Coronavirus: Information for lecturers
- Visit our service page for a quick start into e-learning.
- Written examinations without the need to be present at the university (winter semester 2020/2021): Guidelines for conducting exams with the tools Moodle, LPLUS and JACK (in German only)
- Written examinations without the need to be present at the university (summer semester 2020): Guidelines for conducting take-home exams (in German only)
- Using the registration and e-mail function in LSF in order to comply with the German Copyright Act (UrhG) in digital teaching. Please find instructions on the required process here (in German only)
- Current information on the use of video conferencing services.
- Read the circular letter from the Rector and the Vice Rector for Teaching and Learning regarding preparation for the summer semester.
Teaching at UDE in the winter semester 2020/2021
We are prepared for a semester of online teaching and continuously work on enhancing the options on offer. For this reason, the technical capacities and digital platforms, such as Moodle, will be further strengthened and expanded. The IT infrastructure will also be considerably enhanced - e.g. for video recording and live transmission of lectures. Nevertheless, the University of Duisburg-Essen, in coordination with the responsible ministries and the other universities in North Rhine-Westphalia, would like to allow its students to earn credits this semester, offering corresponding studying and examination opportunities. You as teaching staff (including contract lecturers) are therefore requested to design your courses in such a way that they allow teaching and learning processes as well as examinations to take place remotely - if necessary throughout the entire semester. This also includes the structuring of in-depth self-study phases.
The reorganisation of teaching structures is a challenging task. The University Board works together with faculty boards, student representatives, the administration departments and central facilities to coordinate and shape the relevant framework conditions. The information and services offered in this context are constantly being updated. The recommended courses of action and the links to support services provided below offer a structured introduction to the new approaches.
1. Contact the people responsible for course planning in your faculty .
At the beginning, it should be discussed which courses can be held in remote formats. Together with the persons responsible for course scheduling in your faculty, check whether the courses you are planning to offer are generally suited for using alternative forms of teaching. If courses that require physical presence (e.g. practical laboratory experience or field trips) cannot take place, this should be announced on the faculty website and communicated to students.
In this context, please also refer to the information and services provided by your faculty. The colleagues in the faculties have information on teaching and examination options available for you (see the links below).
2. Start redesigning your courses.
Before you start designing individual presentations, developing e-assessments or using video conferencing services, take a look at the module handbook and check the objectives of the course.
Please examine the course you want to redesign by answering the following key questions:
- Which learning outcomes are listed in the module handbook? How do you establish that students have successfully acquired relevant competences? How can you assess competence acquisition without direct contact? Reconsider the form and scope of planned examinations. Use the module handbook and consult with your faculty to check which requirements are currently in place regarding the form of teaching, so that they can temporarily be suspended or adapted if necessary. Consider whether you want to examine students during the semester or at the end of the semester and which type of remote or online examination (e. g. take home exams, download only in German) can be used as an alternative to examinations requiring physical presence.
- How can you support students in acquiring competencies? Which contents are relevant and in which order? Break down the learning outcomes into individual units over the course of the semester. Then, decide which content is required in what type of material and how you want to work with it. Define forms of communication, times and topics in order to stay in contact with the students. Take into account reading and preparation times, assignments, Q & A sessions and opportunities for interaction as well as possibilities for students to work together, for example in smaller groups.
- If necessary, consider employing student tutors to support your teaching.
- The lecture period is reduced from 15 to 13 weeks in the winter semester 2020/2021 and ends on 12 February 2021. Please take this into account when planning your teaching and distributing the workload.
3. Review your teaching and learning material and develop it further.
After planning the course as described in item 2, start preparing and revising your teaching and learning material.
Which material and methods can help students to work through the course content? Determine which material the students should use. What material will be provided for self-study, how can you support the students? How can students possibly create their own material? Do you need additional teaching and learning material in addition to what is already available?
You can send documents and teaching/learning material to your students via e-mail or, preferably, distribute them via central systems such as Moodle, DuEPublico, Sciebo or an electronic reserve collection. In compliance with Section 60a of the German Copyright Act (UrhG), you canmake articles, book chapters, electronic resources or course scripts available, for example. You can also use the library’s digitisation service, which scans book chapters or articles for you and then adds them to your reserve collection (material can also be made available via Moodle). If sources are missing, the subject librarians of the university library will help you to obtain them, for example by means of additional e-book licences.
Also look for freely available educational material on the internet that might be suitable for your courses (e.g. documents or videos provided under CC licenses - more about Open Educational Resources).
4. Use the media technology tools provided by UDE.
With the Moodle learning management system, you can offer ‘virtual classrooms’ for your teaching (quick start guide, introduction video). In this environment, you can store documents and additional information, map a semester structure with work units, communicate with your students and integrate many other tools for learning activities (both Moodle-specific functions and external e-learning tools).
Please find further information on individual scenarios and the available media technology tools, such as for interactive presentations, exercises, collaboration and video conferencing on our service page for a quick start into e-learning.
Microsoft PowerPoint also offers a quick way to add sound recordings to teaching slides (instructions). Employees of educational institutions may install Office Professional Plus software on private devices for work-related use ("Work-at-Home licences").
5. Get support.
The university will help you to redesign your courses and has set up a central hotline which you can contact if you have didactic, technical or organisational questions. The hotline is operated jointly by the Centre for Information and Media Services (ZIM), the University Library (UB), the Centre for Teacher Training (ZLB) and the Centre for University Quality and Development (ZHQE).
The hotline complements the existing support channels, such as the support provided for Moodle. Please also ask who can support you in the planning of teaching and classes or help you develop digital teaching-learning formats in your faculty.
Please consider who could support you in conducting your course and mentoring your students. Involve your staff and assistants in this process.
6. Keep in touch with your students.
Students participating in your courses in the summer semester 2020 are faced with the challenge of making distance learning part of their daily study routine. For many of them, the challenges of everyday life have to be mastered at the same time, especially when they lose their jobs and this results in additional financial worries or when they have to care for relatives, causing worries on a personal level. Encourage your students to actively study on their own and accompany them continuously in their learning process. To this end, create ever new occasions for communication and interaction to keep in touch with your students and to keep up-to-date about their learning progress.
Information websites and services offered by the faculties
Faculty of Humanities
- Current information (including information on how to handle submission deadlines)
- Digital teaching in the humanities
- Digital teaching showroom (German studies) with commented examples of e-learning
Faculty of Social Sciences
Faculty of Educational Sciences
Faculty of Business Administration and Economics
Mercator School of Management
Faculty of Mathematics
Fakultät für Physik
Fakultät für Chemie
- Information page of the faculty (includes information about measures by the faculty)
- "Moodle Tutorial in Chemistry" Moodle course room for teaching staff
Faculty of Biologie
Faculty of Engineerings
Faculty of Medicine
Centre for Teacher Training
This list is continuously expanded. If you are missing any links to faculty websites, please let us know (e-mail to Natalie Velibeyoglu).