1. E-Learning

2. Three central questions: What is e-learning?  Why should we use it?  How should we go about doing it?

3. What is e-learning? recent form of teaching and learning all computer-supported, internet-based forms of teaching and learning combines information webbased communication collaborative elements (e.g. group work) includes so-called “blended-learning” (combination of WBT-lectures with f2f courses) includes associated management tools (e.g. administration, examination)

4. Why should we use e-learning? Advantages spatial and temporal flexibility increasing number of e-learning courses, can be exchanged expand the range of subjects. Limitations non-verbal information lost no haptic or olfactoric experiences transmitted

5. How should we go about doing e-learning? special software : e-learning platform or learning management system (LMS) with: information (read and download documents, case studies, pdfs, links (data bases), exercises) communication tools (e-mail, forum, chat, whiteboard) collaborative tools/student tools (homepage, individual and group work, upload and download) evaluation tools (assessment, test, feedback) administration tools (registration, payment, certificate)

11. Didactic strategies in e-learning Basic structures (acc. to Kerres, translated): ExpositionCommunicationExploration

12. Didactic strategies in e-learning Altered role of the teachers Teacher-centred : conventional teaching /learning, students as passive consumers of information Learner-centred : active participation of the students Team-centred : co-operation and communication

13. Development of an e-learning strategy Vision Common understanding of the term e-learning Support (management, professional/didactic, technical, financial) Communication

14. Development of an e-learning strategy Some steps: Teaching objectives / Learning objectives must be explicitly communicated Social skills: e.g. soft skills /key qualifications: ability to work in a (international) team, capacity for co- operation and problem-solving, compiling a science report, Personal skills: self-management, self reflection Content specifications Division into several separate units Logical structure dependent on: target group, curriculum, interaction of the various subjects

15. Practical steps for implementation 1)Analysis of demand / clarification of suitability a)Basic conditions (related to technical, personnel and financial resources) b)Target group (e.g. level of previous knowledge, language, motivation, learning habits) 2)Conception 1)Overall concept (for learning unit: teaching objectives, teaching content, media, didactic strategy, content structure, tests and exercises, software) 2)Detailed concept (for lectures: objectives, content, structure, tests, exercises) 3)Script (all text, all links, description of images and graphics (animations, videoscripts) to be generated) 4)Media (scan in or create images, graphics; create interactive simulations; process or create audio recordings, video recordings,..) 5)Implementation & Programming 6)Test 7)Use & Evaluation