Episode 11: Innovative Formats for Online Teaching

00:00:00: Welcome to a new episode of Campus to Cyber, the podcast by the German UDS.

00:00:15: For the production of this episode, we again use the AI-based knowledge management tool

00:00:20: Notebook LM.

00:00:21: The speakers are AI-generated voices.

00:00:24: The entire conversation is based on the text of the German UDS.

00:00:28: We will be diving into scientific report 2 of the German UDS, authored by Professor

00:00:33: Dr. Christoph Meinl, Dr. Stommers Stauwitz and Daniel Tköller.

00:00:37: This report focuses on innovative formats for online teaching and their potential to transform

00:00:42: learning.

00:00:43: In this episode, we will take a closer look at how these teaching formats are shaping

00:00:47: the development of key skills, such as soft skills and transversal skills, which are

00:00:52: crucial for the modern learning.

00:00:54: From interactive platforms to immersive learning experiences, we will analyze the usability

00:01:00: of different formats in fostering these essential abilities.

00:01:04: So join us, we explore the evolving landscape of online education and its rule in building

00:01:11: the skills of tomorrow.

00:01:12: Alright, so today we're really diving deep, getting into the nitty-gritty of online learning.

00:01:29: Really exciting stuff.

00:01:30: Yeah, and to help us navigate this world, we're turning to some cutting-edge research

00:01:35: out of the German University of Digital Science, German UDS for short.

00:01:38: Catchy name.

00:01:39: Right.

00:01:40: What makes their work so fascinating is that it's built on years of real-world experience

00:01:45: from their OpenHPI platform.

00:01:47: They've been on the front lines figuring out what works and what doesn't in online

00:01:52: education.

00:01:53: Yeah, not just ivory tower theorizing, they've got their hands dirty, so to speak.

00:01:56: Exactly.

00:01:57: And one of the things they highlight right off the bat is that MOOC boom from a few years

00:02:02: back.

00:02:03: MOOC is right.

00:02:04: Everyone was talking about them.

00:02:06: Massive open online courses, remember.

00:02:08: Any one could take a course on anything from anywhere.

00:02:10: It was kind of a wild west out there for a while, all these new platforms popping up.

00:02:14: And then the pandemic hit, which just threw fuel on the fire.

00:02:18: Right.

00:02:19: Everyone online.

00:02:21: But here's the thing, and this is where German UDS really digs deep, that surge in online

00:02:25: learning wasn't just a pandemic blip.

00:02:28: You think it would die down?

00:02:30: But it hasn't, has it?

00:02:31: Not at all.

00:02:32: Their research shows that MOOCs, especially on platforms like OpenHPI, were already attracting

00:02:38: tons of learners long before lockdowns were even a thing.

00:02:42: So it was already tapping into something people genuinely wanted.

00:02:45: Absolutely.

00:02:46: Flexibility, convenience, a wider range of topics.

00:02:49: It was like online learning cracked the code on what a lot of people were missing.

00:02:52: But it's not just about convenience, is it?

00:02:54: I mean, what makes their research so compelling is how they connect this surge in online learning

00:03:00: to deeper theories about how we learn best.

00:03:03: Right.

00:03:04: It's not just about putting lectures online and calling it a day.

00:03:07: Definitely not.

00:03:08: Okay.

00:03:09: So let's unpack that a bit.

00:03:10: Where do they start?

00:03:11: Well, they explore a range of learning theories, and they actually begin with behaviorism.

00:03:14: You know, the classic reward the right answers approach.

00:03:17: Ah, so like those online quizzes where you get instant feedback?

00:03:21: Exactly.

00:03:22: They're all about that immediate reinforcement.

00:03:24: And to be fair, it can be quite effective in online learning.

00:03:27: You know, that little dopamine hit of getting a question right?

00:03:30: It keeps people engaged.

00:03:32: It's like the digital equivalent of a gold star sticker, right?

00:03:35: We all secretly love those.

00:03:37: Precisely.

00:03:38: But just like those stickers, it only gets you so far.

00:03:41: The paper then dives into cognitivism, which zooms in on how our brains process information.

00:03:48: This is where structured online modules come in, those step-by-step learning paths.

00:03:53: Okay, so a more organized approach to online learning makes sense, but I'm getting the

00:03:56: feeling there's even more to it, isn't there?

00:03:58: Absolutely.

00:03:59: That's where constructivism comes in.

00:04:01: And this one's really interesting.

00:04:03: Have you ever heard of the hole in the wall experiment?

00:04:06: Refresh my memory.

00:04:07: So, back in the late 90s, they put a computer in a wall in a slum in India.

00:04:12: No teachers, no instructions, just a computer with internet access and got wet.

00:04:17: What happened?

00:04:18: The kids, who had zero experience with computers, figured out how to use it entirely on their

00:04:23: own.

00:04:24: They were browsing the web, teaching each other.

00:04:25: It was incredible.

00:04:26: Wow, that's powerful.

00:04:27: Just by having access and the freedom to explore.

00:04:30: Exactly.

00:04:31: And that's the essence of constructivism, people actively building their own knowledge

00:04:34: through experience and interaction.

00:04:37: And online learning, especially with the collaborative nature of MOOCs, it can tap into that same

00:04:44: energy.

00:04:45: So, it's not just about passively absorbing information.

00:04:48: It's about actively constructing your own understanding.

00:04:51: Exactly.

00:04:52: And when you think about how interconnected our world is today, it makes even more sense.

00:04:57: Which brings us to the final theory they discuss, connectivism.

00:04:59: Okay, I think I can guess where this is going.

00:05:02: Learning in the age of networks.

00:05:04: Yeah.

00:05:05: Yeah, like we're all interconnected, learning from each other constantly.

00:05:07: Exactly.

00:05:08: It's not limited to textbooks and classrooms anymore.

00:05:11: We're all part of this giant, ever-evolving network of knowledge.

00:05:14: And that's where online learning really comes into its own.

00:05:17: German UDS argues that it's not just about delivering information, but about fostering

00:05:22: a deeper, more interconnected way of learning.

00:05:24: They even have a name for it.

00:05:26: Deeper learning, right?

00:05:27: You got it.

00:05:28: It's about going beyond memorizing facts and figures.

00:05:32: So how do we actually make that happen?

00:05:34: How do we move from memorizing to really understanding and applying what we learn online?

00:05:39: That's the million-dollar question.

00:05:41: And German UDS has a framework for it.

00:05:43: They break deeper learning into three phases, starting with instruction and appropriation.

00:05:49: That's where you get the basics, the foundation of whatever you're learning.

00:05:52: But here's where it gets interesting.

00:05:54: Online learning can be tailored to your existing knowledge.

00:05:57: Wait, so no more sitting through hours of lectures on stuff I already know.

00:06:01: Tell me about it. And it gets even better. The second phase is where online learning really shines.

00:06:07: Co-construction and co-creation. It's all about collaboration.

00:06:11: So working together, bouncing ideas off each other.

00:06:14: Precisely. Think problem solving in groups, tackling real-world projects,

00:06:18: brainstorming with people from different backgrounds.

00:06:21: It's where those essential 21st century skills come into play.

00:06:24: You know, the critical thinking, communication, collaboration, creativity.

00:06:29: All the things employers are looking for.

00:06:31: All those C's we hear so much about.

00:06:33: Exactly. And this collaborative phase is where those skills can really flourish.

00:06:38: Finally, we move into the third phase, presentation and reflection.

00:06:42: This is where you take everything you've learned, synthesize it,

00:06:46: and present it in a meaningful way, and of course get feedback.

00:06:50: It's like that saying, "The best way to learn something is to teach it."

00:06:53: But online, there are so many cool ways to share what you've learned, right?

00:06:57: Absolutely. And German UDS argues that these three phases,

00:07:01: instruction appropriation, co-construction and co-creation,

00:07:05: and presentation and reflection, can be even more effective in an online environment

00:07:10: compared to a traditional classroom.

00:07:12: Okay, so we've got the theory down, but how does it actually work in practice?

00:07:15: What are some of the specific formats they're using to make this deeper learning happen?

00:07:21: Well, they're moving way beyond just lectures and quizzes, that's for sure.

00:07:24: They're experimenting with a whole range of engaging formats.

00:07:27: One thing they're really into is interactive videos.

00:07:29: Interactive videos, so not just passively watching someone talk at you.

00:07:34: No way! Think more like those "choose your own adventure" books,

00:07:37: but for learning complex topics.

00:07:39: You get to engage with the material, make decisions,

00:07:42: and see the consequences of those choices all within the video itself.

00:07:46: Now, that sounds seriously engaging. What else have they had success with?

00:07:50: They're also big on the power of debate.

00:07:53: Think online forums, structured fishbowl discussions,

00:07:57: anything that gets people thinking critically about different viewpoints

00:08:00: and engaging in respectful debate.

00:08:02: I love that.

00:08:03: Fostering those skills feels more important than ever these days.

00:08:06: You know, learning to disagree constructively,

00:08:09: to consider perspectives different from our own.

00:08:12: Couldn't agree more.

00:08:13: And of course, team-based projects are a huge part of their approach.

00:08:16: We're talking hack-a-thons, simulations, even traditional research projects,

00:08:21: but with a collaborative digital twist.

00:08:23: So it's not just about individual learning.

00:08:25: It's about building those crucial teamwork skills.

00:08:28: Teamwork makes the dream work right.

00:08:30: Absolutely. It's that real-world collaboration, even in a digital space.

00:08:34: It's interesting because we often think of online learning as being,

00:08:37: well, isolating.

00:08:38: Right. Stuck in your basement with your headphones on.

00:08:41: Exactly.

00:08:42: But what's striking about German UDS' research is how much it emphasizes human connection.

00:08:48: Even more so than traditional classrooms sometimes.

00:08:50: It's true.

00:08:52: They talk about wanting to get away from this model of education

00:08:55: that they call the Nuremberg Funnel.

00:08:58: The Nuremberg Funnel. I'm not familiar with that one.

00:09:00: It's this old-school idea that learning is like pouring knowledge into students' heads.

00:09:05: Like, there are empty vessels waiting to be filled.

00:09:07: Ah, okay. So you just point the funnel and hope for the best?

00:09:10: Pretty much. Which, let's be honest, is a pretty dehumanizing way to think about education.

00:09:15: Totally. And probably not very effective either.

00:09:18: Exactly. Because it ignores the fact that we learn best when we're actively engaged,

00:09:22: when our curiosity is peaked.

00:09:24: That's what German UDS is getting at when they talk about providing the kindling for deeper learning.

00:09:29: And they have this great quote in the paper to illustrate this from Plutarch, the ancient Greek philosopher.

00:09:35: He wrote, "For the mind does not require filling like a bottle,

00:09:39: but rather like wood.

00:09:41: It only requires kindling to create in it an ardent desire for the truth."

00:09:46: Beautiful, isn't it?

00:09:47: It perfectly captures what they're going for, igniting that inherent desire to learn that we all have.

00:09:54: Instead of just being passive recipients of information,

00:09:57: it's about empowering students to become active participants in their own learning journeys.

00:10:03: Which, I guess, brings us to their vision for a fully digital university.

00:10:06: Right. They're putting all these ideas into practice as they build out the German University of Digital Science.

00:10:11: It's one thing to talk the talk, but they're actually walking the walk.

00:10:15: So what's their game plan? What sets this digital university apart?

00:10:18: Well, first and foremost, they're laser focused on lifelong learning,

00:10:22: offering courses that can be taken individually or stacked to earn degrees.

00:10:26: Interesting. So you can kind of create your own path.

00:10:28: Exactly. They call it Lego Towers instead of Ivory Towers.

00:10:31: I love that.

00:10:32: Me too. So much more flexible, personalized.

00:10:35: But they're not sacrificing quality for accessibility, are they?

00:10:39: Absolutely not.

00:10:40: They're adamant about maintaining the same level of rigor and engagement as any top tier brick and mortar university.

00:10:45: So they're setting a new standard for what online education can be?

00:10:49: That's their goal. And based on this research, it seems like they're well on their way.

00:10:53: It's really inspiring stuff.

00:10:55: So as we wrap up this deep dive into German UDS's work,

00:10:59: what's the key takeaway for our listeners? What should they be thinking about?

00:11:02: I think the biggest takeaway is that online learning isn't just some passing trend

00:11:06: or a second rate alternative to in-person education.

00:11:10: It has the power to be truly revolutionary.

00:11:13: To really democratize access to knowledge, open doors for people who might not have had the opportunity before.

00:11:18: Exactly. And as German UDS shows us, by embracing new technologies, innovative teaching methods,

00:11:24: and most importantly, by fostering human connection and igniting that spark of curiosity,

00:11:30: we can create a future where learning is more engaging, effective, and accessible than ever.

00:11:35: And that's a future I'm incredibly excited to be a part of.

00:11:38: Me too. And for everyone listening, I think the big question that ponders is this.

00:11:42: If online learning can be this powerful, this engaging, this human,

00:11:46: what possibilities does it unlock for you?

00:11:49: What will you choose to learn and how will you use that knowledge to shape your own future?

00:11:53: [Music]