Didactic Design

When designing and implementing teaching, you have to take a variety of didactic decisions. These include questions about teaching methods, the use of media, and the organization of learning, and include:

  •  Should learning be synchronous, online or offline?
  •  To what extent does the teacher supervise the students?
  •  Which variations of media delivery (e.g., PowerPoint presentations, handouts, online platforms, self-study units) are used?

If you make decisions in one of the areas, this will have an impact on others: For example, a decision for the method of cooperation suggests certain tools or media for implementation. Of course, you can also start from the decision for a learning platform, which then again has an influence on your teaching methods.

At the same time, there are initial and general conditions that cannot be influenced by you as a teacher, or only to a limited extent (e.g. the examination format).

Learning is a process and does not take place selectively in a course. Learning opportunities should be designed in such a way that they accompany the students in the learning process, whereby they should have the opportunity to take responsibility for their own learning.

The following pages contain information on important design principles for learning settings, application scenarios, and privacy-compliant digital tools that are available to you at Leuphana.

Integrative concept: The focus is on a sensible interlocking of on-site appointments/synchronous appointments and online phases (blended learning), whereby online phases are an equally important component of the learning offering. The common thread for students in the overall arrangement should remain recognizable.

Enrichment concepts:  The focus is on designing on-site events. Digital tools can be used in a variety of ways, e.g., to track learning progress or to support collaborative work.

This distinction is first found in Bachmann et al. (2002). The virtual concept, purely online-based learning offers such as MOOCs (Massive Open Online Courses), are not used at Leuphana outside of pandemic situations.



Bachmann, G., Dittler, M., Lehmann, T., Glatz, D., & Rösel, F. (2002). Das Internetportal „Learn Tec Net“ der Universität Basel: Ein Online-Supportsystem für Hochschuldozierende im Rahmen der Integration von E-Learning in die Präsenzuniversität. In G. Bachmann, O. Haefeli, M. Kindt (Hrsg.), Die virtuelle Hochschule in der Konsolidierungsphase, Reihe Medien in der Wissenschaft, Band 18 (S. 87-97). Münster: Waxmann. 

Kerres, M. (2018). Mediendidaktik. Konzeption und Entwicklung digitaler Lernangebote. Berlin, Boston: De Gruyter

Wipper, A. & Schulz, A. (2021). Digitale Lehre an der Hochschule. Vom Einsatz digitaler Tools bis zum Blended -Learning-Konzept. Opladen, Toronto: Budrich.