Application Fields

Digital tools offer advantages for communicating work and assignments to students by improving efficiency, facilitating access, promoting communication and allowing more flexible organisation of the learning process.

Audio can be a valuable addition to the educational process as it promotes flexibility, engagement and accessibility and can appeal to different learning styles. The use of audio editing and podcasting tools can be used to create varied learning materials that can be integrated into asynchronous environments, such as flipped classrooms, regardless of time or location.

The use of digital tools for brainstorming in the classroom enables efficient collaboration, as ideas can be collected and shared. They encourage creativity as various multimedia elements such as images, videos and links can be easily integrated into the process. The tools allow for a structured organisation and documentation of ideas, which facilitates the subsequent evaluation and further development of concepts.

E-exams and e-assessments enable automated scoring, speeding up the assessment process and saving teachers time. The digital tools support a variety of question types, such as multiple-choice, drag-and-drop and interactive, to test students' different skills and knowledge more comprehensively. It is possible to create adaptive tests that adapt to students' individual learning levels for more accurate assessment.

Digital tools can be used to receive feedback from students or to encourage students to give feedback. They can provide an anonymous feedback option, allowing students to give honest and constructive feedback without inhibition. They facilitate the process of collecting and analysing feedback, allowing teachers to gain a better insight into students' needs and opinions and to adapt their teaching accordingly. In addition, digital tools can strengthen communication between teachers and students by providing a simple and accessible platform for exchanging feedback.

Giving feedback to students using digital tools enables immediate or real-time feedback, which speeds up the learning process. Students can immediately reflect on and improve their performance. Feedback can include multimedia elements such as audio or video to better explain complex concepts and enhance student understanding. Digital tools allow for detailed and personalised feedback to target each student's strengths and areas for development. This helps to improve learning outcomes and increase student engagement.

The use of digital tools to encourage student interaction and participation provides high flexibility and accessibility for learning from anywhere. Students can actively participate through discussion and collaboration and receive immediate feedback, which increases motivation and can lead to a learning experience.

In contrast to cooperation, collaboration means working together to create a common product, not just a division of labour. Collaborative learning requires a high degree of coordination between learners. Digital tools enable participants to work together efficiently and in real time, regardless of their location. Shared editing of documents, discussion forums and group chats improve communication and teamwork. Contributions and ideas can be submitted flexibly at different times, allowing participants to adapt to their individual schedules and still work productively on the collaborative project.

Communicating with and among students is fast and efficient with digital, privacy-compliant tools. Messages and information can be exchanged in real time, making it easier to reach and interact with more students, and can be used anywhere, anytime.

Several applications can be used to structure a course, provide materials, create a place to submit assessments, give feedback to students or connect seminar participants and organise collaboration in seminars and groups.

The ability to monitor learning and work progress gives students a sense of control and self-competence. Teachers can respond to students' individual needs. Tracking progress on assignments can be done in a Moodle room, but also with tools outside of Moodle.

Voting tools make surveys convenient and timely as they are accessible online and students can complete them from their own devices. Data is automatically scored and analysed, and can be shared and saved. In addition to activation, quick feedback can be used, for example, to effectively adapt the teaching programme to the needs of the students.

Video can be used to create varied teaching materials that can be used in asynchronous settings and flipped classrooms (link) regardless of time and location. The multimedia learning experience provides students with visual and auditory stimuli, and complex concepts and topics become easier to understand through visual representations and animations. In addition, videos allow students to work at their own pace and review content as needed, promoting flexibility and self-directed learning.

Leuphana offers Zoom as a video conferencing system to organise parts of the teaching in a location-independent and hybrid way, as blended learning or as a flipped classroom. This allows for real-time interaction between lecturers and students, promoting personal communication and enabling discussions and questions to be answered directly. Experts and guests can be integrated into the course from any location. Students benefit from different perspectives and experiences.

Courses can generate a considerable amount of information. There are several ways and tools to document and channel this information. Collaborative knowledge generation enables active participation by students who can contribute their own ideas, deepen their understanding and benefit from the perspectives of their peers. Collaborative knowledge generation promotes critical thinking and problem solving skills as students are involved in an active process of discussion and reflection. It also strengthens their communication and teamwork skills, which are of great importance in today's professional world.