Pedagogical Training in Didactics for Tutors

1. Basic methods and results of educational research on teaching and learning, in particular of learning psychology. Basic concepts of constructivism.
2. Techniques and tools for teaching Informatics
3. Performance assessment, gender aspects and effects
4. Conception, presentation and evaluation of tutorials in Informatics
5. Planning, organization and conduction of tutorials in informatic

The students are understand and are able to apply basic methods and results of educational research and learning psychology. In addition, they are able to apply appopriate methods of planning, organization and execution of tutorials. They choose, assess, and execute teaching methods and media to support the individual learning progress.

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The lecturers give talks, introducing the topics of the independent work and the basics of teaching and educational research. Essential contents of the seminar are worked out individually or in groups. The results are presented by the students. Some teaching and education methods are demonstrated in role plays.

During the semester a practical training takes place which consists of the carrying out of tutorials. The students visit one another in at least one tutor session. Afterwards the planned respectively observed teaching and education methods are discussed, applying criteria that had been introduced during the seminar before. Particular emphasis lies on the interaction between tutors and students and between the students.

E-learning system Moodle, presentations, scientific sources, case descriptions, cases and solutions

Hubwieser, Peter: Didaktik der Informatik. Springer Verlag

Type of Assessment: exercise work, comprising two parts: (1) practical training, (2) written exercise.
For the first part, the practical training, the instructor ensures the carrying out of tutorials of at least 15 teaching units of 45 minutes. It is guaranteed that the students have sufficient time to put into practice the theory learned.
The tutors visit one another in at least one session. This gives them the opportunity to experience exercises from another perspective.
The second part of the course work is the documenting in writing how the concepts and methods learned have been implemented. The students describe in about 3-6 pages:
1. how they put into practice the didactical-pedagogical contents learned in the seminar
2. which suggestions they obtained from the reciprocal visits.