Learning is described as a process that should lead to changes in behavior and is viewed from different perspectives in learning theories. The conception of learning in the Hybrid Learning Center (HyLeC) is characterized by the constructivist approach. Based on this, knowledge is constructed in a subjective and individual learning process and linked to prior knowledge (Lehner, 2019). The social context should not be disregarded. The exchange with the environment in terms of interpersonal interaction supports the learning process and contributes to the activation of learners. Against this background, the individual perspectives of the students are taken up within the learning opportunities on the didactic level and learning settings are created that promote self-direction competencies (Siebert, 2016). All learning opportunities are developed using Universal Design for Learning (UDL) to avoid barriers and to accommodate different learning preferences.
With the construction of HyLeC, students from all faculties will be provided with physical and virtual learning spaces equipped with technology and versatile materials. Students will have the opportunity to use these in an atmosphere conducive to learning and/or to work on their own projects, exchange ideas with others, experiment and work freely. The initial point will be six different hybrid learning worlds with the university library as the center, in which primarily digital key skills, but also technological skills and non-digital key skills, according to the Future Skills Framework (Kirchherr et al., 2018), will be systematically promoted. Learning content will be developed in a competency-oriented and practical way to foster foundational skills, such as Digital Literacy, Digital Ethics, Digital Interaction, Collaboration, Agile Working and Digital Learning, which are relevant for both studies and careers. In the academic context of the university and the media pedagogical mission of the project, reflective skills related to ethics and law will also be trained.
A student-centered and participatory approach is followed. The basis for all learning opportunities is Constructive Alignment, which has proven to be a fundamental, subject-independent, didactic concept in the design of teaching (Biggs & Tang, 2007). Thus, for the design of each learning world, the key skills that learners can acquire are specifically formulated in each case. Appropriate learning activities are designed and aligned with the intended learning goals. Evaluation and continuing education loops will ensure that students achieve the intended learning goals and that the offerings can continue to be used after the project ends. An advisory board with students and teachers from the various faculties will be involved in central design issues. In particular, the wishes and needs of the students will be made more transparent. The integration into existing courses within the faculties will also be taken into account.
The learning opportunities are designed in the form of workshops, self-study units and free work. Various forms of support systems are available to students, e.g. peer-to-peer exchange in the sense of maker culture or FaQs. There is always a focus on learning practical skills and their application. The exchange on scientific topics, e.g. in the context of advisory services, which can also take place digitally/hybrid, should be characterized by a professional pedagogical attitude towards the students. A professional pedagogical attitude is an important factor in social interactions, as it conveys the feeling of respect, appreciation, and of being accepted (cf. Ross, 2014).
Translated with www.DeepL.com/Translator (free version)
Biggs, J. & Tang, C. (2007): Teaching for quality learning at university. What the student does, Maidenhead: McGraw-Hill, S. 50 ff.
Ross, L. (2014). Verschiedene Aspekte einer entwicklungsfördernden professionellen Haltung. In: Tschöpe-Scheffler, S. (Hrsg.) (2014). Gute Zusammenarbeit mit Eltern in Kitas, Famili-enzentren und Jugendhilfe. Qualitätsfragen, pädagogische Haltung und Umsetzung. Opladen: Verlag Barbara Budrich. S. 42-48.
Kirchherr, Julian; Klier, Julia; Lehman-Brauns Cornels; Winde, Matthias (2018): Future Skills: Welche Kompetenzen Deutschland fehlen. Hg. v. Stifterverband Bildung.Wissenschaft.Innovation (Future Skills - Diskussionspapier, 1). Online verfügbar unter https://www.future-skills.net
Lehner, M. (2019): Didaktik. 1. Auflage. Bern. Haupt Verlag.
Siebert, H. (2016): Theoretische Aspekte. In: Selbstgesteuertes Lernen und Lernberatung. Konstruktivistische Perspektiven. 3. überarbeitete Auflage. Ziel-Verlag.