Didactic Design

Soon you will find further content on the topic "Didactic Design" in the area of e-learning in university teaching.

This page is constantly growing with the project and is regularly filled with new content.

Unless otherwise stated, the following sources are valid: e-teaching.org • ilias.uni-giessen.de/ilias

Conception

The production of digital teaching media is associated with certain didactic intentions, such as informing students in a targeted manner or raising their motivation, improving communication, influencing group processes and achieving greater learning success. When planning courses, therefore, the classic questions of lesson planning according to target group, content, learning objectives and teaching methods should be taken into account in the course design.

(Source: https://www.e-teaching.org/didaktik/konzeption (Access: 10.09.2019 : translated by Lehre 4.0 team))

Target Group

When designing (partially) virtualised courses, the special needs of the target group must be taken into account. Consideration should be given to how familiar students are with computers and the Internet, whether they have the technical equipment and appropriate knowledge, and what the students expect from the course.

The portal e-teaching.org provides a checklist which is intended to help you to develop a course programme, specifically for your target group.

(Source: https://www.e-teaching.org/didaktik/konzeption/zielgruppe (Accessed:10.09.2019 : translated by Lehre 4.0 team))

Content

When designing teaching materials, teachers are faced with the task of translating the teaching content into a comprehensible, sequential or interlinked structure. This requires professional expertise and didactic know-how.

New media allows the presentation of extensive amount of information. In order not to overburden the students with the amount of material, "didactic reduction" is a central step in the conception.

• The didactic reduction is a qualitative and quantitative limitation of the learning material to the essential elements. The aim of reduction is to present facts in a clear and comprehensible way.

• The sequence and weighting of the learning content should refer to the students' previous knowledge so that the content structure remains comprehensible. Previous knowledge can be linked to cognitive pre-structuring, examples and excurses.

Teaching methods

A extensive repertoire of methods helps to find the appropriate approach for different disciplines and target groups. The testing of new methods can help to teach in a more target-group-oriented and motivating way and thus promoting the students' own activity. Three teaching methods can be distinguished here, which are characterized by a different degree of activation:

• Performing teaching methods have a high degree of structure. Here the preparation of the contents and the design of the teaching-learning processes is largely determined by the teacher (e.g. lecture or lecture). This is particularly useful when introducing a topic or summarising results.

• Developed teaching processes have a medium degree of structure. The teaching process is partly fixed and partly open and thus strengthens the students' individual activity. (e.g. problem-based learning or guided exercises).

• Explorative teaching methods have a high degree of learner activity and a low degree of structure. The learners have to work out subject structures largely independently and transform and integrate them into their cognitive structure. (e.g. project work or case study)

You can find a comprehensive collection of methods in the Idea Pool Innovative Teaching or in the collection of methods in the E-Learning-Wegweiser.

(Source: https://www.e-teaching.org/didaktik/konzeption/methoden (Accessed: 10.17.2019 : translated by Lehre 4.0 team))

Checklist | Designing digital courses

The following checklist represents the recommendations for good digital teaching at JLU. It will help you to make your digital courses more activating and interesting for your students. If you design and record a structure at the beginning of the digital course, it will certainly help you to keep track of the semester and ideally also save you time and effort, such as sending weekly information e-mails or answering repeated student questions about the course and structure.

• Checklist Designing digital courses. 

Guide | Presentation skills in (digital) teaching/learning contexts

The Department of Higher Education Didactics and Evaluation at the Justus Liebig University Giessen has published a guide to presentation competence in the (digital) teaching/learning context in cooperation with the project Einstieg mit Erfolg. The listing of important aspects of good presentation competence should help you to optimise these aspects in your (digital) course.

The guide is divided into the following sections:

• Event planning
• Media and technology
• Presentation of the contents
• Appropriate design for target groups
• Right before the start of the event
• Media and technology
• During the event
• Posture/performance
• Language
• Support of autonomous knowledge acquisition
• Feedback

• Guide Presentation skills in (digital) teaching/learning contexts

Introduction to presentation skills

in (digital) teaching/learning contexts

Expertise

in the (digital) teaching/learning context

Presentation capacity

in the (digital) teaching/learning context

Addressing the target group

in the (digital) teaching/learning context

The explanatory videos were produced by the Department of University Didactics and Evaluation at the Justus Liebig University of Giessen in cooperation with the project Einstieg mit Erfolg.

Contact persons:

Prof. Dr. Jan Ulrich Hense

Abteilung für Hochschuldidaktik und Evaluation

Annika Greinert

Wissenschaftliche Mitarbeiterin