Tools for (digital) teaching
Tools for (digital) teaching
Here you will find a collection of digital tools that can be helpful in the creation of teaching materials or for collaborative work, as well as tools for networking and communication. Most of these are Souver@ne tips, i.e. tools that employees of the SOUVER@N joint project believe are particularly suitable for use in digitally supported teaching, digital collaboration and generally making everyday working life easier.
Networking - opportunities to exchange ideas with like-minded people
Open Space Niedersachsen - Space for exchange
The digital ‘Open Space Niedersachsen’ is a free, low-threshold, monthly online format aimed at service staff at all universities in Lower Saxony. It offers the opportunity to network with employees from other universities and to discuss topics, experiences and ideas of interest to this target group. You are welcome to join us and take the opportunity to exchange ideas and network!
Dates in the 2nd half of 2024:
Every second Monday of the month from 2p.m. -3:15 p.m.:
- 8.07.24: ‘Innovative teaching design with software from the Academic Cloud?’
Sebastian Utermann, Dennis Riether (Co3Learn) and Ralüh Krimmel (GWDG)
- 12.08.24: ‘How can we reach teachers and get them excited about digital teaching?’
Sarah Blenk (Osnabrück University of Applied Sciences)
- 09.09.24: ‘OER - what is it, how does it work?’
Aleksandra Bartkowiak (University of Veterinary Medicine Hannover) and Susanne Schorer (UOL)
- 14.10.24: ‘Checklist for the transfer of project results’
Susanne Ziehten (University of Hildesheim)
- 11.11.24: ‘How do I prompt correctly? Theory, evidence and practice’
Lucas Jacobsen (Leuphana University of Lüneburg)
- 09.12.24: ‘Shaping the future of teaching and report on the student survey on the topic of future skills’
Vera Gehrs (Osnabrück University of Applied Sciences)
Contact and registration information:
Are you a service employee in Lower Saxony and would like to take part in the Open Space format and/or be added to the mailing list? Then contact the SOUVER@N team ‘Networked Cooperation’ with the subject ‘Open Space Lower Saxony’ at
HumHub - Social network in the Academic Cloud
Intended use and description
HumHub is software for a social network that is available in the Academic Cloud. It enables low-threshold cross-university exchange, goal-oriented networking, targeted collaborative cooperation and supports community building. In addition to classic functions such as likes and comments, modules such as calendars and tasks enable the optimisation of collaboration. A wide range of services are already available, e.g. for university didactics and AI in teaching. HumHub currently runs in the browser. A mobile app is being developed and is available in the beta module for Android.
Tip/recommendation for implementation
Use HumHub to share your own offers, to network and exchange ideas with other experts, to learn from others or to advance common concerns in a group - become part of the university community in Lower Saxony.
Advantage for users
HumHub is an open source software that is available via the Academic Cloud. It enables data protection-compliant exchange and efficiently supports cross-university communication and networking.
How To
HumHub is provided by the Academic Cloud. You can log in using your UOL access data. Once logged in, you can use HumHub directly as a browser application and use the ‘Spaces’ tab to select the subject areas about which you would like to be kept up to date.
Communication and feedback with students
A selection of digital tools that can be used for communication and interaction, e.g. as part of a lecture.
Networking - opportunities to exchange ideas with like-minded people
BBB (BigBlueButton) - Web conferencing system
Click here to go to BigBlueButton
Souver@ner tip
Purpose and description
BigBlueButton (BBB) is an open source web conferencing system that can be used on various end devices with internet access. It is suitable for seminars and lectures in online and hybrid mode. It is also a practical solution for employees who work on the move and want to take part in meetings flexibly.
Tip/recommendation for implementation
Familiarise yourself with BBB before your event/meeting. Have a webcam and microphone ready - other technology may also be required (e.g. for hybrid settings). Also familiarise yourself with the functions of BBB and identify the possibilities that BBB offers you (create breakout rooms, participants can set statuses, multi-user mode for more interactivity, ...).
Benefits for teachers
BBB enables events to be held in different locations (online and hybrid), which leads to more flexibility. Sessions can also be optionally recorded. However, this is not limited to the event time - consultation hours can also be organised more independently in this way.
Benefits for students
With BBB, students can join courses regardless of time and place. The recording option can also help students prepare for exams.
How to
Reflection portfolio ‘Future-oriented teaching - reflecting, shaping, inspiring’
Intended use and description
The reflection portfolio, which was developed by the community for the community, is a tool for teachers and support staff and supports the continuous optimisation of teaching practice. With the help of the portfolio, you can systematically reflect on your teaching methods, document progress, identify specific needs for further development and promote dialogue with colleagues and students.
The aim of the portfolio is to reflect on your own teaching. It encourages the documentation of developments and successes and the exchange of ideas with colleagues and students. It also provides support in identifying further training needs.
Tip/recommendation for implementation
‘The reflection portfolio is anchored in the foundation of a well thought-out teaching competence framework, which is divided into five essential areas: attitude, basis, knowledge and application in relation to teaching and learning, interaction and future skills. Each of these areas is enhanced by in-depth explanations and targeted reflection questions that invite you to engage in your own exploration and investigation of your teaching-related practices. This provides an interface that you can build on to scrutinise and develop your own personal and professional context’ (quote from the paper, p. 9).
Advantages for users
The reflection portfolio offers all teachers an opportunity to take their teaching to a new level in a self-determined and
individually to a new level. It is a tool for systematically analysing teaching experiences, exchanging ideas with other teachers and learning continuously. Use it to make your teaching more effective, lively and relevant and
to achieve more enjoyment and satisfaction with your own teaching’ (quote from the paper, p. 7).
Reflection portfolio ‘Future-oriented teaching - reflecting, shaping, inspiring’
Intended use and description
The reflection portfolio, which was developed by the community for the community, is a tool for teachers and support staff and supports the continuous optimisation of teaching practice. With the help of the portfolio, you can systematically reflect on your teaching methods, document progress, identify specific needs for further development and promote dialogue with colleagues and students.
The aim of the portfolio is to reflect on your own teaching. It encourages the documentation of developments and successes and the exchange of ideas with colleagues and students. It also provides support in identifying further training needs.
Tip/recommendation for implementation
‘The reflection portfolio is anchored in the foundation of a well thought-out teaching competence framework, which is divided into five essential areas: attitude, basis, knowledge and application in relation to teaching and learning, interaction and future skills. Each of these areas is enhanced by in-depth explanations and targeted reflection questions that invite you to engage in your own exploration and investigation of your teaching-related practices. This provides an interface that you can build on to scrutinise and develop your own personal and professional context’ (quote from the paper, p. 9).
Advantages for users
The reflection portfolio offers all teachers an opportunity to take their teaching to a new level in a self-determined and
individually to a new level. It is a tool for systematically analysing teaching experiences, exchanging ideas with other teachers and learning continuously. Use it to make your teaching more effective, lively and relevant and
to achieve more enjoyment and satisfaction with your own teaching’ (quote from the paper, p. 7).
Courseware - Virtual learning environment within Stud.IP.
Intended use and description
Courseware is a virtual learning environment within the Stud.IP learning management system. With Courseware it is possible to create and organise interactive and multimedia learning units within Stud.IP courses. Learning content can consist of texts, images, audio content, video sequences and quizzes. Courseware is linked to various additional Stud.IP functions (e.g. forum or Vips), making it possible, for example, to integrate communication elements or assessable tasks.
Tip/recommendation for implementation
Even if the creation of courseware units requires a little familiarisation time, it is possible to create interactive learning content relatively quickly. Not only teachers, but also students can use courseware if they are given ‘writing rights’ by the teacher. For example, student teachers can create virtual learning units themselves and develop their digital skills in the process.
Benefits for teachers and students
Courseware content can be offered as self-study units during the semester and thus accompany classroom teaching. Courseware can also be used as an organisational tool and help to support teaching and learning. Learning modules in courseware can not only support classroom teaching, but also enable the implementation of blended learning and collaborative learning. This means that learning is possible regardless of time and place. Students can learn at their own individual pace. Communication between students can also be strengthened during online phases.
How To
You can access the courseware for your course by calling up the desired course in Stud.IP. If the ‘Courseware’ tab is not yet displayed in your menu bar within the course, you must activate it in advance via the ‘Administration’ tab.
You can get help with courseware from the university didactics department, for example. For a first impression, you can take a look here: Presentation slides for the lunchtime meeting „Lehre gestalten mit Courseware (May 7th 2024)
Reflection portfolio ‘Future-oriented teaching - reflecting, shaping, inspiring’
Intended use and description
The reflection portfolio, which was developed by the community for the community, is a tool for teachers and support staff and supports the continuous optimisation of teaching practice. With the help of the portfolio, you can systematically reflect on your teaching methods, document progress, identify specific needs for further development and promote dialogue with colleagues and students.
The aim of the portfolio is to reflect on your own teaching. It encourages the documentation of developments and successes and the exchange of ideas with colleagues and students. It also provides support in identifying further training needs.
Tip/recommendation for implementation
‘The reflection portfolio is anchored in the foundation of a well thought-out teaching competence framework, which is divided into five essential areas: attitude, basis, knowledge and application in relation to teaching and learning, interaction and future skills. Each of these areas is enhanced by in-depth explanations and targeted reflection questions that invite you to engage in your own exploration and investigation of your teaching-related practices. This provides an interface that you can build on to scrutinise and develop your own personal and professional context’ (quote from the paper, p. 9).
Advantages for users
The reflection portfolio offers all teachers an opportunity to take their teaching to a new level in a self-determined and
individually to a new level. It is a tool for systematically analysing teaching experiences, exchanging ideas with other teachers and learning continuously. Use it to make your teaching more effective, lively and relevant and
to achieve more enjoyment and satisfaction with your own teaching’ (quote from the paper, p. 7).
Material production
A selection of digital tools for creating material, from editing a lecture video with Shotcut to collaboratively creating a presentation with CryptPad.
Material production
A selection of digital tools for creating material, from editing a lecture video with Shotcut to collaboratively creating a presentation with CryptPad.
This list can be extended!
Please let us know which other tool you would like us to add to this page by sending an e-mail to: [email protected] (contact: Susanne Schorer).