Opportunities and Challenges of Digitalization …
349
(1) Learning Videos
The concept of the Virtual Academy is based on producing and offering online
lectures which universities can integrate into their own curricula. The core of these
lectures are learning videos which are available at any time and free of charge on the
homepage of the Virtual Academy, as well as on its YouTube Channel. Currently, the
Virtual Academy offers 18 different online lectures on various sustainability themes.
Of these lectures, 13 are in German, 4 in English and 1 in Spanish. Most of these
lectures have a scope of 3 credit points, which equals a workload of 90 h. The online
lectures cover a wide range of topics, e.g. worldwide migration, climate change and
transition management. Each online lecture refers to one or more of the SDGs and
focuses on a different aspect of sustainability: ecology, economy or society. Because
the lectures have the character of basic level courses, bachelor’s and master’s students
of all semesters and faculties can participate without great barriers to entry.
Structure of the learning videos
To meet the high expectations which are required from digital learning materials, the
learning videos are based on a profound didactical concept:
– The videos are aligned with the ability of students to concentrate. Therefore, the
online lectures are segmented into thematic chapters of 90 min, which are again
segmented into three episodes of 30 min each. Two of these episodes are lectures,
while one episode comprises an interview.
– The videos are connected to the set learning objectives. At the beginning of every
episode, the learning objectives are provided in order to assist the students to
orientate themselves during the period of self-study.
– The lectures include subsequent tasks for the period of self-study. Students can
consolidate their knowledge and do some practical work according to the content
of the respective lectures.
– The lectures include interviews in order to provide opportunity to clarify open
questions. Since the students are not able to ask questions directly during the
lecture (they are able to ask questions via email, though), typical questions are
included during the interview episode.
(2) The Learning Platform
The knowledge transfer via learning videos is supported by a demand-oriented guidance concept. This concept adds a large amount of commitment and liability to the
relatively impersonal distance learning approach. The support for the students takes
place through a learning platform, where information (e.g. dates of the next exam)
and further learning material (e.g. PowerPoint slides of the learning videos) are provided and content-related discussions and exchange of ideas can be conducted in
forums. Currently, more than 7000 students are registered for participation via this
learning platform and up to 2000 students register for an exam each semester (for
example January 2018).
349
(1) Learning Videos
The concept of the Virtual Academy is based on producing and offering online
lectures which universities can integrate into their own curricula. The core of these
lectures are learning videos which are available at any time and free of charge on the
homepage of the Virtual Academy, as well as on its YouTube Channel. Currently, the
Virtual Academy offers 18 different online lectures on various sustainability themes.
Of these lectures, 13 are in German, 4 in English and 1 in Spanish. Most of these
lectures have a scope of 3 credit points, which equals a workload of 90 h. The online
lectures cover a wide range of topics, e.g. worldwide migration, climate change and
transition management. Each online lecture refers to one or more of the SDGs and
focuses on a different aspect of sustainability: ecology, economy or society. Because
the lectures have the character of basic level courses, bachelor’s and master’s students
of all semesters and faculties can participate without great barriers to entry.
Structure of the learning videos
To meet the high expectations which are required from digital learning materials, the
learning videos are based on a profound didactical concept:
– The videos are aligned with the ability of students to concentrate. Therefore, the
online lectures are segmented into thematic chapters of 90 min, which are again
segmented into three episodes of 30 min each. Two of these episodes are lectures,
while one episode comprises an interview.
– The videos are connected to the set learning objectives. At the beginning of every
episode, the learning objectives are provided in order to assist the students to
orientate themselves during the period of self-study.
– The lectures include subsequent tasks for the period of self-study. Students can
consolidate their knowledge and do some practical work according to the content
of the respective lectures.
– The lectures include interviews in order to provide opportunity to clarify open
questions. Since the students are not able to ask questions directly during the
lecture (they are able to ask questions via email, though), typical questions are
included during the interview episode.
(2) The Learning Platform
The knowledge transfer via learning videos is supported by a demand-oriented guidance concept. This concept adds a large amount of commitment and liability to the
relatively impersonal distance learning approach. The support for the students takes
place through a learning platform, where information (e.g. dates of the next exam)
and further learning material (e.g. PowerPoint slides of the learning videos) are provided and content-related discussions and exchange of ideas can be conducted in
forums. Currently, more than 7000 students are registered for participation via this
learning platform and up to 2000 students register for an exam each semester (for
example January 2018).