According to recent studies*, classical frontal teaching is still the method preferred by seminar leaders to convey content at Higher Educational Institutions. At the same time, this way of teaching is considered not being very motivating by many students, it is frustrating for some and, above all, not only for students with disabilities, so demanding that learning delays or even dropping out of studies can be the result. The aim of the seminar is to develop a methodological-didactic framework for seminar planning and designing, which on the one hand relieves course leaders of their preparation work and on the other hand represents an attractive learning offer for students in the course of the subsequent implementation in the lessons. Great importance is placed not only on the delivery of specialised knowledge, but also on the development of students' competences. Elements of self-organised learning and the creation of such learning environments focus on training the core competences of the 21st century. In the seminar, we will work out together how courses can be designed in such a diverse and sustainable way that as many students as possible - whether with or without impairments - can participate and even contribute in a motivated way and further develop their competences in terms of communication, collaboration, critical thinking and creativity.
*Edu4ALL - Disability as diversity: The inclusion of students with disabilities in higher education. Defining delivery approaches and assessment - Title: General Suggestions for Curriculum Adaptations. V1.0. 30 March 2022. p. 9f.
The workshop in English will be held in presence at the TU Chemnitz. If participants are not able to come to Chemnitz University of Technology, it is possible to conduct the course hybrid. For this, we ask the participants to contact the course organization. (This event has been postponed from September 19, 2023.)
The work units are distributed among the areas as follows:
Teaching/Learning Planning & Curriculum Development - 8 units of instruction
Learning Objective
The participants
know the phases of the lesson planning and take them into account in their course planning.
use suitable methods to support the phases.
create self-organised learning environments for their students.
create a motivating approach for the students and promote their competences in particular with regard to creativity, communication, collaboration and critical thinking.
are relieved by the application of simple, repeatable and sustainable structures for planning and designing their courses.
Course management
Susann Löffler