Today digitalization has reached a sophisticated stage so that we may question to what extend intelligent digital exercises are able to substitute traditional learning settings. To cover this question I work with the worldwide established open source STACK system of Chris Sangwin which I enhance in my lectures by MathWeb, a training tool developed by Klaus Giebermann. STACK allows me to model and develop didactically advanced digital exercises, to pose individual exercise sheets with randomized items to each of my students, to automatically check and comment on submissions of my students including an individual, automated feedback (this is called Smart Training here) and - finally - to undertake research with respect to digital exercises in real teaching and learning environments.
The NMC Horizon 2016 predicts a medium-term trend to establish deep learning in tertiary education on a larger scale. I support this trend and use Smart Training (see above) to free my exercises (two hours a week) from presenting and working on merely routine based tasks. These procedural tasks are delegated to the digital STACK and MathWeb environments so that the weekly exercises can be used to establish Deep Learning by project based activities (PBL) and produktives Üben without extracurricular effort. The combination of Smart Training and Deep Learning with the aim to foster both algebraic skills and deeper understanding raises a body of research questions.
Nowadays learners spend a lot of private learning time on watching learning videos presented on YouTube. These linear videos don't take care of different prerequisites of learners so that every student has to look for the learning video which fits to his or her special demands and educational background. This time consuming and sometimes frustrating way of finding a good learning video can be avoided thanks to interactive technology. Due to H5P it's possible to integrate different video sequences which are suited for different learners in one video so that every student can benefit from one single video ("all in one for all"). For examples, have a look at http://interaktive-lernvideos.de/category/interaktiv/ and contact me if you want to become a partner in this project of interactive learning video production. Next steps in the project are the integration of learning units for the technical language (target groups are refugees, exchange students and students who want to start a study in Germany), the combination with STACK in terms of creating an intelligent tutoring system (ITS) and of course to work on all the research questions which arise from interactivity and the described concept "all in one for all".
1.4. THE STEM-WORLD PROJECT
At the Ruhr West University of Applied Sciences (HRW) my students of Civil Engineering and Industrial Engineering are taught by the teaching and learning concept "Deep Learning & Smart Training" (see above). The NMC Horizon Reports 2016 and 2017 in particular regard problem-based learning (PBL) as a method that facilitates deep learning and appropriately prepares students for the requirements of today's world of work of engineers. For these reasons, PBL was integrated into the overall course concept which is embedded in the STEM-World project. STEM-World represents the environment in which mathematics didactics, mathematics and ingeneering sciences are intertwined and all facets of the course come together, which, in addition to internally differentiating learning videos (see above), also consists of the promotion of mathematically correct notation and the refreshment of basic mathematics.
We are interested in all kinds of digitalization in education on a small as well as on a large scale with special emphasize on digital exercises, interactive digital learning environments and the combination of both in terms of intelligent tutoring systems. Further fields of special interest are the entanglement of the analogue and classical teaching world (e.g. problem based learning) with modern digital technologies (e.g. augmented reality) to facilitate a maximal learning outcome.
Dirk Paluch (digital exercises, STACK development, Flexibility, PhD student)
Evelyn Schirmer (interactive videos, H5P content development, PhD student)
Matthias Staupe (digital exercises, STACK content development, Moodle expert)
Erik Kunze (digital exercises, STACK development, interactive videos, H5P content development)
Christiane Opfermann (interactive videos, H5P content development, Fachsprache/jargon)
Alex Leidag (performance management, streaming server, video portal)
Alex von der Heidt (digital exercises, STACK quality management)
Karsten Steinhauer (H5P, interactive videos and other interactive content types)
Sabrina Tolksdorf (interactive videos, H5P content development, Latex programmer)
Ben Eltz (interactive videos, H5P expert)
Antonia Görg (interactive lecture recording, H5P, Fachsprache/jargon)
Cedric Pörschke (interactive lecture recording, H5P, Fachsprache/jargon)
Robin Allenstein (MINT World II mixed reality, VR content developer)
Nils Fischer (MINT World II mixed reality, VR/Unreal Engine programmer)
Sebastian Neumann (MINT World II mixed reality, VR/Unreal Engine programmer)
Annkatrin Braem (problem based learning tutor)
Dana Holeczek (problem based learning tutor)
Tim Teschner (problem based learning tutor)
Volkan Aslan (problem based learning tutor)
Anika Guth (problem based learning tutor)