Abstract:

The pandemic conversion of university teaching to digital teaching-learning scenarios requires adjustments to the previous forms of implementation in courses. This article describes how the module "Digital Media in School" deals with certain pandemic challenges. For this purpose, the module structure and the objectives are shown first. Subsequently, the implementation of lectures and seminars in face-to-face and online teaching will be illustrated and changes that were made during the transition will be clarified. These modifications to adapt courses to the new conditions include adapting course implementation using appropriate teaching-learning concepts and creating additional and supplementary digital content. In this way, students will be able to engage in a more in-depth, addressee-oriented analysis and individualization of their work. The integration of direct feedback features and elements for learner-to-learner exchanges will be addressed as well. There is a special focus on the sustainability of the developed content in order to be able to integrate it further when returning to classroom teaching. For this purpose, data from the evaluation of the module and the courses are used and analyzed, and in addition to quantitative results, individual feedback is also evaluated.

Keywords:

Teacher education, digital learning, individual learning, COVID19 adjustments, feedback, evaluation.