At the end of March, the University of Oldenburg will be upgrading Stud.IP from version 5.4 to 6.1. The most important new features include a revised layout and additional functions in the courseware [...]

In order to tackle major challenges such as climate change and digitalisation, universities need practical educational formats that teach future skills and train students to become change makers. [...]

How can teachers activate students with movement, increase their attention and promote learning processes? Until now, university teaching has been characterised primarily by sedentary forms of [...]

Reading scientific texts is one of the core competences of scientific work. This reading is not only about facts, but also about participating in the research discourse - about arguments, [...]

Tutorials accompanying lectures are particularly well suited to preparing, supplementing, deepening and practising subject-specific study content. The student tutors fulfil an important mediating [...]

Students have been using Generative Artificial Intelligence (GKI) for a long time. Every teacher is faced with the task of defining clear rules for the use of GKI tools in their own courses. How can [...]

How can scientific reading become an interactive, collaborative process? One possible solution is offered by the social reading platform SHRIMP(Social Hypertext Reader & Interactive Mapping Platform). [...]

Collaboard provides teachers, students and staff at the University of Oldenburg with an online whiteboard via the Academic Cloud is available. This lunchtime meeting will focus on trying out and [...]

Feedback is an important part of courses and can be obtained in a variety of ways. In this lunch meeting, we will present various feedback methods that can be implemented with digital whiteboards. [...]

Small group work can be used as an activating teaching and learning method to deepen the knowledge acquired, e.g. in practical applications, while at the same time making the course [...]

As in the mission statement for teaching the University of Oldenburg sees itself as an open university that consciously opens itself up to a diverse student body. The core of diversity-sensitive [...]

Do you have the impression that your courses could benefit from more interactivity? Does the course creation process take too long? Would you like to use different media in your seminars, but would [...]

Lego® Serious Play® is an innovative method that aims to promote creativity, individual approaches to topics as well as collaboration in learning and working groups. Originally developed for the [...]

Due to high demand, there will be a repeat date How can artificial intelligence (AI) be used correctly and responsibly in studying and teaching? This question becomes even more complex when it [...]

How can artificial intelligence (AI) be used correctly and responsibly in studying and teaching? This question becomes even more complex when it comes to (examination) performance. How should [...]

The lunchtime meeting series on research-based learning offers lecturers a theoretical, didactic and practical insight into research-based learning at the UOL and provides inspiration for implementing [...]

The lunchtime meeting series on research-based learning offers lecturers a theoretical, didactic and practical insight into research-based learning at the UOL and provides inspiration for implementing [...]

Research-based learning is anchored as a central concept in the mission statement for teaching at the University of Oldenburg. When students learn through research, they carry out a research process [...]

At a time when digitalisation is becoming more and more present in all aspects of our society, including the education sector, issues such as data protection, security and the ethical use of [...]

What and how do students learn in my course? What promotes learning and where do obstacles occur? How can my course be improved from the students' perspective? These and similar questions can arise [...]

This lunchtime meeting is about a linguistic reflection that makes us more aware of how we use language in teaching and how this can influence student participation. Together we will discover which [...]

Courseware is a virtual learning environment within the Stud.IP learning management system. It is a versatile tool that teachers can use to design multimedia and interactive learning units. Courseware [...]

Peer instruction is an effective learning method that is based on active participation and collaboration between learners and can also be used in large learning groups. In two steps, students work on [...]

With Vips (Virtual Examination System) in Stud.IP, you can not only conduct online written exams, but also activate (self-)learning processes. Vips can be integrated into the Stud.IP tool Courseware [...]

At the end of March, the University of Oldenburg will be upgrading Stud.IP from version 5.1 to 5.4. In this lunchtime meeting we will show you what is changing and you will have the opportunity to get [...]

Regardless of whether teachers integrate the use of artificial intelligence (AI) into their course design, it is important to address this technology due to its increasingly widespread use in studying [...]

Generative AI is used by students to prepare credits and by teachers to create assignments. Generative AI can also be used as an admissible or inadmissible aid in examinations. AI has no legal [...]

The opportunities and challenges that generative AI brings for teaching and learning have been the subject of intense debate for almost a year now. This has also centred on the question of which [...]

Regardless of whether teachers integrate the use of artificial intelligence (AI) into their course design, it is important to address this technology due to its increasingly widespread use in studying [...]

In the course of the digital transformation, teachers are faced with the constant challenge of finding innovative and effective teaching methods that contribute to the development of students' [...]

The question of how classroom teaching can be digitally enriched is one that concerns many lecturers. This was clearly evident at the lunchtime meetings in the series "Good from two worlds - digitally [...]

Since 2018, statistics has been taught in the working group Methods of Empirical Social Research using the 'inverted classroom' principle. The central methodological and statistical concepts are [...]

Since the 1990s, but at the latest since the coronavirus pandemic, 'blended learning' has been attracting increasing attention. The mixture of physical presence on site and online learning phases is [...]

The COVID-19 pandemic dramatically changed higher education landscape, increasing greatly the acceptance and implementation of online and hybrid teaching modes in higher education and bringing about a [...]

Everyone is talking about OER - but how do I get from an idea to a finished OER (Open Educational Resources)? What aspects need to be considered? Which tools are suitable? What difficulties can arise [...]

Become confident in dealing with OER and find answers to the most common legal questions and uncertainties! In this lunchtime meeting, the typical legal practical questions will be clarified: How do [...]

Practices such as sharing, distributing and remixing are a natural part of our movements on the internet. However, this can be legally problematic. With free educational materials or Open Educational [...]

The use of ChatGPT and other AI systems in the humanities is currently the subject of controversial debate. While some fear that tools such as ChatGPT will bring the humanities disciplines to an end, [...]

"Text tasks are a horror for me!" Most teachers are probably very familiar with this statement from students. Translating mathematical and scientific content into an understandable and precise [...]

How does teaching change when the results of learning processes such as seminar papers, solutions to assignments, graphics and other visual representations can be created by artificial intelligence [...]

The Learning Lab is being created in the library as part of the "participate@UOL" project. The aim of the project is to create space for teachers and students to work together to identify suitable [...]

With Vips (Virtual Examination System) in Stud.IP, not only can online written exams be conducted, but (self-)learning processes can also be activated. Vips can be integrated into the Stud.IP tool [...]

In this lunchtime meeting, we will be looking at the revised "Wiki" tool in the new Stud.IP. With wikis, texts can be produced and edited in the browser with little effort and content can be linked [...]

With Vips (Virtual Examination System) in Stud.IP, online examinations can be carried out in the form of online written exams. In addition to task types such as single choice, multiple choice and [...]

Low-barrier or barrier-free design is a very important aspect in the conceptualisation of digital teaching. However, there are other dimensions of diversity that are important for the success of a [...]

Due to the Executive Board's decision of 16 June 2022 to make the use of paperless examination organisation mandatory, the digital administration of examinations has taken on a new significance. Since [...]

With the new Stud.IP version, there are also major innovations in Courseware. Among other things, there is now the new "My workplace" area, where you can create and manage your own Courseware content [...]

In September, the University of Oldenburg is switching Stud.IP from version 4.6 to 5.1. In this lunchtime meeting we will show you what is changing and you will have the opportunity to get an overview [...]

Low-barrier (teaching) materials enable inclusive teaching, learning and working. In this lunchtime meeting, we will show you how you can remove digital barriers from your materials with just a few [...]

In the school context, numerous educational materials and open educational resources (OER) are used on a daily basis for learning by pupils and teachers. True to the motto "nobody has to reinvent the [...]

Inclusion and heterogeneity of learning groups is a topic that affects all teaching degree programmes. The project "OER for teacher training - action strategies for heterogeneous classes" takes this [...]

Practices such as sharing, distributing and remixing are a natural part of our movements on the internet. However, this can be legally problematic. With free educational materials or Open Educational [...]

The creation of OER for undergraduate degree programmes with large numbers of students is increasingly being initiated by politicians. Last year, for example, the Centre for Lifelong Learning (C3L) [...]

The Opencast plugin enables screen recording directly from Stud.IP. With just a few clicks, you can record your presentations from your own Stud.IP event and make them available to participants. [...]

The new Stud.IP release is just around the corner: at the beginning of September, the University of Oldenburg will upgrade Stud.IP from version 4.6 to 5.1. In the new version, major changes will be [...]

Online meetings and video conferences have been a natural part of our everyday work and student life for some time now. However, this does not mean that we are utilising the didactic potential in the [...]

The event had to be postponed due to illness. A new date will be announced shortly. The Opencast plugin enables screen recording directly from Stud.IP. With just a few clicks, you can record your [...]

Would you like to record your course over the course of the semester? No problem! The university offers the option of automated video recording in various lecture theatres and seminar rooms. At the [...]

The Lower Saxony OER portal twillo(www.twillo.de) offers a centralised and sustainable infrastructure for sharing and using Open Educational Resources (OER). Twillo is aimed in particular at the [...]

The second part of the "special" lunchtime meeting will focus on legal issues relating to open educational resources (OER). Together we will look at how the creation and use of OER works in practice. [...]

Practices such as sharing, distributing and remixing are a natural part of our movements on the internet. However, this can be legally problematic. With free educational materials or Open Educational [...]

ASP.digital (2.0) - Collaborative work with courseware modules in Stud.IP Dr Dorthe Behrens and Dagmar Hasenkamp from the Institute of Educational Sciences will give you an insight into the world of [...]

Accessible teaching? Why is accessibility in teaching important? How can teaching content and materials be designed to be as accessible as possible? And what needs to be considered during [...]

Post-processing videos with video editors With the increasing digitalisation of teaching, the use of videos is becoming more and more popular. Learning content can be broken down into short sequences [...]

More than just managing literature: organising knowledge and working in teams with Citavi Citavi is a reference management software that is available as a campus licence and is mostly used for [...]

Lunch meeting "special" Part III: Tools for the flipped classroom In the flipped classroom, learning content is often made available to students via video. In our third "special" lunchtime meeting on [...]

Lunch meeting "special" part II: Good practice - UOL lecturers present their concepts In the second lunchtime meeting "special", lecturers from the University of Oldenburg present their flipped [...]

Lunch meeting "special" Part I: The concept of the flipped classroom
The flipped classroom is a possible solution if the input phases by teachers take up a lot of time, while there is little time for discussion or practice in lectures or seminars.

After two "Corona" semesters, online meetings and video conferences have become a natural part of our everyday work and student life. However, this does not mean that we are utilising the didactic potential in the moderation and design of virtual meetings and digital courses with BigBlueButton.

Students have less contact with each other when teaching online. Mutual support and the exchange of information "on the side" and at short notice take place much less frequently than when students are together on campus. Organisational information on deadlines, online meetings, requirements and formalities in particular, as well as materials such as texts, videos and assignments, should always be easy and quick for students to find.