Überblick aller Digital Badges an der Universität Göttingen

The European university alliance ENLIGHT brings together ten renowned research-intensive universities to implement joint strategies for innovation in teaching and research and to promote sustainability and social responsibility. At the forefront are six global challenges: health and well-being, digital revolution and impact of digitalisation, climate change, equity, energy and circular economy, and culture and creativity. This badge is awarded to under- and postgraduate students of the University of Göttingen and its ENLIGHT partner universities who take on the role of ENLIGHT Advocates: They participate in an ENLIGHT course or educational event hosted at the University of Göttingen, e.g. E+ Blended Intensive Programmes, seasonal schools, introductory weeks, and reflect on the experiences and insights gained. Advocates present their reflection in a goal-oriented manner that speaks to fellow students. Their role is informed by intercultural and digital competences and enables self-confident professionalisation.

• Requirements & Learning Outcomes: Assignment: a one-and-a-half-minute selfie video in English on the experiences and insights gained following the successful participation in an ENLIGHT educational offer (E+ Blended Intensive Programme, seasonal school, …).
  The students will be able to
  
  • reflect on their own competence development in the fields of intercultural competences and foreign language skills;
  • clearly articulate their competence development and the added value of the event they participated in against the backdrop of joint international learning and collaboration;
  • identify and conceptualise appealing, target group-specific content;
  • act authentically in front of the camera;
  • produce and edit a video.
• Language: English
• Contact: enlight@uni-goettingen.de

To Website

The European university alliance ENLIGHT brings together ten renowned research-intensive universities to implement joint strategies for innovation in teaching and research and to promote sustainability and social responsibility. At the forefront are six global challenges: health and well-being, digital revolution and impact of digitalisation, climate change, equity, energy and circular economy, and culture and creativity. This badge is awarded to under- and postgraduate students of the University of Göttingen and its ENLIGHT partner universities who take on the role of ENLIGHT Ambassadors: They represent their university at a conference or network assembly, engage in networking, and actively contribute to academic discussions and/or policy debates. Ambassadors have made themselves familiar with the structure of their own university and that of a European university network and their role is informed by an understanding of institutional processes and education innovation.

• Requirements & Learning Outcomes: Active participation in an ENLIGHT conference (Midyear Meeting, General Meeting, Annual Teaching and Learning Conference).
  Assignment: English-language presentation at one of the ENLIGHT conferences or a one-and-a-half-minute selfie video in English on the experiences and findings from the conference.
  The students will be able to
  
  • operate in an international and intercultural context;
  • use their foreign language skills, both when representing their own university and when interacting with participants from other partner universities;
  • successfully represent their point of view and communicate in a targeted manner, especially when interacting with participants from partner universities;
  • present their university and network;
  • create and present a conference contribution/selfie video
• Language: English
• Contact: enlight@uni-goettingen.de

To Website

This course is part of the innovative project ROCKET, co-funded by Erasmus+, in which students examine Role-Playing Games and Conflict Transformation for understanding Diversity, Equity, and Inclusion, organized by consortium members universities of Goettingen, Groningen, and Uppsala. In this online course, students learn about the potential of role-play for taking perspective and building empathy, and explore conflict styles and their impact on engaging with conflict in a variety of contexts. Collaborating within their peer groups, students examine and reflect on aspects of role-play, conflict styles and structures for designing own role-play scenarios. Time frame: 2 half-days (7 hrs ttl).

• Requirements & Learning Outcomes: Students are awarded this badge on successful completion of the course. They have participated in the course, created their own role-play scenario, and completed reflective journal entries.
  Upon completion of this course, participants are able to:
  
  • Understand the complexity of conflict dynamics
  • Reflect on their own preferred conflict style and the embodied experience of role-play
  • Transfer knowledge and experience to own role-playing scenarios
• Language: English
• Contact: alexandra.schreiber@phil.uni-goettingen.de

To Website

The workshop "Data Carpentry for Ecologists" provides basic data skills and an introduction to the use of data tools (OpenRefine, R) necessary for conducting research. The target audience are undergraduate and postgraduate students. The lessons are domain specific and build on the learners' existing knowledge so that they can quickly apply the skills learned to their own research. Participants are encouraged to help each other and apply what they have learned to their own research problems.

• Requirements & Learning Outcomes: Workshop with live coding and exercises as well as entry and exit survey.
  Assessment: Self-reflection on learning progress and application of what has been learned in the course of study or written conclusion (approx. 1 page).
  Students will be able to do:
  
  • Data Organization in Spreadsheet: Basics of how to organize tabular data, handle date formatting, carry out quality control and quality assurance and export data to use with downstream applications.
  • Data Cleaning with OpenRefine: Explore, summarize, and clean tabular data reproducibly.
  • Data Analysis and Visualization in R: Import data into R, calculate summary statistics, and create publication-quality graphics.
  • Data Management with SQL: Structure data for database import. Query data within a relational database
• Language: English
• Contact: bschmidt@sub.uni-goettingen.de

To Website

In the self-study course "Video production – Strengthening digital competences in teaching and learning" teachers are enabled to support students in the production of videos. In subsequent units of 3 – 4 hours in total, the self-study course describes the cross-university framework of digital competences, teaches the theoretical and practical basics of video production and gives useful tips for the realization. Teaching materials, templates and links to further resources prepare teachers to offer such a course. The administration of the self-study course and the assessment of the submitted ungraded examinations is carried out by the Department of Student and Academic Services / Digital Learning and Teaching.

• Requirements & Learning Outcomes: The self-study course "Video production – Strengthening digital competences in teaching and learning" on the OpenILIAS portal of the University of Goettingen has to be completed. The ungraded examination consists of creating a theoretical concept and assessing an exemplary video. This concept aims at preparing teachers for implementing their own course. By participating in the self-study course, teachers acquire knowledge of theoretical and practical basics of video production and are simultaneously trained to pass them on to students. They receive the necessary knowledge to organize and implement video production as a teaching medium in a course and to assist students didactically.
• Language: English
• Contact: elearning@uni-goettingen.de

To Website

Im Selbstlernkurs "Videoproduktion – Digitale Kompetenzen in Lehrveranstaltungen stärken" werden Lehrende dazu befähigt, Studierende in der Produktion von Videos zu unterstützen. In aufeinander aufbauenden Einheiten werden in dem 3 – 4 stündigen Selbstlernkurs nach einer Einordnung in den hochschulübergreifenden Kontext von Digitalen Kompetenzen die theoretischen und praktischen Grundlagen der Videoproduktion vermittelt sowie nützliche Tipps zur Durchführung gegeben. Gemeinsam mit Materialien, Vorlagen und Links zu weiterführenden Ressourcen werden sie auf die Durchführung einer solchen Lehrveranstaltung vorbereitet. Die Verwaltung des Selbstlernkurses und die Bewertung der eingereichten unbenoteten Prüfungsleistungen erfolgt durch die Abteilung Studium und Lehre / Bereich Digitales Lernen und Lehren.

• Anforderungen & Lernziele: Zu absolvieren ist der Selbstlernkurs "Videoproduktion – Digitale Kompetenzen in Lehrveranstaltungen stärken" auf dem OpenILIAS-Portal der Uni Göttingen. Die unbenotete Prüfungsleistung besteht in der Erstellung eines Durchführungskonzeptes und in der Bewertung eines beispielhaften Videos. Sie dient der praktischen Vorbereitung auf die Durchführung einer konkreten Lehrveranstaltung. Mit der Teilnahme am Kurs eignen sich Lehrende Kenntnisse über die theoretischen und praktischen Grundlagen der Videoproduktion an und werden gleichzeitig darin geschult, diese zielgruppenorientiert an die Studierenden weiterzuvermitteln. Sie erhalten alle notwendigen Kenntnisse, um die Videoproduktion als Vermittlungsmedium in einer Lehrveranstaltung zu organisieren und durchzuführen sowie die Studierenden didaktisch zu begleiten.
• Sprache: Deutsch
• Kontakt: elearning@uni-goettingen.de

Zur Webseite

This online professionalization explores new avenues of virtual collaboration with teachers from different (international) universities in a Virtual Exchange format. Participants plan activities related to their own course content, while they learn about the concept and application of Critical Virtual Exchange. They address issues around Diversity, Equity and Inclusion and experience the effective use of role-playing methods in an online scenario. Participants are taught to recognise different concepts from conflict transformation as key drivers in everyday interactions and gain tools on how to make their classroom more inclusive. The teacher professionalization is aligned to the ROCKET project which is co-funded by the Erasmus+ Cooperation Partnerships program. Conceived by the universities of Göttingen, Groningen and Uppsala, it seeks to develop a working concept for Critical Virtual Exchange which implements Role-Playing Games and Conflict Transformation.

• Requirements & Learning Outcomes: The ROCKET teacher professionalization implements the format of a Virtual Exchange, combining asynchronous and synchronous sessions and highlighting interaction between participants. The training takes place over the course of 6 weeks (from February 3rd until March 10th 2025) and includes 4 interactive online sessions. The course targets interested teachers, lecturers, curriculum developers across disciplines in higher education. The time investment for participants who successfully complete the training is approximately 16 hours.
  Participants complete different tasks – often with a focus on interaction and collaboration – throughout the professionalization. These tasks include e.g. critically engaging in literature, using digital tools to reflect on concepts and learn about different perspectives (e.g. discussion boards, word clouds, padlet). Participants receive feedback on completed tasks. Participants are required to complete the tasks during the asynchronous and synchronous phases of the professionalization in order to receive a digital badge. In a final (asynchronous) presentation, participants critically apply their learnings to their own (teaching) context.
  The ROCKET teacher professionalization pilot introduces participants to different concepts that – while largely interconnected – lead to diverse sets of learning outcomes.
  In relation to Critical Virtual Exchange, participants who completed the course will …: • … understand the concept of Critical Virtual Exchange (CVE). • … recognize the value of CVE in fostering the disciplinary and transversal competencies relevant to your courses. • … consider a CVE scenario for use with your students, in which critical aspects of CVE and DEI are addressed.
  In relation to Diversity, Equity and Inclusion, participants who completed the course will: • … be aware of which areas of their teaching can become more inclusive, ranging from course conception to assessment, and are given input on how to achieve this. • … be encouraged to think creatively about including DEI content in their teaching in a Virtual Exchange format and are given an opportunity to practice this. • … be familiarized with resources on DEI and learn where to look for them independently.
  In relation to conflict transformation, participants who completed the course will: • … recognize basic conflict transformation concepts. • … discuss personal experience and evaluate how conflict transformation concepts may inform one’s worldview, self-concept, values, behaviours, relationships, and/or aspirations. • … apply basic conflict transformation concepts practically and ethically at the intrapersonal and/or interpersonal levels.
  In relation to role-playing games, participants who completed the course will: • … describe analogue role-playing games. • … play transformative analogue role-playing games that have specific growth-related goals. • … reflect on transformative analogue game design in written and verbal form. • … analyse how conflict transformation theory is applied in role-playing game scenarios.
• Language: English
• Contact: philipp.freyer@uni-goettingen.de

To Website

Dieses Digital Badge richtet sich an Studierende aller Fakultäten, die im Rahmen der internen Akkreditierung in zentralen Bewertungskommissionen mitwirken. Eine Bewertungskommission übernimmt im Qualitätsmanagementprozess für Studium und Lehre an der Universität Göttingen die einmalige interne Bewertung und spricht eine Akkreditierungsempfehlung für jeden Studiengang eines Clusters aus. Die stimmberechtigten Studierenden nehmen an Sitzungen der Kommission, Vor- und Nachbereitungstreffen sowie Anhörungen mit Fakultäts- und Studiengangsvertreter*innen teil. Vorab sichten sie mit anderen Kommissionsmitgliedern externe Gutachten, Studiengangsreports, Ordnungen, Modulverzeichnisse sowie Ergebnisse von Qualitätsrunden und durchgeführten Maßnahmen. Die Kommission leitet die Gespräche in Anhörungen und verfasst einen Bewertungsbericht, der den Gesamteindruck widerspiegelt, die Erfüllung der Qualitäts- und Profilziele prüft und eine Akkreditierungsempfehlung ausspricht, ggf. mit Empfehlungen oder Auflagen. Die Kommission arbeitet über mehrere Monate zusammen und organisiert in Eigenregie Sitzungen, Arbeitsteilung und die Anhörung von Studiengangsbeteiligten

• Anforderungen & Lernziele: Die Studierenden vertiefen ihre Datenkompetenzen: Sie lernen, Daten zum Thema Studiengangs(weiter)entwicklung aus unterschiedlichen Quellen und in unterschiedlichen Formaten und Darstellungsweisen zu verstehen, zu analysieren, zu interpretieren und sie im jeweiligen Gesprächskontext bewusst einzusetzen, mit ihnen zu argumentieren oder sie ggfs. auch zu hinterfragen. Auf Basis der derzeit geltenden rechtlichen Rahmenbedingungen können sie dem Präsidium nach Prüfung der Unterlagen eine Einschätzung zum Akkreditierungsgegenstand geben. Die Studierenden vertiefen ihre Kommunikationskompetenzen und sind in der Lage, auf der Basis einer komplexen Datenlage Fragen und Argumente zu formulieren und diese gegenüber Vertreter*innen unterschiedlicher Statusgruppen sachlich und wertschätzend zu kommunizieren. Insbesondere in Anhörungsgesprächen können sie Inhalte sachgerecht und adressatenbezogen kommunizieren. Die Studierenden planen gemeinsam mit den Mitgliedern ihrer Bewertungskommission Termine und Arbeitsabläufe, betreiben Zeitmanagement im Rahmen der vorgegebenen zentralen Zeitlinien zur internen Akkreditierung und setzen Prioritäten.
• Sprache: Deutsch
• Kontakt: florian.juette@zvw.uni-goettingen.de

Zur Webseite