"E-Assessment" offers a variety of new forms of examination, which make the examination process easier for teachers, for example through electronic support and implementation. In addition to checking learning success, it also provides students with information on the status of their own learning process. The term "e-assessment" continues to be frequently associated with automatically analysable mass examinations, which enable students to obtain rapid feedback on their examination results. (Source: Arnold, Patricia; Kilian, Lars; Thillosen, Anne; Zimmer, Gerald (2018): Handbuch E-Learning. 5. Aufl. Bielefeld: S.38ff.)
An e-book (short for electronic book) represents the medium book with its typical characteristics in digitalised form, usually as a portable copy of an original book with extension by various functionalities of computer technology, e.g. search functions or multimedia components. The range of implementation forms extends from the most realistic digital copy possible to the structural-functional approach, which is oriented towards the optimization of computer-aided reception. E-books can be read on a PC, a laptop, with a PDA or with special readers (e-book readers). (Linked page in German.)
By e-exams we mean computer-assisted examinations that are conducted in person. They offer more possibilities compared to conventional paper exams and can save time resources in the long run due to the automatic evaluation. For e-exams, the HRZ provides a pool of 100 notebooks with associated network infrastructure for JLU members. The exam notebooks can be set up in a suitable room during the lecture-free period. Larger numbers of participants in several sessions are also possible. Smaller exams can also be held in other rooms with existing PC equipment, for example in the HRZ or in the CIP cluster of the University Library. (Linked page in German.)
The e-Kuh-learning project was born out of the intention to provide students of biology, teacher training, BSc and veterinary medicine with information on plants, ingredients, application areas, botanical backgrounds etc. throughout the entire vegetation period and independently of guided excursions, in the botanical garden directly in front of the living object, using new media. All visitors to the Botanical Garden can use QR codes to call up information on the plants via smartphone or obtain it via a classic search query in the web browser.
The pilot project was financed in 2012 from the HMWK's study structure programme and focuses on plants that are given priority in veterinary education. These are equipped with a QR code and marked with a cow symbol. The structures are designed so that the database can be further expanded. (Linked page in German.)
The term "e-learning" is often used in a very generalised way in the context of higher education, but there is much more to it than is initially assumed. As the name suggests, e-learning refers to all forms of learning that use electronic or digital media. In particular, the term "e-learning" aims at an arrangement of digital media and virtual learning spaces. It can be used individually or also jointly in a group for competence development and education. The learning contents are presented here in a multimedia format and enable users to work on them autonomously and independently of location within a self-determined time frame. (Quelle: Arnold, Patricia; Kilian, Lars; Thillosen, Anne; Zimmer, Gerald (2018): Handbuch E-Learning. 5. Aufl. Bielefeld: S.23)
E-mail is one of the most frequently used services on the net and also plays an important role in everyday university life. Communication via e-mail offers advantages in terms of time and space flexibility, but it should be noted that a large number of students to be supervised can result in a high workload for the lecturer. (Linked page in German.)
E-Moderation accompanies group work or e-learning measures in virtual environments. The aim is to support the communication and action options of the users in the virtual learning environment. (Linked page in German.)
E-portfolios are web-based folders that integrate different digital media and services and are used especially in e-learning to collect digital (performance) certificates. They resemble a personal website and can be used by students to demonstrate their competence and reflect on their learning process. As a rule, e-portfolios can be made public to varying degrees and can, for example, be available online to all interested parties, be visible only to certain persons (e.g. a learning group or individual teachers) or be used individually and non-publicly as a kind of learning diary with the aim of developing one's own competence profiles and increasing learning success by reflecting on what has been learned. (Linked page in German.)
With e-exams you can efficiently test and evaluate the learning success of your students. See also Scanner Exam, E-exam, Peer Feedback or E-portfolio.
The advantages of electronic exams are obvious:
- The test results are automatically evaluated immediately after the test (e-examination and scanner examination).
- No errors in the transfer and evaluation of data (e- and scanner exam).
- Free-text answers are readable and can therefore be evaluated manually more quickly (e-examination).
- The creation of e-exams is comfortable and easy to learn (e- and scanner exam).
- The test items can be provided with pictures, videos or animations (e-examination).
- There are suitable task types for different types of learning content (all forms).
- The question pools in the database can be reused as desired (e- and scanner exam).
- Question order and answer options can be mixed up, so that each examinee can take a different test (e- and scanner exam).
- The use of formative methods helps students and examiners to avoid the cumulative burden of exams at the end of the semester and also promotes the reflexive and cooperative competencies of students (e-portfolio and peer procedure).
The term "e-teaching" (electronic teaching) aims in particular at the perspective of the teacher and the teaching, whereas the term e-learning refers to the arrangement of digital learning media and virtual spaces. (Source: Arnold, Patricia; Kilian, Lars; Thillosen, Anne; Zimmer, Gerald (2018): Handbuch E-Learning. 5. Aufl. Bielefeld: S.23)
On e-teaching.org you will find scientifically sound and practice-oriented information on the design of higher education with digital media. The non-commercial portal is a service of the Leibniz Institute for Knowledge Media. (Linked page in German.)
Accompanying e-tests can help learners to determine their own level of knowledge. The e-tests can be easily created and automatically evaluated via ILIAS so that the learners receive direct feedback. In ILIAS it is easy to implement by the tool "exercise". (Linked page in German.)
Electronic voting systems support lecturers in large lectures to maintain the attention of students or to enable/increase the active participation of students. (Linked page in German.)
Literature in Stud.IP is made available via an electronic semester course collection (eSemApp), which can be linked to the respective course.
The web-based editor Etherpad allows groups of students to write texts together in real time. This makes it possible to work out a text sentence by sentence. Parts of sentences can be deleted and rewritten, and errors can be corrected. Every change made by all participants is displayed in real-time. A so-called pad is available to all course participants after initial creation and release by the course administrator. (Linked page in German.)