Praxisbericht: Hybridisierung und Diversitätsorientierung von Lehrveranstaltungsstrukturen im berufsbildenden Lehramt

The COVID-19 pandemic has had an impact on university teaching since the summer semester ter 2020 led to an (initially reactionary) surge in digitization, which changed infrastructural conditions as well as new conceptual ones developed application formats. To the potential of this changed Framework conditions for the requirements of the courses of study of the teaching to adapt vocational schools (LbS), a parallel special evaluation tion for the analysis of digitally supported teaching at Leibniz Universität Hannover carried out. On this basis, it became clear that an exclusive on- line teaching, the students mainly due to a lack of socially-cooperative ects and technical barriers poses major challenges. Since it is at the LbS students with a tech-savvy but highly heterogeneous gene group (e.g. with regard to professional biographical background, age or care obligation), the goal lay in the addressee: internally construction of sustainable and digitized study structures that enable planning and individualization of the course of studies. So became hyb- ride course structures that are based on an existing learning platform form and the underlying blended learning approach. Based on constructivist teaching-learning approaches, these were achieved through the combination of synchronous and asynchronous learning phases in a didactic three-step padded. Digital result backup and examination formats, such as e.g. B. cross-institutional portfolios were included for this purpose. So could an application-related transferability together with an overarching be made possible for the evaluation of further courses. About the Structural expansion also allowed a systematic interlocking of all six vocational disciplines with the professionalization area of vocational and business education (BWP). On content-curricular and study structure level, synergies can be used that allow for more flexibility tion through hybridization and the adoption of best-practice formats possible. The needs of the target group, such as a location and time independent dependent division of learning time, can be tailored with teaching-learning methods associated with long-term academic success to contribute to increasing the attractiveness of studying and the shortage of teachers in the to counteract vocational teaching. With the present contribution a practical example will be used to show how hybrid courses can be used Event and seminar structures distinguish the heterogeneous groups of students the various professional disciplines within the professionalization be flexibly considered and at the same time individually promoted can. In addition, it should be highlighted which challenges arise (e.g. on a technical level) for the flexibility of the study structures let ren.

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Inklusion

Heterogenität

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370: Education

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https://creativecommons.org/licenses/by/4.0/

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267-Artikeltext-1209-1-10-20230426-Drews-Michele.pdf

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Praxisbericht: Hybridisierung und Diversitätsorientierung von Lehrveranstaltungsstrukturen im berufsbildenden Lehramt