Page 66 - ILK Research Report 2020

Digital Education at ILK

Conversion of teaching

Due to the Corona pandemic, the ILK was also forced to It was also necessary to fundamentally adapt communi-
move its entire (face-to-face) teaching programme with cation with the students. Whereas before “digitisation” all
more than 15 courses into the digital space shortly before agreements and announcements on teaching material,
the start of the summer semester. changes of dates, SHK applications, etc. were mainly made
verbally during the lectures, afterwards only the digital way
In addition to the need to make use of digital lecture/ was available. Obviously, the Faculty of Mechanical Engi-
seminar rooms, which were only available in larger num- neering decided to use the online platform for academic
bers and capacities in the course of the first weeks of the teaching and learning – OPAL. With the provision of the vir-
semester, the teaching material was also to be offered in tual addresses and the announcement that all communica-
asynchronous video formats. This gave students the op- tion about the courses would take place solely via the OPAL
portunity to avoid busy time slots with high network and courses, the way in which teaching material and longer-
server utilisation and to download or stream teaching ma- term information was made permanently available could
terial for self-study according to individual scheduling. For be standardised at the faculty and thus also at the ILK.
the majority of the lecturers, using the MAGMA-Platform With OPAL, a central, albeit only virtual, point of contact
was new and unfamiliar; nevertheless, they were able to has been established through which important news can
switch over quickly. be quickly and widely distributed to students and teachers.

Teaching concept

In contrast to lectures, which could be transferred to the digital exercises and practical courses required entirely
digital space after a familiarisation phase but with increased new didactic-methodical learning-teaching concepts. The
effort, the preparation, implementation and follow-up of experience gained in the process was mostly used on a

Callbacks in synchronous Lecture recordings
formats Videoconferences
Collegial counselling MATRIX Chat
OPAL course modules Scripts / Self study

Evaluation Learning
and and
Feedback Teaching

Examine Advise
and and
Evaluate Support
Online self-test Welcome videos
Repetitorium
Sample exam MATRIX Chat
OPAL Forum
OPAL-ONYX (open book)

Fig. 1: Dimensions of the digital teaching-learning formats tested at the ILK with exemplary fields of application

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