TH Cologne (GERMANY)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 11365-11371
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.2370
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The digital transformation of industry and business is leading to a transformation of job profiles, to which university teaching must respond in terms of content. At the same time, however, the digital transformation also plays a role in university teaching itself. Not least, the pandemic events in 2020 have demonstrated the urgency and need for this progress. The research project "Digital Engineering" therefore aims to develop sample processes that are representative for the integration of new technologies. As one part of this research project is the curricular development of innovative study programmes, testing new technologies for learning is a key element.

This paper outlines the development of a concept for the integration of technological innovations that will be integrated into an experimental teaching environment in the field of renewable energies. Due to its topicality, the field of renewable energies is subject to constant and rapid change. This makes it suitable as a case study in engineering science teaching to reflect the increasing digitalization of living and working environments. The work pursues the goal to develop subject-specific content that can be pursued by help of digital technologies in order to foster the digital transformation of engineering education. The developed concept aims to show good practices for innovative teaching and learning processes in the field of renewable energies. The sample process represents a virtual tour through a wind turbine. By means of a 360-degree camera, visual material can be created. Interactive elements can be integrated via the H5P software. Furthermore, the tour can be supported by VR (virtual reality) and AR (augmented reality) applications. Remote access and collaboration tools can be used to enable group work. Via different technologies it is possible to reach the different taxonomy levels and to support subject-specific teaching. This concept is set to be transferred to other subject areas and gives lecturers an insight into the possibilities of fostering student learning by digital technologies. The technologies and the example will be identified through literature research and a subsequent criteria-based utility analysis.

Based on current findings, it is assumed that the sample process can be integrated into a testing room (technology area). This can generate the added value of bringing new technologies closer to lecturers and students. Based on the findings, future research and development will be able to focus on e.g. specific teaching styles such as problem-based learning.
Digital Teaching and Learning, Renewable Energies, digital technologies.