These chal­lenges were submitted and categorized under Digi­tal Teaching, Digi­tal Learning und Digi­tal Living.

Digital Teaching

Is everybody still on board?

My observation is that the students who are normally quiet now say nothing. I don't want them to drop out of the running. As a teacher, how do I reach all students - how do I know that everyone is coming along, how do I know where there are problems? How do I do that, especially in large non-synchronous forms of teaching? How could the fellow students support in this?

How can students be integrated into the seminar without video conferences and practical tasks?

In university online teaching, the problem often arises that students only have a certain active contribution to the courses (according to the examination regulations). Therefore, it is not possible to demand tasks and performances from them that go beyond that.

However, in my courses it is desired that students give each other feedback on materials and planning. The question is: How could I arrange this for the students in such a way that they could interact with each other about different materials as much as possible?

How can seminars that require practical orientation be digitally implemented without loss of quality?

In practical terms, this is a seminar in the field of social work, which deals with social space orientation. It actually lives from going out together, analysing the social space, interviewing people in the social space, etc. At the moment it is quite difficult for me to understand the contents well if I completely miss out on the practical exercises. The only thing that comes to my mind would be that you could recreate a social space in a kind of digital game or use similar offers like Google Street View.

How can digital teaching/learning offers be designed and implemented without barriers?

Digital teaching would offer huge opportunities, especially for students with #visualimpairments. Unfortunately, these opportunities are hardly used by schools and universities. Instead, digital offers are provided which are not barrier-free according to BITV 2.0. Starting with the scanning of teaching materials as .jpg instead of .pdf (which would allow for text recognition), to the use of several programmes and tools that cannot be used with screen readers/braille displays, and even up to the design of the website of this hackathon (the huge graphics do not even have an alternative text), inclusion is simply not considered.

However, not only are people with visual impairments not taken into account, but also those with hearing impairments. Teachers provide videos without subtitles and ignore chat functions during video conferences, which are barely audible without the use of a cochlear microphone. Therefore, I would like to submit the "challenge" of inclusion to this university hackathon, which should actually be a matter of necessity according to the Disability Equality Act and for which it would only need a little more digital literacy and empathy to be incorporated.

How can a declaration of consent for the recording of an online event be implemented digitally?

UIn order to be able to record an online event in a legally compliant manner, declarations of consent from the participants are required both for the recording and for subsequent publication. In order to avoid the cumbersome filling out of forms, submission on paper, and the necessary verification of the correct information, a digital tool would be a significant improvement. For example, a Moodle plugin would be conceivable, which could also be integrated later into already existing/running courses and which would query the necessary declarations of consent and document them accordingly.

How good should online teaching be?

The changeover of teaching in summer semester 2020 to online formats seems to have moved from the slogan before the start of the semester of "Ensure teaching provision" to the current competition of "Who develops the best online formats". I would not want to do without face-to-face teaching and I see it as the more profitable form of teaching and learning. Developing the quality of my online teaching requires capacities that I do not have this semester - and I am also only employed on a temporary basis and have to publish in order to be able to get a professorship. This all puts me under a lot of pressure right now.

How can university lecturers collaboratively produce OER material?

Open Educational Resources: Learning is not only a social process. Experience has shown that even in the production of teaching/learning material, active collaboration with colleagues contributes to the technical, didactic, or creative quality of material.   

How can an OER social network for university lecturers look and be established?

Open Educational Resources: The production of OER material for the university is a complex undertaking if the technical, licensing and quality requirements for real OER are to be met. Experience has shown that simple support and exchange opportunities for OER-specific needs of teachers have so far been offered little or not at all at universities. In order to build up an OER community at universities - consisting of experts, practitioners, and interested parties - there is no fundamental possibility of bringing together the existing OER groups of people and interested parties on a social level.  

Digital Learning

How is it possible for students with limited internet connection to complete the digital semester?

My internet connection cannot handle a zoom with 50 people, and I cannot currently buy a better internet connection because it is simply too expensive.

How do I get technical equipment for the online semester?

I usually work a lot with the computers at the library, because my laptop is too old. On and off I can borrow one from my roommates, but that is not enough for the preparation of the seminars. I cannot afford a new laptop, but I do not want to lose a semester either.

How could students signal how high the workload in a seminar is?

For teachers it is sometimes not even apparent how the students are doing and how high the workload of their seminar is actually perceived. A small plugin for the learning platforms could be helpful for this; with a kind of barometer or traffic light. Students could indicate how they currently perceive the workload. Teachers could then see at a glance what the mood in the course is like.

How can I catch up this semester?

I have lost my job and my parents are in the high-risk group, so my focus is really not on studying at the moment. Flexi-semester is all well and good, but in the end, it will take me longer to get back into school than the people who don't have to worry about such things right now.

Digital Living

How can a social digital networking look like and is it possible to make meeting places like bars digital?

Mobility formats such as summer schools live to a large extent from social interaction in the shared physical space and intercultural experience, in addition to the mediation of content, and sometimes long-lasting friendships are the result. Casual, informal social interactions between participants plus also getting to know the region and the campus are not necessary in digital versions of such programmes. Which means could be suitable to make these aspects possible for online (or blended on-/offline) programs?

If you no longer sit next to each other in the seminar or run into each other in the canteen, how do you get to know new people digitally at the university? How could this be achieved minding GDPR, but keeping the fun part of spontaneous encounters? How could these encounters be made accessible for students who have not been connected to other students before? Can this be tied to common interests or the like? Looking for a solution that does not eat away bandwidth or memory and is compatible.

Is it possible to make meeting places (e.g. bars) digital in order to maintain student life?

How can the compatibility of work, studies, and family be made easier in times of Corona?
Going to the cafeteria in times of Corona

The Corona pandemic put the campus into a spring slumber. It is unclear when it will be revived. The dining halls and cafeterias have also closed and at the same time are just waiting to provide the students with lunch by other means. How can such a supply look like, what do the students want (digital order, Lieferando-principle …)?

BAföG application with digital signature - or would you prefer to send it by post?

If you want to apply for state BAföG funding, you have to work your way through just under a dozen forms, download them, print them out, sign them by hand, put everything in an envelope, and send it by post to the relevant Office for Educational Support. In the meantime, there are possibilities to handle the application process completely digitally. The prerequisite for this is an identity card with eID function. However, less than 2% of the applying students use this function. What is the reason for this, how can more digital applications be initiated? Because right now it is to be expected that more students will apply for BAföG.

What can a "digital certificate of enrolment" look like?

The Studentenwerk Potsdam is in the middle of a digitalisation process. In the future, a digital interface between the universities and the Studentenwerk will become relevant. How can a "digital certificate of enrolment" look like or how can an interface between the university information system (HIS) and the Studentenwerk be created?