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Arbeitshilfe Zur Umwandlung Von Präsenzseminaren in Online-Angebote Für Dozent*Innen Und Referent*Innen

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Arbeitshilfe Zur Umwandlung Von Präsenzseminaren in Online-Angebote Für Dozent*Innen Und Referent*Innen Bundesverband e.V. Arbeitshilfe zur Umwandlung von Präsenzseminaren in Online-Angebote für Dozent*innen und Referent*innen AWO BUNDESAKADEMIE & AWO DIGITAL ARBEITSHILFE ZUR UMWANDLUNG VON PRÄSENZSEMINAREN IN ONLINE-ANGEBOTE Impressum AWO Bundesverband e. V. Blücherstr. 62/63 10961 Berlin Telefon: (+49) 30 – 263 09 – 0 Telefax: (+49) 30 – 263 09 – 325 99 E-Mail: [email protected] Internet: awo.org Verantwortlich: apl. Prof. Dr. jur. habil. Jens M. Schubert, Vorsitzender des Vorstandes Redaktion: Juliana Abel, Bildungsreferentin für Mediendidaktik, [email protected] Satz und Layout: Linda Kutzki, www.textsalz.de Lektorat: Anne Vonderstein, www.die-textprofis.de Grafiken: Erfurth Kluger Infografik GbR, www.infografiker.com Bildnachweis Abb. 1 und 9: J. Abel; J. Abel CC BY-SA 3.0 Abb. 2, 5, 6, 8, 11, 13, 14, 15, 17 und 18: J. Abel, Redesign von Erfurth Kluger Infografik GbR CC BY-SA 3.0 Abb. 3: Martin Lehner: Didaktische Reduktion, 2. Auflage, Haupt Verlag Bern 2020, S. 121 Abb. 4, 7, 10, 12 und 19: J. Abel, Redesign von Linda Kutzki CC BY-SA 3.0 Abb. 16: Rdb, Vergessenskurve, Redesign von Linda Kutzki CC BY-SA 3.0 © AWO Bundesverband e. V., Berlin. Texte und mit CC BY-SA 3.0 gekennzeichnete Illustrationen sind freigegeben als Open Educational Resources unter der Creative-Commons-Lizenz CC-BY-SA 3.0 DE. Unter der Bedingung, dass Autor*in und Herausgeber*in sowie die Lizenz als „Lizenz: CC BY-SA 3.0 DE“ einschließlich der untenstehenden Lizenz-URL genannt werden, dürfen diese Inhalte vervielfältigt, weitergereicht und auf beliebige Weise genutzt werden, auch kommerziell und ebenso online wie in gedruckter oder anderer Form. Die Bearbeitung ist erlaubt unter der zusätzlichen Bedingung, dass das neu entstandene Werk als Bearbeitung gekennzeichnet wird und im Falle einer Veröffentlichung unter derselben Lizenz dieses Werkes freigegeben wird. Die vollständigen Lizenzbedingungen sind zu finden unter der URL https://creativecommons.org/ licenses/by/3.0/de/legalcode. Eine vereinfachte Darstellung der durch die Lizenz gegebenen Freiheiten ist zu finden unter https://creativecommons.org/licenses/by-sa/3.0/de/. Diese Arbeitshilfe ist das Ergebnis einer Kooperation des Projekts AWO digital und der AWO Bundesakademie. Mai 2021 2 V ORWORT Vorwort Die Umstellung von Präsenzveranstaltungen auf Das Jahr 2020 hat uns allen reichhaltige Distanzlernen in Zeiten von Corona stellt viele Gelegenheit geben, den Umstieg von Präsenz- Lehrende vor die Frage, wie sie die Lernenden seminaren auf Online-Formate zu erproben, bestmöglich betreuen und die Inhalte anspre- Methoden zu vertiefen und Erfahrungen zu chend und gut verständlich vermitteln können. sammeln. Diese Erkenntnisse haben Eingang in Dieser Leitfaden will ihnen Orientierung für den unseren Leitfaden gefunden. Einstieg und Anleitungen für den technischen und didaktischen Aufbau der Online-Lehre Neue Wege mussten wir vor allem beschreiten, geben. wenn es darum ging, affektive Lerninhalte in das Online-Format hinüberzuretten. Bei jedem Die Umstellung der Online-Lehre mag zwar neuen Online-Durchlauf zeigte sich – und wird „aus der Corona-Not“ geboren sein, aber sich weiterhin zeigen –, was geändert, ange- digitale Fernkurse auf der Basis der Technologie passt und ggf. ganz neu gedacht werden muss. des Internets und digitaler Programmanwen- Der virtuelle Lehrraum erfordert also nicht nur dungen bieten durchaus auch manche Vorteile: die Beherrschung neuer Werkzeuge bzw. Sie ermöglichen ein Lernen an jedem Ort und digitaler Tools, sondern immer wieder modifi- zu jeder Zeit. Gleichfalls werden gemeinsame zierte und innovative Denkansätze in Didaktik Online-Phasen von Theorie entlastet und auf und Methodik. Er verlangt anders gesagt ein die Klärung von praxisrelevanten Fragen und hohes Maß an pädagogischer Kompetenz und der gemeinsamen Einübung des Wissens eine gehörige Portion Geduld. Das ist eine gute fokussiert. Nachricht, denn es bedeutet: Die wichtigsten Voraussetzungen für gelingende Online-Lehre Wie das gelingen kann, dazu gibt die folgende bringen Sie bereits in Ihrer Person mit. Was Arbeitshilfe viele anschauliche Tipps. Sie zeigt sonst noch wichtig ist, erfahren Sie bei der Ihnen, wie Sie Formen der Präsenzlehre Schritt Lektüre dieser Handreichung. Wir wünschen für Schritt in digitale Angebote umsetzen Ihnen dabei viel Spaß und freuen uns über können. Natürlich kommt die digitale Lehre Anregungen, Fragen und Rückmeldungen. nicht ohne eine Reihe von digitalen Werkzeu- gen aus. Wie jedes Werkzeug erfordern auch digitale Tools einen gekonnten Umgang – und folglich modifizierte Methoden. Dabei hängt es von den Beteiligten, den Inhalten und den geforderten Zielstellungen ab, auf welche Werk- zeuge und Methoden Sie aus der zur Verfügung Brigitte Döcker stehenden Vielzahl am besten zurückgreifen. Vorstandsmitglied AWO Bundesverband e.V. 3 ARBEITSHILFE ZUR UMWANDLUNG VON PRÄSENZSEMINAREN IN ONLINE-ANGEBOTE Inhaltsverzeichnis Vorwort 3 Voraussetzungen und Medienkompetenz 6 Hardware/Technik 6 Voraussetzungen für die Software anwendungen 7 Sinnvolle Regeln 7 Stufe 1 Schritt für Schritt: Von der Präsenzlehre zum Online-Angebot 8 Analyse der Präsenzseminare 8 Inhaltsanalyse für Online- und Selbstlernphasen 8 Grobkonzept 9 Feinkonzept 10 Didaktische Stoffreduktion für Online- und Selbstlernphasen 12 Inhaltliche und zeitliche Planung von Online- und Selbstlernphasen 16 Lernpfadaufbau 19 Reflexion der Online-Seminare 22 Ablaufplan Tagesseminar 22 Zusammenfassung 24 Stufe 2 Nutzung zusätzlicher digitaler Medien 25 Digitale Lernmedien und -interaktionen 25 Ranking der digitalen Lernmittel nach Umsetzbarkeit und Verfügbarkeit 26 Digitale Kommunikation und Zusammenarbeit 28 Funktionen von Videokonferenz-Tools 29 Überblick über geläufige Videokonferenz-Tools 30 Einsatz von kollaborativen Gruppeneditoren 31 Kollaborative Gruppeneditoren und was sie können 32 Inhaltliche und zeitliche Ablaufplanung mit digitalen Lernmedien und Werkzeugen 33 Vom Frontalunterricht zur Online-Lernbegleitung 34 4 InhaltsverzeiCHNIS Stufe 3 Professionalisierung digitaler Lehr- und Lernformen 36 Blended Learning 36 Flipped Classroom 38 Microlearning 41 Stufe 4 Lernplattformen – LMS/LXP 44 Was ist ein Learning Management System (LMS)? 44 Learning Experience Plattformen LXP (Lernerfahrungs-Plattform) 44 Kriterien für den Einsatz eines LMS/LXP 46 Glossar 48 5 ARBEITSHILFE ZUR UMWANDLUNG VON PRÄSENZSEMINAREN IN ONLINE-ANGEBOTE Voraussetzungen und Medienkompetenz Hier erfahren Sie zunächst alles über die — Vor Durchführung/Beitritt in Online-Veran- grundlegenden technischen Anforderungen für staltung ➙ Technik testen guten Online-Unterricht. Achten Sie bei der Einrichtung des Arbeitsplatzes darauf, dass Sie — Bildschirm: Moderator*innen/Dozent*innen in störungsfreier, ruhiger Umgebung arbeiten, sollten über 2 Bildschirme verfügen (siehe um Hintergrundgeräusche zu vermeiden. Abbildung – beide großen Bildschirme an Dasselbe gilt für die Teilnehmenden (TN). einem Rechnersystem) — Kamera: auf Augenhöhe ausrichten Hardware/Technik — Für gute Sichtbarkeit sorgen: keine direkte — Computer nicht älter als 10 Jahre (Arbeits- Licht- oder Sonneneinstrahlung auf die speicher, Prozessorleistung, Grafikleistung, Kamera ➙ sonst Überbelichtung Browser auf aktuellem Stand) — (System-)Einstellungen/Windows ➙ Daten- — Schnelle, stabile Internetverbindung (LAN schutzeinstellungen – Zugriff auf Kamera mit Ethernet-Kabel); bei WLAN in Router- und Mikrofon aktivieren Nähe arbeiten — ggf. in Firewall/Antiviren-Software – Zugriff — Headsets (Kopfhörer mit Mikrofon): um auf Kamera und Mikrofon den Anwendungs- Rückkopplungen und Umgebungsgeräusche zugriff aktivieren zu vermeiden, in den (System-)Einstellungen und/oder entsprechende Einstellungen im Referent*innen/Moderator*innen einer Online- Videokonferenz-Tool aktivieren Sitzung sollten idealerweise zwei Bildschirme an einem Rechner anschließen: Der erste Bild- — Integrierte Kamera oder externe Webcam. schirm zeigt das Meeting-Fenster, der zweite Wichtig: Bei externer Kamera und Headset die freizugebende Präsentation. Empfehlens- sollte das Mikrofon der internen Kamera wert ist auch die Verwendung eines zweiten (in den (System-)Einstellungen und/oder Rechners, etwa eines Laptops. Über diesen Einstellungen im Videokonferenz-Tool) können sich die Referent*innen/Moderator*innen deaktiviert werden selbst als Teilnehmende (TN) einloggen und deren Perspektive sehen, die sich von der der — VPN (Virtual Private Network) – Verbindung Moderator*innen unterscheidet. beenden (in den (System-)Einstellungen – Netzwerk-Internet-Verbindung) Abbildung 1 Technische Ausstattung für Moderator*innen (Host, Co-Host) bei einer Online-Sitzung 6 V ORAUSSETZUNGEN UND Medienkompetenz Voraussetzungen für die Software- Sinnvolle Regeln anwendungen — Beim Eintritt in ein Online-Meeting sollte die — Alle Softwareanwendungen und Tools Moderation alle Teilnehmenden (TN) stumm- (Programm-Werkzeuge) vor Live-Schaltung schalten; ggf. zusätzlich auch die Videoüber- mehrfach testen und Funktionen prüfen tragung ausschalten – das empfiehlt sich vor allem dann, wenn viele der Teilnehmenden — Beherrschung der Bildschirmfreigabemög- WLAN verwenden. Bei manchen Video- lichkeiten (z. B. Whiteboard) und Einrichtung konferenz- Tools müssen die Teilnehmenden von Breakout-Gruppen das Ausschalten von Mikro und Kamera selbst vornehmen. Bitte teilen Sie den — Anleitung/Einweisung der Teilnehmenden Teilnehmenden das vor Beginn der Sitzung mit. Das spart erstaunlich viel Zeit! — Zusätzlich zum Videokonferenz-Tool max. 2 zusätzliche Tools einsetzen ➙ Tools müssen für
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