Prof. Dr Anke Spies
FK I, Institute of Educational Sciences

The project combines organisational tasks of networking primary schools in the educational landscape with educational biographical aspects of child protection and didactic professionalisation strategies. To this end, a specialisation module is being developed that prepares students for collaborative protection concept and all-day primary school development tasks. The module closes the gap between the legal child protection and networking mandate for teachers/schools and the curricular requirements of teacher training. Repeatable, digital formats for imparting knowledge and skills are combined with a reproducible concept of practical exercises. One focus is on theory-practice dialogues.

About the "Pedagogy and didactics of elementary and primary education" department

Prof Dr Corinna Hößle, Dr Holger Winkler
FK V, Institute of Biology and Environment/Institute of Chemistry and Biology of the Marine Environment

By developing and implementing digital learning units on the topic of "Our oceans - dangers and protection options", the project brings UOL students together with South African pupils in the digital classroom. Biology teacher training students first learn about experiments relating to the dangers and protection options of the oceans as well as selected digital media in the "Wadden Sea Learning Lab" school laboratory. In the second step, they independently develop digital learning units in English. At the same time, the pupils from the partner school in Muizenberg are prepared for joint lessons in the digital classroom. This ultimately stimulates a variety of learning processes on both sides and enables and promotes international encounters.

Prof Dr Dirk Loerwald, Markus Allbauer Jürgensen
FK II, Department of Business, Economics and Law, Economics Education

The potential of digital teaching lies in the reorientation of formats which, in conjunction with digital media, can create authentic decision-making and learning opportunities. Digital teaching experiments offer this type of learning opportunity. While experiments are widely established in the natural sciences, economic "classroom experiments" have so far received little attention in large courses such as lectures at the UOL. With the help of INDEX, teaching experiments are to be tested and systematically anchored in Economics Education lectures. Interaction is a central design element here. In this way, students are actively involved in university teaching right from the introductory phase of their studies, with the focus on developing judgement and decision-making skills in addition to imparting specialist knowledge.

Prof Dr Anja Bräuer, Dr Esther Maier
FK VI, Medicine and Health Sciences, Department for Human Medicine, Division of Anatomy

Where is the pancreas located and which blood vessels supply it? The new teaching concept, which is based on circuit training, aims to make the spatial position of organs and blood vessels in the abdominal cavity comprehensible for students. The anatomy lecturers are initially developing five stations with subject-specific learning content on the topic of the abdomen for students on degree programmes in Human Medicine, Physics-Technology-Medicine, Sports Science and Medical Computing Science. The aim is to enable students to experience spatial anatomy in all its complexity. In addition to classic, tried-and-tested methods such as studying human anatomy using models or "in vivo" - by palpating test subjects - their "Circular Training Anatomy" programme includes a virtual dissection table, a digital learning tool and augmented reality glasses. The aim is for students to train their spatial imagination in order to better understand anatomy and gain experience in dealing with modern digital concepts in medicine.

Dr Herena Torio
FK V, Institute of Physics

The transformation of the energy system makes it increasingly necessary for energy experts to understand and combine different disciplinary perspectives. Against this background, the development of learning arrangements to promote critical knowledge acquisition and networked interdisciplinary knowledge in the field of resilient energy systems is at the centre of this project. To this end, teaching-learning concepts for collaborative learning are being developed which, through the innovative use of suitable digital tools, provide a solid basis for promoting interdisciplinary exchange and cooperation.

Prof. Dr Alexander Nicolai
FK II, Department of Economics and Law, Endowed Professorship of Entrepreneurship

In the seminar "Start-up management in the education sector (focus on lifelong learning/educational management)", students of educational science and related disciplines deal with the topic of start-ups and start-up culture. The professorships of Entrepreneurship and Education Management jointly supervise the programme. One challenge of this interdisciplinary format is to introduce non-business students to start-up management in a practical way. A "game-based learning" approach is intended to reduce fear of contact and increase students' self-motivation. The digitally supported teaching concept is based on the assumption that characteristics such as creativity and independent action can only be acquired by learners if they can embark on a realistic, suitably complex, interactive and self-determined learning path themselves.

Prof. Dr Maja Brückmann, Prof. Dr Anna-Maria Hintz, Prof. Dr Tanja Jungmann
FK I, Institute of Special Needs Education and Rehabilitation

The development of an innovative teaching concept is intended to strengthen the subject of subject teaching from an inclusion-related perspective and to support the training of students' professional competences in a research-based, process- and product-oriented manner. In order to be able to meet a learning group professionally in the future, even with a high level of diversity, different levels are taken into account - for example, the structuring of learning opportunities, classroom management and relevant methods for designing language-sensitive, language-supportive or speech-therapy pedagogical subject lessons through to the use of augmentative and alternative communication (AAC) and digital media.

Prof Dr Bernd Siebenhüner, Nina Gmeiner, Hendrik Wolter
FK II, Department of Business, Economics and Law

In order to optimally accompany the learning process of students in economics in the context of online teaching and to strengthen the practical relevance, (1) interactive learning videos with H5P elements, (2) a digital examination format via WordPress blogs and (3) peer feedback within the learning process by practice partners are designed and tested in the sense of constructive alignment. This enables students to acquire skills in science communication in the digital space for the field of sustainability management.
To the project page

Krystoffer Dreps, Prof. Dr Lars Oberhaus, Arne Wachtmann
FK III, Institute of Music

By networking selected modules from the departments of Music Theory, Music Didactics and Integrated Media, the Institute of Music is developing an innovative, long-term teaching/learning concept that enhances and strengthens the interdisciplinary learning field of listening as part of the degree programme. The focus is on the development of multimedia explanation and discussion formats in the form of learning videos to prepare students for entrance examinations.

Prof. Dr Björn Poppe, Prof. Dr Jutta Kunz, Prof. Dr Michael Komorek
FK V and VI, Teaching Unit Physics/Interdisciplinary Area of Specialisation

In order to meet the challenges of an interdisciplinary module with a high number of students, innovative teaching and learning approaches of digital teaching and classroom teaching are used and combined to teach astrophysics. Through the further development of the module, students with different prior knowledge of physics and mathematics are taught basic specialist knowledge and interdisciplinary methodological skills (e.g. use of scientific alert services, use of image and data processing, conference situations, citizen science offers).

Prof. Dr Anne Frühbis-Krüger, Prof. Dr Angelika May (in co-operation with Leibniz Universität Hannover)
FK V, Institute of Mathematics

This newly designed online seminar in the Master's degree programme M. Ed. (Gymnasium), subject Mathematics, enables future teachers to gain experience in teaching their subject online. The everyday relevance of mathematics is addressed in three different contexts: statistics, coding and encryption as well as modelling and simulation with differential equations. This strengthens the ability to deal with current events as a competence. The seminar can also be adapted for use in (online) teacher training programmes.

Prof Dr Andrea Hildebrandt
FK VI, Department of Psychology

The development of the ability to make quick and accurate statistical judgements has so far been neglected in current statistics teaching. However, this skill is essential for experts in decision-making in the professional field of life and health sciences and should already be promoted during the degree programme beyond the acquisition of statistical knowledge. To this end, the (serious) game STATSpaß is being developed and evaluated with the participation of students. The digital game is also intended to promote statistical judgement in everyday life, so that statistics education will also make a greater contribution to personality development in the future.

Prof. Dr Yvonne Ehrenspeck-Kolasa, Prof. Dr Olaf Zawacki-Richter, Dr Michael Viertel, Joana Kompa
FK I, Institute of Educational Sciences

The module is intended to open up a testing ground for blended learning formats in order to develop and test the teaching of media education in teacher training programmes. An innovative aspect of this is the attempt to open up personalised learning paths for students through data-based formative evaluations (learning analytics tools), which enable adaptation to individual learning speeds and competence acquisition patterns. The technical basis is the Canvas learning management system.

Prof. Dr Dipl.-Ing. Martin Kühn
FK V, Institute of Mathematics/Physics

The teaching concept is aimed at students in the advanced laboratory course of the Engineering Physics Bachelor's programme. The focus is on digital twins as a digital-technical development. The project aims to further develop the usual laboratory training into a blended learning format. Participation and co-operation between students and lecturers are organised using the web-based tools Git-Lab as a programming tool and a communication and presentation platform (KPP) designed for university didactics.

Prof Dr Alexander Nicolai
FK II, Department of Business, Economics and Law (endowed professorship Entrepreneurship)

In the spirit of entrepreneurship education, the excursion seminar is supplemented by "digital prototyping" as a new and effective learning experience. Students are enabled to independently design concrete 3D models or mobile app designs. In this way, prototypes become clearer and can be depicted and presented more convincingly in the form of digital models. In this context, digital learning units and peer feedback are planned, through which students support each other in the development process.

Dr Thomas Klenke, Dr Leena Karrasch, Malena Ripken
COAST in conjunction with FK II and FK V

The module "Planning and Management of Coastal Zones and Sea Basins" is being innovatively developed with the key component "Serious Gaming" in order to establish the interdisciplinarity of the teaching content in the long term. "Serious gaming offers a wide range of interactive teaching opportunities for participants to gain mutual understanding, exchange ideas, try out new approaches and understand the complexity of different activities.

Dr Susanne Quintes
FK VI, Medicine and Health Sciences

In the spirit of so-called participatory medicine, in which communication between doctors and informed patients is central, biology students learn how to safely handle digital data from human genomes and various databases in the newly designed genomics practical course. Together with students of human medicine, the digitally acquired knowledge is applied to case studies. Through this problem-orientated teaching approach, students increase their technical and research skills as well as their social and personal skills.

Haimo Stiemer, Dr Katrin Henzel, PD Dr Urte Stobbe
FK III, Institute for German Studies

As part of an international tandem or cooperation seminar, students of German Studies in Oldenburg work together with students from a selected Institute for German Studies abroad using e-learning and e-science formats. The aim is for students to gain an intercultural perspective on their subject discipline and the associated professional field. They also gain basic experience in dealing with digital working methods in literary studies, but also with formats of digital academic communication.

Prof Dr Jörg Schorer, Dr Florian Loffing, Dr Ingo Roden, Prof Dr Dietmar Grube
FK IV, Institute of Sport Science
FK I, Institute of Educational Sciences

As part of the project "Service learning in sports science - physical education during the COVID-19 pandemic", students are working on a current problem from practice. To this end, they first record the school sports situation in distance and face-to-face lessons using an online questionnaire. Based on the data obtained, the students develop needs-oriented offers for planning, implementation and performance assessment in physical education during the COVID-19 pandemic. The service-learning approach offers students the opportunity to familiarise themselves with application-oriented research and at the same time apply theories taught during their studies in practice. This project thus expands the teaching focus of "research-based learning" at the UOL through a highly topical, application-oriented examination of a practical school problem.

Prof Dr Sebastian Schnettler, Dr Michael Jankowski
FK I, Institute of Social Sciences

The central aim is to improve the methodological training of students in the field of statistics. Content is made available via a digital learning platform so that students can work on it largely independently and according to their individual learning level. The further development is accompanied by a conversion of the lecture to an "inverted classroom" concept. The open source programme R-Exams will be used to create exercises and check the learning content.

Thomas Schmidt, Gisa Klefer, Wiebke Grashorn, Fabian Fincke, Ulf Goerges, Elise-Marie Dilger
FK VI, Human Medicine

The teaching concept integrates the playful approach of the "Escape Room" into teaching as an in-depth form of learning. In the "Escape Room", students are confronted with a task that combines previously learnt specialist knowledge and practical skills with the help of a simulated patient. The students have to call up specialised knowledge and skills under time pressure. They are then given the opportunity for self-reflection and constructive feedback on their level of knowledge and skills.

Prof. Dr Anke Hanft, Dr Joachim Stöter
FK I, Institute of Educational Sciences

The increasing heterogeneity of students requires new, differentiated learning paths. The project therefore focuses on self-directed and individualised learning processes. Learning nuggets made available online allow students to manage their (in-depth) learning themselves. The nuggets can also be integrated into classroom teaching. The theory- and application-based content includes a glossary, method cards/working aids and compact descriptions of theoretical approaches.

Prof. Dr Andreas Winter, Prof. Dr Sebastian Lehnhoff, Prof. Dr Ira Diethelm, Dr Christian Schönberg
FK II, Department of Computing Science

In order to promote the application and implementation of theoretical concepts in the context of software development, students are provided with an interactive learning and development platform for self-study, which is designed for both individual work and team-based development methods. Students and lecturers receive feedback when completing the tasks.

Dr Lydia Potts, Dr Sylvia Pritsch
FK III, Institute of Art and Visual Culture

Based on existing activities to internationalise the degree programme, digital materials will be developed that enable students to work independently on module content and offer international perspectives on the content. The content elements will be created in co-operation with international colleagues and will also enable students to work on an international level.

Prof. Dr Anja U. Bräuer, Dr Veysel Ödemis
FK VI, Department for Human Medicine

The "Clinical Anatomical Digital Training Module (KADT)" teaching concept combines anatomy teaching with learning content from the clinic in a structured way and is intended to contribute to a better understanding. To this end, clinical anatomy courses are to be implemented and existing digital platforms integrated in order to expand the possibilities in teaching. The anatomy practicals and digital platforms will in turn be linked to courses at the clinical training centre. The clinicians can also use the digital access points to create learning materials for the students.

Prof Dr Katharina AI-Shamery
FK V, Institute of Chemistry

In order to train the processing of complex information and the development of innovative ideas, the focus is on the further development of students' independent thinking skills. To this end, students are required to independently develop content on interdisciplinary topics and can receive bonus points for doing so. In the elaboration phase, they use standard research and archiving software to practise using new media. The content of the assignments is combined into a virtual "escape room" in which the students have to solve tasks in a playful manner.

Prof. Dr Karen Ellwanger, Dr Christopher Sommer, Nicole Griese
FK III, Institute of Material Culture

The module aims to encourage students to critically reflect on digital knowledge production, sensitise them to the basics of scientific ethics and enable them to become digitally literate. This is an interdisciplinary programme. The course, including tutorials, combines exercise and workshop formats with the development of an interactive scavenger hunt via the Actionbound app, including audiovisual content.

Prof Dr Christian Busse
FK II, Department of Economics and Law

A fundamental revision of the tutorial concept for the lecture is intended to promote active student participation and experience-based competences. To this end, case studies from business practice are developed and worked on independently by the students accompanied by the tutorials. At the same time, the content from the lecture is integrated and thus a better integration of the lecture and tutorials is achieved.

Dr Wiebke Rathje
FK V, Institute of Biology and Environmental Sciences

In this course, prospective teachers should try out digital tools that are important for school and experimental teaching and reflect on them from a subject-specific and didactic perspective in order to be able to use them appropriately, competently and in a student-centred manner in the future school context.