With the ideas competition “Studienbezogene Verstärkung der Exzellenzstrategie” (study-related reinforcement of the excellence strategy), TUM promotes initiatives in the area of study and teaching that aim to advance the use of digital forms of teaching, learning, and examining at TUM as well as to develop innovative transdisciplinary teaching formats.
The call for proposals for the ideas competition “Studienbezogene Verstärkung der Exzellenzstrategie” 2021 aimed to promote digital and project-based forms of teaching, learning and examining. Applications could be submitted in the two funding lines “Digital Teaching, Learning and Examination Formats” and “Project Weeks”.
The following projects will be funded in the individual categories:
TUM School of Social Sciences and Technology: Prof. Dr. Christian Djeffal
The project aims to develop a comprehensive asynchronous online course in English that is relevant for all students and researchers at TUM who work in a data-based manner. Because Data Science now spans all subjects, the course provides essential legal knowledge for future generations and is intended to be available to the entire university. As such, it forms the foundation of the teaching export offerings of the Professorship for Law, Science, and Technology and can be supplemented by individually tailored classroom sessions and expanded into, for example, a project week.
The Basics in Data Law and Governance course is unique because it provides comprehensive education on important aspects of data governance. It is not only about data protection, but also about sharing, publishing and making data accessible and the associated handling. In addition to learning about the basic structures of these dynamic regulatory issues, participants will become familiar with problems they encounter in their daily practice. These include questions such as how they can obtain legally correct access to data resources and what legal obligations exist with regard to their own research data management. Because we are precisely surveying the needs of the target group, the course will impart exactly the knowledge that is relevant to students and researchers across TUM. Furthermore, the course contributes to general legal literacy and brings participants a step closer to the ideal of being able to independently realize Human-Centered Engineering.
TUM School of Engineering and Design: Prof. Dr.-Ing. Karsten Stahl, Prof. Dr.-Ing. Birgit Vogel-Heuser, Prof. Dr.-Ing. Michael F. Zäh, Prof. Dr.-Ing. Wolfram Volk, Prof. Dr.-Ing. Johannes Fottner
The connecTUM teaching concept creates better networking between lecturers, course content and students and promotes a culture of innovation in engineering education at the Department of Mechanical Engineering. The focus of the teaching concept, which links the bachelor modules and accompanies the students in the sense of a common thread through the basic studies, is the development of a central urban cableway system. The interaction of mechanical and electr(on)ic components, sensors, software and control devices allows a better interdisciplinary teaching of the contents of the basic studies in mechanical engineering.
Within the scope of the project, playful learning elements will be integrated into Moodle in order to promote the motivation of the students when dealing with the course content. The linking of course content in the bachelor's degree program in Mechanical Engineering is to be made more transparent to students as well as lecturers via a common Moodle course as well as a keyword list. A more uniform navigation and reduced familiarization times for students will be achieved via a connecTUM corporate design for Moodle courses.
TUM School of Engineering and Design: Prof. Dr.-Ing. Konrad Nübel
The project is intended to help bring real practical problems from everyday construction projects into the lecture hall and solve them with the help of the methodological and theoretical models taught online and asynchronously. Thus, cinematic construction site excursions are developed (the construction site in the lecture hall) and case studies are developed from them. The students work on the respective case study before a classroom session. The results and solutions are discussed in the lecture. Through this method, students get to know different project situations and transfer the theoretically learned knowledge to a complex environment.
TUM School of Medicine, TUM Department of Sport and Health Sciences: Dr. phil. Mario Weichenberger, Prof. Dr. med. Martin Halle
The upcoming creation of the School of Medicine and Health at TUM requires innovative teaching-learning concepts to compensate for the deficits of previous teaching methods, especially in interdisciplinary fields such as prevention. Because courses are often singular and rudimentary, synergies have been underutilized and the intersection of the TUM School of Medicine and the TUM Department of Sport and Health Sciences is too rarely addressed in a collaborative and unified manner. Students are increasingly formulating a need for effective and contemporary digital learning opportunities and have – also due to different prior knowledge and different interests – different requirements for teaching. The goal of our project is the development of a digital learning platform to further expand the digital teaching offer exemplarily in prevention. This should create the basis for a contemporary and forward-looking online and hybrid teaching at TUM and, in perspective, a central digital learning platform for the School of Medicine and Health.
TUM Department of Sport and Health Sciences: Rafael Krätschmer, Dr. Peter Spitzenpfeil, Dr. Fabian Stöcker, Dr. Martin Schönfelder
With the “iMotion” teaching concept, all practical sports and practical science courses at the Faculty of Sport and Health Sciences are to be equipped with a re-live recording video analysis tool. In the science practical education as well as and especially in the sport practical education of the sport teaching profession students classically no digital media or EDP systems are used. With the help of so-called instant re-live systems, in which the desired video image is permanently recorded in, for example, a 30-second recording window, direct video-based feedback of the teaching scenario can take place. The lecturer or student can decide via a “buzzer” (i.e. a recording switch) whether a recording should be generated from the last 30 seconds. This recording is saved and can be immediately displayed on a screen for analysis. The advantage is that further re-live recordings can be generated during the analysis; the flow of the lesson is therefore not disturbed by the use of such a system and waiting times in the practical sports lessons can be used for analysis and discussion. The video sequences can be shared with the students via cloud, so that a follow-up of the content outside of class can be ensured.
TUM School of Social Sciences and Technology, TUM Department of Chemistry: Prof. Dr. Jenna Koenen, Prof. Dr. Roland Fischer, Prof. Dr. Tom Nilges
Prior knowledge remains one of the most important predictors of academic success, and this also applies to chemistry. In recent years, however, central gaps in students' prior knowledge have become increasingly apparent, not only due to the Corona pandemic. This is where this project comes in, by developing an offer for students which, based on explanatory videos in combination with e-quizes with an integrated feedback function and further instructions, enables them to work through central subject-related content individually and self-regulated. The offer takes into account teaching and learning theoretical aspects and shows connections between the different contents.
Institute for LifeLong Learning: Dr. Andreas Fleischmann
In lnstructional Design workshops, instructors are supported in developing their courses in a didactically and technologically sound way; the advice provided by experts from Pro Lehre | Media and Didactics is supplemented by support from student assistants (e-scouts), who are trained by Prolehre in the e-scout academy.
TUM Department of Informatics, TUM School of Medicine, Departmental Student Council Medicine: Johannes Reifenrath, Nick Seiferth, Nadine von Frankenberg und Ludwigsdorff, Prof. Marjo Wijnen-Meijer, PD Dr. Dr. med. Alexander Zink
The current edition of the National Competence-Based Catalogue of Learning Objectives in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM) calls for medical teaching to be oriented towards clinical action competence and for interprofessional competence to be strengthened. To this end, a longitudinal online offering in the form of a smartphone application is to be created by means of which students in small groups provide interdisciplinary care to a virtual patient (Interdisciplinary Longitudinal Virtual Patient Care, ILVI). This case accompanies the respective group of students over the course of the semester, whereby the complaints and illnesses that occur are based on the respective curriculum plan. Ideal-typical medical care is demonstrated at defined points in time and discussed and compared in the context of the treatment or care decisions chosen by the individual student groups.
TUM School of Engineering and Design: Prof. Wolfgang Polifke
In this project, the module Thermodynamics I will be redesigned according to the well-known principles of the inverted classroom. The processing of different types of tasks – independently or in small working groups within the framework of tutorial exercises – will be moved to the center of the student learning activity. New emphases are also to be set in terms of content: away from the classical exemplary applications – from the steam engine to the combustion engine – to current challenges resulting from the energy transition and the climate crisis. Examples include heat pumps and geothermal energy, hydrogen and thermal storage or Carnot batteries, CO2 separation and sequestration or thermal management of high-performance batteries.
TUM School of Engineering and Design: Prof. Dr.-Ing. Kai-Uwe Bletzinger, Máté Péntek, Anoop Kodakkal, Guilermo Martínez-López
The “i(nteractive) WindLab” aims to take advantage of the digital tools currently available to maximize student-student and student-teacher interaction in all stages of the learning process. The new design of the course is influenced by the concept of the “inverted classroom”. Digital resources for the course will be provided to the students in the form of videos, documents and worksheets, as part of the effort to promote on-demand self-study. The live events will be allocated to interactive activities to ensure that the students achieve the intended learning outcomes and develop adequate competencies. Knowledge and skills come together in the project work, carried out in groups with members of complementary abilities, who address a real-word engineering problem from the field of Structural Wind Engineering. The workflow equips the students with modern skills such as the efficient collaboration in remote teams and using cloud-based computational resources.
TUM School of Social Sciences and Technology: Arne Bewersdorff, Prof. Dr. Claudia Nerdel
In the project, digital Open Educational Resources on the future technologies Artificial Intelligence, Augmented Reality, Mobile Devices and 3D Printing will be developed and made available online. By making these digital teaching-learning materials available, a contribution is to be made to increasing the resilience of university teaching against pandemic effects, as well as to increasing the visibility and reach of teacher training and continuing education at TUM. Lecturers are supported by the digital teaching-learning materials in the flexible modular principle in the conception of innovative teaching-learning concepts on future technologies in their specific subject context.
TUM School of Medicine: Dr. med. Bastian Fatke, Dr. med. Sophie Roenneberg, Prof. Dr. Marjo Wijnen-Meijer
An important aspect of medical education is the so-called “clinical reasoning”. This means that students learn to go through the steps of the clinical reasoning process in order to arrive at diagnoses correctly and efficiently. The aim of this project is to develop and implement a new digital teaching method in the form of the Medical Exhibition Seminar in the curriculum, which promotes both Clinical Reasoning, but additionally the central medical skill of teamwork between students.
In principle, the Medical Exhibition Seminar method is equivalent to an art exhibition, whereby students view medical disease images and improve their Clinical Reasoning skills by observing, discussing and evaluating the images. In this project, we want to extend the method to specialties that are less image-based and more concept-based. This method is proving to be a good complement to traditional methods and has been well received by students and faculty in other countries. This project involves both technical and content development of this method, combined with training for faculty on how to develop and use this teaching method.
TUM Department of Sport and Health Sciences: PD Dr. Felix Ehrlenspiel
Studying generally requires students to manage their learning processes independently. This includes not only that learning takes place (motivation), but above all how learning takes place (learning strategies). For example, students must decide whether they prefer to summarize texts or memorize scripts. The online offerings with asynchronous teaching, which have especially emerged since the beginning of the Corona pandemic, place particularly high demands on this control of learning processes (“self-regulated learning”, SRL). Moodle as a learning platform of the TUM offers in principle functionalities to support SRL, but these are still little used and there are only single offers to support SRL for students and teachers. Therefore, first of all, in exchange with the Educational Technology Team of ProLehre, SRL functionalities are to be activated, integrated and, if necessary, programmed in Moodle (e.g. use of “Analytics”, “Activity Completion”). In parallel, a self-learning course on Moodle will be developed to teach strategies and methods of self-regulated learning. The approach will first be tested in the asynchronous module “Learning and Behavior” organized on the TUM learning platform Moodle. The insights gained from the application will then be used to create a Moodle course on SRL for students and to offer a corresponding Moodle continuing education course for lecturers.
Institute for LifeLong Learning: Dr. Andreas Fleischmann (together with Carsten Schultz and Martin Zach, lecture hall technology).
In order to promote the expansion of lecture recordings and lecture streaming, initial difficulties are to be eliminated, acclimatization to the new processes and hardware is to be supported, and an increase in the acceptance of the new hardware, software and processes by lecturers and students is to be promoted. The project aims to increase the number of users, to broaden the didactic variety in the integration of recordings and streaming in hybrid teaching formats, to permanently integrate recording options in the teaching formats and to reduce long-term costs. To this end, technical support is to be intensified, instructions and information services expanded, necessary software purchased, and media-didactic support systematized.