Innovation in Teaching

The aim of the project is to put historical knowledge into practice and thus bring history to life. As part of the planned exercises, questions of medieval food history will be discussed using surviving medieval cookery books. The aim is not only to acquire new source knowledge in palaeography and codicology. The innovative approach is to put what has been read into (modern) practice after critical reflection and the necessary adaptation. Differences between (theoretical) reconstruction and practice are also thematised. Through the documentation of problems and solutions, a close evaluation and general reflection, a guideline is to be created that also enables the implementation of the teaching concept in modules of other epochs/subjects. The practical implementation of historical instructions also prepares students for future careers, for example in museums, open-air museums or schools.

Students of Protestant theology invest a lot of time in learning two (teaching degree) or three ancient languages, especially at the beginning of their studies: Hebrew and/or Greek and Latin. The planned innovation project aims to use Bible software to help consolidate language knowledge, facilitate its application and constructively link it with theological subject content. To this end, the use of the LOGOS software, for which licences can be provided through the project funding, is to be integrated into the language lessons (Greek I). Practising the essential research functions of the software - in particular the semantic indexing of word fields and concordant searches - will then be further deepened in the proseminar (NT). In the long term, the introduction to the Bible software should open up the possibility of having practised barrier-free, quick access to the source-language text not only in further studies, but also in later professional life, which will also become a matter of course in any application.

Teachers can no longer be successful in coping with the complex day-to-day school life as lone fighters, but should acquire cooperative skills as part of their training (KMK, HRK, 2015). The current KMK education report also reveals specific content for which there is a demonstrable gap in university teacher training. One of these is dealing with mental health problems in a school context.
The project aimed to develop ‘educational games’ based on simulation games, which enable trainee teachers to work on authentic educational challenges in a cooperative manner. As part of the funding, various educational games were developed, tested and evaluated with students from two degree programmes (teacher training, Master's in Social Pedagogy). The evaluation results show that the development of the educational games by the students of the different degree programmes already promotes positive attitudes towards multi-professional cooperation, specialist knowledge of student mental health issues and methodological knowledge.

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The advancing datafication and digitalisation of our society is changing the way we live and work. While the use of digital tools is now part of everyday study for most, the benefits of independent programming are still little used. Basic knowledge of programming languages can help to develop a better understanding of digital technologies and their possible applications. However, suitable courses are not yet available for all students or offer few opportunities for subject-specific application and consolidation.
In the project, a digital self-study course on the Python programming language is to be developed and tested. The course is intended to offer students the opportunity to familiarise themselves with the basics in a flexible manner and to expand on them through subject-specific application examples. At the same time, networking opportunities are to be created that will contribute to the formation of an active community at the university.

The project comprises a main seminar that combines the teaching content of church history and ethics. The aim is to discover ethics in the sense of narrative ethics in concrete life stories. In this way, students learn to situate their own ethical decisions historically and to reflect on them critically. Female theologians from East and West Germany (born between 1940 and 1960) were interviewed as contemporary witnesses using oral history methods on ethical topics that shaped their own (ecclesiastical) careers. For West Germany, Antje Heider-Rottwilm or Christine Busch, for East Germany Kerstin Gommel. This enables access to ethical issues of the 1980s and 1990s such as peace, the environment, feminism and equal rights, homosexuality, etc. The interviews were also prepared and followed up in the seminar with literature work. Finally, meaningful short films were created from the interviews, which were then published online.

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Digital health literacy has been on everyone's lips at least since the Covid pandemic and is at the same time a prime example of the necessity of interprofessional teaching. After all, hardly any other topic affects so many health professions equally. However, there are nearly no courses that address the topic interprofessionally and convey the knowledge to our students in a practical way. We would like to offer the inter-faculty seminar "eHealth Literacy" in order to close this gap and to do justice to the current changes in the health system in teaching. Students from different disciplines will prepare for guided discussion and exchange of perspectives on various aspects of eHealth interventions because of specially created teaching videos and selected publications. The course concludes with an overarching practical project with complex case studies in study-discipline heterogeneous groups.

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The project enabled students of the Bachelor of Psychology to learn about, apply and critically reflect on intervention techniques in emergency psychology. After teaching basic emergency psychology skills, groups of students developed emergency-specific interventions for dealing with those affected. An intensive application and reflection of these interventions took place in the seminar sessions by using the methodology of forum theatre according to Augusto Boal. The individual student working groups acted out the various emergency situations together with professional actors, in which they themselves acted as emergency psychologists and the actors took on the role of those affected. Together in the plenary, a critical reflection and processing of the procedure took place by working out and trying out different procedures and discussing their influence on the situation.

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The teaching project enabled psychology students on the bachelor's degree programme to apply the basic theoretical knowledge of mental disorders acquired in the clinical psychology lecture to practical, clinical-psychological issues and to critically question them. Based on the method of problem-oriented learning (POL), a total of seven case studies and problems derived from them were developed, which were located in different diagnostic and treatment contexts (outpatient, day-care or inpatient setting). Extensive teaching materials were created for this purpose (e.g. video vignettes of diagnostic interviews with drama patients, comprehensive reports on the results of diagnostic procedures and medical findings). In the subsequent trial phase, the individual case studies were worked on in small student groups over the course of two seminar sessions, discussed and then reflected on together in plenary sessions.

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The innovative and interdisciplinary teaching project "If you want to treat me, you have to know who I am" is aimed at medical students in the clinical semesters and imparts
basic knowledge and skills about diversity in medicine and (structural) discrimination, as well as critical awareness of it. The idea of intersectionality is central to the teaching concept. Students learn medical and sociological knowledge as well as an awareness of the patients' perspectives in the interdisciplinary seminar and workshop series. In addition, the interactive seminars serve to identify the deficits of medical curricula in a research-oriented way. These can be addressed in later teaching and research practice.

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This project served to develop or further develop specialised learning software and to provide vocabulary learning cards for the ancient languages. The Latin and Greek courses at the FSU require intensive learning. Central to this is the learning of vocabulary and the repetitive training of the acquired vocabulary. The teaching material is usually tailored to the courses; therefore, there are no offers from commercial education providers. Within the framework of the project, digitally available data sets on Latin and Greek vocabulary, root forms and idioms were processed and implemented in the software.

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Central elements of digitalisation were integrated into the chemistry degree programme in a new course offering, initially designed for training at Master's level. For this purpose, a module was developed that teaches students the content of programming, databases and artificial intelligence. In the associated seminar, they apply the knowledge they have acquired and develop their own programmes for practical chemical problems in the area of measurement data acquisition, visualisation and evaluation.

The project-oriented character opens up spaces for the development of own systems with which questions from one's own area of interest can be addressed. The best results can then be transferred to final theses or, if necessary, to other courses. The transferability of the seminar concept to other degree programmes with practical laboratory courses is foreseeable.

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Project leader: Dr Elizabeth Watts

Heterogeneity in classes is on the rise and so teaching must be increasingly differentiated so that different competences can be realised. Digitisation offers teachers the possibility to differentiate their lessons more easily. Therefore, it is necessary to develop adequate teaching training that prepares future teachers not only to teach digitally, but also to teach differentiated. The course "From Digitisation to Differentiation" has contributed to filling this gap in education, whereby student teachers were not only able to get to know new digital approaches better, but were also given concrete examples of how they could use such digital media for differentiation in the classroom. The course was attended by all student teachers of science subjects, and subsequently also by student teachers of special needs education in cooperation with the School of Education in Erfurt.

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The Corona crisis has released a strong digitization push in university teaching. The goal is to focus on digital education, the development and implementation of modern educational concepts to integrate them into the everyday life of science teaching. We have decided together with the MPSP to create a learning app for digitizing the learning content of Physical Chemistry with a constantly growing of learning ideas, good-practice examples, videos and digital learning environments. Modern technical approaches visualization were used to support students in training their spatial imagination, to develop a 3D image of the molecules and thus a better understanding in the context of this project. Two different approaches were used: (1) the (inter)active "Experiencing" the 3D environment through virtual reality (VR). (2) The "touching" of larger molecules and systems through plastic molds created via a 3D printer. We decided on short notice to replace the haptic component (2) or to consider it temporally downstream due to the pandemic-related changeover to hybrid teaching formats. Instead of that, we focused primarily on spatial imagination via augmented reality (AR) via the aforementioned app on mobile devices mentioned above.

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The fundamental concepts of theoretical physics are undoubtedly important for physics teacher training. They help future teachers to gain sufficient technical sovereignty to be able to concentrate on teaching in everyday school life. However, the associated courses are perceived as difficult by the students and their relevance for later teaching is often not perceived. Thus, there is a danger that a great potential of the study programme is not used. In this teaching innovation, the theoretical physics courses were supplemented by combined subject-specific didactic seminars in such a way,
so that their profession-oriented use for the teaching profession is worked out and the link to school physics is recognisable. Accompanying seminars were developed, which can be firmly transferred into the modules of theoretical physics through a parallel initiative of the Faculty of Physics and Astronomy.

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The ""Propaedeutic for the examination review in civil & public law" is intended to facilitate the students an introduction to the one-year university exam preparation. The six-week course took place prior to the Corona pandemic on a 16-hour weekly basis as a purely face-to-face course beginning in September. However, due to the timing, it was not possible for all students in the target group to attend the course.
Within the framework of the funding from the Academy for Teaching Development, the
questions and exam notes, as well as the learning techniques, were implemented digitally.
Now, the learning material is also supplemented and supported with digital formats. Among other things, learning level tests as well as teaching and learning videos are used. This should enable students to organize their self-learning time efficiently and individually.
Due to the fundamental approach, the videos can not only be repeated in the upcoming
not only repeatedly in the upcoming courses of the propaedeutic course, but also in other
exam preparation.

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As part of the ProfJL project (Professionalization from the Start in the Jena Model of Teacher Education), a teaching-learning programme was developed for student teachers of biology, chemistry and physics, which is intended to prepare students for interdisciplinary science teaching in a way that is both school-relevant and practice-oriented. With the help of funding from the Academy for Teacher Development, the teaching-learning programme will be continued and the links between the individual subject didactic training areas strengthened. In this way, the contents are to be anchored in the long term as important components of the science teacher-training programme. One approach to this would be the implementation of the teaching-learning offer as a separate module in the required elective area. A pool of materials consisting of practical examples, methods, and opportunities for reflection serves as a basis for this and will be further expanded.

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A large and significant part of basic philosophical texts is in Latin. For a research-oriented study of philosophy, knowledge of this language is therefore indispensable in order to find meaningful access to these original texts, to examine the quality of the translations, to understand them as the product of hermeneutic processes, but also to be able to critically and analytically process texts in the first place. Although Latin teaching has the potential to teach philosophical topics and working methods in a targeted way and thus to create more popularity for itself, at the University of Jena and elsewhere, the focus is mainly on practising grammar and vocabulary without reference to the subject. In order to address this situation, a course- and competence-related Latin course will be taught from the summer semester 2019 to the winter semester 2019/20 in the seminar ‘Latin for Philosophers: Texts, Discussions, Perspectives’. The innovative project is also intended to serve as a platform for students to contribute their ideas and, in the medium term, aims to make a corresponding teaching offer permanent, which should be a model for other languages and degree programmes and an advantage for the University of Jena.

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As part of the restructuring of medical studies ‘Masterplan Medizinstudium 2020’, preclinical training will also face increased demands that require a reorientation in teaching. Therefore, we planned to transfer the physics practical course for medical students from a pure practical course to a new form of practical course consisting of a coordinated mixture of interactive co-seminars and subsequent independent experiments.
The novel combination of co-seminars, as a quasi-interactive lecture with combined practical exercises by the students, preceded by the actual practical course, is intended to ensure a more optimal training of all students in directly comparable areas identified as important for further medical studies. In addition to deepening and consolidating the subject-specific foundations for the subsequent teaching sections in the preclinical phase (especially physiology), the prerequisites for possible later clinical research were also to be created.

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Database systems are of central importance in the research and teaching field of business informatics. It has been known for years that the heterogeneity of the prior knowledge of the participants in the Master's programmes requires the delivery of bridging courses. A blended learning concept allows efficient use of the university's own personnel capacities and Internet offerings.  Expanding this with elements of gamification not only promises to keep interest high in general, but also makes those learning elements more exciting that are generally considered particularly dry, but are indispensable for in-depth academic discussion. Key competences are developed along the way.

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With the aim of linking internationalization and digitization, a virtual intercultural business game was developed within the framework of the project. In future, it can both be a fixed part of the supplementary subjects in the Bachelor’s programme Intercultural Business Communication and be used by other subjects of the Faculty of Humanities, the Faculty of Economics and the Faculty of Behavioural Sciences as well as the Language Centre. The business game uses a virtual classroom, which in turn is integrated into a Moodle platform. Both provide the basis for student teams from three international universities to interact together. The aim was to make it possible to experience challenges of intercultural action ‘live’ and to be able to reflect on corresponding challenges. The project work included the creation of text- and video-based handouts for independent use by lecturers.

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Based on the simulation of case conferences, medical students in the 9th subject-related semester will gain fundamental insights into the development of therapeutic strategies in multimodal therapies, the interaction of different disciplines and professional groups, and interdisciplinary and multiprofessional communication. The focus was on understanding complex therapy processes, taking into account the therapy goal, communicating about this with the patient and supporting informed decision-making. In 6 seminars, 6 selected tumour types and different therapy situations (initial diagnosis to palliative situation) were discussed.

In the course of the semester, interim evaluations serve to adjust the concept if necessary. The results of the final evaluation and experiences are to be scientifically published and presented. The project result in the creation of a sustainable concept for student teaching that can be transferred to other subjects.

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Analysing and evaluating as well as developing arguments on one's own is not only a philosophical core competence, but also essential in other fields both inside and outside the university. The subject of philosophy has a special responsibility to promote the development of these competences. Yet an integrative didactics of philosophical argumentation, which aims to combine both analytical and logical as well as productive-creative argumentation skills, has remained a desideratum to this day. With our project, we wanted to systematically teach and further develop the teaching of formal logic, which is often completely disconnected from actual argumentation, and the didactics of writing, which is uninformed by logical argument analyses. Our aim was to provide training in persuasive argumentation in which logical acuity and successful text composition are intertwined.

Here [pdf, 274 kb] deThis link requires a loginde you can find the final project report (URZ login credentials required).