Student Bauhaus.modules

Student teachers require a mentor for the realization of their "Bauhaus.module". A corresponding mentoring agreement must be enclosed with the funding application.

Important: Each professorship may only support one application for a "Student Bauhaus.module".

The "Student Bauhaus Modules" are an additional course offer that is designed to be cross-faculty and cross-course and can be taken as academic credit. It must therefore meet the requirements of the German Rectors' Conference (HRK) in terms of the qualifications framework, have the aim of acquiring skills and formulate these in clearly identifiable requirements.

In order to ensure that the "Student Bauhaus Modules" can be credited, achievement requirements and assessment criteria must be clearly defined. For this you need the support of a mentor from among the main teaching staff at the Bauhaus-Universität Weimar. Only this group of people can register the credit points at the end of the semester and must therefore support the concept, goal and implementation of the course.

As student teachers, you are dependent on a reliable and trusting collaboration with your mentors in many ways.

Therefore, please choose carefully and clarify the following points with potential mentors before confirming the mentoring agreement and attaching it to your application:

• Coordination of course performance requirements, differentiated according to Bachelor's and Master's degree programs.
  Courses in the "Bauhaus.modules" can be open to both Bachelor's and Master's students. A differentiated performance requirement must be defined according to the different qualification objectives. Further information can be found in the Qualifications Framework for German Higher Education Qualifications.
• Coordination of performance assessment in the course
  What criteria are used for the grading?
  How are the mentors involved in the achievement assessment?
  How can the different academic backgrounds of the participants be taken into account?
• Coordination of mentoring during the semester
  How are the roles and tasks between the mentor and student teachers distributed during the semester? What is feasible and necessary here?

The collaboration between student teachers and their mentors is particularly intensive at the beginning of the semester. Careful and reliable coordination is essential for the following points:

• Scheduling: As a student teacher, consult your mentor regarding a wise choice for a course schedule. The experience of main teaching staff is particularly valuable for this.
• Room requirements: "Student Bauhaus modules" are offered in addition to the regular teaching programme and basic teaching has priority when allocating seminar and event rooms. Consult your mentor regarding suitable rooms and responsible contact persons.
• Bison entry: The most important document for every course is the entry in the Bison course catalogue. Not only do interested students decide whether or not to register for the course, based on this entry, but the academic advisors for each faculty also use the Bison entry to decide whether courses can be credited across faculties and degree programmes in the elective or compulsory elective areas.
  The Bison entry must therefore be formulated with particular care and should contain all the important information, especially regarding scheduling and the course's location.
  As a rule, the Bison entry must be created by the mentoring professorship 1.5 months before the start of the semester. You should therefore clarify in advance that the collaboration on this important point will function reliably.
  Finally, the mentors are entered as "assigned teachers" in the Bison entry for their "Student Bauhaus module".
• Moodle course room: As a rule, a Moodle course room can only be set up by the assigned teacher, i.e. your mentor.
• Contracts and compensation: As student teachers, you will receive financing from the "Student Bauhaus.Module" fund. These funds are used to finance your employment as a student assistant at the mentoring professorship during the realisation of your course. Additionally, all contractual matters, such as agreements for guest lectures/exercises or teaching assignments, are concluded by the mentoring professorship.

In view of the diverse and intensive support you will need during the conception and realisation of your "Student Bauhaus Module", it is worth paying attention to trust, reliability and liability for the upcoming collaboration when choosing a mentor.

When looking at the application form, you will notice that there is a whole range of course types that you can choose from. Some of them - such as seminars and lectures - exist in all faculties and degree programs. Other course types only exist in individual faculties, such as subject modules [Fachmodule], integrated lectures [Integrierte Vorlesungen] or study modules [Studienmodule].

You are not as free to choose the type of course as it might seem at first glance.

Of course, the format of your didactic setting is decisive for the choice of course type - a seminar is fundamentally different from a lecture.

In addition, there is a connection between the credit points (ECTS) that can be earned and the type of course: you can earn 2 ECTS in a workshop, while a study module always comprises 6 ECTS. You can find an overview of the most common types of courses and the corresponding credit points below.

However, there is also a connection between your mentoring professorship and the course type of your "student Bauhaus module": For example, an artistic-creative professorship in the Faculty of Art and Design can only offer "subject modules", while "academic modules" may only be offered from the Faculty's academic teaching areas.

You should therefore clarify this before submitting your application:

1.     What didactic setting should your "student Bauhaus module" have?
2.     What scope of credits and work should the course have?
3.     What types of courses may your mentoring professorship offer?

As a rule, "student Bauhaus.modules" should have a maximum scope of 6 credits (ECTS).

The scope of each course depends on the amount of time the participants spend on achieving the learning objectives - this includes not only "attendance study" (i.e. participation in the individual sessions - analog, hybrid, digital) but also "self-study" (i.e. follow-up work and the provision of the final proof of performance, for example in the form of a written examination, a term paper or an artistic work.

When the "European Credit Transfer and Accumulation System" (ECTS) was introduced, the workload (»Arbeitsbelastung«) for one credit point was set at 25 to 30 hours.

Example: For a lecture with 3 ECTS, a workload of between 75 and 90 hours is assumed: Of this, around 22.5 hours are spent on attendance (i.e. attending 15 lectures of 1.5 hours each) and around 67.5 hours on self-study (i.e. following up the lectures and preparing for the final examination).

The definition of the scope of work is also linked to an expectation of teaching performance: Teaching performance is measured in semester hours per week (SWS) and comprises one teaching unit (UE) of 45 minutes each.

Example: For a seminar with 3 ECTS, you as a student teacher are expected to be present in the course for 1.5 hours per week during the entire lecture period (approx. 15 weeks). This corresponds to a teaching performance of 2 SWS, i.e. 2 × 45 minutes. With 6 ECTS, this is already 3 hours per week, i.e. 4 SWS of 45 minutes each.

Finally, it must be taken into account that a specific number of ECTS is predefined for each type of course. However, these definitions may differ between the study and examination regulations of the various faculties and degree programs.

Example: A "workshop" usually has a scope of 2 ECTS, while a "lecture" is completed with 3 ECTS. An "integrated lecture" at the Faculty of Civil Engineering has a scope of 6 ECTS, as it is made up of a lecture (3 ECTS) and a corresponding exercise (3 ECTS). Other formats such as the "subject module" (6 ECTS) or the "academic module" (6 ECTS) exist exclusively at the Faculty of Art and Design, while the "study module" is only available at the Faculty of Media.

The determination of the credit points is therefore based on

a) the workload you expect from the participants in order to achieve the learning objectives.

b) what capacity you yourself have for teaching (i.e. carrying out the on-campus studies) and

c) the predefined scope of performance (module sizes) for certain types of courses.

All of this has an impact on whether and how your "student Bauhaus module" can be credited across faculty and degree program boundaries. The fewest problems arise with courses with a scope of 6 ECTS (i.e. seminars, subject modules, academic modules, study modules). Smaller formats with 2 ECTS (workshops) or 3 ECTS (exercises, tutorials, seminars) can usually be credited in the elective area without any problems, if available.

In any case, please consult your mentors: Their experience can be helpful in choosing the appropriate scope of work for your "student Bauhaus.Module".

The "Student Bauhaus.modules" are designed as interdisciplinary courses and are aimed at students from different faculties and degree programmes, but also at different levels of study (Bachelor's, Master's, PhD). However, this does not mean that the standard must be so low that all interested parties can participate without prior knowledge. For a successful interdisciplinary course, it can certainly be useful to formulate participation requirements. 

It is conceivable, for example 

• a request to send a letter of motivation or a portfolio,
• the naming of prior knowledge or competences or
• restricting participation to selected faculties, degree programmes and study levels. 

If you want to carry out an additional selection procedure (letter of motivation, portfolio, etc.), formulate clearly and comprehensibly 

• which documents the students should send, 
• to whom these documents should be sent and  
• by when they should be received. 

You usually have a very specific idea of which topics or questions you would like to work on with your fellow students as part of a "Student Bauhaus.module". You can formulate these under "Subject of the course".

Important: The number of characters is limited, so please be precise and clear.

The "Bauhaus.modules" are part of the "interdisciplinary course programme". Special emphasis is therefore placed on the interdisciplinary orientation of the course, i.e. the "interdisciplinary approach". 

Our understanding of an "interdisciplinary" or "interdisciplinary approach" is based on the didactic model of the "teaching-learning triangle" and has a total of four interlinked components: 

1. The topic is of interdisciplinary relevance: does the topic appeal to students from different faculties and degree programmes? How do different target groups benefit from working on the topic or issue? What added value does the collaboration of students from different faculties and degree programmes bring to the issue? 
2. The lecturers form an interdisciplinary team: Do the lecturers come from different faculties? Do they bring different subject-specific perspectives to the course? 
3. The group of participants is made up of students from different faculties and degree programmes: Which target groups are addressed? How is their specialist expertise activated or expanded? 
4. The didactic concept (environment) is suitable for interdisciplinary courses: Are the heterogeneous participation requirements of the different target groups taken into account when planning the course? How is a common basis of knowledge and competences established? Are additional courses planned to compensate for specific deficits? 

As a rule, not all four dimensions can be fully formulated in every interdisciplinary course. In the "interdisciplinary approach", you define the focus that you want to set with your ‘Bauhaus.module’ in the field of tension between the dimensions of "topic", "teachers", "learners" and "didactic concept".

Under "Learning outcomes and skills acquisition", explain from the students' perspective what they will know and be able to do after successfully completing the module. Setting appropriate and competence-oriented learning objectives is the basis for planning teaching in a learner-centred and focused manner.

Learning objectives follow a taxonomy (according to Bloom) of successive levels:

1. Remembering
2. Understanding
3. Apply
4. Analyse
5. Judge
6. Creating 

Learning objectives are always tailored to the level of the students: At Bachelor's level, (at least) the first three taxonomy levels (remember, understand, apply) should be addressed. At Master's level, the upper taxonomy levels (analysing, judging, creating) should be addressed. 

The formulation of learning objectives follows clear rules: 

• One sentence per learning objective: ‘The participants know the rules for defining competence-orientated learning objectives.’ (Taxonomy level 1: Remembering)
• one verb per learning objective plus context: ‘Participants can formulate competence-oriented learning objectives for their module.’ (Taxonomy level 6: Create)
• Learning objectives must be achievable: In a 3-ECTS seminar, for example, 90 hours are available to achieve all learning objectives. 
• Learning objectives must be determinable and measurable: The chosen assessment format must be suitable for assessing the achievement of each learning objective. 

The "didactic concept" refers to the methodological and tactical approach used to achieve the formulated learning objectives and ensure the acquisition of competences. The teaching and learning methods are adapted to the subject matter of the course, the target group, the learning objectives and the examination formats. 

The "didactic concept" combines various aspects: 

• Module types: Lecture, seminar, workshop, excursion, ... 
• Formats: Face-to-face teaching, online teaching, hybrid teaching, blended learning, inverted classroom, self-directed learning, ... 
• Methods: plenary sessions, discussion rounds, input lectures, peer review, project work, ... 

A good "didactic concept" is characterised by the fact that these keywords are translated into a coherent plan that ensures the achievement of competence-oriented learning objectives and successful examination participation. 

.

The "examination performance" results from the "didactic concept" and the question of how the formulated learning outcomes and the acquisition of competences can be determined. Since learning outcomes and skills acquisition must be differentiated according to study level (Bachelor's, Master's), the examination performance must also be differentiated. 

For example, the achievement of learning objectives at the lower taxonomy levels (memorising, understanding, applying) can be tested well using multiple-choice tests or examinations, whereas these examination formats are completely unsuitable for the upper taxonomy levels (analysing, assessing, creating). Essays, design projects or simulations are much better suited for this. 

So think about which learning objective and which skills acquisition can be determined with which type of examination and what the corresponding criteria could be for the different levels of study. 

The "Bauhaus.modules" thrive on the ideas and commitment of the academic teaching staff and the students, who want to help shape the interdisciplinary curriculum with their topics. As a result, the range of courses on offer changes every semester.

At the same time, feedback from lecturers and students indicates that there are topics and subject areas that are of ongoing interest and should be offered and covered with greater reliability. Four "thematic focal points" of recurring interest were identified:

• The "Social Transformation" focus area deals with topics such as "Democracy", "Climate Justice", "Decolonization", "Feminism" or "Antiracism".
• The "Critical Ecologies" focus area covers topics such as "climate change" and "resource distribution", "sustainability" and "the future of mobility".
• The "Radical Curiosity" focus area discusses approaches that question existing patterns of thought and action and create scenarios for a future worth living.
• The focus area "Co-creative Technologies" focuses on topics at the interface of man, machine and environment, the digital transformation of society, artificial intelligence and augmented reality.
• These "thematic focuses" serve as orientation, not to restrict your creativity. If "no allocation possible" for your teaching idea, this will not result in any disadvantages for your application.

Students who would like to offer and run a student "Bauhaus.module" are employed as student assistants at the mentoring professorship. The associated costs are applied for in the application form under "Financial planning" and "Personnel costs for student teachers/assistants".

The number of hours applied for depends on the "size" of the course, i.e. the number of credit points (ECTS) offered. The number of student teachers involved is not taken into account. In addition, different calculation bases apply for students on Bachelor's and Master's degree courses on the one hand and doctoral and PhD students on the other.

Students in Bachelor's and Master's degree programs: 1 ECTS = max. 20 hours at €13.41 (gross)

3 ECTS = max. 60 hours = max. 804.60 € (gross)

6 ECTS = max. 120 hours = max. 1,609.20 € (gross).

Doctoral and PhD students: 1 ECTS = max. 10 hours at € 35.00 (gross)

3 ECTS = max. 30 hours = max. 1050.00 € (gross)

6 ECTS = max. 60 hours = max. 2100,00 € (gross)

Basis: Statutes on the remuneration of teaching assignments (status: 16.12.2020)

Guest lectures/exercises and teaching assignments are differentiated according to the scope of the services provided by the external lecturers.

Guest lectures/exercises usually comprise a coherent individual contribution: a lecture or input, the organization of a teaching unit (usually 90 minutes) up to a two-day workshop.

Guest lectures/guest exercises require

    the "Agreement on the organization of a guest lecture/exercise" (G-001) (Link: de/en) and

    the "Control notification" (K-003) (Link: en/en).

The "Agreement on the organization of a guest lecture/exercise" (G-001) is signed twice: Before the contribution is made, the "Client" (mentor/professor/employee) and "Contractor" (external lecturer) sign the agreement. After the contribution has been made, the "supervisor" (usually the mentor/professor) confirms that the guest lecture/exercise has been carried out properly.) Only after proper implementation has been confirmed can the agreement be forwarded for billing (to Anja Gehrcken) - together with the control notification completed by the contractor.

All signatures must be handwritten; the documents can be submitted as hard copies or scans.

Teaching assignments usually extend over a longer period of time, for example over several course units or a maximum of an entire semester.

Teaching assignments therefore include an extensive contribution from external lecturers. The following is required for billing

• the "Issuance of a remunerated teaching assignment" [Erteilung eines vergüten Lehrauftrags] (L-002) (Link: de/en),
• the "Data sheet for the award of teaching assignments" [Datenblatt für die Lehrauftragserteilung](L-005) (Link: de/en),
• the "Teaching assignment verification scheme" [Prüfschema zum Lehrauftrag ] (L-004) (Link: en/en),

• the "Settlement of a teaching assignment" [Abrechnung eines Lehrauftrags ](L-001) and

• the "Control notification"[Kontrollmitteilung] (K-003) (Link: en/en).

The "Erteilung" (L-002), "Datenblatt" (L-005) and "Prüfschema" (L-004) must be completed and signed before the teaching assignment begins. At the end of the teaching assignment, the three forms together with the "Statement of Account" (L-001) and "Kontrollmitteilung " (K-003) are forwarded to Anja Gehrcken for accounting.

All signatures must be handwritten; the documents can be submitted as hard copies or scans.

Guest lectures/guest exercises and teaching assignments are differentiated according to the scope of the services provided by the external speakers.

GUEST LECTURES/GUEST EXERCISES usually comprise a coherent individual contribution: a lecture or input, the organization of a teaching unit (usually 90 minutes) up to a two-day workshop.

Important: When calculating guest lectures/guest exercises, only the actual attendance time (analog/hybrid/online) is taken into account, but not the preparation or follow-up time. When calculating the fee, the duration of the contribution must be specified in academic units (45 minutes each).

The amount of the fee is regulated by the statutes on the remuneration of teaching assignments (as of 16.12.2020) and depends on the academic degree of the external lecturer:

min. 25€/hour with a Bachelor's/Master's/Diploma degree,

min. 35€/hour with a doctorate,

min. 43€/hour with a habilitation or comparable qualification, or

up to 60€/hour in special cases.

Example 1: 60 minutes lecture plus 30 minutes discussion with a habilitated person:

= 2 academic units of 45 minutes each at € 43.00

= 86,00 € remuneration

Example 2: Two-day workshop of 6 hours each with a person with a Master's degree:

= 2 days of 8 academic units of 45 min each (= 6 hours) at € 25.00

= 400,00 € remuneration

LECTURE TASKS usually extend over a longer period of time, for example over several course units or a maximum of an entire semester.

Important: When calculating guest lectures/guest exercises, only the actual attendance time (analog/hybrid/online) is taken into account, but not the preparation or follow-up time. When calculating the fee, the duration of the contribution must be specified in academic units (45 minutes each).

The amount of the fee is regulated by the statutes on the remuneration of teaching assignments (as of 16.12.2020) and depends on the academic degree of the external lecturer:

min. 25€/hour with a Bachelor's/Master's/Diploma degree,

min. 35€/hour with a doctorate,

min. 43€/hour with a habilitation or comparable qualification, or

up to 60€/hour in special cases.

Example: Teaching assignment for an entire semester (3 ECTS) for a person with a doctorate:

3 ECTS = 15 weeks of 90 minutes each = 2 academic units of 45 minutes each

= 60 hours at 35€ each

= 1,050 € remuneration

A teaching assignment for an entire course with 3 ECTS can be worth €1,050 for a lecturer with a doctorate.

In some cases, external lecturers travel to Weimar to give a guest lecture/exercise or a teaching assignment. In justified cases, travel and accommodation costs can be applied for.

Important: Travel and accommodation costs are not paid out as a lump sum. Once the trip has been completed and the guest lecture/exercise or teaching assignment has been completed, only the actual costs incurred will be reimbursed. If they exceed the amount applied for, only the amount applied for will be paid out; higher costs will not be covered.

There are some guidelines for calculating travel costs:

    Train/bus: 2nd class

    Flight: economy class

    Car: 0.30 € / kilometer

Basically, the calculation of travel costs is therefore an estimate. For example, research the average cost of a train journey and include this sum in your application.

The calculation of accommodation costs is based on the city catalog of the Thuringian Travel Expenses Act (as of 01.03.2020). For an overnight stay in Weimar, the costs may not exceed €80.00/night.

There is no binding rule for calculating breakfast and prices vary depending on the accommodation. Our tip: If breakfast is not included in the room price, calculate around €15 to €20 per breakfast and make sure that the accommodation and breakfast costs appear together on the hotel bill.

When looking at the application form, you will notice that there is a whole range of course types that you can choose from. Some of them - such as seminars and lectures - exist in all faculties and degree programs. Other course types only exist in individual faculties, such as subject modules [Fachmodule], integrated lectures [Integrierte Vorlesungen] or study modules [Studienmodule].

You are not as free to choose the type of course as it might seem at first glance.

Of course, the format of your didactic setting is decisive for the choice of course type - a seminar is fundamentally different from a lecture.

In addition, there is a connection between the credit points (ECTS) that can be earned and the type of course: you can earn 2 ECTS in a workshop, while a study module always comprises 6 ECTS. You can find an overview of the most common types of courses and the corresponding credit points below.

However, there is also a connection between your mentoring professorship and the course type of your "student Bauhaus module": For example, an artistic-creative professorship in the Faculty of Art and Design can only offer "subject modules", while "academic modules" may only be offered from the Faculty's academic teaching areas.

You should therefore clarify this before submitting your application:

1.     What didactic setting should your "student Bauhaus module" have?
2.     What scope of credits and work should the course have?
3.     What types of courses may your mentoring professorship offer?

As a rule, "student Bauhaus.modules" should have a maximum scope of 6 credits (ECTS).

The scope of each course depends on the amount of time the participants spend on achieving the learning objectives - this includes not only "attendance study" (i.e. participation in the individual sessions - analog, hybrid, digital) but also "self-study" (i.e. follow-up work and the provision of the final proof of performance, for example in the form of a written examination, a term paper or an artistic work.

When the "European Credit Transfer and Accumulation System" (ECTS) was introduced, the workload (»Arbeitsbelastung«) for one credit point was set at 25 to 30 hours.

Example: For a lecture with 3 ECTS, a workload of between 75 and 90 hours is assumed: Of this, around 22.5 hours are spent on attendance (i.e. attending 15 lectures of 1.5 hours each) and around 67.5 hours on self-study (i.e. following up the lectures and preparing for the final examination).

The definition of the scope of work is also linked to an expectation of teaching performance: Teaching performance is measured in semester hours per week (SWS) and comprises one teaching unit (UE) of 45 minutes each.

Example: For a seminar with 3 ECTS, you as a student teacher are expected to be present in the course for 1.5 hours per week during the entire lecture period (approx. 15 weeks). This corresponds to a teaching performance of 2 SWS, i.e. 2 × 45 minutes. With 6 ECTS, this is already 3 hours per week, i.e. 4 SWS of 45 minutes each.

Finally, it must be taken into account that a specific number of ECTS is predefined for each type of course. However, these definitions may differ between the study and examination regulations of the various faculties and degree programs.

Example: A "workshop" usually has a scope of 2 ECTS, while a "lecture" is completed with 3 ECTS. An "integrated lecture" at the Faculty of Civil Engineering has a scope of 6 ECTS, as it is made up of a lecture (3 ECTS) and a corresponding exercise (3 ECTS). Other formats such as the "subject module" (6 ECTS) or the "academic module" (6 ECTS) exist exclusively at the Faculty of Art and Design, while the "study module" is only available at the Faculty of Media.

The determination of the credit points is therefore based on

a) the workload you expect from the participants in order to achieve the learning objectives.

b) what capacity you yourself have for teaching (i.e. carrying out the on-campus studies) and

c) the predefined scope of performance (module sizes) for certain types of courses.

All of this has an impact on whether and how your "student Bauhaus module" can be credited across faculty and degree program boundaries. The fewest problems arise with courses with a scope of 6 ECTS (i.e. seminars, subject modules, academic modules, study modules). Smaller formats with 2 ECTS (workshops) or 3 ECTS (exercises, tutorials, seminars) can usually be credited in the elective area without any problems, if available.

In any case, please consult your mentors: Their experience can be helpful in choosing the appropriate scope of work for your "student Bauhaus.Module".

The "Student Bauhaus.modules" are designed as interdisciplinary courses and are aimed at students from different faculties and degree programmes, but also at different levels of study (Bachelor's, Master's, PhD). However, this does not mean that the standard must be so low that all interested parties can participate without prior knowledge. For a successful interdisciplinary course, it can certainly be useful to formulate participation requirements. 

It is conceivable, for example 

• a request to send a letter of motivation or a portfolio,
• the naming of prior knowledge or competences or
• restricting participation to selected faculties, degree programmes and study levels. 

If you want to carry out an additional selection procedure (letter of motivation, portfolio, etc.), formulate clearly and comprehensibly 

• which documents the students should send, 
• to whom these documents should be sent and  
• by when they should be received. 

You usually have a very specific idea of which topics or questions you would like to work on with your fellow students as part of a "Student Bauhaus.module". You can formulate these under "Subject of the course".

Important: The number of characters is limited, so please be precise and clear.

The "Bauhaus.modules" are part of the "interdisciplinary course programme". Special emphasis is therefore placed on the interdisciplinary orientation of the course, i.e. the "interdisciplinary approach". 

Our understanding of an "interdisciplinary" or "interdisciplinary approach" is based on the didactic model of the "teaching-learning triangle" and has a total of four interlinked components: 

1. The topic is of interdisciplinary relevance: does the topic appeal to students from different faculties and degree programmes? How do different target groups benefit from working on the topic or issue? What added value does the collaboration of students from different faculties and degree programmes bring to the issue? 
2. The lecturers form an interdisciplinary team: Do the lecturers come from different faculties? Do they bring different subject-specific perspectives to the course? 
3. The group of participants is made up of students from different faculties and degree programmes: Which target groups are addressed? How is their specialist expertise activated or expanded? 
4. The didactic concept (environment) is suitable for interdisciplinary courses: Are the heterogeneous participation requirements of the different target groups taken into account when planning the course? How is a common basis of knowledge and competences established? Are additional courses planned to compensate for specific deficits? 

As a rule, not all four dimensions can be fully formulated in every interdisciplinary course. In the "interdisciplinary approach", you define the focus that you want to set with your ‘Bauhaus.module’ in the field of tension between the dimensions of "topic", "teachers", "learners" and "didactic concept".

Under "Learning outcomes and skills acquisition", explain from the students' perspective what they will know and be able to do after successfully completing the module. Setting appropriate and competence-oriented learning objectives is the basis for planning teaching in a learner-centred and focused manner.

Learning objectives follow a taxonomy (according to Bloom) of successive levels:

1. Remembering
2. Understanding
3. Apply
4. Analyse
5. Judge
6. Creating 

Learning objectives are always tailored to the level of the students: At Bachelor's level, (at least) the first three taxonomy levels (remember, understand, apply) should be addressed. At Master's level, the upper taxonomy levels (analysing, judging, creating) should be addressed. 

The formulation of learning objectives follows clear rules: 

• One sentence per learning objective: ‘The participants know the rules for defining competence-orientated learning objectives.’ (Taxonomy level 1: Remembering)
• one verb per learning objective plus context: ‘Participants can formulate competence-oriented learning objectives for their module.’ (Taxonomy level 6: Create)
• Learning objectives must be achievable: In a 3-ECTS seminar, for example, 90 hours are available to achieve all learning objectives. 
• Learning objectives must be determinable and measurable: The chosen assessment format must be suitable for assessing the achievement of each learning objective. 

The "didactic concept" refers to the methodological and tactical approach used to achieve the formulated learning objectives and ensure the acquisition of competences. The teaching and learning methods are adapted to the subject matter of the course, the target group, the learning objectives and the examination formats. 

The "didactic concept" combines various aspects: 

• Module types: Lecture, seminar, workshop, excursion, ... 
• Formats: Face-to-face teaching, online teaching, hybrid teaching, blended learning, inverted classroom, self-directed learning, ... 
• Methods: plenary sessions, discussion rounds, input lectures, peer review, project work, ... 

A good "didactic concept" is characterised by the fact that these keywords are translated into a coherent plan that ensures the achievement of competence-oriented learning objectives and successful examination participation. 

.

The "examination performance" results from the "didactic concept" and the question of how the formulated learning outcomes and the acquisition of competences can be determined. Since learning outcomes and skills acquisition must be differentiated according to study level (Bachelor's, Master's), the examination performance must also be differentiated. 

For example, the achievement of learning objectives at the lower taxonomy levels (memorising, understanding, applying) can be tested well using multiple-choice tests or examinations, whereas these examination formats are completely unsuitable for the upper taxonomy levels (analysing, assessing, creating). Essays, design projects or simulations are much better suited for this. 

So think about which learning objective and which skills acquisition can be determined with which type of examination and what the corresponding criteria could be for the different levels of study.