1.1. Digital Exercises with STACK (Smart Training)
Today’s digitalization has reached a sophisticated stage so that we may ask to what extent digital exercises are able to substitute or enhance traditional learning settings. To cover this question, I use the worldwide established open source system STACK, developed by Chris Sangwin. STACK allows me to model and develop didactically advanced digital exercises in which tasks are combined with dynamic geometry software (e.g. GeoGebra) and feedback to students’ responses is generated adaptively according to the automated assessment of the response properties. The student-centered adaptive feedback can take different forms, e.g. text-based feedback and/or audiovisual feedback in form of a video tutorial. STACK also permits to compile individual worksheets with randomized items, to automatically assess students’ responses and to provide an automated, yet differentiated, feedback. This is called Smart Training. Finally, I use STACK to carry out research with respect to the use and effects of digital exercises in real teaching and learning environments.
1.2. Problem Based Learning (Deep Learning)
The NMC Horizon Report 2017 predicts a medium-term trend towards the establishment of Deep Learning in tertiary education on a larger scale. I support this trend by using Smart Training (see above) in order to avoid working with routine based and standardized exercises in tutorials and lab sessions. Instead, routine based tasks are delegated to the digital STACK environment so that the weekly exercises can be used to establish Deep Learning by problem-based activities (PBL). 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.
1.3. Interactive Video Based Learning (H5P)
Nowadays, many students spend a lot of private learning time watching instructional videos available on YouTube. Most of these videos are designed in a linear format without any interactive features. Moreover, such videos do not account for differences in knowledge prerequisites and experiences of users so that every student who is interested in using instructional videos has to look for the video that fits best his or her special demands and educational background. This time consuming and sometimes frustrating way of finding a well-suited instructional video can be avoided thanks to interactive technology. The open source technology H5P makes it possible to integrate several video clips designed for different levels of user knowledge and skills into onevideo and to navigate through them. By this, every student can benefit from one single “all in one for all”. To get an impression, please have a look at our interactive videos at http://interaktive-lernvideos.de/category/interaktiv/. Feel free to contact me, if you would like to become a partner in this project of interactive learning video production.
As a next step, I would like to combine these non-linear instructional videos with STACK (see above) in order to create an intelligent tutoring system (ITS). Moreover, I plan to further investigate the research questions that arise from learning with an interactive video with differentiated user knowledge levels and the described concept "all in one for all".
1.4. Interactive Instructional Videos for a Combined Learning of Math and the Subject Specific Language
The German Study for Youth – Information & (Multi)Media 2018 (JIM-Studie) states a high relevance of instructional videos as medium for both informal learning (80%) and formal learning (20%). Simultaneously, a growing number of non-native STEM-students begin their study in Germany or prepare for it (about 160.000 in Germany). Especially international first year students experience severe difficulties in following lectures due to a lack of understanding the subject specific language.
Considering both trends, the idea was born to extend the existing interactive instructional videos by language exercises for learning and training in the subject specific language. This is the aim of the interdisciplinary project “Lernvideo 2.0 MINTernational innovativ” (https://www.video-minternational.eu/), which is carried out in cooperation with the TU Dortmund University. The project partners are experts in didactics of mathematics, didactics of media studies and German-as-a-Foreign-Language. They work together in order to provide interactive instructional videos with combined learning focus (subject and subject specific language) according to principles of multimedia learning and instructional psychology.
1.5. The STEM WORLD Project
At the Ruhr West University of Applied Sciences, I teach my students of Civil Engineering and Industrial Engineering according to 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 working conditions 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 engineering sciences are intertwined and all facets of the course come together. In addition to the above-mentioned internally differentiated learning videos, STEM-World also encompasses exercises for the promotion of mathematically correct notation and the refreshment of basic mathematics. As a next step in this project, we currently integrate PBL into a game based augmented reality with embedded interactive H5P video. This will be realized by Unreal Engine 4.
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)