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Scheduled flexibility and individualization of knowledge transfer in foundations of computer science
(2017)
The opening of the German higher education system for new target groups involves a heterogeneous composition of students as never before and face up the universities to new challenges. Due to different educational biographies, the students don't show a homogeneous level of knowledge. Furthermore, their access to course content and their individual learning methods are very diverse. The existing lack of knowledge and the very unequal study speed have a significant influence on the learning behavior and learning motivation. During the first semesters, the dropout rate is appreciably higher. The reform project gives an overview of a didactic restructuring from a formerly conventional teaching and learning concept to a stronger combination of digital offers, combined with classical lectures in the basic modules of computer science. The teaching content is adjusted to the individual requirements and knowledge. Students with different previous knowledge get the possibility to increase their knowledge in different levels of abstraction. The aim of the reform project has to point out the possibilities, also the challenges of the digital process in higher education. At the same time the question has to be explored, how far does an accompanied and self-directed learning in own speed and in own individual depth of knowledge have a positive impact on the motivation and on the study success of a learner.
The increasing heterogenecity of students at German Universities of Applied Sciences and the growing importance of digitization call for a rethinking of teaching and learning within higher education. In the next years, changing the learning ecosystem by developing and reflecting upon new teaching and learning techniques using methods of digitalization will be both - most relevant and very challenging. The following article introduces two different learning scenarios, which exemplify the implementation of new educational models that allow discontinuity of time and place, technology and process in teaching and learning. Within a blended learning apporach, the first learning scenario aims at adapting and individualizing the knowledge transfer in the course Foundations of Computer Science by providing knowledge individually and situation-specifically. The second learning scenario proposes a web-based tool to facilitate digital learning environments and thus digital learning communities and the possibility of computer-supported learning. The overall aim of both learning scenarios is to enhance learning for diverse groups by providing a different smart learning ecosystem in stepping away from a teacher-based to a student-centered approach. Both learning scenarios exemplarily represent the educational vision of Reutlingen University - its development into an interactive university.