How can I realize teaching and learning in Stud.IP?
The learning management system Stud.IP is used by lecturers at the TUHH in the conversion to online teaching for the supply of teaching materials and for the course organization. It is the central place where students are provided with all important information about their courses. Although it offers numerous advantages and possible applications, there is a risk that in the practice of teaching and learning it will be used as a container for data storage only. In the course of the currently aspired digital teaching and learning, it should be said straight away: Stud.IP enables a quick, easy and clear start. It can do much more than just manage data. But: It certainly can’t do everything that you as a teacher or student could wish for in your wildest dreams. Therefore we want to focus on Stud.IP in this article.
If you are not yet familiar with Stud.IP, the “Digitaler Freischwimmer” provides you with a quick start with an introduction video (in German), application scenarios and tips for the implementation in teaching practice. Here you can log in to Stud.IP with your Kerberos identification. Information and help can be found on the Stud.IP help page. Stud.IP offers a number of functionalities. An overview of the functionalities of individual tabs is available in a Stud.IP event under the tab More.
Stud.IP thus offers possibilities for receptive use. The course, but better the whole module, can be managed and organized via Stud.IP, groups can be assigned and documents can be stored clearly arranged under files. If you want to store larger files, e.g. video recordings of lectures or inputs for lecture-hall exercises, tutorials or seminars, a link to the media site stored in Stud.IP is useful. The media site will soon offer further features in addition to the filing of video recordings (see Information of TUHH RZ, in German, 01.04.2020). Stud.IP also offers features for communication and collaboration. Announcements to individual students, groups or the whole course can be made as usual by email. Collaborative writing, e.g. of seminar papers or minutes, is made possible by the Wiki. A short, fast chat between students or between students and teachers is provided by Blubber. The forum enables a broader discussion. This tutorial (in German) offers an introduction to the functionalities of the forum.
In the Stud.IP Forum, for example, peer feedback on a seminar paper (or other student products or similar) can be displayed. A new category can be created in the forum overview (e.g. title: Forum Seminar XY). A new area can be created in it (e.g. title: Peer Feedback on Seminar Paper). Here you can create a new topic (e.g. task). Then the editor appears, where you can write and format all information, upload pictures and attach files (e.g. task, deadlines, procedure, characteristics of peer feedback (such as constructive, subjective, concrete, etc.) as well as content and formal criteria (i.e. rubrics for peer feedback, forms to be used). The students are now active in two or three steps: 1. they (quasi the author) can create new topics themselves and post their seminar paper there (as text or attached). 2. the peer feedback person or group (reviewer) then responds with their own feedback. 3. the students (authors) again respond in exactly the same way, i.e. they give reasons why they accept or reject feedback and upload their revised version. Kerstin Rosenberger and Wiebke Rüther (Institute W-8) described an overall scenario for a peer feedback process in the context of a seminar, regardless of the digital medium in which it is implemented, here in the poster.
Finally, Stud.IP offers with the Vips also the possibility to implement formative feedback:
Stud.IP has implemented a virtual examination system (Vips) which offers the possibility to create several exercise sheets for a course. Different question types (e.g. single choice, multiple choice, yes/no, free text, assignment) can be asked and automatically evaluated by autocorrection. To use the Vips in Stud.IP, it must first be installed under the corresponding tab More in the Stud.IP class. Task sheets can be created and activated for a certain period or permanently. Especially for lecture accompaniment, a limited processing time between the individual courses is recommended. Tasks can either be created directly in the Vips input mask or uploaded as .txt file. Working with .txt files has proven to be very useful for a large number of questions. Afterwards (different) scores can be assigned to the questions (only in the Vips input mask). Vips questions can optionally be used by students as a self-test or can be corrected by the teacher only.
In practice it has been shown that Vips questions are a good tool for checking whether students have internalised the contents of a lecture or exercise well (followed by worksheets). In addition, they can be used to prepare students for the contents of individual lectures or to check their (prior) knowledge in order to be able to sensibly set priorities as a lecturer (preceding worksheets). The correction effort – apart from free text tasks – is manageable. In this way the task sheets can be used for small and large events alike.
Further links (in German): https://docs.studip.de/help/3.3/de/tubs/Basis/Vips
Webinar (in German): https://www.youtube.com/watch?v=43S0M1V6Y3U (Vips approximately from minute 5:30)
The possibility of online course evaluation via Stud.IP CheckING should also be mentioned, so that you can continuously improve your course or module while integrating the student perspective.
If these features in Stud.IP do not yet adequately represent the intended learning activities, you can (again under the tab More) activate the interface to ILIAS and browse through the extensive catalogue of ILIAS learning objects.
Stud.IP from the perspective of a student (by Joseph Rüffert)
Stud.IP offers students a very good overview of the contents of the module. Task sheets and lecture notes are permanently available for download, which is especially helpful for exam preparation.
The forum as a bilateral communication channel can help students with questions without them having to visit the (online) office hours of the lecturer, and the possibility of feedback during the semester should not be discounted. The fast, uncomplicated help supports students, for example in solving exercise sheets.
But not all lecturers use the learning management system. For example, some documents of TUHH lecturers are not found in Stud.IP but on the websites of the institute. A uniform system would be of great benefit to all students, especially now in online teaching, but also in general and especially in the first semester.
Finally, it should be noted that a learning platform like Stud.IP (but also others or in combination with other media) should support competence-oriented, active learning for all, reflect their effective teaching/learning activities in a coherent way, be resource feasible and sustainable – and last but not least, enable a positive learning and teaching experience.
Author: Ulrike Bulmann, Lennart Osterhus