(2) Constructive alignment

Duration
A y-hour course has a total duration of y times 15 times 45 minutes. The internal division is determined by the person responsible for the course and mutually agreed with the PH administration.

E-learning or distance learning complements the courses (via learning platforms, e-portfolios and tutoring systems as well as blended learning formats) and supports self-study.

Within seminar-based learning scenarios, students deal discursively (and self-organised) with the contents underlying the course. In the discourse, students exchange views and arguments and thus develop a deeper understanding of the contents. The results are usually recorded in a written paper with a presentation.

For the orientation of the students, all courses are assigned to one of the following seven types and are named by the designated abbreviations. 

• FW Research workshop
  The research workshop is a seminar in which mainly research activities are carried out or which serves their joint documentation. Concrete scientific questions are dealt with discursively and cooperatively with the help of methods and techniques of research-based learning. The consolidation of content is partly carried out on the basis of overarching, transdisciplinary, application-oriented tasks in (often self-organised) groups of students (in the Master’s programme, as a research/writing workshop and private dissertation). The acquisition of skills (especially methodological/social and self-competence) focuses on scientific cooperation in the professional field. Communication and cooperation are supported by virtual offerings.
  Teaching/learning methods: Seminar-style work with a research-oriented workshop character.
  Performance record: Oral partial performance, written partial performance: Students demonstrate knowledge of scientific work through concrete research activities. The presentation of the elaborated outcomes (in individual, partner or group work) takes place as oral and written partial performance as well as ongoing discourse (e.g. in general and/or group forums, text and voice chats, and virtual classrooms) with the other students and the associated possibility of peer feedback.
   
• LW Teaching/learning workshop
  The teaching/learning workshop uses a material-rich learning environment for school-based learning that focuses on self-activity. It enables acquisition and consolidation of abilities and skills through independent and collaborative work. It promotes the acquisition of skills oriented towards practical–professional goals. The overriding aim is to build up basic skills for recording and solving academic and/or professional field-related tasks in individual and team work. The focus is on performance through individual contributions, written/oral/media/practical contributions, and discussions and exercises in appropriate social forms.
  Teaching/learning methods: Seminar-style work with a workshop character.
  Performance record: Oral partial performance, written partial performance: Students demonstrate their own abilities by performing practical tasks in individual or cooperative form (e.g. product design, artistic presentation, portfolio work, performance in teaching sequences).
   
• PS Proseminar
  The proseminar is a seminar with a simple level of complexity. The proseminar teaches the fundamentals of the subject sciences and subject didactics. In independent reading, students acquire basic specialist literature and learn to work scientifically. One objective is the development of skills for recording and solving subject-related, subject-didactic, and practice- or occupational field-related tasks.
  Teaching/learning methods: Seminar work with literature study.
  Performance record: Oral partial performance, written partial performance/proseminar paper: In the proseminar paper, students demonstrate their skills in literature research, management, and analysis. They are able to read and reproduce scientific texts critically and demonstrate the fundamentals of scientific work such as correct citation.
   
• RV Lecture series
  The lecture series is a special form of lecture and can have different objectives: As a multi-campus option, it serves as a lecture offered at several locations. As a lecture series, different course leaders comment on the same set of topics from different points of view. The aim is to make the diversity of perspectives on a subject area visible and also to hear speakers from outside their own subject area.
  Teaching/learning methods: Lecture
  Performance record: Written exam: Students demonstrate their skills (e.g. through definitions, enumerations, and presentations as well as reasoning, interpretation, and discussion in written form (e.g. examination paper with open or closed questions, open-book examination, online assessment).
   
• SE Seminar
  The seminar serves the discursive examination of the contents and methods of a subject discipline in joint, experience- and application-oriented development. It deepens knowledge and the acquisition of skills from previous courses. The contents/topics require a medium level of complexity. One objective is the development and expansion of skills for recording and solving subject-specific, subject-didactic, and practice- or occupational field-related tasks. Learning forms that are used include literature or other forms of subject-specific research, development of own questions, and presentation of the results in a factual and media-appropriate way – including critical reflection and discussion.
  Teaching/learning methods: Seminar work.
  Performance record: Oral partial performance, written partial performance/seminar paper: Within the framework of oral performances, students demonstrate their understanding of the subject matter and the skills to be able to argue their knowledge in a communicative context. In a seminar paper, students demonstrate their skills to be able to elaborate on a topic in terms of content and to write scientifically in their discipline.
   
• VO Lecture
  The lecture introduces the contents, theories, and methods of a subject discipline. Orientation and systematic structure of scientific knowledge and doctrines are offered. The acquisition of skills is aimed primarily at cognitive and knowledge-oriented professional skills. Declarative and procedural knowledge presented as well as subject-specific and interdisciplinary accompanying materials, especially supplementary literature, are provided.
  Teaching/learning methods: Lecture.
  Performance record: Written exam: Students demonstrate their skills (e.g. through definitions, enumerations, and presentations as well as reasoning, interpretation, and discussion in written form (e.g. examination paper with open or closed questions, open-book examination, online assessment).

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