Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | 2024 IEEE 3rd German Education Conference (GECon) |
| Seiten | 1-6 |
| Seitenumfang | 6 |
| ISBN (elektronisch) | 979-8-3503-5575-8 |
| Publikationsstatus | Veröffentlicht - 2024 |
Abstract
In the Leibniz AIAcademy project a comprehensive system of 17 hybrid courses on the topic artificial intelligence (AI) is currently being created. To obtain a unified course system, a standardized concept, addressing organizational and formal aspects, as well as content and didactics, was initially developed and continually adjusted. To assist the instructors with the practical implementation of the concept, we acted as didactic support team and offered various workshops, guidelines, and additional support. Transforming 17 existing regular university face-to-face courses into hybrid courses is a task involving many challenges but also many insights - for the instructors as well as for the didactic support team. To gain insights into the development process of the instructors and thus optimize the support, we carried out and analyzed surveys and interviews with the instructors to identify obstacles in the process and to gather recommendations for best practices. Those results that can be useful also outside the project. We furthermore describe some learnings obtained by the didactic support team during the process.
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Informatik (sonstige)
- Informatik (insg.)
- Artificial intelligence
- Informatik (insg.)
- Angewandte Informatik
- Ingenieurwesen (insg.)
- Ingenieurwesen (sonstige)
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
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- BibTex
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2024 IEEE 3rd German Education Conference (GECon). 2024. S. 1-6.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - A Hybrid Course System on Artificial Intelligence
T2 - Insights Into the Didactic Support of Instructors
AU - Dieckmann, Tanja
AU - Hussy-Kramer, Ariane
AU - Krugel, Johannes
N1 - Publisher Copyright: © 2024 IEEE.
PY - 2024
Y1 - 2024
N2 - In the Leibniz AIAcademy project a comprehensive system of 17 hybrid courses on the topic artificial intelligence (AI) is currently being created. To obtain a unified course system, a standardized concept, addressing organizational and formal aspects, as well as content and didactics, was initially developed and continually adjusted. To assist the instructors with the practical implementation of the concept, we acted as didactic support team and offered various workshops, guidelines, and additional support. Transforming 17 existing regular university face-to-face courses into hybrid courses is a task involving many challenges but also many insights - for the instructors as well as for the didactic support team. To gain insights into the development process of the instructors and thus optimize the support, we carried out and analyzed surveys and interviews with the instructors to identify obstacles in the process and to gather recommendations for best practices. Those results that can be useful also outside the project. We furthermore describe some learnings obtained by the didactic support team during the process.
AB - In the Leibniz AIAcademy project a comprehensive system of 17 hybrid courses on the topic artificial intelligence (AI) is currently being created. To obtain a unified course system, a standardized concept, addressing organizational and formal aspects, as well as content and didactics, was initially developed and continually adjusted. To assist the instructors with the practical implementation of the concept, we acted as didactic support team and offered various workshops, guidelines, and additional support. Transforming 17 existing regular university face-to-face courses into hybrid courses is a task involving many challenges but also many insights - for the instructors as well as for the didactic support team. To gain insights into the development process of the instructors and thus optimize the support, we carried out and analyzed surveys and interviews with the instructors to identify obstacles in the process and to gather recommendations for best practices. Those results that can be useful also outside the project. We furthermore describe some learnings obtained by the didactic support team during the process.
KW - Computer science education
KW - Educational courses
KW - Hybrid learning
KW - Learning (artificial intelligence)
KW - Machine learning
KW - Online learning
KW - Self-study courses
UR - http://www.scopus.com/inward/record.url?scp=85210575815&partnerID=8YFLogxK
U2 - 10.1109/GECon62014.2024.10734022
DO - 10.1109/GECon62014.2024.10734022
M3 - Conference contribution
SN - 979-8-3503-5576-5
SP - 1
EP - 6
BT - 2024 IEEE 3rd German Education Conference (GECon)
ER -