Creative freedom for students as a driver of innovative university teaching – A reflection
Authors
Files
Abstract
The sTUDents subproject within the framework of virTUos tested two formats that involve students as active co-creators: the digital skills license and the creative digital workshop. In line with the students-as-partners approach, they promote digital and personal skills through self-determined, collaborative, and reflective learning. The results show that creative freedom strengthens motivation and self-efficacy, while clear structures ensure participation. This creates a model for sustainable, student-centered teaching.
References
[1] Schmohl, Tobias, Watanabe, Alice und Schelling, Kathrin. Künstliche Intelligenz in der Hochschulbildung: Chancen und Grenzen des KI-gestützten Lernens und Lehrens. Eine Einführung in die Beiträge des Bandes. Bielefeld : transcript Verlag, 2023.
https://doi.org/10.1515/9783839457696 DOI: https://doi.org/10.1515/9783839457696
[2] Schwinger, Doreen, Markgraf, Daniel und Blumentritt, Marianne. Das Rollenverständnis von Lehrenden und Studierenden im digitalen Fernstudium. die hochschullehre. Interdisziplinäre Zeitschrift für Studium und Lehre. 2022.
[3] Weimann-Sandig, Nina. Students as partners - ein ganzheitliches Lehr- und Organisationsentwicklungskonzept. Dresden: s.n., 2023. S. 37-41.
https://doi.org/10.25366/2023.119 DOI: https://doi.org/10.25366/2023.119
[4] Cook-Sather, A., Bovill, C. und Felten, P. Engaging students as partners in learning and teaching (2): practical guidance for academic staff and academic developers. 2014.
[5] virTUos. virTUos. [Online] 2025. https://tu-dresden.de/bereichsuebergreifendes/virtuos.
[6] virTUos. sTUDents. virTUos. [Online] 2025. https://tu-dresden.de/bereichsuebergreifendes/virtuos/einzelvorhaben/students.
[7] Jantos, A., Kilz, L. und Krohn, M. "Führerschein für Digitalkompetenzen": Vorstellung und Evaluation eines interdisziplinäres Virtual Collaborative Learnings. s.l. : Zeitschrift für Hochschulentwicklung, 2024, S. 159-180.
https://doi.org/10.21240/zfhe/19-2/08 DOI: https://doi.org/10.21240/zfhe/19-2/08
[8] Vuorikari, R., Kluzer, S., & Punie, Y. DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union. [Online] 2022.
[9] Altmann, M., et al. Design Dimensions of Virtual Collaborative Learning - Synthesizing Iterative Research. [Hrsg.] Thomas Köhler. Handbuch E-Learning. 2024.
[10] Jantos, A. Blended Assessment Strategy for Virtual Collaborative Learning in Higher Education. 2024a. Prüfung hoch III.
[11] Jantos, A. Didactical Design Pattern - Case Study Design for Virtual Collabora-tive Learning to Foster teh Acquisition of Digital Competences. INTED24 - 18th annual International Technology, Education and Development. 2024b, S. 5553-5562.
https://doi.org/10.21125/inted.2024.1434 DOI: https://doi.org/10.21125/inted.2024.1434
Downloads
Details
License
Copyright (c) 2025 Lydia Kilz, Anne Jantos, Maike Krohn, Lisa-Marie Langesee
This work is licensed under a Creative Commons Attribution 4.0 International License.