Best Practice: Massive Online Courses at the BTU Cottbus-Senftenberg
- The limits of digital teaching in the academic education and training are today in times of MOOCs, not only set to the own university. At the BTU Cottbus-Senftenberg in the project “ECO-Campus” different digitization concepts were developed. The Project is supported by the Federal Ministry for Economic Cooperation and Development (BMZ). The goal of the project is to share university content on sustainability with international partner universities and to establish the subject especially in the curricula of courses which traditionally pay little attention to sustainability concepts. The Eco Campus platform forms the link between the students and these materials. Due to the high number of international students, who use the newly created and customized Moodle instance, there is a high degree of heterogeneity. At the same time at each partner university lecturers from different disciplines and cultural backgrounds are teaching, so that the materials for the envisaged Flipped Classroom concept must be provided flexibly. The portfolio ofThe limits of digital teaching in the academic education and training are today in times of MOOCs, not only set to the own university. At the BTU Cottbus-Senftenberg in the project “ECO-Campus” different digitization concepts were developed. The Project is supported by the Federal Ministry for Economic Cooperation and Development (BMZ). The goal of the project is to share university content on sustainability with international partner universities and to establish the subject especially in the curricula of courses which traditionally pay little attention to sustainability concepts. The Eco Campus platform forms the link between the students and these materials. Due to the high number of international students, who use the newly created and customized Moodle instance, there is a high degree of heterogeneity. At the same time at each partner university lecturers from different disciplines and cultural backgrounds are teaching, so that the materials for the envisaged Flipped Classroom concept must be provided flexibly. The portfolio of digital tools within the learning platform is diverse. The instance includes different scenarios for synchronous and asynchronous communication and collaboration. In addition, various formative and video-based assessments, gamification approaches and various Video formats are used. The methods follow at the macro level (total of all courses) Bruner's approach of the spiral curriculum and in the micro-level (a course) Kolb's experiential learning cycle.…
Author: | Christian Steinert, Tobias KutznerORCiD, Dmitry PalekhovORCiD, Eva Leptien |
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URL: | http://hdl.handle.net/10553/20475 |
URL: | http://atetic.ulpgc.es/InnoEducaTIC-2016/index.php/programa-jornadas |
ISBN: | 978-84-608-9007-2 |
Title of the source (Spanish): | InnoEducaTIC 2016 - III Jornadas Iberoamericanas de Innovación Educativa en el ámbito de las TIC, Las Palmas de Gran Canaria, 17-18 de noviembre de 2016 |
Publisher: | Universidad de Las Palmas de Gran Canaria |
Place of publication: | Las Palmas de Gran Canaria |
Document Type: | Conference Proceeding |
Language: | English |
Year of publication: | 2016 |
Tag: | assessments; distant learning; educational technology; engineering education; training |
First Page: | 243 |
Last Page: | 248 |
Faculty/Chair: | Fakultät 2 Umwelt und Naturwissenschaften / FG Umweltplanung |
Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Sozialpsychiatrie |