University didactics

University didactics deals with learning and teaching especially at universities and helps to design university teaching well, while didactics (from ancient Greek διδάσκειν didáskein , German ' to teach' ) generally relates to the “art” and “science” of learning and teaching at all levels.

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University didactics concerns, on the one hand, the critical examination of the content of courses, their reform and further development. This "content aspect" of study and teaching was the focus during the 1960s and was based on a fundamentally socially critical attitude, which led to counter-criticism. The "mediation aspect", i.e. H. the planning and implementation of lessons and courses only came into focus later, when the question of what constitutes “good” teaching and how it can be promoted was increasingly discussed. In the current discussion, university didactics is often reduced to this aspect of communication, even though the question of the content and structure of study programs also requires critical analysis in the context of the Bologna Process . Because university didactics is not an extension of school pedagogy or its transfer to another type of institution, but rather “it is dependent on the theory, history and sociology of science. University didactics cannot be separated from science research and science didactics [...] ”.

In addition to the previous didactic model with its focus on planning and implementation of teaching according to plan, there is currently a more dynamic understanding that is nourished from a partially new or re-weighted role model for university lecturers: "The lecturer as coach". The ability to design teaching in a student-centered instead of lecturer-centered way, i.e. to think teaching in terms of learning (not the other way around) and to continuously design it, are rated as important. However, there is little literature and training offers on how to specifically give more space to the self-regulation of the students and react sensibly to their then unpredictable activities, while the theoretical and empirical reasoning that this is precisely what is important seems to be stable.

In Switzerland, many universities of applied sciences and universities of teacher education require lecturers and professors to have a didactic qualification, while this is more of an optional qualification at universities. In contrast, and unlike in other European and Anglo-American countries, proof of a didactic qualification is only required in very few federal states in Germany to work as a university teacher. Higher education didactic training is not a prerequisite for the appointment as a university lecturer . University didactics is primarily designed as an offer for young scientists, lecturers or already active professors.

The term university didactics has been used less frequently in recent years. Magazines have been renamed to take account of the broader development in the field of teaching and learning, for example the “Zeitschrift für Hochschuldidaktik” in “Zeitschrift für Hochschulentwicklung”. B. of "Academic Personnel Development".

Although the essential methods of efficient education were already known in the 1960s and have been increasingly used in adult education since then , little has changed in higher education at universities to this day: Most events are lectures and the seminars are mostly “lectures with not quite as many listeners ”. This “gap” between the theory of university didactics and the practice of university teaching is one of the “building sites” on which the university didactics departments at the various universities work.

History and development of university didactics

Germany

In West Germany , higher education didactics had a boom in the 1960s . Universities should be fundamentally reformed and a “new” teaching should be brought to bear. The “Working Group for University Didactics” (AHD) developed from the Association of German Student Associations (VDS) and the Federal Assistant Conference . At the end of 1969 and the beginning of 1970 the first university didactic centers were founded at the TU Berlin and the University of Hamburg. After a phase of institutionalization of university didactic centers at various universities, university didactics in German-speaking countries came under criticism relatively quickly. The demand for their advanced training courses was often insufficient and implementation in the universities remained low. Instead of analyzing the resistance, the university didactics was increasingly questioned and pushed more and more to the sidelines. Most of the institutions founded at the time have been dissolved, renamed or reorganized to this day.

The situation of university didactics at the universities of applied sciences is different. After these were founded in 1971 as a separate type of university for the state of Bavaria, for example, a conference in the same year dealt with the questions of the corresponding university didactics. This resulted in the basic concepts for the university didactic center "DiZ", which is still active today with a large volume of further training for the lecturers of all universities of applied sciences in Bavaria. In the GDR , the institutionalization of university education as a separate academic discipline began as early as the end of the 1950s, albeit under political auspices: In addition to questions of university didactics, GDR university education was particularly concerned with the political and ideological education of students. Germany's first "Institute for Higher Education Education" was founded in Rostock in 1961 , "Higher Education Education Work Centers" were established at other universities, and university education departments had existed at all universities and colleges in the GDR since the 1970s. In order to acquire the Facultas docendi required of all university teachers since the third university reform, proof of participation in university pedagogical courses was necessary. After reunification, East German university education was completely wound up due to its political burden. As a result of the so-called “Teaching Quality Pact”, within the framework of which the Federal Ministry of Education and Research provided German universities with funds amounting to two billion euros from 2011 to 2020, interest in university didactics has grown significantly in Germany recently.

Switzerland

In Switzerland, the “Federal Law on Universities of Applied Sciences”, which came into force in 1995, strongly promoted the development of university didactics. Article 12 lays down the “requirements for teaching staff”, which, in addition to a completed university education, research interests and several years of professional experience, also expressly includes a “didactic qualification”. Since this requirement was effective for the universities of applied sciences, but not for the universities, higher education didactics in Switzerland developed more intensively: The federal government promoted the development of university didactics and financed the project "Swiss Center for Further Education for Universities of Applied Sciences" (SWF project). However, the idea of ​​a nationwide training center was never really successful. After the structures of the seven universities of applied sciences had been clarified, each university of applied sciences began to develop its own solution for the didactic qualification of the lecturers. In some cases, several institutionalization approaches already existed: The Directors' Conference of the Engineering Schools in Switzerland (DIS) formed a commission for the didactic advanced training of its lecturers and awarded recognition. A further training position for lecturers at the University of Art (FLuG HGK CH) was created in Basel. The schools for social work had the SASSA, which dealt with didactic training offers for lecturers in this subject area. Brigitta Pfäffli, who, as a pioneer of university didactics, led the federally funded project SWF, largely resulted in the establishment of the department for university didactics at the Central Switzerland University of Applied Sciences, today's "Center for Learning and Teaching" of the Lucerne University of Applied Sciences . This position is one of the oldest in Switzerland and continues to be one of the largest. Instead of the SWF, a Swiss specialist group for the advanced training of lecturers (FdWB) was set up as part of the activities of the KFH (Conference of the Swiss Universities of Applied Sciences - Rectors' Conference of the Swiss Universities of Applied Sciences) with the task of maintaining quality to coordinate professional exchange and offers. The recommendations “Further training for lecturers at universities of applied sciences - concept for didactic further training” emerged from this group. They recommend further didactic training for all university lecturers with at least 7 ECTS credits (at least 200 hours of workload). This recommendation is implemented by many universities of applied sciences in Switzerland.

As a result, positions for university didactics were also created at Swiss universities. Those in Bern and Zurich are particularly extensive. Pedagogical universities also began to offer higher education didactic training.

The Bologna reform and the introduction of new methods

At the end of the 1990s, higher education didactics received greater attention with the implementation of the Bologna resolutions for the Europe-wide introduction of graded study programs with the degrees of Bachelor and Master . The changes required, such as the modularization of the course offerings, course-related examinations, systematic evaluation, etc., have strengthened the importance of university didactics in the university system. The aim was to integrate activating methods into the lecture as the highest form of teaching (which one is able to do with the habilitation ) and the design of activating events, e.g. B. through methods of situated or problem-based learning or learning through teaching . Due to the increasingly common use of e-learning at universities, the need for skills development among teachers has increased. Here, too, there are new demands on university didactics. University didactics must therefore reflect on a change in its work and a new status in the university and society: from an often marginal discipline to an interdisciplinary subject that deals with the theory and practice of designing teaching at universities.

In the course of modularization ( Bologna process ), teaching methods are being introduced into higher education that have been known since the 1960s, but were previously reserved for the school sector. Since key qualifications are set as a learning objective in addition to the subject content, the teachers endeavor to apply procedures that ensure more effective knowledge and skills transfer (project learning, video feedback as a method for increasing teaching skills, teaching coaching and teaching portfolios). There is a gradual change from traditional frontal teaching arrangements (funnel model) to constructivist methods (see for example John Biggs with Constructive Alignment , Joachim Grzega with “Learning through Teaching” or Christof Arn with “Agile University Didactics”.)

Functions and tasks of university didactics (strategic fields of action)

Historical classifications of university didactics

In the 1980s, the following location and classification of university didactics enjoyed plausibility: It was viewed as part of science research, educational research, as part of a sociological-interdisciplinary-oriented educational science or as part of historically understood socialization research. Within this classification, six "working approaches" were distinguished:

• Technological teaching approach: The focus here is on the research and development of efficient teaching offers. The methods are mostly based on empirical classroom research.
• Social-psychological approach: With this approach, the focus is on support and social components, because problems of the study are seen in the lack of contact and impersonality of the study. Above all, an improvement in communication and cooperation in learning situations through small group work, tutor programs or communication training is seen as a solution.
• Curricular or didactic approach: The problem with higher education is that the goals and content of the course are insufficiently justified and lead to orientation, motivation and learning problems for the students. Solution approaches are borrowed from the area of ​​curriculum research.
• Employment-oriented approach: While the previous approaches are more within the university, the employment-oriented approach aims to emphasize the professional relevance of the courses and to think about the connectivity.
• Socialization-theoretical approach: It takes the question of how students and teachers develop within the university as a starting point and a. the questions of identity and habitus.
• The philosophy of science and science didactic approach sees the problems of higher education in a crisis of science itself, in the expansion and diversification of empirical individual sciences. It looks at the effects of science on study conditions.

The view of university didactics on the university can be broader than the focus on teaching-learning situations, and it can have different facets. University can be thematized as a training institute, socialization environment or scientific enterprise - and this also changes the tasks and fields of action of university didactics.

These approaches and levels of action have far-reaching effects, on the one hand on the self-image of the university didactics, where they are located, and on the other on the research methodology: the spectrum of the methodology ranges from empirical-analytical procedures to action or intervention research.

Professionalization of teachers and teaching

Professional development is an independent task area of ​​university didactics in the sense of building systematic teaching competence with the aim of promoting lively, sustainable, self-directed learning on the part of the students. For Helmke, the following competencies come into the focus of university didactics: diagnostic competence, evaluation competence, advisory competence and activation competence. Paseka / Schratz / step eater become more specific: Abilities to distance yourself from your own teacher's actions, strategies for self-observation in class, the ability to view yourself and your surroundings critically and distantly, to develop self-criticism and to contribute to the discourse or to shape it ; to be able to address oneself at the system level and thus as a profession ; the ability to abstract from oneself and immediate reality, to look at oneself and one's position from an outside perspective; Disclose your own questions and uncertainties and be critical partners for each other.

Curriculum development

ETH Zurich describes CE as complex processes in which a large number of actors at a university are involved. Central terms of the CE are: curriculum, learning unit, qualification profile, competence. The interfaces between CE and the concrete planning, implementation and evaluation of courses are particularly important for university didactics.

Design of future-proof teaching / learning rooms: self-regulated learning

From teaching to learning

For the historical development of university didactics, the change in perspective from “teaching” to “learning”, often referred to in English as the principle “The shift from teaching to learning”, became particularly important in the 1990s . The resulting “program of self-regulated learning” has been postulated in university discourse for several years. At the same time, active and responsible learning behavior can only be observed to a limited extent in learning environments at colleges and universities. Therefore, the question of how self-regulated learning can be promoted more strongly and which didactic design aspects are important comes into focus.

At about the same time as the concerns of self-regulated learning, the phenomenon of e-learning is finding its way into the higher education didactic discussion (keywords: blended learning , mobile learning , e-portfolio ). Since the 1990s, the topic has been the motor for higher education didactic projects and innovations, such as B. the promotion of case-based and problem-oriented learning in universities.

From imparting knowledge to developing competence (s)

In addition to the traditional teaching-oriented didactics for universities, according to Brigitte Pfäffli, in the 1990s there was more and more call for action-oriented higher education didactics that focused on the promotion of action skills in the context of the university:

“Unfortunately, the fact that students have learned something does not mean that they can use it to solve problems. Therefore, the students should already experience and practice knowledge-based action during their studies "

- Brigitte Pfäffli : teaching at universities

At present, the concerns of action-oriented didactics are represented in an increasingly comprehensive discussion on the keywords "competence and performance": Arnold, Erpenbeck and Sauter in particular have presented extensive work and reflections here.

Digitization and university teaching

The changed economic, cultural and social framework, living and thus learning conditions have an impact on university didactics. New forms and possibilities of teaching and learning emerge such as social learning , personal learning environments (PLE) , gamification , collaborative learning. These networking, distribution and collaboration opportunities led to Open Educational Resources (OER). The Federal Ministry of Education and Research has set itself the task of systemizing the discussion about OER on an online platform. Furthermore, digitization leads to the expansion of the competence and literacy concept to include "digital literacies". Here is a selection:

• Computational Thinking : Analyze problems, abstract them and describe possible solutions in a formalizing way so that computers and people are able to understand them.
• Digital curation : Selecting digital content according to information science approaches and methods, ensuring its quality, storing and making it available for re-use, and researching relevant user needs.
• Collaboration : Collaboration is a process involving two or more people or organizations working together to successfully realize or achieve projects. It is very similar to the cooperation, but more focused. Both forms work in opposition to competition. Even if collaboration has developed as a form of work in decentralized and egalitarian project work, in most cases it requires a certain amount of leadership. In agile learning and work contexts, "collaborative teams" have the advantage that they are more flexible in their use and the combination of their resources. When collaboration is structured, it demands and promotes introspection of behavior and communication in teams. For university didactics, collaboration is interesting both in terms of a methodical further development of teaching-learning processes ( "social learning" ) and in the context of team teaching and interdisciplinarity.
• Critical Thinking : Actively conceiving , applying, analyzing and merging information that has arisen through observation, experience, reflection, argumentation or communication.

Student body heterogeneity

Heterogeneity is an increasing challenge for the quality of studies and teaching. To this end, a joint project was developed in Saxony-Anhalt with the aim of "optimizing the study conditions for a more heterogeneous student body. The starting point is the changes that are to be expected for the universities due to the reduced number of freshman years and, at the same time, a considerable need for skilled workers. The focus is on the expected increase in the heterogeneity of students, the access routes to the university and the requirements in the professional world. The sub-projects and measures of the affiliated universities therefore not only affect the teaching-learning processes, but also the design of their framework conditions and technical solutions Established a network structure consisting of topic-related competence bases at the universities, a transfer office and nationwide competence circles. "

University didactics and lifelong learning

In the past few decades, colleges and universities have established extensive advanced training programs, giving themselves a third pillar alongside research and teaching. These new fields of activity lead to an increased focus on contemporary forms of teaching and learning for and with people who are continuing their education in and for professional contexts. The SCIL ( Swiss Competence Center for Innovations in Learning ) at the University of St. Gallen has outlined possible consequences for the design of formats for further education offered by universities - with reference to the 70:20:10 rule. This rule clarifies the role of informal, non-organized learning in the professional environment: around 70 percent of the workforce takes further training through challenges and practical experience in everyday work; about 20 percent through collegial contacts (“looking over the shoulder of others”); and only about 10 percent through classic further training in the sense of specialist literature, seminars, e-learning and coaching. The model is based on studies by the US Center for Creative Leadership, a global provider of advanced training.

Subject-specific university didactics

In the course of the Bologna Process, subject-specific university didactics have emerged that try to meet the challenges of subject-specific questions and ways of thinking.

Medical didactics

In the area of ​​medical teaching there are, among others, the MedizinDidaktikNetz Deutschland, a working group of the Medical Faculty Day, in which the 37 medical faculties in Germany have come together, and the Society for Medical Education, which also publishes the "Journal for Medical Education".

Legal didactics

The law teaching is devoted to questions of legal education. In German-speaking countries, there is an exchange on the yearbook of legal didactics and the didactics of law (since 2012).

University Didactics of Political Science

The German Association for Political Science (DVPW) has established a "Topic Group on University Teaching" since 2015, which communicates under hochschullehre-politik.de. It organizes annual meetings and thematic workshops.

University Didactics of History

History didactics, which are more focused on school or the non-academic public, must be distinguished from university didactics of historical studies. Internationally it is well networked under the heading "Scholarship of Teaching and Learning in History" (HistorySOTL) and meets regularly. The first HistorySOTL conference in Germany took place in May 2016 at Bielefeld University. There is also a series of manuals published by Wochenschau Verlag .

Formats for training and further education of professional groups in academic teaching

The professionalization of university teaching as the core business of university didactics is characterized by great diversity. Your own degree of professionalization differs depending on the importance of university didactics at a university. Accordingly, the offer ranges from internal specialist and certificate courses, didactic advice, teaching reflection, super- and intervision and (peer) coaching to courses in the CAS and MAS formats. Evaluation and quality assurance can also be understood as a central function of university didactics.

In addition to this control aspect, the various accreditation procedures also have the function of recognizing qualified teaching, making this recognition transparent, justifying it and making it comparable across the boundaries of one's own university.

In the course of digitization, alternative forms of certification are increasingly being used, such as B. The  system of Open Badges jointly developed by the Mozilla Foundation and the MacArthur Foundation .

Networks and associations

The “German Society for University Didactics (dghd)” sees itself as the “scientific specialist society of all those interested in the topics of“ University Didactics ”and“ Study Reform ”” in the German-speaking area. It "offers a forum for university didactic research and development, promotes the university didactic discussion and takes a position on important questions of university teaching and studies".

The "swiss faculty development network" (SFDN) is the umbrella organization for higher education didactics offices at Swiss universities. The association was founded in 2000 and offers a. Workshops and conferences for those involved in university teaching. The SFDN is a member of ICED, the "International Consortium for Educational Development".

The University Didactics Center Baden-Württemberg (HDZ) is a network of nine universities in Baden-Württemberg. The network comprises nine local workplaces and a central office. The HDZ strives to improve the quality of teaching at the state universities and thereby increase the quality of studies for students. The HDZ offers a large number of workshops in its nationwide annual program, in particular those areas of content are covered that are of particular relevance for university lecturers in their everyday university life. There is also the option of acquiring the ministerial “Baden-Württemberg Certificate for University Didactics”.

With its 16 member universities (as of October 2018), the Higher Education Didactics Network NRW offers a platform for universities in North Rhine-Westphalia. In addition to lively participation in the nationwide university didactic discussion, the network's own certificate program "Professional Teaching Competence for the University" is constantly being further developed and supported by the member universities of Bergische Universität Wuppertal , German Police University , German Sport University Cologne , FernUniversität in Hagen , Heinrich Heine University Düsseldorf , University of the Federal public administration , Rheinische Friedrich-Wilhelms-University of Bonn , RWTH Aachen , Ruhr-University Bochum , Dortmund University of Technology , University of Duisburg-Essen , University of Paderborn , University of Cologne , University of Siegen and the Westfälische Wilhelms-Universität Münster designed . Courses are advertised across all locations via the website portal of the University Didactics Network NRW. The network defines its work in accordance with the guidelines of the German Society for University Didactics (dghd).

Institutions at Swiss universities

The following list names important facilities without claiming to be exhaustive.

Universities

In the area of ​​university didactics at the "Center for University Continuing Education ZUW" at the University of Bern , a CAS "Higher Education" can be completed or individual courses in university didactics can be attended. The entire course program and the CAS are also open to lecturers from other universities (PH, FH, higher technical schools). The university didactics of the University of Bern also offers individual advice, institute workshops and curriculum advice. Every year it organizes a "Teaching Day" for the teaching staff at the University of Bern, which is also open to teachers from other universities. In addition to video portraits of good teaching, online services are made available for teachers, such as small texts on a wide range of teaching questions and a database for alternative forms of examination. If you see the start of the first university didactic course as the hour of birth, the area of ​​university didactics at the University of Bern has existed since July 1990.

The university didactics of the University of Basel offers individual advice and courses as well as a collective certificate for the teaching staff of the University of Basel.

The university didactics office at the University of Friborg has a professorship and an assistant position. A CAS and a DAS in university teaching can be acquired in German or French.

The "University Didactics of the University of Zurich" focuses on the question of "good teaching" and related topics. It directs its training and advisory services to teachers and researchers at the University of Zurich and also to the entire university as an educational institution.

Universities of applied sciences

The "Center for Learning and Teaching" of the Lucerne University of Applied Sciences and Arts was created from a merger of the Department for University Didactics and the Department for New Learning Media, which worked as separate organizational units until around 2010. In addition to offering didactic training and advice, it is also responsible for the university's electronic learning infrastructure and is accordingly heavily involved in questions of learning and teaching in the digitized, open knowledge society.

The “Center for Innovative Didactics” of the Zurich University of Applied Sciences ZHAW offers further education and advice in the field of university didactics and conducts research in this field. This means that there is a strong focus on new technologies.

Pedagogical colleges

The Department of University Didactics at the University of Education in Zug is committed to institutional and individual development. For the first, she supports the university and department heads in strategic, conceptual and evaluative work in the field of university didactics. For the latter, she develops tailor-made activities.

Institutions at German universities

The following list names important facilities without claiming to be exhaustive.

TH Aachen

The Center for Teaching and Learning Services (CLS) at RWTH Aachen University bundles the units AMM, ExAcT, LPM, MfL and SAM. All units act as independent actors who design joint projects to improve study conditions and the quality of teaching at RWTH Aachen University. The existing product and service offerings are closely coordinated, interlinked or designed in close cooperation.

Bamberg University

The University of Bamberg's advanced training center for university teaching (FBZHL) is part of the Vice President for Teaching and Students. The aim of the FBZHL is to strengthen the didactic skills of the lecturers and thus improve the quality of teaching. Lecturers should be able to teach, advise and examine in such a way that they optimally support the study activities of their students. In addition to an open seminar program, the FBZHL of the University of Bamberg also offers further training opportunities such as teaching advice, target group-specific workshops or the advanced level. Acquired higher education didactic qualifications can be proven by certificates. The FBZHL works closely with the other didactic institutions of the Bavarian universities as well as the technical colleges. As a rule, all lecturers at Bavarian universities can attend the seminars in the open program.

Bayreuth University

The University of Bayreuth's advanced training center for university teaching (FBZHL) sees itself as an institution that takes care of all teaching topics at the University of Bayreuth. The FBZHL is about helping you as a teacher to optimize your teaching in terms of the learning outcomes of students. The focus should be on enabling the students to learn and acquire them through their teaching.

TU Berlin

The Central Institution for Scientific Further Education and Cooperation (ZEWK) has offered higher education didactic further education in its further education program for the scientific staff of the TU Berlin since 1996 . In addition to offers on teaching and learning (university didactics for all phases of the career of university lecturers), there are also courses on research management, science communication, and work and management techniques. The university didactic TU certificate was successfully accredited by the dghd in 2006, 2011 and 2018 (until 2020).

The ZEWK's online teaching team at the TU Berlin has been running the practice blog: Digital teaching and e-learning at the Technical University of Berlin since 2013 . University lecturers and academic staff receive an overview of the infrastructure of the TU Berlin and university-wide offers with regard to digital teaching and learning. Those interested can find an overview of digital tools for use in university teaching and background information on various topics in university didactics. In addition to interviews, practical reports and instructions (Howto), the blog provides audio and video recordings of current events, such as Teaching Day . The practice blog serves as a platform for scientific staff at the TU Berlin for an interdisciplinary exchange of experiences on fields of application of digital teaching and learning strategies.

Bielefeld University

At Bielefeld University , “University Didactics and Teaching Development” are centrally located in the “Center for Teaching and Learning”.

University of Dortmund

The “University Didactic Center” is located at the Technical University of Dortmund , and Elke Bosse has been in charge for a long time under the direction of Johannes Wildt .

University of Duisburg

At the University of Duisburg-Essen , media-related university didactics, including a. with the e-competence approach and the Duisburg Learning Lab ( Michael Kerres ). The center for university didactics there was expanded in 2005 to become a center for university and quality development.

Erlangen-Nuremberg University

The advanced training center for university teaching (FBZHL) of the Friedrich-Alexander-Universität Erlangen-Nürnberg is headed by the Nuremberg business educator Karl Wilbers . Since 2002 the FBZHL has been improving the quality of teaching at FAU at the interface between service and research. University didactic measures from tutor to professor are developed, implemented and evaluated.

The FBZHL runs the teaching blog infothek. In addition to university didactic guidelines, there are current trends, concepts, methods and theories as well as literature reviews.

Via the ProfiLehrePlus program, the FBZHL is networked with all higher education didactic centers of the Bavarian universities. Further training courses that FAU teachers attend as part of ProfiLehrePlus are recognized for the university teaching certificate from the Bavarian universities.

Hamburg University of Technology

The Center for Teaching and Learning (ZLL) is the university and subject didactic center of the Hamburg University of Technology . It is the focal point for all questions and processes relating to the didactic design of teaching and learning at the TUHH. A department for technical didactics of engineering is connected to the ZLL, in which university-related questions of engineering didactics are researched by a corresponding professorship.

University of Hamburg

One of the well-known institutions in German-speaking countries is the Center for Higher Education and Continuing Education (ZHW), which was founded in 1971 as the Interdisciplinary Center for Higher Education Didactics (IZHD) at the University of Hamburg . Under the direction of Rolf Schulmeister (until 2008), Marianne Merkt (2008–2012), Antonia Scholkmann (2012–2014) and Ivo van den Berk (2014), this center has had a significant impact on university didactics. In 2006, the former IZHD facility, which was directly connected to the Senate, was renamed ZHW and integrated into Faculty 4 (Faculty of Education, Exercise Science and Psychology). In addition to the university didactic course “Master of Higher Education” (MoHE), the ZHW has several large third-party funded projects in the field of e-learning (e.g. modular methodology, project line Awareness / New teaching and learning culture in e-learning in the KoOP project) and university didactics Research (USUS, ProFile) carried out. The center for higher education and advanced training was transferred to the Interdisciplinary Center for University Teaching and Learning (IZuLL) on October 1st, 2014. Since August 1, 2015, the facility has been called the Hamburg Center for University Teaching and Learning (HUL). The HUL is headed by Gabi Reinmann .

University of Cologne

The ZHD Center for University Didactics at the University of Cologne opened in January 2008 as the youngest university didactic institution in North Rhine-Westphalia .

Ludwig-Maximilians-University Munich

The teaching qualification program PROFiL (Professional in Teaching) at LMU Munich has existed since 1999 and has been headed by Andreas Hendrich since 2006. Lecturers from all Bavarian universities and people who expect to have teaching assignments at a Bavarian university in the near future receive further training there in the areas of teaching / learning concepts, presentation and communication, testing, reflection and evaluation, as well as advice and support, and can thus obtain the university teaching certificate from the Bavarian universities acquire. In addition, PROFiL offers teaching advice and individual coaching. In the “TutorPlus” program, lecturers are trained to train tutors. The “universitas digiatlis” program takes into account the increasing digitization of teaching with various offers.

Magdeburg-Stendal University of Applied Sciences

At Magdeburg-Stendal University of Applied Sciences, the Center for University Didactics and Applied University Research (ZHH) was founded in 2012 with a professorship for University Didactics and Knowledge Management and six employees as a central institution. The higher education didactic further education of the ZHH includes a workshop program with certificate according to dghd standard with a media didactic focus, introductory workshops for new professors and substitute professors, the qualification of tutors and student mentors. The ZHH is involved in the quality development of the university through the implementation of curriculum workshops and quality circles, the annual implementation of the day for study and teaching and the implementation of internal project funding for the competence-oriented development of teaching. The professorship guarantees the implementation of third-party funded projects as well as the supervision of university didactic dissertation projects in cooperation with the doctoral program "Vocational Training and Personnel Development" at Otto-von-Guericke University. Currently, the ZHH is still financed from the Quality Pact for Teaching. A continuation is planned.

Paderborn University

The department for educational innovations and university didactics is located at the vice-president for quality in teaching. The staff unit advises teaching staff and institutions at the University of Paderborn on all questions relating to the further development of teaching. There are university didactic offers for students (e.g. tutor programs, e-tutors) and teachers (e.g. certificate program, TAP, lernPause, teaching day).

Ostfalia University of Applied Sciences

The Center for Successful Teaching and Learning (ZeLL) of the Ostfalia University of Applied Sciences (formerly Braunschweig / Wolfenbüttel University) offers support in the application of university didactic alternatives to conventional teaching concepts. The ZeLL is a central facility for teachers and students at Ostfalia, funded by the Federal Ministry of Education and Research.

additional offers

At other universities, didactic work is carried out in other institutions, such as B. Training departments organized. In Baden-Württemberg and Bavaria, university didactics is organized in three inter-university centers.

In Bavaria there is the Center for University Didactics (DiZ), which offers advanced didactic training and a certificate program for all Bavarian state universities for applied sciences.

An inter-university center for university teaching has been established in Berlin. The Berlin Center for University Teaching (BZHL) offers university didactic workshops for all lecturers at the 13 public universities, including a certificate program for university teaching. Other focal points are the planning and implementation of on-demand measures and a coaching program for professors.

Since 2006, the Hochschulevaluierungsverbund Südwest (HESW) has offered lecturers at member universities (universities and technical colleges of the State of Rhineland-Palatinate, University of Frankfurt, University of Saarland) the opportunity to attend higher education didactic events. These are organized (and carried out) by the Center for Quality Assurance and Development (ZQ) (Mainz). The aim is to network within the member universities so that events can take place at all locations.

The Giessen Graduate Center for Cultural Studies offers regular workshops for teachers as part of the “University Didactics of Literature Studies” working group, provides teaching materials and serves as a platform for mutual exchange between teachers (teaching center).

An inter-university center has existed in Saxony since 2009, which organizes advanced didactic training, collegial advice, an e-journal and events such as series of lectures and an annual conference for teachers at Saxon universities.

In 2010, the German Sport University Cologne , in cooperation with an external consulting agency, committed itself to an "overall university didactic concept" in order to improve the teaching skills of its university teachers.

See also

• Ars legendi award for excellent university teaching
• Bologna process
• didactics
• Teaching day

literature

• Christof Arn: Agile University Didactics . Beltz-Juventa, Weinheim 2016, ISBN 978-3-7799-3389-2 .
• Heinz Bachmann: University didactics - is that any good? Findings from the evaluation of a certificate course in university didactics . In: M. Hofer et al. (Ed.): Quality management in the field of tension between competence measurement and competence development . Webler University Press, Bielefeld, pp. 133–143.
• Patricia Heufers, Julia Knoch, Kristina Müller: Chameleon University Didactics - Competencies, roles and attitudes of university didactics play a role. In: Tobina Brinker (Ed.): Blickpunkt Hochschuldidaktik , book series of the dghd. Bertelsmann, Bielefeld 2016, pp. 111–120.
• Ludwig Huber: University didactics as a theory of education and training. In: Dieter Lenzen (Ed.): Enzyklopädie Erziehungswissenschaft. Training and socialization in college. Volume 10. Klett, Stuttgart / Dresden 1983/1995, ISBN 978-3-12-939954-5 , pp. 114-138.
• Christiane Metzger: Findings on motivation and learning behavior as a starting point for teaching development . In M. Merkt, N. Schaper, C. Wetzel (Eds.): Professionalisation of University Didactics . Series Blickpunkt Hochschuldidaktik, Volume 127. W. Bertelsmann, Bielefeld 2016, pp. 270–280.
• Brigitta K. Pfäffli: Teaching at universities . Haupt, Bern 2005/2015, ISBN 978-3-8252-4325-8 .
• Immanuel Ulrich: Good teaching in the university. Practical tips for planning and designing courses. Springer Fachmedien, Wiesbaden 2016.
• Michael Schratz: Educational professionalism: think outside the box - rethink - rethink: impulses for next practice in the teaching profession . Vienna: Facultas-WUV 2011.
• NM Seel, U. Hanke: Educational Science. Textbook for bachelor, master and teacher training students . Springer Verlag, Berlin / Heidelberg 2015.
• Wolf Wagner: University fear and university bluff. How to study and not lose yourself. Europäische Verlagsanstalt, Hamburg 1977/2002. (In 1992 the original edition was completely revised, the quality of which is assessed differently).
• J. Wildt: University Didactics as University Teacher Training ? University didactic training and advice to promote professionalization in teaching . In: Contributions to teacher training , 27 (1), 2009.
• Jörg Zumbach, Hermann Astleitner: Effective teaching at the university. A handbook on university didactics . Kohlhammer, Stuttgart 2016.

Book series on university didactics

• Centeno Garcia, A .; Hofhues, S .; Kordts-Freudinger, R .; Scholkmann, A .: Blickpunkt Hochschuldidaktik (official book series of the German Society for University Didactics, dghd; since 1969)
• Arnold, P., Hanke, U., Loviscach, J., Noller, J., Ulrich, I: Perspektiven der Hochschuldidaktik , ISSN 2524-5864
• Noller, J., Beitz-Radzio, C., Kugelmann, D., Sontheimer, S., Westerholz, S. (Eds.): Methods in University Teaching , 2019

• Prior Harm: Group Dynamics in Seminar Work , 1970, Volume 11
• Klaus Vopel: Group dynamic experiments in higher education , 1972, volume 24
• Genser et al .: Group Learning: Theory and Practice of the Topic-Centered Interactional Method , 1972, Volume 25

Web links

Education

• ZHW (formerly IZHD), University of Hamburg (standard period of study: approx. 4 semesters): “Master of Higher Education” advanced training course to acquire an academic teaching qualification. Accredited master’s degree since 2005. Previously, supplementary studies with a certificate in “Teaching qualifications for science and further education” (1999–2007).

• MOHE , Danube University Krems (4 semesters part-time): “Master of Higher Education - Excellent University Teaching” provides teaching qualifications for teaching at universities.

• THM , Technische Hochschule Mittelhessen (standard period of study: 3 full-time semesters, 5 part-time semesters): The "Methodology and Didactics in Applied Sciences_Higher Education" course is open to all disciplines and is aimed at graduates with a first degree (regardless of the subject area) who are interested in further developing subject didactics. Degree: "Master of Arts".

Platforms, link collections

• Forum for University Didactics: exchange platform, interactive, free registration
• German education server: mixed, commented links about university didactics

Blogs at German-speaking universities

• Blog: Digital teaching and e-learning at the TU Berlin Archive of the live recordings and reports on the teaching day at the TU Berlin. The practice blog serves academic staff as an interdisciplinary online platform for exchanging information on digital teaching and e-learning. It is operated by the online teaching team of the Central Institution for Further Education and Cooperation (ZEWK) at the TU Berlin.

Magazines

• Journal for University Development , formerly (until 2005): Journal for University Didactics
• The higher education system
• journal university didactics
• die hochschullehre - interdisciplinary journal for study and teaching

Rows

• Perspectives of University Didactics - Interdisciplinary series for different approaches in university teaching

Societies

• German Society for University Didactics
• Austrian Society for University Didactics
• Society for media in science

Individual evidence

1. ↑ ^{a b} Ludwig Huber: University didactics as a theory of education and training . In: Dieter Lenzen (Ed.): Enzyklopädie Erziehungswissenschaft. Training and socialization in college . tape 10 . Klett, Stuttgart / Dresden 1995, ISBN 978-3-12-939954-5 , pp. 114-138 .
2. ^ Herman Blom: The lecturer as a coach . Luchterhand, Neuwied 2000, ISBN 978-3-937026-15-2 .
3. ↑ Student centering. (No longer available online.) In: Project nexus - Designing transitions, improving academic success. University Rectors' Conference, archived from the original on August 3, 2016 ; accessed on August 13, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
4. ↑ Christof Arn: Agile University Didactics . Beltz-Juventa, Weinheim 2016, ISBN 978-3-7799-3389-2 .
5. ^ Peter Wanzenried: Teaching as Art: Building Blocks for An Aesthetic-Constructivist Didactics . Pestalozzianum, Zurich 2007, ISBN 978-3-03755-017-5 .
6. ↑ Rolf Arnold: I learn, therefore I am. A systemic-constructivist didactic . Carl-Auer, Heidelberg 2007, ISBN 978-3-89670-574-7 .
7. ↑ Good teachers “observe that learning processes take place or not take place” and “intervene [...] in a well-considered and sensible way” (John Hattie: Learning to make visible . Schneider-Verlag, Hohengehren 2015, p. 28)
8. ^ Franz Waldherr: The DiZ - Center for University Didactics Ingolstadt. (PDF) In: University of Munich - History and Stories. Munich University of Applied Sciences, 2016, accessed on August 3, 2016 . 
9. ^ DiZ - Center for University Didactics. Retrieved August 3, 2016 . 
10. ↑ admin.ch (PDF)
11. ^ Brigitta Pfäffli: CV of Brigitta Pfäffli. (No longer available online.) Archived from the original on June 24, 2016 ; accessed on June 6, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
12. ↑ Further education for lecturers at universities of applied sciences - concept for didactic further education. (PDF) (No longer available online.) Archived from the original on March 23, 2015 ; Retrieved June 17, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
13. ↑ Silke Wehr, Thomas Tribelhorn (ed.): Bolognagerechte Hochschullehre (=  contributions from university didactic practice ). 1st edition. Haupt, Bern 2011, ISBN 978-3-258-07641-6 .
14. ↑ Joachim Grzega: LdL in university courses: A university didactic way to prepare for the knowledge society . 2003. Joachim Grzega: Learning through teaching and research: educational, teaching and learning economics information and materials . 2005
15. ↑ Christof Arn: Agile University Didactics. (No longer available online.) Beltz-Juventa-Verlag, archived from the original on June 6, 2016 ; accessed on June 6, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
16. ↑ session documentation 41. DTED Annual Conference. (No longer available online.) Archived from the original on December 13, 2016 ; accessed on December 13, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
17. ^ Andreas Helmke: Teaching quality and teacher professionalism. Diagnosis, evaluation and improvement of teaching . 4th edition. Kallmeyer / Klett, Seelze-Velber 2012.
18. ↑ Michael Schratz, Angelika Paseka, Ilse Stepesser (eds.): Professional theoretical foundations and thematic approach. An introduction. facultas.wuv - University Press, Vienna 2011.
19. ↑ curriculum development. Retrieved February 22, 2017 . 
20. ↑ John Erpenbeck: Competence and performance in the image of modern self-organization theory. (PDF) 4th BIBB Congress, 2002, accessed on February 22, 2017 . 
21. ↑ Barr and Tagg (1995) “The shift from teaching to learning”, cf. also Seel & Hanke 2015, p. 878 and Wildt 2009, p. 29.
22. ↑ Promote self-regulated learning in the university - create learning cultures. Journal for University Development, accessed February 23, 2017 . 
23. ↑ The 6 models of blended learning. Retrieved on February 23, 2017 (Swiss Standard German). 
24. ↑ Brigitta K. Pfäffli: Teaching at universities. Haupt, Bern 2005/2015, p. 189
25. ^ Rolf Arnold, John Erpenbeck: Knowledge is not a competence . 1st edition. Schneider Verlag, Hohengehren 2014, ISBN 978-3-8340-1318-7 .
26. ↑ Volker Heyse, John Erpenbeck, Stefan Ortmann (eds.): Basic structures of human competencies: Concepts and instruments that have been tested in practice . 1st edition. Waxmann, 2010, ISBN 978-3-8309-2335-0 .
27. ↑ John Erpenbeck, Werner Sauter: Stop the competence disaster! Paths to a new world of education. 1st edition. Springer, 2016, ISBN 978-3-662-48502-6 .
28. ↑ OERinfo - open-educational-resources.de. Retrieved March 9, 2017 . 
29. ↑ See Alexander, B., Adams Becker, S., and Cummins, M .: Digital Literacy: An NMC Horizon Project Strategic Brief. (PDF) The New Media Consortium, October 1, 2016, accessed on February 27, 2017 . 
30. ^ Seymour Papert: Mindstorms: Children, Computers, and Powerful Ideas . Basic Books, 1980.
31. ^ Defining Critical Thinking. The Critical Thinking Community, accessed March 9, 2017 . 
32. ↑ the university. Retrieved February 28, 2017 . 
33. ↑ Philipp, Pohlenz, Suswn Seidel, Susen, Thomas Berg (Red.): So that the course fits everyone. Concepts and examples of good practice from studying and teaching in Saxony-Anhalt. HoF Wittenberg, Institute for University Research, 2015, p. 137 ( het-lsa.de [PDF]). So that the course fits everyone. Concepts and examples of good practice from studying and teaching in Saxony-Anhalt. ( Memento of the original from February 23, 2017 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
34. ↑ "70:20:10 model": Why so current? Why at all and how well are organizations prepared? In: scil-blog . October 9, 2015 ( scil-blog.ch [accessed February 28, 2017]).
35. ^ Robert W. Eichinger, Michael M. Lombardo: The Career Architect Development Planner . 5th edition. Lominger, Minneapolis 2010.
36. ↑ Yearbook of Legal Education / Yearbook of Legal Education (since 2011)
37. ^ Journal of Law Didactics
38. ↑ hochschullehre-politik.de
39. ↑ German Society for University Didactics e. V. Accessed March 5, 2019 . 
40. ↑ Swiss Faculty Development Network. Retrieved June 6, 2016 . 
41. ↑ University Didactics Center Baden-Württemberg. Retrieved June 6, 2016 . 
42. ↑ https://hd-nrw.de/
43. ↑ Center for University Continuing Education ZUW. Retrieved June 6, 2016 . 
44. ↑ Didactic tips. Retrieved July 14, 2016 . 
45. ↑ Toolbox Assessment. Retrieved July 14, 2016 . 
46. ↑ Thomas Tribelhorn and the University Didactics & Teaching Development team: 25 years of university didactics - a journey through memories. In: University Didactics & Teaching Development. PROGRAM 2016. (PDF) (No longer available online.) Center for University Continuing Education ZUW, 2015, archived from the original on July 14, 2016 ; accessed on July 14, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
47. ↑ University didactics at the University of Zurich. Retrieved June 6, 2016 . 
48. ↑ Center for Learning and Teaching at the Lucerne University of Applied Sciences and Arts. Retrieved June 6, 2016 . 
49. ↑ Center for Innovative Didactics. Retrieved June 6, 2016 . 
50. ↑ University didactics department. Retrieved June 6, 2016 . 
51. ↑ Central Institution for Scientific Further Education and Cooperation. Technical University of Berlin, accessed on February 24, 2017 . 
52. ↑ University didactics of the ZEWK at the TU Berlin ( Memento of the original from September 3, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. 
53. ↑ Practice blog: Digital teaching and e-learning at the Technical University of Berlin
54. ↑ University didactics and teaching development at Bielefeld University. Retrieved January 14, 2019 . 
55. ^ Center for Teaching and Learning at Bielefeld University. Retrieved January 14, 2019 . 
56. ↑ PROFiL - PROFiL - the teaching qualification program of the LMU - LMU Munich. In: profil.uni-muenchen.de. Retrieved June 7, 2016 . 
57. ↑ Certificate of university teaching from Bavarian universities - PROFiL - the teaching qualification program of the LMU - LMU Munich. (No longer available online.) In: profil.uni-muenchen.de. Archived from the original on June 7, 2016 ; Retrieved June 7, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
58. ↑ PROFiL offers - PROFiL - the teaching qualification program of the LMU - LMU Munich. (No longer available online.) In: profil.uni-muenchen.de. Archived from the original on June 7, 2016 ; Retrieved June 7, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.  
59. ↑ TutorPlus - PROFiL - the teaching qualification program of the LMU - LMU Munich. In: profil.uni-muenchen.de. Retrieved June 7, 2016 . 
60. ↑ universitas digitalis - improving the quality of studies through new media - PROFiL - the teaching qualification program of the LMU - LMU Munich. In: profil.uni-muenchen.de. Retrieved June 7, 2016 . 
61. ↑ Employees . Magdeburg-Stendal University of Applied Sciences. Retrieved May 24, 2019.
62. ↑ Office for Educational Innovations and University Didactics (University of Paderborn). Retrieved May 8, 2019 . 
63. ↑ Center for Successful Teaching and Learning. Ostfalia University of Applied Sciences, accessed February 24, 2017 . 
64. ↑ Certificate of University Teaching Bavaria
65. ↑ Berlin Center for University Teaching
66. ↑ Certificate program at the BZHL ( Memento of the original dated November 2, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. 
67. ↑ On-demand measures at the BZHL
68. ↑ University Didactic Center Saxony
69. ↑ University didactic overall concept of the DSHS Cologne. Deutsche Sporthochschule Köln and ConsultContor, as of February 2011. ( /dshs-koeln.de (PDF)  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove it Note. ).