Call for Papers Jahrbuch für Allg. Didaktik: Fokus 2016 Allgemeine Didaktik und Hochschule

Redaktionsteam: Gabi Reinmann, Michaela Gläser-Zikuda & Manuela Keller-Schneider

Die Geschichte der Hochschuldidaktik ist eng mit der Geschichte der Universität, dem Stellenwert

von Bildung, speziell von Bildung durch Wissenschaft, und ihrem Verhältnis zur Ausbildung

für akademische Berufe verwoben, ebenso mit dem Umbau und der Demokratisierung der Gesellschaft

und der Hochschulpolitik. Dieser Umstand hat es der Hochschuldidaktik bis heute

schwer gemacht, ein eigenes wissenschaftliches Selbstverständnis zu finden, mit dem sie ihren

Gegenstand und ihre Methoden aus genuin didaktischen Fragen heraus bestimmt, aber auch zu

eigenen Theorien gelangt. Eine historische Betrachtung der Hochschuldidaktik offenbart wiederholende

Pendelbewegungen in unterschiedlichen Zeitabständen, was ihr Selbstverständnis und

ihre wissenschaftliche Positionierung betrifft. Hochschuldidaktik wird heute sowohl zur (empirischen)

Bildungsforschung als auch zur Hochschulforschung und Wissenschaftsforschung gezählt.

Den Gegenstand der Hochschuldidaktik bilden Ziele, Inhalte, Methoden und Medien universitären

Lehrens und Lernens, deren Voraussetzungen und institutionelle Rahmungen sowie die reflektierte

und professionelle Gestaltung von Hochschullehre unter dem Anspruch von Bildung

durch Wissenschaft.

Digitale Medien und deren Möglichkeiten der Wissensvermittlung, der Erkenntniserarbeitung und

des wissenschaftlichen Diskurses haben viele mediendidaktische Projekte und Studien hervorgerbacht,

die nur langsam Anschluss an die hochschuldidaktische Forschung finden. Vor dem Hintergrund

der deutlichen Parallelen zur Allgemeinen Didaktik ist zudem erstaunlich, wie wenig

das Potenzial der Allgemeinen Didaktik für die Hochschule genutzt wird, und zwar gleichermaßen

für die theoretische Reflexion, die empirische Forschung sowie zur Entwicklung von Konzepten

für die Hochschule. Es stellt sich aber auch die Frage, ob und wie die Allgemeine Didaktik

von Entwicklungen in der Hochschuldidaktik profitieren könnte.

Das Themenheft greift dieses Defizit auf und sucht nach Beiträgen, die sich theoretisch, empirisch

und/oder konzeptionell mit der Beziehung zwischen Allgemeiner Didaktik und Hochschuldidaktik


Der Umfang der Beiträge sollte bei max. 35.000 Zeichen liegen.

Frist für die Einreichung von Beiträgen ist der 31.01.2016.


Mehr Infos hier:

SIG University Teaching Education meeting

Dear SFDN members,

The next Thursday 09.04.15 the enthusiastic SIG-UTE team will meet in the ZHAW (Winterthur) to discuss ways to continue building our internal projects and group activities.

We will be happy to receive any new interested member that would like to participate in our discussions or contribute with new ideas and projects.

If you are interested in to participate or get any information about the SIG-UTE please contact: Vania Guerra (




3rd Meeting SIG Curriculum Development

On the third meeting of the SIG “Curriculum Development” (23/03/2015) the following topics were discussed

  • Concepts for curriculum development
  • Practices of curriculum development
  • Existing guidelines

Please refer to the SIG page for documentation:

The next meeting will take on 9th June 2015, 9am. Please fill in the Doodle till 2nd april 2015.

Please register here:


ICED Continental Symposium: “Evidence-based Educational Development”, June 14 & 15, Victoria, British Columbia

Presidents and Educational leaders from 24 countries around the world will participate in an outstanding collaboration of workshops, panels and open conversations. This continental symposium will dive into a range of evidence-based practices across disciplines and professional practice and push the boundaries of development by sharing very diverse perspectives. Engage with these leaders as they unpack and reveal national approaches that generate evidence worth sharing in a variety of contexts.


Please find details here:



SFDN-Workshop on Academic Writing: Strategies for Inspiring Faculty and Yourself

What evidence-based strategies can academic developers use to inspire faculty to write more confidently, prolifically, and with greater pleasure?

Workshop with Helen Sword (University of Auckland)

Wed, 13 May 2015, 9.30 a.m. – 4 p.m.

University of Berne, UniS Schanzeneckstrasse 1

Details can be found here: SFDNworkshop_AcademicWriting_13May2015.

Please register here:


Looking forward to seeing you in Berne on May 13!


Avatar Benno Volk Avatar Ariane


European Conference on SoTL, University College Cork, June 8-9 2015


Many educational development initiatives emphasize a scholarship of teaching and learning (SOTL) approach, but what does this mean, in theory and in practice? How can the scholarship of teaching and learning help to tackle some of the key challenges higher education is currently facing, and help institutions and academics stay focused on quality student learning?

The inaugural EuroSoTL conference, a regional event of the International Society for the Scholarship of Teaching and Learning, will take place in University College Cork in June 2015. The conference will address these general themes and is open to all Higher Education staff and students with an interest in the Scholarship of Teaching and Learning.


Keynote Speakers

  • Professor Kathy Takayama, President of ISSOTL Executive Director of the Sheridan Center for Teaching & Learning and Professor of Molecular Biology, Cell Biology and Biochemistry, Brown University, USA “Authentic inquiry in STEM through collaborative e-Portfolios”
  • Professor Veronica Bamber, Chair of the QAA ‘Student Transitions’ Enhancement theme and Director of the Centre for Academic Practice in Queen Margaret University, UK Making the most of SoTL to support students in the transition from undergraduate to postgraduate taught students”
  • Professor Joelle Fanghanel, Professor of Higher Education and Associate Pro Vice-Chancellor (Academic Development & Scholarship), University of West London, UK “Defining and supporting the scholarship of teaching and learning: a sector-wide study”


Plenary Panel: “Conceptions of the Scholarship of Teaching and Learning“
Discussions based around video contributions by:

  • Professor Pat Hutchings, Senior Associate and former Vice President of the Carnegie Foundation for the Advancement of Teaching, USA
  • Professor Mick Healey, Higher Education consultant and researcher, and Emeritus Professor, University of Gloucestershire, UK


Call for abstracts

The call for abstracts is just out and registration has recently opened. We welcome submissions of emerging, ongoing, or well-established work, and interested participants are invited to submit a 300 word abstract for a paper, poster, workshop/panel or Pecha-Kucha style presentation to The deadline for abstract submission is February 22nd 2015. Please go to for further details and to download the abstract submission form.

Questions to be addressed might include:

– How can SoTL help bridge boundaries between languages, cultures, nations, or between academia and society?

– What role does SoTL play in supporting interdisciplinary work?

– How can SoTL inform the changing roles and expectations of students and teachers in higher education?

– Is SoTL assisting the cultural shift involved in building digital literacy?

– How can SoTL inform key transitions in the student’s journey?



Early bird registration rates are available up to March 15th 2015, and there is a further discount available to ISSOTL members. Click here to register for the conference.


For further information please contact the following:

Dr Bettie Higgs                          [E]:                              [T]: 021 4904578

Dr Catherine O’Mahony             [E]:          [T]: 021 4904690



SFDN-Workshop with Prof. Eric Mazur @ ETH (Nov., 28th 2014)

Prof. Eric Mazur: Flat space – deep learning



Based on the principles of backward course design (Wiggins & McTigh, 2005) Eric Mazur presented the redesign of his own course at Harvard. He promoted the backward course design approach that recommends to start “with the end in mind” by defining desired learning outcomes of a course at first.

The next step is about planning ways to measure the learning outcomes with “acceptable evidence”, and finally thinking about a suitable “instructional approach” that relies on the principle of students having the ownership of learning (November, 2012), and collaboration as a perfect way to develop knowledge and skills.

Therefore, he changed his course from a lecture into a course based on a team and project-based approach. Mazur mentioned that redesigning a course must be seen as a long-term process, and couldn’t be finished after one semester. He gave an inside view in the process of the planning process, and the realization of his didactic concept at Harvard.


Mazur@ETH-06 IMG_1504

Slides of the presentation:



Tool for Peer Instruction:

Team Based Learning:

Resources  concerning Mazur’s course “AP50”:

nb (notabene) – an annotation taking tool online:



Grant P. Wiggins & Jay McTigh (2005). Understanding by Design. Alexandria, Va.: Association for Supervision and Curriculum Development.

Alan November (2012). Who owns the learning? Bloomington, Indiana: Solution Tree Press.


Mazur@ETH-04 Mazur@ETH-05






Designing Environments for Learning


During the last 2 years, the Educational Technologies Unit at the University of Basel conducted a study and subsequent project on Campus Development, exploring and discussing questions like: How do modern technologies drive change in learning, and how does the university campus accommodate that development? What kind of learning environment can facilitate the modern learners’ diverse needs, both in physical rooms and e-learning settings? In what respect might this campus development support the university’s strategic goals? And how should different stakeholders collaborate on the way towards the “campus of tomorrow”?

The project involved almost 100 internal and external experts and users. As a result, a working group on “Learning Spaces” (AG Lernräume) now connects the different players in the fields of campus infrastructure and services as well as didactics, in an ongoing process of conducting projects, evaluating and refining rooms and processes alike. Various pilot projects explore ways and methods e.g. of appropriate user participation, be it in workshops, through interviews or questionnaires, or in a permanent student group for early feedback on ideas and projects.

For further information on the study and project, please visit the weblog on, for information on pilot projects see

working group learning spaces

SIG University Teaching Education

The SIG University teaching education aims to create a space where practitioners and researchers can share and reflect together practical concerns, so that together generate ways to face current and forthcoming challenges in this area. This SIG have also the mission to identify cross-institutional concerns and support the development of collaborative projects.

A virtual space was created to facilitate the exchange and reflection among the members (SWITCH toolbox platform).

If you have any question, comment or are interested in participate in the SIG activities please contact Vania Guerra (