Learning Solutions News

Hohoho 🎅 dear teachers, dear colleagues, There's news from Learning Solutions again BUT this time in the form of an advent calendar with the Actionbound tool. The background to this is that we recently got Actionbound with an edu-licence at MCI. The advent calendar offers the chance to get to know the Tool with all its possibilities. At the same time, we as Learning Solutions can provide interactive information about the areas of didactics & teaching, innovation & initiative and learning & community. Of course, there will also be contemplation as well as lots of joy and magic! 🎄✨ How does the Advent calendar work? Download Actionbound App Scan QR code Download Bound (!) Assign a personal nickname Get started!   Note: The entire Advent calendar is no longer available. However, you can use this QR code to open doors 16 - 24 and get an overview of Actionbound  

LEARNING & COMMUNITY CORNER eStudy and the benefits for your own teaching - a guest article In this report, Prof Dr Markus Kittler, one of our full-time lecturers, shares his experiences with stand-alone eStudy modules and their use in his own teaching. Markus is a professor at the MCI Department of Management & Law. His teaching focuses on business administration and in particular on human resource management and leadership. In the following article, Prof. Kittler reflects and comments on the design and creation of the two asynchronous eStudy modules HRM & Leadership (English) and Personnel Management and Leadership (German) and on the added value they bring to his teaching at MCI. "When I was asked by Learning Solutions to share my experiences in the newsletter, I gladly agreed. After completing two HRM courses in self-paced format, there was one topic that almost suggested itself:My experience as a teacher in creating the format of asynchronous online courses and the benefits for my daily teaching. Spoiler alert: I really enjoyed the work. Otherwise I wouldn't have spontaneously signed up for the German-language version after the first English-language course. Follow me on my eStudy journey! The first step was Maria Pammer's non-binding enquiry as to whether I would like to help with the production of self-paced materials. We discussed possible course content and I quickly (and happily) agreed. I felt comfortable with the subject matter right from the start. Well, it's not my first HRM course. However, the format was relatively new to me. Self-paced, video units, tasks that students work on alone and then compare with possible sample solutions - that was a lot of new things. At the same time, it was a very helpful impetus for me to further develop the content and didactics of my existing courses - more on this in the last paragraph. In the second step, I developed learning objectives and an event plan based on them. I then created standardised presentation materials that are prepared somewhat differently to those for the lecture theatre. A lot of interaction happens there during my events. In the eStudy format, I prepared short units that need to be "digestible" for individual learners through reflection. From my point of view, this was an initial challenge, but I received fantastic support from Learning Solutions when creating the individual units. A major intermediate goal in the eStudy production was the time in front of the camera. It was less difficult than expected and actually really fun. My "respect" for the camera lens has decreased due to the online teaching, but the studio atmosphere is still rather unfamiliar. It takes some time to get used to it. However, the media department at Learning Solutions, consisting of Nikoleta Grozdanova and Adam Andersen, quickly made me feel at ease. The good briefing beforehand and the helpful advice during the filming also helped. The basis for the videos was always a PowerPoint presentation. Sometimes the start of a new video was bumpy. We simply let the recording run and jumped back to the beginning a few times. As soon as I got the first few minutes of the presentation right, the rest automatically went well. Of course, I thought about what I wanted to say beyond the slides beforehand and made a few additional notes. When in doubt, I wrote myself a little post-it note as a ticker for years, abbreviations and lists. All in all, the time in front of the camera was a really great experience - I'd be happy to do it again any time. ©MCI Learning Solutions Designing the canvas (didactically formulated learning paths) during the semester was a little more time-consuming than expected. I would like to thank the entire Learning Solutions team once again for their patience. Lyuba Stafyeyeva in particular kept reminding me of the outstanding work with small, very friendly reminders and patiently encouraged me to complete it. (Thank you, Lyuba!) I would have liked to have been a little quicker here, but at the same time, after all the preparatory work and the time in the studio with Adam and Niko, I didn't want to be negligent towards the end of the course projects. Looking back, the work was really worthwhile and it is a really good feeling to see the finished product on SAKAI - knowing full well that the two courses are not a remarkable individual achievement, but a joint project with several participants. In my view, the materials are very professionally designed and are easy for students to work through. We have already celebrated the first successful completion of the German-language course. I saw in the exam that the learning objectives had been achieved quite well. Baptism of fire passed! The attentive eye of Claudia Mössenlechner, head of the Learning Solutions department, was a great motivation (during and after production). With her specific and appreciative praise, I not only received a lot of positive feedback from her, but also food for thought for further teaching. So, what added value is there for me?I can easily embed and use the filmed lecture and learning elements in other courses. I have not yet been able to use the teaching videos in classroom teaching. But there are already concrete plans. I would like to support the courses with self-directed learning units. Of course, I won't be standing in the seminar room and watching the students as they watch a video of me. The videos will be used for individual preparation and follow-up work. This will reduce the time spent in class. This offers the opportunity to respond more individually to the students. However, the videos have already been used. A few weeks ago, we used parts of the German-language videos (available on the Video Gallery) as self-paced elements in an HRM course with practitioners. The course was divided into face-to-face and self-paced phases. The eStudy teaching videos were perfect for the asynchronous part. I was also able to use some eStudy work assignments as a useful supplement. The feedback was very positive. Some course participants met with me briefly during an attendance week at MCI and joked that they actually just wanted to see if I was real or if I was AI-generated. Of course, I am real. But I'm sure that's what the KI-ttler would say too ..." If you are now curious to browse through eStudy modules, our showroom page is the right place to do so. Dear Markus, thank you very much for your contribution to this newsletter and the great cooperation during and after the eStudy production! In addition to this article, Markus has kindly agreed to answer questions. Please feel free to contact him at any time. Of course, we at Learning Solutions are also happy to hear about your experiences with educational videos. Write to us directly.     TEACHING NUGGET short, to the point, helpful     NEW WORKSHOP: AI-supported didactics in classroom teaching - is that even possible? On 29 October, you can find out how AI tools can be integrated into your own teaching to support the achievement of learning objectives, and try them out at various stations. The stations will offer practical insights combined with the latest developments in the field of AI. The event will give you the opportunity to learn about innovative didactic approaches and how to apply them in your teaching. Register via the MCI Designer!   DIDACTICS & TEACHING Looking back, looking forward - 10 years of Learning Solutions In 2014, in the course of online teaching and increasingly differentiated teaching activities at MCI, a new department was created: Learning Solutions, headed by Claudia Mössenlechner. We have now been working for 10 years under the motto SUPPORTING EXCELLENCE IN 21ST CENTURY TEACHING & LEARNING, and it goes without saying that this anniversary was celebrated with joy and pride. This article takes a brief (but proud) look back. But we also look to the here and now, and to the future. Over the past 10 years, a great deal has been achieved in the department and in cooperation with degree programmes. Some highlights are the flexibilisation of studies at the MCI through blended learning and online formats the effective use of Sakai as an LMS the Teach Online Hub the MCI Video Gallery (MCI internal library for teaching videos) the use of Labster in teaching the creation of the AI focus group and much more ... And what happens now? A major project at the moment is asynchronous online teaching, known to many as eStudy. But we are also working hard on innovative approaches to face-to-face teaching. These include, for example, the AOL learning objectives as well as training and advice on AI, teaching videos or the use of teaching cases and, of course, support for lecturers. The latter in particular, working with programmes and faculty, is one of our key areas of focus. Our four Instructional Designers: Julia Bär, Lena Halbig, Katharina Matschl and Lyuba Stafyeyeva provide support with their experience and expertise. Whether it's the creation of e-learning content or didactic issues in the classroom, the four are there for MCI lecturers. Some of their areas of responsibility include Innovative teaching and learning settings in presence, online and blended learning University didactics and methodology Use of new technologies in teaching Competence-orientated and sustainable learning Training and workshops for all those involved in teaching Feel invited to think about your teaching activities. What questions and challenges do you face in relation to teaching, learning and students? Feel free to use this moment to write to us directly. We are sure to find good solutions together. Anyone familiar with Learning Solutions knows that without Nikoleta Grozdanova and Adam Andersen, the media production geniuses, and Claudia Mössenlechner, the heart and heart of the department, nothing would work. Therefore, at the end of the article:We, the entire Learning Solutions team, are looking forward to many more years of working together as a team - but of course also with our many friends and colleagues at MCI!Please send any questions and suggestions to the respective persons and congratulations to the entire team. 😉   The Learning Solutions team (unfortunately without Julia Bär) at the CEEMAN Champions Award ceremony - Teacher of the Year 2024 to Claudia Mössenlechner. ©MCI / Aaron Heimerl INNOVATION & INITIATIVE AOL for teachers: The ultimate curriculum toolkit In the last newsletter, we reported extensively on the new AOL learning objectives.In addition to the presentation of the newly formulated objectives, the focus was also on specific tips. These provided ideas on which activities and/or resources are available at MCI to anchor the AOL learning objectives in teaching. Some of the feedback made it clear that the topic is moving and that this in turn is moving us. As Learning Solutions, we would like to work with you on this topic in the form of further training. The workshop AOL for Teachers: The Ultimate Curriculum Toolkit (in German AOL für Lehrkräfte: Der ultimative Curriculum-Baukasten*) offers you the opportunity to link your teaching strategies to the forward-looking AOL Learning Objectives. You will be provided with inspiring examples of how the learning objectives can be effectively integrated into the curriculum. The focus is on aligning course and AOL learning objectives to ensure academic rigour, support responsible decision making and strengthen entrepreneurial thinking. You will be guided through the workshop by didactics and AOL specialists Claudia Mössenlechner and Lyuba Stefayeyeva. Register via the MCI Designer! * At the moment the course is only available in German. If you feel that you are not familiar enough with the language to attend the course, but would like to, please contact Claudia and Lyuba. There will be a solution.   We wish you a great start to the new term and lots of fun! Your Learning Solutions Team   Contact us under: learningsolutions@mci.eduHere is our website: https://www.mci.edu/de/hochschule/das-mci/innovative-lehre

DIDACTICS & TEACHING Socially polarising topics in university courses Social, political and economic challenges also pose complex challenges for the university landscape worldwide. Adam Tooze (2022) refers to causal interdependencies of crises as poly-crises, by which he also means the fact that the effects of initially individual crises reinforce each other. The associated uncertainties can also inevitably lead to complex emotions in individual students. Personally, perceived feelings of powerlessness and fear, but also a thirst for action and activism can be direct consequences of the causal links between crises. The following article takes a look at the question of whether and how poly-crises and socially polarising topics can be given space in courses. As an introduction, you are invited to make a personal classification of current crises and polarising issues. List anonym on AnswerGarden the crises/issues that seem most urgent/threatening to you. In the second AnswerGarden list the crises/issues that you believe have a highly polarising effect on social and political discourse. Your answers are displayed in AnswerGarden in the form of word clouds, i.e. all terms that are mentioned in multiple answers (anonymously) appear in correspondingly larger font.To make it easier for you to familiarise yourself with the topic, the list below (Fig. 1) contains current crises and relevant topics as currently addressed by the World Economic Forum: Figure 1: Crises and polycrises. Based on World Economic Forum: https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2024.pdf Presumably, the overall result of the word clouds in AnswerGarden will show similarities, but also differences to your own mentions. This is due to the fact that crises and other socially relevant topics are assessed subjectively and based on different factors. This fact has very specific implications for teaching. Crises and particularly complex topics, which can be described as poly-crises, often lead to discussions that become emotionally charged and contain divisive tendencies (Herold et al. 2023).As a university, we have to ask ourselves what role we want to play with our educational programme in this complex situation. Social change always has an influence on the effectiveness of pedagogical action. Conversely, the educational programmes offered by all educational institutions always have an influence on social change in the sense of transformative education.In addition to emotional conflicts and the loss of social cohesion, poly-crises also bring with them another difficulty: the complexity of the interactions of crises leads to contradictions in decision-making and problem-solving. These contradictions are often difficult to bear. This is particularly true in view of the fact that a high level of tolerance for ambiguity is necessary for decision-making via a broad negotiation process. Recognising, understanding, dealing with and positively using ambiguity, heterogeneity and uncertainty in higher education discussions is a pedagogical core of higher education teaching. Conversely, it is clear that a lack of space for a joint negotiation process is often actively and publicly utilised in different ways as a result. This is currently clearly evident in student protests in the USA and Germany, for example. So how should difficult issues be dealt with in teaching? In the following, we differentiate between four scenarios: Unplanned emergence of difficult topics - I do not leave any room for this Unplanned emergence of difficult topics - I give space for them Gezielte Integration schwieriger Themen in courses The integration of difficult topics in a course is decided together with the students For scenarios b to d, 10 concrete options for action are presented that can help with this task: Delineate different topics for discussion in advance. The discussion takes place within agreed, predetermined boundaries (thematic out-of-contention) in order to ensure the active and trusting involvement of everyone in the discussion.Example Israel-Gaza conflict: Criticism of Israeli or Palestinian policy is fine, but a state's right to exist must not be denied. Appoint moderators (alternately), these can be lecturers, but also students. The moderator should always observe points 3 - 5.Tip: The moderator structures and organises the discussion and refrains as far as possible from making judgemental statements; the discussion is driven forward by summaries, references and follow-up questions; moderating discussions requires a high level of communication skills. Students should only be used as moderators in difficult discussions with a high level of ambiguity if they have already successfully moderated several times. Do not allow generalisations in emotionally charged, controversial topics - intervene as a moderator and insist on stating personal opinions in 'I-messages' i.e. personal ‘ first person statements’.Example: Rephrase the statement "They all don't understand why gender is important to us anyway and simply ignore us" as e.g. "I have the feeling that some people don't try to understand why it can be difficult to categorise gender as exclusively male and female. They also don't want to talk about it. I think that's a shame and hurtful." Active listening and asking specific questions instead of immediately correcting. Example: Provocative statements such as "We are losing our own identity in Tyrol because of refugees" can be defused by asking specific questions (e.g. What does identity mean to you? What exactly worries you?) or constructively advance the discussion. Briefly address side conversations if possible à They are disruptive and cause unrest, but are often relevant to the topic. Example: Side conversations arise during a discussion on inflation, rent increases and possible measures.This shows how concerned the individual students are. It is better to obtain a brief picture of the mood and signal interest rather than to "simply" stop them. Visualise complexity in order to make the struggle for solutions understandable: What are the single parts in a problem?Example: Why is freezing a war, e.g. Russia's invasion of Ukraine, not a simple solution? The visualisation of direct and indirect conflict parties, different objectives, intervention measures and their consequences can show the complexity. Even an incomplete collection can convey an understanding of the difficulty of finding an answer. Have it checked: tune into lurid statements.Example of such a statement: The climate crisis does not exist, there have always been variations in weather and climate.Some brief research can shed light on lurid statements. Such research can also be included and done during discussions. Collect different points of view in plenary sessions and divide them into three categories: corresponds to my point of view (+), not my point of view - but I have to accept it (~) and not acceptable due to international law, fake news, etc. (-).Example based on three statements on the climate crisis: Fossil fuels must be replaced by renewable energies for heating. (+) I, as an individual, do not want to limit myself in any way. (~) The climate crisis is just a construct of parties that want to ban everything. (-) Generate positive future scenarios and draw conclusions: What can I do about it now?Example of a scenario: Fake news, fake accounts and bots no longer have any influence on social media. They have lost their dominance in opinion leadership.Ways to achieve such a scenario would be, for example, not to spread or 'like' fake news, report accounts and posts, develop media skills, do educational work, avoid certain platforms. Such options can be developed together with the students. Do not view changes as a mere threat, but analyse them.Example: In order to view changes from different perspectives, the following techniques can be helpful in moderation and visualisation:    Pace Layering   Futures Wheel   Three Horizons   Four-Stage-Approach   Further information on this can be found in the toolkit Beyond Strategic Planning: A foresight toolkit for decision making on pages 27 ff. and 73 ff. Finally, we can turn to the scenario Unplanned emergence of difficult topics - I do not leave any room for this. This can also make sense in some contexts. In terms of freedom of teaching, it is at the discretion of each teacher to what extent socially relevant, controversial topics are given a place if such topics are not already part of the curriculum or the syllabus. If you decide against discussing controversial topics, you should bear in mind that not addressing relevant topics can also provoke a reaction from students. With regard to Ruth Cohn's (1993) concept of Theme-centred interaction (TCI), it can be stated that disruptions always have priority. From a didactic point of view, it can be stated on the basis of TCI that the lack of response to possible disturbances/needs of the students can also lead to escalations. Of course, in such a case, it is always possible to refer to an upcoming course in order to prepare, for example, with the help of the 10 possible courses of action. We hope that this article will provide some guidance on how to deal with poly-crises and/or emotionally charged topics.We would love to hear about your experiences in the Learning Solutions. Lena Halbig is happy to receive reports. Cohn, Ruth C. & Terfurth, Christina (Hg.) 1993: Lebendiges Lehren und Lernen. TZI macht Schule, Stuttgart.Herold, Maik / Joachim, Janine / Otteni, Cyrill / Vorländer, Hans 2023: Polarisierung in Deutschland und Europa. Eine Studie zu gesellschaftlichen Spaltungstendenzen in zehn europäischen Ländern. MIDEM Studie 2023-2. Mercator Forum Migration und Demokratie (MIDEM), Dresden.Tooze, A. (2022), Kawumm!, Die Zeit, 29, https://www.zeit.de/2022/29/krisenzeiten-krieg-ukraine-oel-polykrise (13. Januar 2023)   INNOVATION & INITIATIVE Assurance of Learning – Did you know? In addition to the clearly formulated learning objectives for each course (syllabus), each degree program at MCI formulates interdisciplinary learning objectives for the entire degree program. These explicitly define what students at MCI should know and be able to do after completing their studies, i.e. which skills they need to acquire in order to successfully meet professional challenges. The acquisition of interdisciplinary learning objectives is regularly assessed by all degree programs and reviewed in a 5-year cycle by an international accreditation organization (AACSB).Assurance of Learning is therefore a framework for quality assurance to ensure that students actually acquire relevant skills in a program and are able to apply them in practice.The tests are carried out in the degree programs using specially created rubrics (assessment tables). The results of the evaluation of these tests form the basis for decisions as to whether or not improvement measures in the form of action items are necessary. This ensures to students, future employers, sponsors, etc. that the university is meeting the promised educational goals. New Assurance of Learning (AOL) learning objectives at MCI In this video, some teachers give you insights into the benefits of program testing of AOL learning objectives for your own teaching: Do not hesitate to use the subtitles for this video, which is unfortunately only available in German.The Assurance of Learning concept revolves around the following questions: In light of current developments, what do our students in our degree programs need to know and be able to do later on? What do we expect from our students? How  exactly do we find out whether or not our students have achieved the specified goals? What do we do if students have not achieved their goals? The first question is particularly topical, as the AOL Group has revised the cross-course learning objectives for Bachelor's and Master's degrees.Not all departments are directly part of the AACSB accreditation, as these objectives are currently limited to business programs. All affected programs should implicitly and explicitly pursue the AOL learning objectives in all courses.You can get an overview of the current teaching and learning objectives here:  Learning goals Bachelor INFORMATION LITERACYOur graduates can find, evaluate, and responsibly use information from a variety of (digital) sources. Tip: Information on AI, competent use and handling as well as many other useful tips can be found on the Teach Online in the AI section and the handout linked there.   RESPONSIBLE DECISION MAKINGInspired by the UN Sustainable Development Goals, our graduates can make decisions that are ecologically sustainable, economically responsible, and socially equitable.Tip: Ideas, background information, and possibilities can be found on the MCI PRME website or in the MOOC "Proaktiv smarte Entscheidungen treffen“.   UNTERNEHMERISCHES DENKEN UND HANDLENOur graduates demonstrate proficiency in applying entrepreneurial thinking and strategies to identify market opportunities, solve complex problems, and create innovative solutions, considering ethical issues. Tip: Inspiration for entrepreneurial thinking and action can be found at the Zentrum für Familienunternehmen, the MCI Creativity Award or in the MOOC Entrepreneurship.  Lernziele Master   RESPONSIBLE LEADERSHIPInspired by the UN Sustainable Development Goals, our graduates demonstrate a commitment to ecologically sustainable, economically responsible and socially equitable decision-making.Tip: Innovative solutions are offered by the UNESCO Chair in Futures Capability for Innovation and Entrepreneurship.    ACADEMIC RIGOROur graduates can apply relevant theories and appropriate scientific methods in their field of work.Tip: The MCI Video Gallery offers teaching videos on topics such as Academic Research or Research Methods in German and English at Bachelor's and Master's level. You can find more information about AOL and feedback from lecturers and students on the MCI page for innovative teaching.If you have any suggestions or questions, the AOL group can be contacted at learningsolutions@mci.edu.     TEACHING NUGGET short, to the point, helpful     Walk & Talk The warm season has arrived in Innsbruck and the nearby Hofgarten invites you to take a walk. The Walk & Talk method offers the option of combining fresh air, taking a walk, dialogue and learning. Everything is possible, from brainstorming to concrete tasks. A subsequent collection of the results in a plenary session can bring more commitment.   LEARNING & COMMUNITY CORNER Teaching Nugget Self-directed learning Globalisation, AI and a rapidly changing work environment make lifelong learning essential. One way to prepare students for lifelong learning is through self-paced learning modules. These are essentially guided tasks that are made available via Sakai, for example. They offer the opportunity to practise skills in a supported or protected space, to deepen knowledge through videos, and to take tests and quizzes. Self-directed learning also offers a high degree of flexibility in terms of time, which can be a great advantage, especially for students who need a high degree of flexibility in their studies. Another positive aspect is that you, as the teacher, can use this learning format to compensate for inequalities in terms of prior knowledge, interest in the subject matter, learning speed, etc. between individual students. You can find more information about preparing self-paced units on our Teach Online page.  Have a great summer! Your Learning Solutions Team   Contact us under: learningsolutions@mci.eduHere is our website: https://www.mci.edu/de/hochschule/das-mci/innovative-lehre

INNOVATION & INITIATIVE Enriching the classroom with video Since Corona at the latest, (educational) videos have become an integral part of university teaching. But videos are more than just a tool to fill in the gaps caused by a lack of direct contact. Videos can not only enrich classroom teaching, but also transform good teaching into excellent teaching. The Internet makes an infinite number of videos available. However, only a few are appropriate for use in the classroom. Ideally, instructional videos are created as part of a didactic media production. This combines the positive characteristics of videos with the didactic added value of structured courses. With the MCI Video Gallery, Learning Solutions - especially Media Production - has created an extensive collection of high-quality and didactically valuable videos in cooperation with highly motivated lecturers. There are many reasons for using videos in the classroom. For MCI, the use of educational videos is an opportunity to further strengthen the focus on innovative and good teaching: Designing multimedia learning and teaching packages for the classroom: Videos offer the opportunity to present facts in a visual and auditory way. A quick and easy didactic change of medium is therefore possible when using videos. In addition, instructional videos are usually characterized by a narrative that makes it easier for learners to access the content. Instructors can then seamlessly build on this narrative in their face-to-face lessons.Practical tip: Introduce a topic with your students (warm-up) by showing a short video input (self-interviews are great) and then discussing the students' views on the topics in a de-briefing. Then build your lecture around this discussion. Enable lasting learning: Especially when teaching the basics of a subject, it is a good idea to provide instructional videos. Students can watch and repeat the content several times, and questions and complex learning content can then (also) be dealt with in more detail during the presence phase. Practical tip: Use the classic "flipped classroom" approach and let your students watch a video lecture beforehand and comment on it in the discussion forum on Sakai. Of course, you can also use video tutorials for post-lecture review (e.g., for exam preparation).A small tip: Make sure that you include the topics from the videos in your classroom lectures and that you include the content in the exam as well. This will be an additional motivator for your students. Make courses and curricula more flexible: The use of instructional videos alone is not a substitute for classroom instruction. However, with creativity and didactic sensitivity, it is possible to transform good teaching into excellent teaching by creating more opportunities for interaction, communication and collaboration.Practical Tip: Talk to your program director and see if asynchronous elements can be part of your course. This will lay the groundwork for flexible course design. Enhance the classroom experience in a resource-efficient way: Videos can be used to enrich courses with high-quality input or to introduce reflection and discussion sessions. Teachers can respond to student questions during playback or organize contributions for later review.Practical tip: Distribute several videos on a topic to different groups of students. They will watch the videos, discuss them, and then "move on" to the next group to brief their peers. At the end, the whole group should have briefly discussed all the video content. The level of knowledge is then more or less 'homogeneous' and you can build on this in your lecture. Curious? In the MCI Video Gallery, you will find a well-organized collection of suitable teaching videos. It has recently been expanded to include Human Resource Management & Leadership, Intercultural Competence & Diversity Training, Operations Management and Project, Process & Quality Management. It currently covers 17 subject areas. The page is framed by a legend and instructions for use. Enjoy browsing and trying it out! Quellen: Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204-236. https://doi.org/10.3102/0034654321990713 Persicke, M. (2019). Videos in der Lehre: Wirkungen und Nebenwirkungen. In: Niegemann, H., & Weinberger, A. (Hg.), Handbuch Bildungstechnologie. Konzeption und Einsatz digitaler Lernumgebungen (S. 259-270). Berlin: Springer.   DIDACTICS & TEACHING Recommendations for the use of AI in exams Artificial Intelligence (AI) has become an integral part of our lives, our education system and therefore our exams - although there are still many questions. At the beginning of the year, Julia Bär presented the AI focus group with recommendations for the use of AI in exams. In addition to a decision tree on whether AI should be part of the exam, an action plan on how to proceed was presented. The two documents provide clear guidance on a complex and emotionally charged topic, offer possible solutions, and still leave plenty of room for personal weightings and preferences. They can be found in the AI section of Teach Online. We hope that these documents will support our teachers in a future-oriented and sustainable testing culture. Julia Bär would be happy to hear about your experiences and reports on this topic.     TEACHING NUGGET- short, to the point, helpful   MCI eCampus Ecosystem video The start of a new semester always means that new students have to find their way around MCI. This applies to both analogue and virtual spaces. The MCI eCampus Ecosystem Video offers a helpful orientation in German and English. We invite you to share it with new students.   LEARNING & COMMUNITY CORNER Community Call: Teaching Nugget The Teaching Nugget thrives on the practical knowledge of teachers. This is a call and an offer to fill this section with the experiences of MCI teachers in order to strengthen a common exchange and to benefit from different teaching and learning methods. These could be small but useful tips and examples of good practice, a reflection method that has worked well, helpful digital tools, newly discovered picture cards and much more. Have you got an idea while reading? Then send an email directly to Lena Halbig or call her on 0512 2070-2024.   We wish you an inspiring spring at MCI! Your Learning Solutions Team     Contact us under: learningsolutions@mci.eduHere is our website: https://www.mci.edu/de/hochschule/das-mci/innovative-lehre