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My name is Andreas Brenneis. I work at the Institute of Philosophy in Department 2,

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History and Social Sciences, primarily in events in teaching methodology.

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his means I train future teachers in ethics and philosophy, mainly before they go to internships at a school,

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to internships in the subject, they do my courses. "How is teaching structured in non-Corona times?" These events are usually structured as seminars,

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so in groups of about twenty people. There is a preparatory seminar, where students work towards the internship. What experiences will we have there?

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What would I like to learn? And the second seminar I do is an introductory course in didactics. This has between twenty and thirty people, and is also designed as a seminar.

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"How does teaching currently take place in Corona times?" Teaching is still in the form of a seminar, but without us being able to meet on site as a seminar.

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I've tried to transform this seminar form in such a way that the essentials remain, but are made accessible via a Moodle course.

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The interactions that make up a seminar take place in this Moodle course.

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Questions can be asked. What is important for philosophy is the joint reflections, the joint discussion of theses,

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and that is what I have tried to bring to the Moodle course from the face-to-face event.

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"What were the key challenges in the digital transition?" To find out what possibilities Moodle offers? And what I can depict with

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what I actually imagine in my seminar, what else we do,

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and above all how to bring in this moment of interaction.

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So discussing all this together, considering it together. Finding that you are working together on a problem,

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this approaching each other, bringing it into the digital space is quite a challenge.

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Overall the course is very well received. The possibility of finding the whole seminar program mapped in this course, arranged by thematic blocks

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with tasks that are oriented to the individual topics that build consecutively on each other,

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that is something that is already very well received. There are a few formats that are new to students.

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I've tried out a lot of what Moodle has to offer, just because I wanted to see it for myself and because I think

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there are quite a lot of didactic gains to be made with it.

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But when you see a wiki, a glossary for the first time, and perhaps a question-and-answer forum for the first time,

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hen there are automatically questions. However, they can also be answered in the seminar. The forum is a good opportunity for this.

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And I've also had a consultation with Zoom where questions like these can also be discussed.

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"What makes your Moodle course different from others?" When I designed my Moodle course, I was inspired by the courses I have seen with others. Perhaps the first thing to mention

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is that for the certificate of university teaching, I attended the basics workshop at the HDA

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with Mr. Scheiner and Ms. Brockmann. And they had prepared a very, very comprehensive Moodle course.

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So that's what I oriented myself to, and I tried to incorporate the didactic elements of ethics and philosophy there as well. .

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And that's why I think that the scope could be one big difference from other courses,

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because I've now packed the entire seminar in there, and not just the basic texts that are stored there.

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I've worked with task formats before,

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so I've organised submissions through the Moodle course. Now I've tried to accommodate everything else that I do in the seminar,

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or that we do together in the seminar, in the way of exercises, in interactions, there as well,

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so first of all it's the sheer amount. But I've seen lots of other people in Department 2 or in other departments

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who have also developed very good Moodle courses in this sense.

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The first example is that the students have jointly created a glossary that is to list

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the competencies formulated in the core curricula for the subjects of ethics and philosoph

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y issued by the Hessian Ministry of Culture. And if someone has entered perceptual competence, for instance from or in the glossary,

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then someone else could comment on the fact that the aspects that may be mentioned there are not yet sufficient

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or that is connected to the competence of judgement, which is somewhere else.

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And so you could build on from what someone else has already written.

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And the beauty of it is that person A can do it on Sunday evening if that suits them,

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then person B can follow it up on Wednesday morning and add their comments or expand or critique it.

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"Were there any problems with the students?" It was indeed resolved quite differently in the glossary. Some did it fabulously, just as I had imagined it, and listed individual terms.

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Others took clusters of competencies, didn't just copy them from the core curriculum, but more or less just took them over as they were.

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But that is something you can talk about afterwards, and I could also clarify a little what I actually had in mind.

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But that is what I learnt with these interactive tasks, or generally from the tasks in Moodle,

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it's always good to give an example of what I am expecting. What did work similarly to the glossary was a wiki. In the wiki,

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the students compiled materials that they had researched to use them to create lesson designs.

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And usually these materials are researched in the ULB. There is a semester apparatus where you can do that.

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There are a lot of specialist magazines that you can fall back on.

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That didn't work this semester. So instead I provided websites where people can find materials of assured quality.

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The students researched this, and then entered it in the wiki.

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The wiki has the advantage that you can write the text yourself, but also insert materials.

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And it has the tremendous advantage that you can set links to other posts in it.

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That is something that I wanted and required, and that was then actually implemented,

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links were set between the individual research topics.

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Some that are obvious, some that are not.

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But it's really nice, of course, when this encourages the students to talk to each other even more rather than the individual working out the material for themselves,

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when you see that, OK, that's also related to the topic to the left and right of it.

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Another example is the classic feedback, which you can also organise well in Moodle.

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For instance, a question-and-answer forum can be used to map where everyone first posts their contribution.

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In my case, in the case of the seminar, a lesson plan or a sketch of a lesson plan. That's about two DIN A4 pages to write,

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and as soon as it as been entered, you can see the other students' contributions and comment on them.

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In my seminar, the task is, once you have posted your own contribution, to comment on two sketches by your fellow students.

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There is also always a simulation of a lesson in the seminar.

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So it's a preparation for the school internship, and many of the students have already gained intensive experience at the school.

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But for some, though, the internship will be the first time that they have walked into a school since leaving it themselves,

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only this time in a new role in front of a classroom of students.

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And the simulation of a lesson is to build a bit of a bridge to the fact that you have already done this in a safe setting in the seminar.

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This means there is usually a 45-minute period in the seminar, and then a second 45- minute period of feedback on what was done.

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This simulation is prepared in a small group. Of course, this can't now be done in this form,

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and I have given the students the freedom to decide for themselves how to organise it..

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The task is still to prepare an ethical-philosophical lesson and somehow to present it in a 45-minute period.

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But whether they can do it now in a Zoom meeting with the whole seminar or whether they design a kind of self-learning unit,

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which the other students can then do on their computers at home, is up to them.

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So the moment of interaction, so to speak, is no longer in my hands, but it is up to the students to decide how they are going to shape it.

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"To what extent were you able to implement your didactic principles as planned?" I can't really make a final decision about that yet. But I enjoyed designing this course. I think the students also enjoy doing it. Of course, there is also communication away from the course.

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I'd like to channel it all through the forum,

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ut I know there are friends in there, or acquaintances, who chat together in WhatsApp, and that's perfectly all right as well.

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And I also want questions to be discussed in the course forum rather than being emailed to me.

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This is done eighty, ninety percent of the time, but occasionally a question is emailed to me personally..

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But implementing the didactic principles is difficult,,

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on the one hand because because it is probably also accepted differently,

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as the students all have different personalities. Some will find it very easy to sit alone at their computer,

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do these tasks and have these occasional meetings or interactions.

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Others will miss seeing the other students in a seminar. And that's what I miss, too.

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I think the quality of the entries and submissions so far has been extraordinarily good.

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Even if I compare it with what I usually experience in a seminar discussion, I am pleasantly surprised.

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But what I can't judge from a distance is how well someone is actually thinking along or whatever.

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That's something I miss. So a little of this personal contact that is simply easier to see when you are in a room together,

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is usually probably something that distinguishes a seminar from self-study.

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So the texts that I provide are ones that anyone can read for themselves,

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but somehow talking about them,

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and perhaps understanding someone else's point if they are criticising something, and then reflecting on it yourself again, that's something

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that is more difficult to do in the forum and the Moodle course even if there is a lot of communication.

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"Did you deliberately build in activating moments?" Well, I would say that the activating moments are in the assignments.

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There are extensive tasks involved, such as writing a lesson plan yourself and the others rating it.

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But there are also smaller tasks where you just have to vote on a scale of "one" to "ten".

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Whether or not a best-practice example really is a best-practice example.

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UAnd that always comes with submission deadlines. Well, I've created an overview page

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with all the tasks on in, and where there is a grouping by internal logic,

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in other words, which task logically follows on from which other task?  And grouping by the chronological sequence of the submission dates.

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And I've tried to set these submission deadlines so that the students are drawn back into the course every two weeks at the latest to see what's going on.

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"What activities did you use within Moodle to implement your concept?" I have a student on my course who also tutors in pedagogy, and she started using the question-and-answer forum for her tutorials right away.

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It really is great, as I learnt from the HDA on the course, that this student is taking it further.

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Absolutely, I said quite classic earlier on. So far I've always worked with tasks,

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so either when something is submitted directly via Moodle, or where you create a PDF and then just upload it.

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This is still the framework that I use to evaluate the students' individual performance.

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Well, these are personal submissions, everyone is responsible for what they enter.

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Then I used the glossary. Next time I'd give a better example of what I imagine it to be.

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But in principle, I think it is probably also highly suitable for a humanities subject, but equally for social science and natural science subjects.

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Then the wiki, which has the tremendous advantage that you can set this link together with the others.

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With regard to the wiki, the students told me that it is actually anything but self-explanatory

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when it comes to creating subpages, creating links, that sort of thing.

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But once you understand it, I think it is a very, very comprehensive tool

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that is very good to use. And I think it is also fun at the end of the course

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to look at what I have built up myself here on this subject with my course.

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I've used surveys, once just to rate something,

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the best-practice example I just mentioned, once to say, OK, on a scale of "one" to "ten", then you can also see how the others rated it.

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"I've said that I think it's pretty lousy. The others really like it."

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Why should that be? And that's rather activating in the sense that a brief text is then to be written about it.

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So you validate, as it were, the mark you gave it in a short text. I use forums.

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With pleasure, the question-and-answer forum, which I hadn't used before.

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This allows the students to create a post before they can see each others' contributions.

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This is how we do it for feedback stories, so it's highly suited. I've set a link to Padlet, to an external website. I did first think about whether I should do it.

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But then I decided to go ahead with it, because Padlet is a kind of mind-mapping tool where you can create index cards

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and then move them around on this map. A chat function is included where you can discuss things, the students can discuss among themselves,

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"Why did you move that to the left rather than to the right?". And there's a rating system,

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so you can give it a "thumbs up" or a "thumbs down", and that strikes me as quite interesting.

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Well, I don't know myself yet how it is actually used, but yes, I thought it would be nice to have something graphic with it.

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I used the "Requested" activity. There is a total of six thematic blocks, one of which is a bit like an excursion.

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You don't necessarily have to deal with it, or there are no further tasks that build on from this course.

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But the "Requested" activity opens up a conversation about what parts of these texts are going to be discussed again,

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easy to understand, what is perhaps worthy of criticism, what one might want to understand better.

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And I used tools for the simulation of lessons, the group formation and the scheduler.

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Just bring a bit of structure into it in order to be able to set deadlines by when these groups should be there.

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So at some point you enter into an exchange with the others

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and can say, "Right, and with regard to this subject and that, I can imagine that such-and-such would be able to work well with so-and-so."

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Well, the exchange at the Institute with the other scientific staff here really helps me to know how they are doing this,

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but beyond that and perhaps even more to understand

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the working methods of entirely different departments. And the HDA further training, additional training really helped me.

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Well, my Moodle course in particular is very close to, closely based on a course that I learnt about there.

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I would say that benefited me the most. It is extensive.

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But you don't have to learn everything. And the websites,

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I often go to the HDA website to see what they recommend

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for an activating measure in a Moodle course, for instance. And there's also a very good database there that you can use.

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"What is your opinion on asynchronous teaching?" I think it's a good way for anyone to address the topic at the time that suits them.

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And now especially, during this corona crisis, people are able to do things at vastly different times.

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One of my students has three children. She can't make the Thursday afternoon Zoom meeting on a regular basis.

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It's impossible for her. And in that respect, it also helps me as a teacher,

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it's a challenge to keep an eye on who is perhaps being left behind.

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Well, it's not my job to keep everyone on the ball,

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but it's what I want to do. And that's an additional challenge that comes with this asynchronous learning.

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"Do you have a larger communication effort?" es, there is a lot more communicating. But at the moment, this seminar session, the one I would normally have every Thursday or that I would have every week,

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is no longer happening. I think it's actually very nice to be able to communicate via the forum,

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because the matter then has a certain level of commitment for both sides.

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Well, I have to think very carefully about what I'm going to write in there.

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But it goes with what I mentioned earlier, the students' tasks, even smaller ones

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involving perhaps half a page of writing, generally the quality has improved, I would say.

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And that's because it's written down somewhere,

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and perhaps also because the others can see it directly, so there are pros and cons.

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"Is there anything you'd like to say in closing?" For a long time now, the Institute of Philosophy has been making sure that teaching materials are available online,

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and in this specific semester has lecture recordings at its disposal that have been saved in Open Learn

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and that is, of course, a finding that also has its benefits.

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It's also great if this actual interaction in the seminars doesn't necessarily mean

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that you have lecture recordings up your sleeve that you can then conjure out of a hat.

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But as it happens, they are always available, but in the current situation are very good at maintaining teaching operations.