This winter semester, many courses at our university will still be held online. There will also be a number of hybrid formats. Some courses will be taught in person on campus, provided the necessary social distancing and hygiene rules are observed. This page provides support, practical recommendations, guides as well as legal information on the subject of digital teaching.
Online, Hybrid and Face-to-Face Teaching
In addition to online courses, our university will offer the innovative possibility of hybrid courses from the winter semester 2020/21. This involves a limited number of students being present in the seminar room, while other students joint the class online. Hybrid teaching will be carried out using the secure and technically optimised conference tool BigBlueButton (BBB). Provided that the hygiene requirements can be met, purely face-to-face classes are also possible once more.
To prepare for the winter semester we recommend:
- Decide on online, hybrid or face-to-face teaching.
- Establish and communicate transparent rules and requirements for the teaching method you have chosen.
- Offer your students a clear structure. You are welcome to use our information in the Lehre.digital course on Moodle.
You can imagine the Moodle learning platform as a virtual classroom. In it you can store teaching material, interact with students, and do virtual group work. Moodle lets you communicate with large groups of students without getting inundated with emails. The Lehre.digital Hilfekurs is an introductory course providing an overview of what you can do on Moodle. All you need is your university login.
If it’s your first time creating a course, take a look at our short guide. The Lehre.digital forum is a space for you to swap notes with other lecturers and people from the University’s e-learning team.
Please note the following when using Moodle:
- Use the Moodle course to provide learning material weekly and in blocks. This might be texts, bibliographies, lists of links, or perhaps PowerPoint presentations with or without an audio track. Keep the amount of material to a minimum; limit yourself to what you want to achieve in the first few weeks.
- You won’t be able to answer a student’s question in real time. Come up with clear and specific assignments – for example, key questions, problems or similar. Students in lower semesters will probably require more detailed instructions.
- In order to get an impression of how your students are coping with the assignments they have been given, decide on a form of response – such as texts, pictures or certificates – and a particular communication channel (e.g. file upload to a directory of forum in Moodle).
TIP: Clearly specify the required form (number of characters, file format, etc.) and remember to set a deadline!
- Let your students know how and by when they will receive feedback from you about their results. A forum is provided for staggered communication between the lecturer and students but also between students themselves.
- Participants of a Moodle course can message each other, offering a means of sharing information.
TIP: Tell your students the times when you will respond to their requests.
- Inform your students about how the course will be run, how they will be expected to work, and how they will be examined. Make it absolutely clear how the results of this first phase of independent study will affect how the students are examined overall.
TIP: The more students understand the reason why they are doing something, the more motivated they will be.
- If the students in your course are supposed to work together in pairs or small groups, it is possible to create forums for the individual groups. There you as the lecturer can accompany students as they get to know each other.
Our guide to planning the online semester and the following initial considerations will help get you started:
- Learning objectives
What are the three most important things that students should learn in their “guided independent study” – what knowledge, working techniques, or media skills? What is the focus of the course in question?
Which examinations are planned? What about other assessed work? How are the different tasks, set reading and learning outcomes related to this?
- Target group
How large is your group of students? What prior knowledge can you assume? To what extent are students familiar with digital formats and working independently? Are the digital tools easily accessible to all students? How mixed is the group likely to be – for example, is the course part of a compulsory elective? What information do you need, and which of that information will you need to obtain when first getting to know the students?
Our tips for getting to know your students and gauging their abilities will help you here.
- Your own resources
How can you prepare and conduct the course well without overcomplicating things for yourself? How willing are you to take risks when it comes to digital formats? How much time do you currently have to prepare? How can you and your colleagues support each other? What hours will you be able to work at the beginning of the semester?
Please contact your students by email as soon as possible to inform them about your course. Depending on the module registration system and established practice in the faculties, you can obtain the contact details of the students who have registered for your course through AlmaWeb or TOOL. If neither of these two options is available to you, or if you have any problems exporting participant lists, please contact your Study Office.
Coronavirus website for students
Students can find the latest information about the online semester on the CORONAVIRUS INFORMATION PAGE.
Resources for Digitally Supported Teaching
As of 22 June, normal opening hours will be reinstated at nearly all branches of Leipzig University Library. Students who wish to study and work at the library are still required to book a place in advance.