German universities are reopening.
This sums up the latest announcements from most of the country's academic institutions.
After almost two years, in which academic teaching had to react to the challenges of the pandemic, the upcoming summer semester should be a semester that offers "as much presence as possible" (Freie Universität Berlin).
In some places, a full "on-site semester" (University of Hamburg) is already being promised, a form of teaching that clearly differs from the recently favored "online semesters" (university rectors' conference).
The mood at the universities is at least ambivalent: Many are in favor of being able to learn regularly and unrestrictedly on site again, work together, discuss together, and fill the campus with new life.
For them, personal encounters and direct exchange are top priority.
In addition, there are quite a few who also advocate an end to pure online teaching, but combine this with the hope that what was gained and newly developed during the period of the massive pandemic will not be lost.
Because as understandable as the desire for (physical) presence on campus is, it would be regrettable if alternative presence models were to be forgotten.
Hence our plea:
Interestingly, it is not that easy at universities to handle the topic pragmatically and confidently.
At the same time, one could know, especially in science, what good experiences the research on mixed solutions offers.
It's just - oh wonder!
- Not one or the other, but both in one: Certain teaching content, especially instructive-introductory and interpersonal, is made for face-to-face teaching.
However, a range of additional teaching content is well suited for the so-called blended learning concept: there are local appointments and appointments in distance learning.
An example: Two to three on-site appointments for the introduction at the beginning of the semester are followed by web conferences, also in a shorter form, instead of ninety minutes, only half an hour or an hour,
combined with supplementary media (e.g. educational films and podcasts) as well as group phases and work assignments.
In the middle and at the end of the semester there are again face-to-face appointments.
In this teaching design, presence has an anchoring and stabilizing function.
It is a means to an end, but not the end itself.
Meet the diversity of needs
Today, students work more than ever before in study and examination groups, and regularly complete projects and presentations.
Elements of regular distance teaching are almost organically linked to this – self-organization processes follow lecturer input and in-depth appointments.
In this form of teaching, the students have to create their own schedules and work schedules.
A task that is expected of adults in advanced studies (especially in the master's phase) and for which they can be qualified.
Incidentally, teaching content with highly informative parts can also be recorded in audio form, which does not require real time and does not necessarily require image and color.
What is perhaps most important often goes unmentioned: a good learning platform is required,
through which analog and digital activities with current and diverse specialist media, files, project rooms and lecturer chats are organized and used.
Due to a lack of time, these structures are often neglected.
Mixed forms should also be taken into account at smaller institutions in the future.
Studying at art colleges, for example, is often only organized by formal requirements, mainly in studios, classrooms and physical workshops.
More and more students are working - half self-organized, half instructed - with digital tools, they develop digital programs, organize themselves via online platforms, find out about current aesthetic developments in social media and sell their first works there during their studies.