WEBVTT 00:00:03.290 --> 00:00:12.920 My name is Sandra Wenzel. I work at the Institute of Construction Management, Department 13 Civil and Environmental Engineering. 00:00:12.920 --> 00:00:19.430 I mainly supervise two Bachelor modules, i.e. courses with about 200 students. 00:00:19.430 --> 00:00:24.980 And within the framework of the modules, I am responsible for the exercises. 00:00:24.980 --> 00:00:32.000 In the summer semester 2020, we held the lecture hall exercise for the first time as a flipped online exercise. 00:00:32.000 --> 00:00:39.150 For this, we provided the students with the exercise sheet and also a handout via Moodle in advance. 00:00:39.150 --> 00:00:44.670 At the same time we wrote a Moodle message in which we asked the students to participate, 00:00:44.670 --> 00:00:51.750 to work on the exercise sheet in advance with the help of the contents from the lecture and the handout. 00:00:51.750 --> 00:00:54.150 However, the students also had the opportunity 00:00:54.150 --> 00:01:02.040 email us and ask their questions there or also ask questions via the forum on Moodle. 00:01:02.040 --> 00:01:13.570 During the exercises, we actually wanted to discuss possible solutions directly with the students. "What were the findings from the summer semester 2020?" 00:01:13.570 --> 00:01:22.330 During the semester, we actually already noticed that the students usually did not look at the exercise sheet in advance. 00:01:22.330 --> 00:01:28.540 Firstly, we did not receive any questions by e-mail, nor were any questions asked via the forum. 00:01:28.540 --> 00:01:32.500 And on the other hand, you could tell from the questions during the exercise 00:01:32.500 --> 00:01:38.860 that the students had not looked at the exercise sheet or the handout beforehand. 00:01:38.860 --> 00:01:43.660 Of course we analysed that and then we also considered that there could be several reasons for that. 00:01:43.660 --> 00:01:53.470 Firstly, this flipped online exercise that we did was from a module from the fourth bachelor's semester with about 200 students. 00:01:53.470 --> 00:01:55.120 And we have had the experience 00:01:55.120 --> 00:02:03.910 that especially in the large courses in the Bachelor's degree, the students are rather reluctant, I would say, to prepare. In the Master's, 00:02:03.910 --> 00:02:09.070 when the courses are smaller the willingness to prepare is somewhat higher. 00:02:09.070 --> 00:02:16.090 And the second reason we thought about was of course it was the first event that was done online. 00:02:16.090 --> 00:02:23.110 Both the students and we as lecturers had to get used to the new situation, of course. 00:02:23.110 --> 00:02:27.640 And as a result we then decided 00:02:27.640 --> 00:02:33.070 that we should rework the concept for the winter semester and had considered 00:02:33.070 --> 00:02:42.490 to adapt it more to the presence lecture hall exercise. 00:02:42.490 --> 00:02:48.430 We have decided to do this for the winter semester 2020/2021, 00:02:48.430 --> 00:02:55.480 to give the students more time during the online exercise to work on the exercise. 00:02:55.480 --> 00:03:01.780 Just like we used to do in presence, because we noticed that the willingness to prepare 00:03:01.780 --> 00:03:08.230 is rather low. So that the contents can really be taught, we thought about 00:03:08.230 --> 00:03:13.630 making the time available to the students during the exercise. 00:03:13.630 --> 00:03:17.710 However, we also provided the exercise sheet about a week before the exercise 00:03:17.710 --> 00:03:22.660 via Moodle and informed the students in advance, 00:03:22.660 --> 00:03:28.480 that the exercise sheet is available on Moodle and that they are welcome to look at it beforehand. 00:03:28.480 --> 00:03:34.330 During the online exercise we did a short theory review at the beginning. 00:03:34.330 --> 00:03:39.580 There we often used Pingo because Pingo just gives us the opportunity 00:03:39.580 --> 00:03:46.120 to activate the students rather subliminally, especially at the beginning of the course 00:03:46.120 --> 00:03:52.150 and thus make the dry repetition of theory a little more active. 00:03:52.150 --> 00:03:58.150 Afterwards, we usually gave an example to show the students 00:03:58.150 --> 00:04:02.890 how to approach the problem and to solve it. 00:04:02.890 --> 00:04:08.380 After that the students should work independently on the exercise sheet. 00:04:08.380 --> 00:04:18.100 Depending on how comprehensive the task was, the students were either allowed to work on the task individually or we gave them the opportunity 00:04:18.100 --> 00:04:24.340 to discuss the exercises or the task in breakout sessions. 00:04:24.340 --> 00:04:30.010 If we had more than one breakout session in an exercise, we always paid attention to that 00:04:30.010 --> 00:04:33.340 the groups were remixed, because we felt that 00:04:33.340 --> 00:04:40.270 especially in the large events with almost 130 students, the possibility must be offered 00:04:40.270 --> 00:04:43.370 that the students can also exchange ideas among themselves. 00:04:43.370 --> 00:04:52.360 And if we as lecturers don't go along to the breakout sessions, the students feel motivated to participate actively as well. 00:04:52.360 --> 00:04:54.400 Many students have also started 00:04:54.400 --> 00:05:09.110 to turn on their camera in the breakout sessions and, when they are with 4 to 5 people, also actively discuss the exercise part there. "What were the key challenges in the digital transition?" 00:05:09.110 --> 00:05:18.950 I see the biggest challenge in digital teaching in perceiving the students' emotions or the mood in the digital space. 00:05:18.950 --> 00:05:27.440 In a lecture hall in a face-to-face exercise, you can see or perceive very well how the students are feeling. 00:05:27.440 --> 00:05:31.820 I can see if they are listening to me or if they are distracted. 00:05:31.820 --> 00:05:35.240 But I can also tell if I am explaining things too quickly, 00:05:35.240 --> 00:05:41.690 if I explain things too complexly and the students simply stray with their thoughts. 00:05:41.690 --> 00:05:47.390 Digitally, I often cannot see the reaction of the students on the other side. 00:05:47.390 --> 00:05:52.280 I don't know if I explain things too quickly, if I explain things too complexly. 00:05:52.280 --> 00:05:56.360 I haven't found a solution for that yet. 00:05:56.360 --> 00:06:04.860 The other negative point or challenge in the digital field is of course the interaction between students. 00:06:04.860 --> 00:06:10.880 In a lecture hall you can always say: "Turn to the left, turn to the right. 00:06:10.880 --> 00:06:14.990 Talk to the person sitting next to you." You can't do that digitally, of course. 00:06:14.990 --> 00:06:20.180 There we started to encourage interaction among students through breakout sessions. 00:06:20.180 --> 00:06:25.220 It is also important for us that students get to know other students. 00:06:25.220 --> 00:06:27.920 And that's why we mix up the groups repeatedly. 00:06:27.920 --> 00:06:34.040 However, we have noticed in the meantime that the motivation to participate is rather declining. 00:06:34.040 --> 00:06:36.950 For example, in the last online exercise I held 00:06:36.950 --> 00:06:50.260 there were just under 130 students present and only 50 of them really actively participated in the breakout sessions. "What will you stick to after the pandemic?" 00:06:50.260 --> 00:06:56.230 I would prefer to go back to presence really. 00:06:56.230 --> 00:06:58.150 However, there are different formats. 00:06:58.150 --> 00:07:07.000 I think a lecture, where it is really about teaching theory, is still possible digitally. 00:07:07.000 --> 00:07:12.400 The student has to motivate himself to listen. 00:07:12.400 --> 00:07:22.210 But exercises or consultation hours, where it is really about the exchange, I think presence is simply the better option. 00:07:22.210 --> 00:07:28.720 We notice time and again, also in the consultation hours, that the students no longer even switch on their cameras. 00:07:28.720 --> 00:07:37.420 They are called "iPad, iPhone", you are totally anonymous, but you really make an effort to explain things. 00:07:37.420 --> 00:07:41.200 On the other hand, you don't see whether the explanation is received at all. 00:07:41.200 --> 00:07:45.340 And that is a great pity, because you really have the possibility 00:07:45.340 --> 00:07:48.800 to switch off the background with a virtual background. 00:07:48.800 --> 00:07:57.070 So you are not forced to show where you are sitting because I can simply draw a black wall behind me. 00:07:57.070 --> 00:08:04.510 But it's just different when I look into someone's face and can perceive the reaction. 00:08:04.510 --> 00:08:08.200 And if it is only a nod or a very big shock. 00:08:08.200 --> 00:08:09.070 Eyes wide open. 00:08:09.070 --> 00:08:21.360 "Oh my gosh, I didn't get it", but at least I get feedback and I just see that this is digitally very difficult. "How was the feedback from the students?" 00:08:21.360 --> 00:08:25.230 We have not received any direct feedback on the online exercise so far. 00:08:25.230 --> 00:08:30.570 In the summer semester 2020, only the lecture and not the online exercise was evaluated. 00:08:30.570 --> 00:08:36.900 It was a pity, but the feedback for the online lecture had been consistently very good. 00:08:36.900 --> 00:08:41.940 For the online exercise, we received feedback from the students in some cases and 00:08:41.940 --> 00:08:46.290 many students also find the format of the live online exercise very good, 00:08:46.290 --> 00:08:51.300 because there they simply have the opportunity to really ask questions. 00:08:51.300 --> 00:08:56.220 And so far, actually, the breakout sessions were always very well attended and also well evaluated, 00:08:56.220 --> 00:09:03.760 because there the students also had the opportunity to exchange ideas with each other. 00:09:03.760 --> 00:09:13.810 Of course, there was also some feedback that the students would like to record the online exercise. 00:09:13.810 --> 00:09:20.950 However, I can only say that we also upload the solutions and the slides for the online exercise on Moodle afterwards, 00:09:20.950 --> 00:09:23.500 as we did it in presence. 00:09:23.500 --> 00:09:32.110 And our aim was always that the digital concept should be as close as possible to the presence concept. 00:09:32.110 --> 00:09:36.610 There, too, only the solutions and the slides are uploaded to Moodle afterwards. 00:09:36.610 --> 00:09:43.810 And we are actually also of the opinion that it is quite good if you have a certain routine in your studies. 00:09:43.810 --> 00:09:57.060 There is something positive about knowing that I have a lecture every Monday at 11:40 a.m. and that I can just build up a certain routine that way. "What is your conclusion?" 00:09:57.060 --> 00:10:05.340 In summary, I can say that it was worthwhile to revise the concept again, 00:10:05.340 --> 00:10:14.670 because we really have the feeling that the students use the time during the exercise and they also need this time. 00:10:14.670 --> 00:10:21.330 I think if you tell the students to look at the exercises beforehand, it is more difficult, 00:10:21.330 --> 00:10:27.740 because the willingness is a bit less, compared to when we just take a quarter of an hour break in the exercise. 00:10:27.740 --> 00:10:31.350 Of course, I cannot check what the students do in the quarter of an hour, 00:10:31.350 --> 00:10:36.300 but at least they have the possibility to really say: "I want to work on the exercise sheet. 00:10:36.300 --> 00:10:40.680 And now I have the time to think about it for a quarter of an hour." 00:10:40.680 --> 00:10:46.500 And so I think the breakout sessions and the breaks that we do in the exercise, 00:10:46.500 --> 00:10:52.140 are really enriching for the students and it brings them further. 00:10:52.140 --> 00:10:53.490 The concept "Flipped" was 00:10:53.490 --> 00:11:04.290 a good idea. I think especially in the Master's, when the students are motivated, also already the study life 00:11:04.290 --> 00:11:07.560 at the university, they can handle it quite well. 00:11:07.560 --> 00:11:12.930 In the fourth semester of the Bachelor's degree, we had the experience that it was too much for them. 00:11:12.930 --> 00:11:18.330 But as I said, it could of course also be because it was the first semester that we did it digitally. 00:11:18.330 --> 00:11:26.130 Of course, everyone had to find their way around first: How do I organise myself in the digital context? 00:11:26.130 --> 00:11:32.020 Now we are already in the third digital semester. I think there is a certain routine now. 00:11:32.020 --> 00:11:37.780 But despite that, I would still work on the current concept. 00:11:37.780 --> 00:11:41.050 Work out this concept again. 00:11:41.050 --> 00:11:47.620 But at the moment I think it is actually very good because we have an activation phase at the beginning which is very subliminal, 00:11:47.620 --> 00:11:55.240 then have a short pre-calculation phase and at the end the students have about an hour 00:11:55.240 --> 00:12:10.325 or three quarters of an hour to really actively work on the exercise sheet, which should also be the character of an exercise.