda University of Applied Sciences

The focus on academic success, the 'learning outcome' and the funding of students' self-study brings a different perspective to the design of teaching. Planning a productive and successful course involves more than just the selection of topics and texts.

Objectives, own resources and those of the students must be harmonised and suitable methods chosen to achieve the objectives.

Instructors have the opportunity to reflect on and revise the planning of one of their courses from the following perspectives:

• Own role, own resources, own preparation needs - What should the students learn?
• Expectations, wishes and needs of the students
• General conditions of the course
• Selection of topics and teaching formats
• Methods conducive to learning

For each of these planning aspects, there are input phases, working material, opportunities for planning, professional exchange and joint reflection.

18 work units (1 AE corresponds to 45 minutes)

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the extension module. Further information on the certificate can be found here.

Dagmar Schulte - Werknetz www.werknetz.com

As part of the seminar, we will work on formats and concepts for how you can use your documentation of research achievements to demonstrate your teaching competence by presenting your various tasks and activities in teaching using structured competence profiles.

To this end, you will learn about different formats and content structures of teaching portfolios as well as different teaching competence profiles. Against this background, the seminar offers you the opportunity to determine which goals and functions your individual teaching portfolio should fulfil. You will then have the opportunity to critically evaluate and assess your own teaching contexts, reflect on your own teaching philosophy and develop a portfolio structure that suits you. Finally, we will look at the different ways in which teaching portfolios are evaluated and assessed by various stakeholders in research and teaching - for example, in application or professorial appointment procedures.

• Be able to differentiate between different formats and structures of teaching portfolios,
• Be able to respond to goal- and function-specific requirements for teaching portfolios,
• Get to know (teaching) competence profiles and be able to use them for your own teaching portfolio,
• Be able to reflect on and compile their own roles and tasks in university studies and teaching,
• be able to analyse and assess teaching situations according to standardised quality criteria,
• Reflect on your own teaching philosophy and be able to present it in a competence-orientated way,
• Know the assessment and evaluation criteria of teaching portfolios (e.g. for applications, in professorial appointment procedures)

16 work units (1 unit corresponds to 45 minutes)

The target group are in particular doctoral students and postdocs from all disciplines; depending on capacity, the workshop is also open to all other HFD instructors.

The workshop can be credited towards the certificate "Professional Teaching Competence for University Teaching" in the extension module. Further information on the certificate can be found here.

Knut Hannemann, University Didactics - Federal University of Applied Sciences and Hans-Martin Pohl, University Didactics - Fulda University of Applied Sciences

Teaching evaluations are a tried-and-tested and frequently used format for obtaining student re-enrolment on courses. But what happens to the results? How can didactic behaviour be changed as a result? What possibilities arise from questionnaires or dialogue-based evaluation?

• The participants can reproduce different types of teaching evaluations, in particular those used at the HFD.
• Participants can choose the most suitable type of evaluation according to their interests and use it in a targeted manner.
• Participants can reasonably discuss the benefits and risks of different types of teaching evaluations.
• Participants can interpret teaching evaluations and derive didactic courses of action.

5 work units (1 AE corresponds to 45 minutes)

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the extension module. Further information on the certificate can be found here.

Lisa Marg and Ann-Christine Hadam

When designing competence- and activity-orientated teaching, the methodological question arises as to how learning sequences can be designed, initiated and accompanied in which students can develop, apply and reflect on (new) goals, content and topics as independently as possible. The current switch from in-person to online teaching and back again at universities has shown in particular how important carefully thought-out and implemented models of (guided) self-study are.
The workshop is structured in three stages to develop competence-orientated models of self-study - for both face-to-face and online teaching: In a kick-off webinar (online), we will jointly develop theoretical concepts and practical design options for (guided) self-study - based on your individual teaching concepts and experiences (including from current online teaching) - through to detailed progression models, learning support and the appropriate use of (online) methods and library items. This is followed by an online work phase in which you can use the theoretical concepts, models and methods on your courses and receive individual re-enrolment.
After completing the online work phase, you will have the opportunity to follow up (online) to clarify any detailed questions regarding concepts, specialise in thematic aspects or discuss alternative design options, methods or media use.

• Define and differentiate between self-study progression models,
• Consider special features when designing (online) learning units for self-study,
• dovetail self-study with contact studies in a learning goal-orientated way,
• choose and use (online) methods and library items orientated towards the learning outcomes,
• recognise the role, functions and tasks of the lecturer in learning support,
• be able to implement basic digital design options for self-study,
• implement the interplay of teaching, activation and supervision activities (online).

18 work units (1 AE corresponds to 45 minutes)

The university didactics workshop consists of 3 parts and passes a kick-off event, a guided self-study phase and a follow-up workshop.

The workshop can be credited towards the "Professional teaching skills for university teaching" certificate in the extension module. Further information on the certificate can be found here.

Knut Hannemann, University Didactics - Federal University of Applied Sciences and Hans-Martin Pohl, University Didactics - Fulda University of Applied Sciences

From the winter semester 2024/25, a series of workshops on country-specific academic cultures will begin in collaboration with the CUV division and university didactics. 21% of students at Fulda University of Applied Sciences are international. This further education is aimed at instructors at our university who would like to specialise their understanding of international academic cultures and didactics and further develop their teaching methods. Five country-specific workshops are planned, focussing on academic culture and education.

• Overview of academic culture: You will learn about the different academic traditions and practices in different countries as well as the various didactic and methodological approaches to teaching and learning.
• Role of instructors: You will gain insights into how instructors are perceived in different cultural contexts, what expectations are placed on them and what characteristics characterise the relationship between students and instructors.
• Expectations of instructors and students: Better understand the challenges and expectations of international students and be able to better manage inconsistencies that arise in teaching due to different expectations.
• Learning needs: You will be able to supervise your students according to their needs by gaining a better insight into their academic background.

A central part of the workshop series is an exchange and discussion session where you can share and discuss your own teaching experiences. The aim is to broaden your teaching horizons and provide you with didactic and methodological tools to supervise your students in a targeted and effective manner.

Dr Pritima Chainani-Barta

It cannot be allocated that with the establishment of social media, the way our society uses the internet has changed drastically. Social media is also being used more and more in a research context.

There are dedicated platforms whose target group is primarily researchers. However, more and more commonly used platforms, such as Twitter or Facebook, are also being incorporated into academic work processes.

Social media as a principle offers good exchange and networking opportunities for all areas and topics. In the spirit of open science, this opens up new, complementary publication, communication, quality assurance and innovation processes in academic research.

As the advance of digitisation is an unstoppable process, it can make sense to take a closer look at your own digital identity. The aim here is to strengthen your own digital competences and build up knowledge of social media and the like in order to make the best possible use of the potential of digitisation.

• Provide an overview of digital developments.
• Assess the current state of their online presence.
• Distinguish between different platform types and provide an overview of selected platforms.
• Recognise the added value of having a strong online presence by assessing the relevance of social media and open science.
• Formulate an idea of what they want to represent online as a person.

3 work units (1 AE corresponds to 45 minutes)

The content is largely developed by the participants themselves with the help of various activating, didactic methods. In addition, the workshop leaders present content in deliberately brief input phases.

The workshop is aimed at all university staff. This includes academic active participation as well as professors and lecturers. No prior knowledge is required, as the concept was created for beginners. The condition for attendance is that you bring a digital device, such as a notebook or tablet.

Jennifer Chmiel and Cindy Müller

Intended Learning Outcomes (ILOs) schaffen Struktur in der Lehrveranstaltung und machen Lehrziele auch für Studierende transparent. Sie bilden die Kompetenzen ab, die Studierende am Ende einer Lehrveranstaltung überprüfbar erlangt haben sollten.

Sie möchten digitale Lehr-Lernmaterialien auch in Ihrer Lehre nutzen? Dann sind Sie bei diesem Workshop genau richtig. Sie konzipieren und erstellen gemeinsam mit dem zentralen E-Learning-Labor digitale Lehr-Lernmaterialien und setzen diese in Ihrer Lehre ein.

Der Workshop ist dreiteilig aufgebaut. Auf die Auftaktveranstaltung folgt eine Praxisphase, in der Lehr-Lernmaterialien in individueller Zusammenarbeit erstellt werden. In einem gemeinsamen Follow-Up geben die Teilnehmenden untereinander Feedback zu den entstandenen Materialien.

Der Workshop befindet sich aktuell in der Planung. In Kürze erhalten Sie hier weitere Informationen zum Workshop.