Blended Learning - the Perfect Mix for Your Courses
When planning their classes, teachers should think about which digital elements make sense from a didactic point of view. Having the necessary tools alone does not justify the use of e-learning formats. Instead, a well-balanced mix makes the difference! The amount of e-learning formats in both synchronous and asynchronous units depends on several factors such as teaching objectives, and should always be considered from a didactic point of view.
The chart on the right-hand side illustrates the different digital options available at Hochschule Geisenheim University.
Below you will find an overview of best practices in digital teaching
PLANT.ed is an extensive knowledge pool providing in-depth information on plants and the use of plants, and combines several learning formats of Hochschule Geisenheim University
Teachers:
Prof. Dr. Alexander von Birgelen, Martina Heims, Kai Faust
In the summer semester 2020, the “Accounting” course was switched into a blended learning format with several learning modules featuring helpful diagrams and videos, supported by examples and sample calculations.
Teachers:
Larissa Strub, M.Sc., Department of Wine and Beverage Business
Course title:
Accounting
Degree program:
International Wine Business (B.Sc.), Viticulture and Enology (B.Sc.), Beverage Technology (B.Sc.)
Number of students:
about 130
Didactic basics:
blended learning, interactive independent studies, studying anytime and anywhere, consolidation, test your knowledge with ILIAS tests, survey for feedback and questions
In the summer semester 2020, many face-to-face courses had to be switched to digital formats due to Corona restrictions. This was particularly challenging for modules with a high amount of practical components. When the project group came together for the first face-to-face session in the vineyard at the end of May/beginning of June, they were able to get right down to the practical work despite the purely digital preparation in front of the computer.
Teachers:
Dipl.-Ing. (FH) Mathias Scheidweiler
Course title:
General and Organic Viticulture Project, Wine Production Technology, Evaluation of Wine, Introduction to Viticulture and Enology
Degree programs:
Weinbau und Oenologie (B. Sc.), Internationale Weinwirtschaft (B. Sc.), International Wine Business (B. Sc.), Getränketechnologie (B. Sc.)
Number of students:
8 - 150
Didactic basic:
Blended learning, interactive independent studies, studying anytime and anywhere, collaborative studying, preparation for practical work in the vineyard
The biggest challenge with this course is that students arrive with very different levels of knowledge. By switching to a blended learning format, we are able to bridge these differences and bring all students up to the same level.
Teachers:
Prof. Dr. Mirjam Hey, Department of Beverage Research
Course title:
Chemistry II – Organic Chemistry und Chemistry - Practical Exercises
Degree program:
Beverage Technology (B.Sc.), Viticulture and Enology (B.Sc.)
Number of students:
about 140
Didactic basics:
blended learning, interactive independent studies, studying anytime and anywhere, consolidation, exercises in a virtual lab, feedback
Tools:
ILIAS, Stud.IP, BigBlueButton, PowerPoint, video equipment
To ensure regular student-teacher contact, a fixed weekly date was set for all lectures using the video conferencing tool PEXIP. In addition, parts of the course content were converted into or supplemented by asynchronous formats
Teachers:
Prof. Dr. Andreas Holzapfel, Department of Fresh Produce Logistics
Course title:
Logistics II (lecture and exercises), Fresh Produce Logistics (lecture and exercises) Project I
Degree program:
Food Chain Management (B.Sc.)
Number of students:
about 20
Didactic basics:
Blended learning, interactive independent studies, studying anytime and anywhere, exercises and exchange in online sessions
In order to use class times more efficiently, the second part of the compulsory module „Professional and Technical English II was changed from a pure face-to-face course to a blended learning format.
In order to help students reflect on what they have learned and to promote student-teacher interaction, a feedback and reflection session was introduced using Tweedback.
Teachers:
Dipl.-Ing., MBA Michael Paul Kramer
Course title:
Information Technology and IT Systems and Data Analysis Basics
Degree Program:
International Wine Business, Food Chain Management
”By setting up a pool of questions and continuously updating them we are able to design assessments effectively and efficiently”
Teachers:
Prof. Dr. Jana Zinkernagel, Dr. Simone Röhlen-Schmittgen, Dr. Susanne Tittmann
Course title:
exercise: Measuring Methods for Plant Physiology & Crop Control
Degree program:
Crop and Horticultural Science (M. Sc.)
Number of students:
about 15
Didactic basics:
learning progress control, written, computer-aided assessment with closed questions
Tools:
ILIAS
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