Contact the digitisation advisors in your department
They are in regular contact with ZLE and kiz and coordinate the online teaching offers.
In this section we present tips for the online tutorial. First of all, these are general tips that could be useful for most subjects and tutorials, despite the sometimes very different application scenarios and goals of tutorials as well as the subject-specific features.
Most (classroom) tutorials are curricularly anchored in such a way that they accompany a lecture and/or exercise in smaller groups (usually max. 25 students), apply theoretical content in exercises and practical examples and practice approaches to the work and the respective solutions.
A special characteristic of tutorials is that they are conducted by students in higher semesters - it is therefore a learning format by students for students. This holds the chance that especially online discussion forums are used more than in other online teaching settings, since the inhibition threshold for asking questions and exchanging information is much lower for students in tutorials.
ATTENTION: Always keep an eye on the workload of your students and do not give too many materials and tasks to work on.
A central component of tutorials is that students regularly work on exercises - in many cases weekly exercise sheets - alone or in small groups, then discuss them in the tutorial and receive the corresponding (sample) solutions from the tutor. Depending on the subject and the tutorial, the concrete form of the exercises varies greatly or alternates within the tutorial: Often the exercises are pre-calculated by the tutor on the blackboard and the students compare the solutions with their own, often the students solve selected exercises on the blackboard or in small groups and sometimes the exercises are calculated together in the plenary session. It is important that the tutor can intervene (correct) in case of questions of understanding or mistakes and provide direct support in the difficult processes.
These methods are available for the online tutorial:
Ask the students to submit a commented solution to an exercise. In addition to the individual solution steps, students should briefly describe what they have done and why.
Students upload their solution as an image file or document to a post in the forum and describe their solution as well as any difficulties or questions they may have had. The fellow students and you as a tutor can comment on this solution and answer questions.
The students record a video in which they comment on their solution. This can be done as described above or, for example, with a smartphone that is securely attached to a well-lit piece of paper on which the solution is worked out while the student comments on their solution.
If necessary, a synchronous exchange via a web meeting can also be useful in the context of a tutorial. Tools that are then available are e.g. whiteboard, video/audio chat, screen sharing.
In the tutorial, the tutor demonstrates how certain tasks are calculated, evidence is presented or problems are solved. As they develop and roll up the solution paths, they think aloud, i.e. they give insights into their thinking and decision-making processes and strategies.
Upload a file of the written solution path: Pre-calculate tasks etc. in writing and explain each of your processing steps in detail and comprehensibly so that students can follow these steps. Make the written solution available as a file in Moodle.
Instructions and tips on how to start making educational videos and screencasts can be found here.
Maybe there are already videos in which suitable tasks and exercises are solved? Link to them. We have listed hints where you can find suitable materials for your events here.
A tutorial lives from the exchange with the students and the possibility to discuss the tasks and problems. Therefore, you should also ask your students questions in a forum in Moodle and at the same time offer the possibility to ask questions in the forum. Encourage your students to answer each other's questions.
For tutorials synchronous exchange via a web meeting on Zoom can also be necessary. On there, tools like whiteboards, video / audio chats and screen sharing are accessible.
Private channels of communication such as WhatsApp, Facebook Messenger, Google Hangouts, Skype, FaceTime or others are not recommended because of data privacy reasons.
In most cases, weekly task sheets are discussed in the tutorial, for which (usually in advance) solutions should be submitted. There are also possibilities and methods in online teaching for this case:
To do this you can use the Task function in Moodle, which also allows you to set a deadline for submission of your work. Submissions can consist of one or more files and/or comments in a text box. Submitted work can be corrected and feedback added in Moodle, and even annotations directly into PDF submissions are possible. By the way, not only a typed solution is possible as a submission, but also a photo or scan of a handwritten solution.
An alternative is (self-)testing in Moodle. In the test activity, many different task types are available, some of which also allow automated assessment.
In this course you will learn the basic settings of Moodle and get tips for creating your Moodle course.
In this course we have collected activities, content and tips for using Moodle in typical teaching formats.
In this course you will find information about the services offered by the Competence Centre eEducation in Medicine.
On the e-learning portal of the University of Ulm you will find many instructions on Moodle and other topics of online teaching (e.g. legal issues).
On the official Moodle documentation you will find detailed descriptions of all the features and activities of Moodle.
For technical problems and questions please contact the Help Desk.
For didactic and organisational questions please contact the team of the ZLE.
Washauri wa Digitization katika idara yako ni katika mawasiliano ya mara kwa mara na ZLE na KIZ na kuratibu online mafunzo inatoa. Katika sehemu hii tunatoa vidokezo kwa ajili ya mafunzo ya mtandaoni. Kwanza kabisa, hizi ni vidokezo vya jumla ambavyo vinaweza kuwa na manufaa kwa masomo mengi na mafunzo, licha ya hali tofauti za matumizi na malengo ya mafunzo, na vile vile sifa maalum za somo. Kwa kawaida, mafunzo ya darasa hufanywa kwa njia ya masomo, ambayo huambatana na hotuba na mazoezi katika vikundi vidogo (kwa kawaida max. "Mfano wa ""Mfano wa Mafunzo"" ni mafunzo ya kuelezea mambo ya kinadharia na ya kiutendaji, na kuelezea njia za kufanya kazi na ufumbuzi wa kila mmoja." Sifa maalum ya mafunzo ni kwamba wao ni uliofanywa na wanafunzi katika semesters ya juu - ni kwa hiyo kujifunza muundo na wanafunzi kwa ajili ya wanafunzi. Hii ina nafasi kwamba hasa majukwaa ya majadiliano ya mtandaoni hutumiwa zaidi kuliko katika mipangilio mingine ya kufundisha mtandaoni, kwani kizingiti cha kuzuia kuuliza maswali na kubadilishana habari ni cha chini zaidi kwa wanafunzi katika mafunzo. Kumbuka: Sikuzote uangalie mzigo wa kazi wa wanafunzi wako na usipe vifaa vingi sana na kazi za kufanya. Sehemu kuu ya mafunzo ni kwamba wanafunzi mara kwa mara kufanya kazi juu ya mazoezi - katika kesi nyingi kila wiki mazoezi karatasi - peke yake au katika makundi madogo, kisha kuzungumzia yao katika mafunzo na kupokea sambamba (mfano) ufumbuzi kutoka mwalimu. Kulingana na somo na mafunzo, fomu halisi ya mazoezi hutofautiana sana au hubadilika ndani ya mafunzo: Mara nyingi mazoezi huhesabiwa mapema na mwalimu kwenye ubao mweusi na wanafunzi hukabiliana na suluhisho zao wenyewe, mara nyingi wanafunzi hutatua mazoezi yaliyochaguliwa kwenye ubao mweusi au katika vikundi vidogo na wakati mwingine mazoezi huhesabiwa pamoja katika kikao cha jumla. Ni muhimu kwamba mwalimu anaweza kuingilia kati (kufanya marekebisho) katika kesi ya maswali ya uelewa au makosa na kutoa msaada wa moja kwa moja katika michakato ngumu. Mbinu hizi zinapatikana kwa mafunzo ya mtandaoni: Waulize wanafunzi kuwasilisha suluhisho la ufafanuzi kwa zoezi. Mbali na hatua za kutatua matatizo, wanafunzi wanapaswa kueleza kwa ufupi kile walichofanya na kwa nini. Wanafunzi hupakia suluhisho lao kama faili ya picha au hati kwenye chapisho kwenye jukwaa na kuelezea suluhisho lao na shida zozote au maswali ambayo wanaweza kuwa nayo. Wanafunzi wenzako na wewe kama mwalimu unaweza kutoa maoni juu ya suluhisho hili na kujibu maswali. Wanafunzi hurekodi video ambamo wao husema juu ya suluhisho lao. Hii inaweza kufanywa kama ilivyoelezwa hapo juu au, kwa mfano, na simu ya rununu iliyounganishwa kwa usalama kwenye kipande cha karatasi kilichoangazwa vizuri, ambapo suluhisho linatengenezwa wakati mwanafunzi anatoa maoni juu ya suluhisho lake. Kama ni lazima, kubadilishana synchronous kupitia mkutano wa mtandao pia inaweza kuwa na manufaa katika muktadha wa mafunzo. Vifaa ambavyo vinapatikana basi ni kwa mfano Whiteboard, video, na audio chat, na screen sharing. Katika mafunzo, mwalimu anaonyesha jinsi kazi fulani zinavyohesabiwa, uthibitisho unawasilishwa au matatizo yanatuliwa. Kama wao kuendeleza na roll up njia ya ufumbuzi, wao kufikiri kwa sauti, yaani Hizi ni maelezo ya kina kuhusu mawazo yao, mchakato wa kufanya maamuzi na mikakati. Upload faili ya njia ya suluhisho iliyoandikwa: Hebu kuhesabu kazi nk. Kuandika na kuelezea kila hatua ya mchakato kwa undani na kwa uelewevu ili wanafunzi waweze kufuata hatua hizi. Kufanya suluhisho lililoandikwa inapatikana kama faili katika Moodle. Maagizo na vidokezo juu ya jinsi ya kuanza kufanya video za elimu na screencasts zinaweza kupatikana hapa. Labda tayari kuna video ambazo kazi na mazoezi yanayofaa hutatuwa? Kiungo kwa ajili yao. Tuna orodha ya vidokezo ambapo unaweza kupata vifaa vinavyofaa kwa matukio yako hapa. Mafunzo huishi kutokana na kubadilishana na wanafunzi na uwezekano wa kujadili kazi na matatizo. Kwa hivyo, unapaswa pia kuwauliza wanafunzi wako maswali katika jukwaa la Moodle na wakati huo huo kutoa uwezekano wa kuuliza maswali katika jukwaa. Watie moyo wanafunzi wako wajibu maswali ya mwenzako. Kwa ajili ya mafunzo kubadilishana synchronous kupitia mkutano wa mtandao juu ya Zoom pia inaweza kuwa muhimu. Kuna zana kama vile whiteboards, video, mazungumzo ya sauti na kushiriki skrini. Njia za mawasiliano za kibinafsi kama vile WhatsApp, Facebook Messenger, Google Hangouts, Skype, FaceTime au wengine hazipendekezi kwa sababu za faragha ya data. Katika kesi nyingi, karatasi za kazi za kila wiki zinajadiliwa katika mafunzo, ambayo (kwa kawaida mapema) suluhisho zinapaswa kuwasilishwa. Kwa mfano, unaweza kutumia kazi ya kazi ya Moodle, ambayo pia hukuruhusu kuweka tarehe ya mwisho ya kuwasilisha kazi yako. Mawasilisho yanaweza kuwa na faili moja au zaidi na/au maoni katika sanduku la maandishi. Kazi iliyowasilishwa inaweza kusahihishwa na maoni yaliyoongezwa katika Moodle, na hata maelezo moja kwa moja katika mawasilisho ya PDF yanawezekana. Kwa njia, si tu typed ufumbuzi inawezekana kama kuwasilisha, lakini pia picha au skani ya ufumbuzi handwritten. Mbadala ni (self-)kupima katika Moodle. Katika shughuli ya mtihani, aina nyingi tofauti za kazi zinapatikana, ambazo zingine pia huruhusu tathmini ya kiotomatiki. Katika kozi hii utajifunza mipangilio ya msingi ya Moodle na kupata vidokezo kwa ajili ya kujenga kozi yako Moodle. Katika kozi hii tumekusanya shughuli, maudhui na vidokezo vya kutumia Moodle katika muundo wa kawaida wa kufundisha. Katika kozi hii utapata habari kuhusu huduma zinazotolewa na Kituo cha Uwezo eEducation katika Tiba. Katika tovuti ya Chuo Kikuu cha Ulm, unaweza kupata mafunzo mengi juu ya Moodle na mada nyingine za ufundishaji wa mtandaoni. masuala ya kisheria). Katika nyaraka rasmi Moodle utapata maelezo ya kina ya vipengele vyote na shughuli za Moodle. Kwa matatizo ya kiufundi na maswali tafadhali wasiliana na Msaada Desk. Kwa maswali ya didactic na shirika tafadhali wasiliana na timu ya ZLE.