Jump navigation

  1. Jump to full-text search
  2. Jump to contents
  3. Jump to main navigation
  4. Jump to service navigation
Page: http://en.hochschule-ruhr-west.de//nc/about-hrw/news/news/
Date: 17.10.2018, 21:27Clock

Fellowships for innovation in digital university teaching

03. January 2018

Prof Dr Ellen Roemer and Prof Dr Mike Altieri receive ‘fellowships’ from Stifterverband and the Ministry of Science and Research.

Düsseldorf / Mülheim an der Ruhr, 3 January 2018. The state of North Rhine-Westphalia and Stifterverband award grants to support 43 university teachers with implementing innovative concepts towards the digitalisation of teaching.

Until 2021, the state government offers ten million euros for innovation in digital university teaching. The group of grant recipients, chosen from among more than 180 scientists who had submitted their ideas, also includes two Ruhr West professors: Prof Dr Ellen Roemer and her 'Flipped classroom' project and Prof Dr Mike Altieri and his 'Lernvideo 2.0: All in one for all' project. Fellows in this programme receive up to 50,000 euros implement their concepts.

Fellowship: 'Flipped classroom module' by Prof Dr Ellen Roemer

Students independently prepare theoretical course materials at home using e-lectures, slides and practice tasks (self-directed study phase) and then go into more detail by performing practical exercises during face-to-face sessions in the classroom. 'The problem with this format', says Ellen Roemer, 'is that the self-directed study phase does not yet feature any interactions between students and instructors.' Her solution: an instant feedback functionality designed to enable students to leave their feedback while watching the tutorials, right at the relevant points in the video. Thus, instructors can watch student's feedback about the videos prior to the classroom sessions and hence come to these sessions better prepared to answer questions.

Fellowship: 'Lernvideo 2.0: All in one for all' by Prof Dr Mike Altieri

Young people spend a lot of time online, watching instructional videos on YouTube, for example. However, these videos fail to account for the various levels of prior knowledge among high school and university students. The development of innovative software technologies in interactive video design makes it possible to embed menu structures into videos that allow for integrating various elements, such as pre-training, interaction or presentations for beginners and advanced learners, into one video and make those elements directly accessible.

'Up until now learners had to search for videos that match their level of learning', says Prof Altieri. 'Now it is possible to produce one interactive video containing different kinds of information for all levels of learners, meaning that a broad target group can achieve high individual learning outcomes working with a single video.'