Pre-Conference Workshop Workshop
XXX HOLD Asynchronous Digital Teaching and Learning: Development - Delivery - Use
Date Friday, Nov 25 Time – Status:
Linguist, Educator, Awardwinning Digital Learning and Teaching Pioneer, Germany
Jürgen Handke is a German Professor for English Linguistics and Web Technology. He retired from university in April 2020 but still conducts several teaching and learning projects. Together with his team, he runs the Virtual Linguistics Campus, the world's largest learning platform for content in English and general linguistics. His associated YouTube channel "Virtual Linguistics Campus" contains many hundreds of freely accessible self-produced teaching videos and is the largest of its kind.
Handke is the main German proponent of the Inverted Classroom Model, for which he was awarded the Hessian University Prize for Excellence in Teaching 2013 in the Mastery variant. In 2015, he received the Ars Legendi Award, the highest German teaching award for "Digital Teaching and Learning" from the German Donors' Association and the German Rectors' Conference.
In 2016, he won the German Adult Education Innovation Award with his refugee language course #DEU4ARAB, a MOOC with more than 3,100 participants, and his MOOC #FIT4Uni was awarded the national OER Award in the 'Higher Education' category in 2017. Since June 2017, he has been conducting the BMBF project H.E.A.R.T., which tests and evaluates the use of humanoid robots in university teaching. With the RoboPraX project, he was able to acquire another BMBF-funded project in 2019 that tests robots in school use and adapts them to the respective target groups. For this approach, he and his team received the "Science in Dialogue" award in 2019.
In 2020, he was a moderator/subject matter expert for the topic of "Digital Campus" as part of the structural planning for the planned Nuremberg University of Technology. In 2022, he took on the task of advisor for digital teaching at the Louisenlund Foundation.
This pre-conference workshop consists of two parts:
Part I. The preliminary Online-Course "EDU21 - 21st Century Education"; Workload: 1h
Part II. The Synchronous Meeting Workload; Workload: 6h
The goal of this two-fold concept is not only to get to know the components of modern digital teaching and learning, but also to experience such scenarios via a preliminary online-course.
Part I: The preliminary Online course
A week before the synchronous workshop, all participants will be assigned to the Online-Course “EDU21 – Teaching and Learning in the 21st Century” on the Virtual Linguistics Campus (https://oer-vlc.de). The course pursues two goals. On the one hand, the participants will be put into the position of student learners and thus experience digital teaching and learning with all their facets; on the other hand, they will acquire the necessary background knowledge before the synchronous workshop by working through up to two topics in EDU21:
a. Topic #1: TL From Past to Present (with E-Assessment)
b. Topic #2: Digital TL (with E-Assessment) All other topics of EDU21 are freely available for self-study.
Note that EDU21 will stay open for all participants for three further months.
Part II: The synchronous workshop
The synchronous workshop is organised along the motto: “No more theory, let’s practice!”. It is a full-day workshop whose main goal is not to present but to develop. It his highly collaborative and consists of three parts:
Part A: Digital Content – Development, Delivery and Use
Part B: Integrating Assessment and Incentives
Part C: New In-Class Scenarios and Activities
Asynchronous teaching and learning require the use of a Learning Management System. In the workshop we will use Moodle, and all participants will be given access to a “Maker Space Area” where they can develop their own content. However, all components and developments will be organised in such a way that they can be transferred to other learning management systems.
- Identify the problems of traditional and “pandemic” teaching and learning scenarios,
- Specify digital solutions and apply them to their disciplines,
- Understand and apply the new options for in-class scenarios,
- Be enabled to estimate the efforts necessary for the digitization of content in their fields, be enabled to develop digital teaching and learning materials.