WEBVTT 1 00:00:01,000 --> 00:00:06,000 My name is Andreas Brenneis. I work at the Institute of Philosophy in Department 2, 2 00:00:06,000 --> 00:00:16,000 History and Social Sciences, primarily in events in teaching methodology. 3 00:00:16,000 --> 00:00:21,000 These events are usually structured as seminars. 4 00:00:21,000 --> 00:00:28,000 The groups consist of about twenty people. There is a preparatory seminar, where students work towards the internship. What experiences will I have, 5 00:00:28,000 --> 00:00:43,000 what do I want to learn from it. And the second seminar I do is an introductory course in didactics. This has between twenty and thirty people, 6 00:00:43,000 --> 00:00:50,000 and is also designed as a seminar. Teaching is still in the form of a seminar, but without us being able to meet on site as a seminar. 7 00:00:50,000 --> 00:01:00,000 I've tried to transform this seminar form in such a way that the fundamentals remain, but are made accessible via a Moodle course. 8 00:01:00,000 --> 00:01:08,000 The interactions that make up a seminar take place in this Moodle course. Questions can be asked 9 00:01:08,000 --> 00:01:18,000 people can discuss things. What is important in philosophy is the joint reflections, the joint discussion of theses. 10 00:01:18,000 --> 00:01:24,000 To find out what possibilities Moodle offers. And what I can depict with it, 11 00:01:24,000 --> 00:01:33,000 what I imagine in my seminar, what else do we do in it? And above all to save this moment of interaction. 12 00:01:33,000 --> 00:01:40,000 So discussing all this together, considering it together, finding that everyone is working together on the same problem. 13 00:01:40,000 --> 00:01:49,000 All in all, the course is very well received. The possibility of finding the whole seminar program mapped in this course, 14 00:01:49,000 --> 00:01:57,000 arranged by thematic blocks with tasks that are oriented to the individual topics that build consecutively on each other. 15 00:01:57,000 --> 00:02:07,000 That is something that people are very well-disposed towards. There are a few formats that are new to students. 16 00:02:07,000 --> 00:02:15,000 So I've tried a lot of what Moodle has to offer. Just because I wanted to try it for myself and because I think 17 00:02:15,000 --> 00:02:20,000 there are quite a lot of didactic gains to be made with it. 18 00:02:20,000 --> 00:02:29,000 But when you see a wiki for the first time and a glossary for the first time, 19 00:02:29,000 --> 00:02:37,000 then there are automatically questions. One big difference from other courses is perhaps the scope, 20 00:02:37,000 --> 00:02:46,000 because I've now packed the entire seminar in there, and not just the basic texts that are stored there. 21 00:02:46,000 --> 00:02:52,000 I've worked with task formats before, 22 00:02:52,000 --> 00:03:03,000 so I've organised submissions through the Moodle course. Now I've tried to accommodate everything else that I do in the seminar, or that we do together in the seminar, in the way of exercises, in interactions, there as well. 23 00:03:03,000 --> 00:03:10,000 The implementation of the didactic principles is difficult. 24 00:03:10,000 --> 00:03:17,000 On the one hand because it is probably also received with varying levels of acceptance. 25 00:03:17,000 --> 00:03:22,000 The students all have different personalities. Some will find it very easy to sit alone at their computer, 26 00:03:22,000 --> 00:03:29,000 do these assignments and have occasional meetings or interactions. 27 00:03:29,000 --> 00:03:40,000 Others will miss seeing the others in a seminar. Which is what I miss, too. 28 00:03:40,000 --> 00:03:44,000 Well, I would say that the activating moments are in the assignments. 29 00:03:44,000 --> 00:03:51,000 There are extensive tasks involved, such as writing a lesson plan yourself and the others rating it. 30 00:03:51,000 --> 00:03:55,000 But there are also smaller tasks where you just have to vote 31 00:03:55,000 --> 00:04:04,000 on a scale of "one" to "ten" whether a best-practice example really is a best-practice example or not. 32 00:04:04,000 --> 00:04:06,000 Well, precisely, I said earlier quite classic, 33 00:04:06,000 --> 00:04:18,000 until now I've always worked with tasks, so either where you submit something directly via Moodle or where you create a PDF and then just upload it. 34 00:04:18,000 --> 00:04:27,000 This is still the framework that I use to evaluate the students' individual performances. These are personal submissions. 35 00:04:27,000 --> 00:04:36,000 Everyone is responsible for their own entries. I've set a link to Padlet, to an external website. 36 00:04:36,000 --> 00:04:50,000 I did first think about whether I should do it. But then I decided to go ahead with it because Padlet is a kind of mind mapping tool. 37 00:04:50,000 --> 00:04:57,000 Well, the exchanges at the Institute with the other scientific staff here really help me to know how they do it, 38 00:04:57,000 --> 00:05:02,000 but beyond that and perhaps even more to understand the working methods of entirely different departments. 39 00:05:02,000 --> 00:05:11,000 And the HDA's further training also really helped me. 40 00:05:11,000 --> 00:05:16,000 It is extensive, but you don't have to remember everything. 41 00:05:16,000 --> 00:05:23,000 Well, I regularly checked the HDA website to find out 42 00:05:23,000 --> 00:05:31,000 what is recommended as an activating measure in a Moodle course, for example. 43 00:05:31,000 --> 00:05:39,000 I think it's a good way for anyone to address the topics at the time that suits them. 44 00:05:39,000 --> 00:05:47,000 And especially now, during this corona crisis, people are able to do things at vastly different times. 45 00:05:47,000 --> 00:05:57,000 For a long time now, the Institute of Philosophy has been making sure that teaching materials are available online, 46 00:05:57,000 --> 00:06:00,000 and in this specific semester 47 00:06:00,000 --> 00:06:09,000 has lecture recordings at its disposal that have been saved in OpenLearnWare. And of course, that is a finding that can lead to rampant growth. 48 00:06:09,000 --> 00:06:14,000 It's also great if this actual interaction in the seminars doesn’t necessarily mean 49 00:06:14,000 --> 00:06:19,000 that you have lecture recordings up your sleeve that you can then conjure out of a hat. 50 00:06:19,000 --> 00:06:31,936 But as it happens, they are always available, but in the current situation are very good at maintaining teaching operations.