Abstract:

The requirements for students of today's generation are becoming increasingly diverse. They are expected to have a wide range of skills and competencies outside their specialist knowledge, not only during their studies, but also when they enter the professional world. Particular focus is placed on the handling of various subject-related and non-subject-related software products.

As a cooperation, the Heinrich Heine University Düsseldorf, the University of Wuppertal and the Cologne University of Technology are creating open educational resources (OER) for students and are developing new materials in the project OER.DigiChem.nrw to support intentional learning in the early stages of university studies. Due to the development in recent years, freely accessible educational resources enable diverse ways of learning, but are associated with further quality requirements. Basic requirements for media didactic learning offers are analysis, design, development, implementation and evaluation. The phase-based quality assurance system integrated in the project enables reflection and, if necessary, adjustment of the process at different points in time. Furthermore, a long-term implementation of the created educational materials can be ensured through a nationwide OER platform.

How can educational resources for the target group of students, with a focus on Bachelor students in the first and second semester, be prepared in a way that promotes learning? Under which conditions can intentional learning be encouraged? How do students face social and technical challenges? And what are the characteristics of good educational materials? These kinds of questions are fundamental in order to prepare educational resources of quality, so that pedagogical and psychological effects on learning are made possible.

Standardised methodological results are obtained by quantitative online surveys (n>50). Complementary qualitative guided interviews (n>15) allow a methodological triangulation and increase the validity of the research results.

By conducting an initial online pre-evaluation, we were able to determine the students' needs for video tutorials. Central results were didactic elements that enhanced motivation and learning by providing an avatar (60%), the desire for a physical person in the video (74%), and a gender-independent speaking voice (68%) which commented. Based on the results, didactic preparations of the scripts, taking into consideration the theory of multimedia learning according to Mayer, and the learning management system (LMS) are undertaken.

Theoretical and methodological elements of media didactics are used for long-term autodidactic learning support and competence development. Interactive LMS are used to implement the video tutorials, and learning behavior is supported on a visual and auditory level by practice exercises, forums, and learning plan elements.

As the project continues, the pre-results will be used as a basis for further video production and will be compared with a post-evaluation and guideline interviews after one semester. The objective is to meet the changes in professional qualification requirements by means of the socio-technological learning approach. Through phase-oriented quality management, a common standard needs to be achieved so that the production of videos and learning tasks is didactic, methodical and enhances learning, as well as supporting the students' social, professional and personal competences.

Keywords:

OER, media didactics, quality management, chemistry, natural sciences, video production, research methodology, intentional learning.