Best Practice Examples for Good Teaching

by Niki Löwenstein

“Learning by doing” is at the heart of Niki Löwenstein’s lectures. Students simulate a newsroom and learn how to conduct, give and publish interviews in a variety of formats. The products are constantly improved and the individual development of the students is encouraged. You can see how this works in this video and access the results here.

Agile sprint learning in a team by Gloria Warmuth & Stefan Teufl

In the age of AI, new forms of teaching and learning are becoming increasingly important: in this example, SCRUM is used as a learning cycle for active team learning. Students learn how to implement a practical project and practice working in a team. The principles are presented and the implementation phases are explained. The video whets the appetite for SCRUM in the classroom.

by Marcus Linford

At the end of each unit, students are given practical application and reflection tasks to complete in a setting of their own choice. These are reflected on together at the beginning of the following unit. This creates a positive feedback culture and significantly increases participation.

by Sigrid Maxl-Studler

The course “Business Administration” is a professionally structured and lively online course with consistent activation of the students. The video shows the variety of implemented methods, presents numerous activation ideas and gives many practical tips for active online teaching.

by David Dobrowsky, Birgit Schaller and Simone Zwickl​

The approach to children’s rights was prepared as a digital case study for UNICEF. Students are emotionally and directly engaged with children’s rights and can apply learned material in this field. They develop ideas and concepts on how the topic of children’s rights can be communicated in schools. The curriculum is linked to a socio-politically important topic.

by Hermann Kunesch

The topic of production is prepared by the students in asynchronous phases with the help of documents and over 100 instructional videos. In the classroom units, they solve tasks in groups and reflect on their experiences. Game-based learning generates interest and enables diversified active learning.

by Christian Kreidl

The topic of accounting is perceived very differently by students and the entry requirements are correspondingly heterogeneous. Therefore, the content of the course is developed asynchronously as SCORM videos with numerous exercises for self-assessment. In the classroom sessions, students practice and can ask questions but there are no standard lectures in the course. The “flipped classroom” increases self-responsibility and enables learning at an individual tempo.

by Florian Aubke and Clemens Költringer

Introductory events are special events. Students want to learn about the study program and the organization, meet new colleagues and present themselves in a positive way. It is important for the study program that the different levels of knowledge are activated and exchanged. A “BarCamp” fulfils these expectations. This video is based on the experiences of the Master’s program in Urban Tourism & Visitor Economy Management, explains the process and reveals tricks and tips for the conception and implementation of a “BarCamp”.