Approaching the Invisible

In situations of colliding discursive practices, their respective qualities can emerge. Based on this assumption, a research project has been conducted at the University of Göttingen that aimed at better understanding the hidden curriculum experienced by former exchange students. Using critical discourse analysis and an inductive approach as foundation, statements of this group have been collected and analysed. Implications regarding the experienced hidden curriculum were used to develop a reflective guideline for academic teaching staff. This paper introduces the theoretical and methodological foundation of my research and offers insight in the findings on how to approach challenges caused by the implicit nature of the hidden curriculum

Through Reflection to More Social Relatedness: A Model for Analysing Encounters When Teaching Online

Motiviert durch Erfahrungen, die Lehrende und Lernende zu Beginn der Covid-19-Pandemie und der unerwarteten Umstellung auf Online-Lehre gemacht haben, beschäftigt sich dieser Beitrag mit der Frage, wie soziale Eingebundenheit in formalen Bildungskontexten wie der Hochschullehre gefördert werden kann. Dies ist möglich, wenn der Blick auf jene Begegnungen gerichtet wird, die Lernprozessen inhärent sind. Ausgehend von interdisziplinären Erkenntnissen aus dem weiten Feld des Lehrens und Lernens (mit Technologien) werden in diesem Beitrag zunächst Argumente dafür gesammelt, warum individuelles Lernen sowohl kognitive als auch affektive Prozesse beinhaltet, bevor diese in Relation zur (sozialen) Situiertheit des Lernens besprochen werden. Kombiniert mit dem Fokus auf lernbezogene Begegnungsprozesse werden diese theoretischen Einblicke genutzt, um ein Reflexionsmodell zu entwickeln, das es Lehrenden ermöglicht, studentische Involviertheit bereits in der Lehrplanung zu bedenken.Motivated by the experiences that teachers and learners made at the dawn of the Covid-19 pandemic and the unexpected shift to online teaching, this paper deals with how social relatedness can be promoted in formal educational contexts such as higher education. This can be accomplished by focusing on the encounters that are inherent to learning processes. Drawing its insights from interdisciplinary findings of the broad field of teaching and learning (with technologies), this paper first collects arguments that stress why engaged learning involves both cognitive and affective processes before relating them to the (social) situatedness of learning. Combined with the focus on encounters in learning, these theoretical insights are used to develop a model that allows teachers to consider student involvement as they plan their higher education courses

Fostering Active Learning in an International Joint Classroom: A Case Study

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students’ perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade

Mit Seamless Learning den Brüchen zwischen Studium und beruflicher Praxis begegnen. Ein Flipped-Classroom-Beispiel aus der Lehrerbildung

Seamless Learning kann ergänzt um die Perspektive des Lebenslangen Lernens eine Bereicherung in der Gestaltung der universitären Lehre sein. In diesem Beitrag wird anhand eines Lehrentwicklungsprojektes, in dem ein Flipped Classroom als didaktisches Design gewählt wurde, vorgestellt, inwiefern ein solcher Ansatz dazu beitragen kann, mögliche Brüche zwischen dem Studium und der späteren beruflichen Praxis von (angehenden) Lehrkräften zu adressieren und zu verringern. (DIPF/Orig.

Dem eigenen Anspruch auf der Spur : Autoethnographische Einblicke zu studierendenzentrierter Lehre

Der Beitrag geht der Frage nach, welchen Herausforderungen Lehrende durch die digitale Lehre im ersten Corona-Semester 2020 begegnet sind und welche Strategien sie für deren Bewältigung gewählt haben. Als Datengrundlage dienendazu sechs autoethnographische Stories, entstanden im Projekt AEDiL. Diese haben sich als wertvolles Material erwiesen, um unmittelbare Einblicke in das Lehrhandeln und die -planung zu erhalten und die weiterführende Analyse zu ermöglichen. Dabei offenbarte sich der gemeinsame Anspruch der studierenden-zentrierten Lehre als wiederkehrendes Muster. Die mehrstufige Analyse legt offen, wie Lehrpersonen mit den Themen Beziehungsaufbau, Schaffung eines (digitalen) Raums sowie Sicherheit für Studierende umgehen und sich daraus Handlungsmuster entwickeln

Context matters… does it? Insights into the scope of the journal 'die hochschullehre'

<p>Over the last years, the number of scientific papers on teaching and learning in higher education has increased. Reasons for this development are changes in the educational settings and the teaching and learning approaches. Furthermore, they connect to the surge of scholarship of teaching and learning as well as scholarship of academic development projects. Nowadays, academic teachers and third space professionals can rely on different journals to publish their educational insights. But who are the authors of these papers? From which disciplinary contexts and theoretical perspectives do they approach their scholarly work? And what do they write about? Based on the scope of the journal 'die hochschullehre', a German outlet in the field of higher education teaching and learning, we analysed the contexts of papers, their authors, and respective thematic scope, focusing on the years 2015 to 2022. During this time, the German higher education system received extensive funding, which the scope of this journal's papers reflects. We found that, even though these papers originated from different types of higher education institutions and from various disciplinary backgrounds, there seems to be a tendency to address topics on the level of individual courses. Aspects related to the meso- or macro-level of higher education teaching and learning are less frequently considered. In our contribution, we discuss initial findings and share the analytic approach of our research. Beyond the institutional backgrounds of the authors, we analysed content-related parameters, e.g. keywords and abstracts, to grasp the addressed thematic fields. As a next step, we will explore the epistemological connotations of these thematic fields and question whether these publications indicate the emerging of higher education research as a new discipline. </p><p>The posters was presented at the ISSOTL 2023 conference in Utrecht (8-11 of November 2023).</p&gt