Coronavirus: Information for lecturers
Obligation to report
Employees of the UDE are obliged under labour law to report a Covid19 infection or even the suspicion of an infection to their superiors and the Human Resources Department: email@example.com.
Mit allgemeinen Fragen rund um den Umgang der Universität mit der Corona-Pandemie wenden Sie sich bitte an die zentrale Anlaufstelle unter: firstname.lastname@example.org
Do you have questions about the design of your course or need help? Use our hotline:
Quick start e-learning
Quick start for the use of digital teaching:
Video conferencing services
Teaching independent of on-site presence:
- Written examinations without attendance at the university (winter semester 2020/2021):
Guide to conducting online examinations from home (Moodle, LPLUS, JACK).
- Oral examinations without presence at the university:
Guideline for conducting online oral video examinations
- Concept of measures for conducting face-to-face examinations (PDF) (as of 23.2.2021)
- A short didactic link and literature list on "Designing tasks in online examinations" can be found here.
Teaching in difficult times
Due to the Covid19 pandemic, teaching at the UDE is currently subject to the requirement of teaching and learning at a distance. Nevertheless, in coordination with the responsible ministries and the other universities in North Rhine-Westphalia, the university would like to provide its students with naturally creditable semesters with corresponding study and examination programmes.
The restructuring of the study programme is a challenging task. The Rectorate is working together with the faculty administrations, student representatives, the administration and central institutions - among others in the Taskforce Study & Teaching - to coordinate and design the corresponding framework conditions. The information and service offers are constantly being further developed for this purpose. The following recommendations for action and the support services linked in this context can offer you a structured introduction.
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.