Adobe Connect is Adobe's web conferencing system that enables video and audio to be transmitted between multiple computers. The system is suitable for conducting so-called webinars, for teaching cooperation with other universities, for live transmission of lectures, for holding oral examinations or for offering virtual consultation hours. (Linked page in German.)
Due to the continuous overload of the servers of the DFN-Verein, which also leads to more and more error messages from ILIAS, we unfortunately had to switch off the Adobe Connect interface until further notice. Please refer to our page "Lessons to be learned in case of a pandemic" for alternative possibilities. The page is updated constantly.
Animations are created by stringing together images with different image contents or image positions. In picture or graphic animations, several objects are superimposed. The individual images from the stack of images are displayed at a defined position in a certain order. (Linked page in German.)
(engl. abbreviation for Application); the term has become a designation for application programs that have been specially developed for mobile end devices such as smartphones or tablets. An app can be purchased from the manufacturer of the respective end device via their online shop (e.g. Apple's App Store, Google's Android Market or Microsoft's Windows Phone Marketplace). Users download the app directly from the shop to their device and install it. (Linked page in German.)
The term asynchronous communication refers to communication that takes place at different times. Tools that allow asynchronous communication include e-mail, mailing lists, discussion forums, and newsgroups. An example of synchronous communication would be video conferencing. (Linked page in German.)
The term asynchronous learning refers to learning processes in which communication and interaction between teachers and learners take place at different times. (Linked page in German.)
This refers to the digital recording and storage of audio material using special software and hardware (including a microphone). (Linked page in German.)
A podcast is a media file (e.g. audio, screen, doc, video, etc.) that can be accessed and subscribed to at any time on the Internet. An advantage of using podcasts is, for example, that the downloaded file can be played at any time and thus enables learning independent of time and place (e.g. via the MP3 player in the train). (Linked page in German.)
Augmented Reality is the supplementation and extension of the real world with digital information, e.g. on smartphones or tablet PCs. This extension can address all human senses. Often, augmented reality is only understood as the visual extension of information, i.e. the addition of computer-generated additional information to images or videos by means of fade-in/overlay. (Linked page in German.)
An author is any natural person who has created a work by personal intellectual achievement. If several persons create a work together, e.g. write a joint publication, they are so-called co-authors. (Linked page in German.)
(Also: Authoring system); Authoring tools are tools for multimedia preparation of learning content and development of learning software (e.g. Authorware, Flash, ToolBook). Even without special programming knowledge, simple applications can be created with them. (Linked page in German.)
Literature lists from literature management programs like Citavi or Endnote can be imported into ILIAS. The bibliographies must be in BibTeX format (.bib or .bibtex) or in RIS format (.ris) and may contain references to the library catalogue, which are automatically resolved by ILIAS.
Blended Learning describes a teaching scenario between media-enriched classroom teaching and pure online teaching. It is therefore traditional classroom teaching with digital components.
Blogs can be understood as "online diaries". In blogs, learners can record their own thoughts, reports or Internet findings in the form of articles. These can usually be commented on directly by readers at the bottom of the page. Blogs can be run by groups as well as by individuals, under real names or even pseudonyms. Blogs can be made public or accessible only to a certain group of users.
The use of bookmarks is a function of the browser, which allows you to set bookmarks to certain pages on the Internet. (Linked page in German.)
Camtasia is a commercial screen capture and video editing software from TechSmith. The software offers the possibility to record and edit video tutorials, conference recordings, screencasts and much more. (Linked page in German.)
CC-BY is the abbreviation of the six existing Creative Commons license types. The type CC-BY includes the Attribution 4.0 International.
|Attribution-NoDerivatives 4.0 International
|Attribution-NoDerivatives 4.0 International|
|Attribution-NonCommercial 4.0 International
|Attribution-NonCommercial-ShareAlike 4.0 International|
|Attribution-NonCommercial-NoDerivatives 4.0 International|
Chats enable synchronous work in plenary and small groups and are suitable for student support and discussions. During an online consultation hour, you will usually have a two-person conversation with a student in the chat. However, you can also chat with a group of students, for example to supervise the project work of a team. From a didactic perspective, chats are an interesting communication medium.
When designing (partially) virtualised courses, special features must be taken into account. When planning courses, therefore, the classic questions of lesson planning according to target group, content, learning goals and teaching methods must be considered in the conception.
Content management systems is the name for online editorial systems based on databases. They are used for document management of applications, for example websites. Their characteristic feature is the separation of content and structure. (Linked page in German.)
On 1 March 2018, the new "Act on the harmonisation of copyright law to the current requirements of the knowledge society" (UrhWissG) became effective. Teachers must ensure that they can provide copyright-protected content to students in a legally compliant manner. ELAN e.V. has published a video illustrating what has to be observed with regard to the new permissions of use of copyrighted works.
The German Copyright Act - UrhG replaced the Act on Copyright in Literary and Artistic Works (LUG) and largely superseded the Act on Copyright in Works of Art and Photography (KUG). The Copyright Act is the legal basis for German copyright law and related rights. (Linked page in German.)
An infringement of copyright exists if works protected by copyright are exploited without the consent of the author. The author can take legal action against such an infringement and, among other things, claim damages. (Linked page in German.)
Specifically, CC offers six different standard license agreements that can be used in the distribution of creative content to determine the legal conditions. CC itself is neither an exploiter nor a publisher of content and is not a contractual partner of authors and rights holders who wish to distribute their content under CC license agreements. (Linked page in German.)
Creative Commons (CC) is a non-profit organization that offers help for authors to release legally protected content in the form of ready-made license agreements. (Linked page in German.)
Free and comprehensive software for video editing and post-production. (Linked page in German.)
Receiving data - This involves "loading" files from another computer or from the Internet. Depending on the type of connection (bandwidth) and the amount of data, the download takes some time. The loading time can be reduced by compressing the data volume using certain formatting. (Linked page in German.)
Drag and Drop is a working technique in graphical user interfaces, where objects can be touched directly with the mouse pointer, moved ("drag") and released ("drop") in a target area. A typical example is moving or copying individual parts of documents (such as text passages) or entire documents into other applications. This is done by selecting the objects to be copied and dragging them over to the window of the other application while holding down the mouse button. (Linked page in German.)
"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.)
This term is generally used to describe the distribution (copying) of files between users over data networks such as the Internet. The term is often mistakenly used synonymously with the prohibited distribution of copyright-protected works (films, music, digitised books, etc.). (Linked page in German.)
The flashcard training is based on the flashcard principle by Sebastian Leitner.
The flashcard training in ILIAS consists of 5 subjects. The flashcards in the starting subject should be trained daily, those in the 2nd subject every 2 days, those in the 3rd subject every 4 days etc. A card that is remembered during a training moves one compartment further back, a difficult card remains in the same compartment and an unremembered card moves back into the starting compartment.
The lecturer module within the Flexnow examination management system enables professors and lecturers to organize examinations and courses.
A forum is a message or discussion area for asynchronous communication in which users can enter into discussion. In a forum, students can discuss topics that they have set themselves or that have been assigned by the host. The use of a web-based discussion forum offers additional flexibility with regard to the timing of the discussion.
Freeware is software that is available for free download or as a free CD-ROM. The use is subject to the restrictions of the author, who does not assume any functional guarantee or liability. Sometimes communities are formed around freeware products, which maintain and further develop them. Freeware is often subject to efficient quality control. (Linked page in German.)
Terms and definitions are assigned to each other in a glossary. The definitions can contain not only text, but any kind of media objects, such as images, tables and lists. In addition, digitally supported learning modules on ILIAS can be linked directly to the glossary so that the definitions are displayed directly when clicking on the terms. This can make it much easier to understand complicated texts and facilitates the learning flow. (Linked page in German.)
The term hardware covers all material components of a data processing system, i.e. computer, printer, monitor and all individual components contained therein such as hard disk and processors. (Linked page in German.)
The term "hashtag" is composed of "hash" (for hash or #) and tag (for label). The term hashtag is used in connection with Twitter messages and refers to the labeling of individual messages so that they can be assigned to specific topics or events (Nentwich et al., 2009); for example, tweeds with the hashtag #eteachingorg are assigned to the e-teaching.org portal. (Linked page in German.)
The Higher Education Forum on Digitisation (HFD) is a publicly funded think tank dealing with higher education in the digital age. It is a project of the Donors' Association for the Promotion of Sciences and Humanities in Germany, the Centre for Higher Education Development (CHE) and the German Rectors' Conference (HRK). The HFD sees itself as a network for university teachers, university staff and students for the exchange and development of competence in the field of digital teaching and learning across disciplines and universities.
Hyperlinks allow references to other places in hypertext. By clicking on hyperlinks, the user can access other pages or documents. In the WWW, links play an important role because they enable the non-linear reception characteristic of the Internet - so-called "surfing". Hyperlinks usually stand out from the general text by their colour and underscore. Graphics and images can also represent links. (Linked page in German.)
ILIAS (Integrated Learning, Information and Work Cooperation System) is the second central Learning Management System of the Justus-Liebig-University and offers teachers many useful components.
With the , a real place (the marketplace, the supermarket around the corner) becomes a learning location or " Point-of-Learning" (POL). Learning content stored in ILIAS is made available on site and forms the learning location task that has to be fulfilled on site or can only be meaningfully fulfilled with the information available on site.
JLU offers two central e-learning systems for the digital support of teaching: Stud.IP and ILIAS. All JLU members can log into the systems with their user ID and network password and use them free of charge. The two systems are connected via an interface. (Linked page in German.)
Image maps are a special form of sensitive images or graphics. Different areas are defined in the image, which trigger different actions when a mouse click is made. Mostly image maps are used for navigation. (Linked page in German.)
Instant messaging is an Internet service that allows you to open a private chat room and communicate with other participants. Usually, such a service maintains a list of names specified by the user and notifies the user accordingly when one of the registered persons is online. A prerequisite is usually that all participants use the same program (e.g. ICQ, Facebook Messenger). (Linked page in German.)
Justus Liebig University offers its employees and students an alternative to Dropbox and other cloud storage services: The JLUbox. The JLUbox allows you to make data stored in it accessible to other people - e.g. JLU employees or students, but also external parties. You can control who gets what kind of access to your data and you have the possibility to set up external access to the system. (Linked page in German.)
K-med is the ILIAS-based learning platform for students and teachers of the Faculty 10 - Medicine at JLU. On the platform you will find learning modules, surveys and materials on various topics, such as general medicine, anesthesia, biochemistry, pediatrics, emergency medicine or dentistry.
A Learning Management System (LMS), also known as a learning platform, usually forms the technical core of a complex, web-based e-learning infrastructure. It is a software installed on a web server that supports the provision and use of learning content and provides instruments for cooperative work and user administration. See also teaching management systems at JLU. (Linked page in German.)
The learning progress control should provide the learner with information about his learning status. It plays a prominent role in electronic learning environments since the possibilities for personal feedback are limited.
See Web based Training (WBT).
Please follow the link to the article. (Linked page in German.)
In this glossary you will find terms related to legal issues in e-learning, such as
- Official work (§5 UrhG)
- Federal Data Protection Act
- Data protection
- Public domain work
- Legal freedoms of use
- Teaching commitments
- License and license agreement
- Personal data
and many other terms that should give you more security in your teaching.
LENA (Teaching Evaluation Navigation) offers you, as a teacher and lecturer, suggestions for possible changes to your course or your teaching, which are specifically tailored to the individual aspects of teaching evaluation using the MoGLi questionnaire. (Source: Professur für Hochschuldidaktik und Evaluation der JLU (2015-2017) URL:
LENA's launching: New online tool to support your teaching. How can you translate the results of your course evaluation (LVE) into concrete consequences for your teaching? The online tool LENA, now available to all JLU faculty, helps you answer this question in a straightforward, targeted, individualized and scientifically sound manner.
Live casts are generally referred to as webcasts and especially podcasts whose creation is already taking place in public. In contrast, most of the web and podcasts available on the WWW are offered as recordings and are produced non-publicly. Live casts are also usually available afterwards as recordings "on-demand". (Linked page in German.)
LiveVoting allows for direct collaboration between participants in courses and workshops with the course leaders. Use LiveVoting to support face-to-face teaching or lead motivating workshops. In this way, you can pick up ideas and moods directly and involve those present in your course in a participatory way. In addition to single and multiple choice, LiveVoting now also supports sequences/priorities, free text and estimation questions. (Linked page in German.)
With a live broadcast, your course can be transferred to other rooms or to the students' homes in real time. In this way, independence of location can be achieved. Web conferences, lecture hall transmission and live streaming also fall under the category of live transmission. (Linked page in German.)
Mailing lists are a hybrid between e-mail and newsgroup and exist for various topics and information purposes. Users have the possibility to subscribe to mailing lists. Messages to the mailing list are automatically forwarded to all subscribers.
Massive Open Online Courses (MOOCs) are interactive online courses that are accessible worldwide and free of charge. (Linked page in German.)
Media literacy describes skills and abilities concerning the use and creation of media. The term is used analogously to terms such as technical or social competence. (Linked page in German.)
Media pools are used to structure uploaded media such as images, graphics, audio files or text fragments and make them available for reuse in learning modules, glossaries or other content elements. Thus, a text document from the media pool can be integrated into the desired elements via the clipboard. If you continue working on the text document and upload it again, it does not have to be exchanged manually. Instead, it changes automatically in all places used after it has been exchanged in the media pool.
With a mind map the relations between terms are displayed graphically. Starting from a central term, branch systems are formed to further key systems. A visualization of chains of association is thus made possible.
Teaching and learning do not only take place in the lecture hall or on the PC at home. Mobile applications and devices such as apps, laptops, netbooks or smartphones have been enabling mobile learning at other locations for several years.
MoGLi (Modular Giessener Verhaltensbasiertes Lehrvertragsrückmeldungsinstrument) is a behaviour-based instrument for course evaluation. If you would like to evaluate your course, you have come to the right place at the JLU Teaching Evaluation Service Office.
Multimedia is the generic term for documents created through the combined use of various digital media such as sound, text, graphics and moving images. Usually at least one time-dependent medium, for example moving images or sound, is included. (Linked page in German.)
A multimedia player supports the playback of audio and video formats such as .mp2, .mp3, .avi, .mpeg, .wmv, .wav, .wma, .mpe, .mpeg or .asf. Depending on the range of functions, multimedia players allow the conversion of individual formats. (Linked page in German.)
A newsgroup is an asynchronous communication medium for the public exchange of messages on specific topics. Like on a bulletin board, users can post messages and view all posts. (Linked page in German.)
Online consultation hours can be arranged and conducted via video conferencing systems or communication channels between teachers and students regardless of location.
An online learning diary can be used to accompany classroom teaching. In principle, the functions of a blog or an e-portfolio are similar to those of an online diary, so we recommend the entries for blog and e-portfolio.
The Open Access movement aims to make scientific information - usually publications - freely available on the Internet. Open content is content such as texts, images, music or videos which may be freely copied, used and in some cases modified. Use is generally regulated by licences, which also specify how the original authors must be referenced. These licenses derive from the Open Source movement. (Linked page in German.)
Screencasts can be created with OBS Studio, for example. This is a free and open source software that allows video recording and live streaming. In this article we show how to create a screencast in the office or at home quickly and easily using free software, a simple webcam and PowerPoint. (Linked page in German.)
Browser-based screen recording (screencast) and video recording possible.
In general, Open Educational Resources is understood to be digitised teaching/learning material that is freely available on the Internet. OER can therefore be understood as very different forms such as courses, course applications, course modules, but also (hyper-) text files, images, audio, video, simulations, etc. (Linked page in German.)
Open Source is a term for software whose source code, i.e. the internal functional description, is available free of charge for anyone to download, modify and redistribute. The development and administration of the software is usually driven by a community of developers and users that does not primarily pursue commercial interests. (Linked page in German.)
An effective way to enable students to adopt academic quality criteria and at the same time reflect on them is to evaluate the work of their fellow students - the so-called peer assessment. (Linked page in German.)
Peer feedback procedures or peer assessment procedures, as they are used for the quality assurance of scientific journal articles, can be adapted for university teaching with simple technical means. This gives students the opportunity to give each other anonymous feedback. At JLU, the central learning platform ILIAS can be used to offer the function of peer feedback in all course formats, as it can be easily set up with the ILIAS object "Exercise" ("Übung"). (Linked page in German.)
Peer review is a procedure in which the results of work are commented and evaluated by one or more experts in the relevant field. The results of the work are usually available in the form of an article. Peer reviews are usually used before the publication of a scientific article for journals or conferences and decide whether the article is published or not. (Linked page in German.)
A plug-in is an additional module for a program that extends the program functionality. This extension can, for example, enable a web browser to play back certain file formats (such as video, audio) that were not supported before. (Linked page in German.)
Implement screencasts with PowerPoint onboard resources. (Linked page in German.)
QR means "Quick Response". The QR code is a two-dimensional bar code arranged in a square consisting of black and white fields. (Linked page in German.)
enables teachers to quickly and efficiently implement learning content electronically, making your lecture available anywhere and at any time with little effort. Students can use these recordings as a lecture substitute, as a follow-up to lectures or to prepare for exams.
According to a priority plan, the largest lectures at JLU are currently being digitized. The providers of the lectures have received an information from the Vice President by e-mail, which you should be aware of. In a next step, smaller lectures will be digitized, and these providers will also receive an e-mail for this purpose. Please note that it is also possible to create learning materials by other means (e.g. by adding sound to slides in PowerPoint or other e-learning tools or didactic arrangements). You can find more information about possibilities for digital events here.
With the software solutions "Fred" and "Klaus" from Blubbsoft, all JLU faculty members with a campus license have the option of managing questions for written exams with Fred and having them automatically evaluated with Klaus. Scanner exams can be carried out completely independently. There are three scanner locations at JLU for evaluation.
Screencast refers to the recording of activities that can be seen on a computer screen. However, no camera is used, but the screen content itself is recorded and then made available as video. Software for recording screen actions is screencast-o-matic or OBS (Open Broadcast Studio). Camtasia, for example, is suitable for recording and editing.
The self-evaluation of teaching is a useful supplement to the central services offered by the Teaching Evaluation Service. In addition to or alternating with MoGLi, the service centre recommends the use of your own feedback and evaluation procedures for your teaching.
A shared workspace is a common work area on the intranet or internet, as is typical for e-learning or distributed group work. It is made available via software. (Linked page in German.)
A simulation is a media simulation of real connections.
The script is a tool for the conception of multimedia content. It lists all content elements of a multimedia application in detail and shows their processes and interaction. Content elements are e.g. the number of planned single pages, texts, sounds, visual interaction possibilities, a short summary of the content, video sequences, photos and graphics. (Linked page in German.)
The manufacturer TechSmith currently provides SnagIt free of charge until 30.06.2020. Registration required.
Simple and flexible applications that support collaborative content gathering and editing. These include tools such as instant messaging, music and picture wallets, mailing lists, forums and network platforms. What these tools have in common is that they live from the participation of the users. By facilitating the publication and distribution of data, the web process is accelerated. The most prominent examples from the field of social software are blogs and wikis. (Linked page in German.)
The source code of a program is the text that the author of the program produces according to the rules of the respective programming language. The markup view of an HTML page is also called source code. (Linked page in German.)
The sports science department at Justus Liebig University Giessen uses a variety of e-learning offerings. In addition to learning materials, sports-edu also publishes dynamic content that offers significant advantages over textbooks for practical sports training. This includes, for example, video sequences and animations for the analysis of movements or tactical aspects of sports.
For the first time, visually depicts the content and plot of a screenplay and thus serves as a template for the multimedia creation of image content. It is also a thinking and planning aid and can facilitate communication within a team. The storyboard is often used in films, animations, commercials and product presentations. (Linked page in German.)
Streaming refers to the transmission of video or audio data, whereby the data can already be played by the browser or a plug-in during the download. (Linked page in German.)
Stud.IP (Internet support for classroom teaching during studies) offers communication, information and organization possibilities as well as a person and resource administration of events. The platform offers a wide range of functionalities that can simplify the organization of events.
Synchronous communication is characterized by the fact that it takes place in real time between two or more users, e.g. in chat. It does not matter whether the users are in the same place or are distributed over a wide area. (Linked page in German.)
Synchronous communication media allow real-time communication using multimedia technologies, mostly via chat or audio conference. Another possibility is video conferencing. (Linked page in German.)
Synchronous learning is characterized by the fact that learner and teacher are in different places at the same time and communication takes place (almost) without any time delay. This enables the learners to ask questions or contribute to discussions. (Linked page in German.)
Since smartphones, tablets and notebooks have become affordable, highly available and a mostly self-evident (work) medium, they are also increasingly seen in courses.
Tags are used to label or keyword a content. For example, content tags can be assigned to a post on a weblog so that it can be found by search engines or so that a term is displayed in a tag cloud. (Linked page in German.)
Describes the process by which a certain content in the WWW, e.g. a text or an image, is marked in such a way that others can find it under a keyword. As a rule, any keyword can be conceived and entered. In most cases, newly entered text or images can be assigned to one or more existing keywords; however, new keywords can also be assigned. As soon as a keyword has been assigned to a content, it can be accessed under this keyword, e.g. via a tag cloud. Tagging is often an integral part of Web 2.0 applications and leads to a user-generated categorization of content. (Linked page in German.)
A teaching management system or Learning Management System (LMS) is a web-based learning platform that enables communication between teachers and learners and provides numerous possibilities for taking over administrative tasks and contributes to reducing the workload in the teaching process. JLU Giessen provides Stud.IP as a content management system and ILIAS as a learning management system.
A comprehensive repertoire of methods helps to find the appropriate approach for different fields of knowledge and target groups. The testing of new methods can help to teach in a more target-group-oriented and motivating way and thus promote the learners' own activity.
A thread is a coherent sequence of posts on a specific topic in a newsgroup or discussion forum of an online system. The thread consists of an initial message and the comments and replies posted on the same topic. (Linked page in German.)
Thumbnails are small images. Usually these are reduced thumbnails of a larger image, which allow a faster image build-up. (Linked page in German.)
In the computer world, utilities are often referred to generally as tools. A common type of tools in the e-learning field are authoring tools. (Linked page in German.)
The term for uploading data, that is, sending client data to a server (as opposed to downloading). (Linked page in German.)
Vet-learn is the ILIAS-based learning platform for students and teachers of veterinary medicine at JLU. It offers e-learning materials on various topics, such as pathophysiology and -biochemistry, interactive biochemistry for veterinarians, clinical examination methods, the blood picture atlas for displaying different blood cells of domestic animals, the virtual microscope as an electronic histologist atlas or a tissue database.
A video blog (colloquially also called "Vlog", from: V(ideo-Web)log; derived from this are also the terms "Vlogger" for someone who runs a videoblog and "Vlogging" for the activity itself) denotes a weblog whose periodically appearing contributions consist mainly of video material. (Linked page in German.)
The audiovisual support of a virtual communication situation by means of video conference systems offers - in contrast to text-based communication - additional information through facial expressions and gestures of the counterpart. With video or web conferences, for example, you can organize courses at physically separate locations. When choosing a specific video conference system, various technical issues need to be considered. The web conferencing system Adobe Connect is ideal for this purpose. It can be used for web conferences, lecture hall transmissions and live streaming.
Please note that videoconferencing is a real-time transmission of teaching arrangements and is very data intensive. Due to the expected increase in the use of various online solutions, you should also consider other didactic arrangements where didactically appropriate. Hints for solutions can be found here: Overview page on digital teaching at JLU.
A videoconferencing system is a technology that allows students and teachers to communicate with each other in real time via image and sound. Communication requires the installation of microphones, a camera (webcam), software and a connection to the Internet. A distinction is made between PC-supported video conferences and group systems. A group system allows many people to participate in different locations (multipoint conference). Videoconferencing systems often also enable joint work on documents or the sharing of applications (application sharing). The possible quality of the received audio and video data strongly depends on the transmission rate (bandwidth) of the Internet connection.
Please note that these tools are those that allow real-time transfer of teaching arrangements. Due to the expected increase in the use of various online solutions, they should - where didactically appropriate - also consider other didactic arrangements. Hints for solutions can be found here: Overview of digital teaching at JLU.
Does JLU recommend the "Zoom" tool? - NO! According to a preliminary assessment by our data protection officers, "Zoom seems to be designed to collect, store, link and share user data to a much greater extent than other tools and should therefore not be used". However, there will be recommendations and hints for jlu-internal and a jlu-external tool, which you can expect in KW14. Please understand that we do not have the possibility to coordinate legal audits of providers beyond that. Especially now it is necessary that we all prepare ourselves for a pragmatic working ability under the given, dynamic conditions.
Virtual realities are models of reality simulated by computer technology, which are interactive in contrast to traditional artificial realities (e.g. film). The user can intervene in the program flow and change it. Virtual reality is used in numerous applications in industry and technology, such as flight simulators, computer-based architecture or the simulation of chemical reactions. (Linked page in German.)
A virtual classroom refers to teaching scenarios in which the Internet is used as a communication medium for physically separated teachers and students. By using learning platforms, webcams or even whiteboards, it is possible to enable the participants to see, hear and speak together as well as to work on documents together and simultaneously. (Linked page in German.)
JLU's Stud.IP system allows a virtual microscope to be integrated as a Zoomify plug-in. The virtual microscope offers students and members of Justus Liebig University the opportunity to study common microscopic anatomical specimens on screen. The tool offers the possibility to microscope objects at home PC and to learn the correct designation of the visible components in the preparations. In order to be able to see microscopic details up to maximum magnification, individual microscopic slides have been rasterized at highest resolution. The overall images were designed by the "Zoomify" software with POI annotations so that when you scan over an object with the mouse, the correct designation of the visible structures appears. At the Justus Liebig University, the plug-in is used, for example, in veterinary medicine, botany or chemistry.
Learning sequences or entire courses can be implemented as WBT (Web Based Training). A WBT consists of individual units, which are compiled from images, texts, film sequences, screen recordings, audio contributions, test exercises or references to further Internet sources, for example, and integrated into a WBT. A WBT can usually be viewed in browsers and worked through in a more or less linear fashion.
In a WBT, for example, lecture contents can be presented to students in individual, multimedia-based lessons. These lessons can be worked through by the students themselves online in a self-directed manner analogous to a weekly lecture. In this case, the use of WBTs enables teachers to combine elements of self-directed learning with classroom instruction. (Linked page in German.)
On the one hand, webcasting refers to the transmission of audio or video data via the Internet as a streaming format. To view the data, the so-called webcast, users need appropriate players or plug-ins. (Linked page in German.)
The term is made up of the terms "web" and "seminar" and usually refers to an online event that is broadcast live using a conference system. The focus is usually on conveying specific learning material via live video stream and parallel slide presentation. In contrast to webcasts, which are primarily designed for asynchronous teaching of content, webinars take place at fixed times so that teachers and learners can meet virtually at the same time, i.e. synchronously, and communicate with each other - usually via chat. In addition, there is often the possibility to integrate further interactive elements, e.g. surveys. (Linked page in German.)
With the DFNconf service you can conduct video, audio and web conferences, as you are used to from Skype, for example. Prerequisite is a computer (PC/Mac, laptop, tablet, smartphone) with Internet access and a headset or loudspeaker and microphone. Possible scenarios in university teaching are for example:
- Classical video conferencing
- Sessions/meetings (example on e-teaching.org)
- Seminars (example on e-teaching.org)
Please note the current information of DFN Verein on the use of DFNconf and COVID-19.
Since this week (week 12) the DFNconf service is heavily used. The HRZ is working on alternatives and will inform here accordingly.
The DfNconf offers two variants for conducting web conferences:
- Pexip: This allows "classic" video conferences with excellent video and audio features to be held with up to 23 participants. Participation in a conference is possible via browser, app, dedicated video conferencing system or via telephone.
- Adobe Connect: The web conferencing service is available on Adobe Connect for virtual teaching and learning scenarios (e-learning) that require a common presentation surface, small groups of participants, small reviews or webinars with up to 200 participants.
Please note the current information of DFN Verein on the use of DFNconf and COVID-19.
Since this week (week 12) the DFNconf service is heavily used. The HRZ is working on alternatives and will inform here accordingly.
A webquest is a computer-supported learning arrangement with which learners are supposed to acquire a subject area independently (usually in group work). Mostly it is a structured research project on specific topics on the internet. The structuring takes place - to a varying extent depending on the learning group - by means of guiding questions, indicated sources and possibly a distribution of roles. (Linked page in German.)
An interactive whiteboard is a system that, unlike conventional slate or whiteboards, is capable of digitally recording the whiteboard images and making them available for further use or simultaneously transmitting them to connected computers (network, Internet). (Linked page in German.)
Wikis are widespread, easy-to-use content management systems that enable content to be published on the Internet that can be edited by a large number of users. You can integrate wikis into your teaching by using ILIAS and/or Stud.IP.
Operating system own uncomplicated image editing and video editing program. (Linked page in German.)