VirtFa - Development of innovative teaching and learning environments at TUBAF as part of the Virtual Faculty

Enhancement of classroom teaching "Entrepreneurship" through a digital learning management system

In the digital age, in which all areas of life are increasingly characterised by digital information and communication technologies, the demand for interactive and individual learning environments is also increasing.
The VirtFa project uses a digital learning environment to gamify teaching such as "Entrepreneurship", which uses a special algorithm to promote sustainable learning. In addition to clear visualisations and practical examples, short learning units with elements of gamification such as duels increase learning efficiency.

Gamification means imparting knowledge content based on the learning form of gaming, which combines learning methods such as operant conditioning, learning through repetition and discovery-based learning. The level of play depends largely on the knowledge content conveyed and the form of its review, and less on the type of reward, which nevertheless has a fundamental influence on motivation.
In face-to-face teaching, gamification is possible through a business simulation, for example. In digital gamification, modern computer programmes, mobile apps and learning management systems (LMS) are used.

These LMSs with apps for mobile phones enable flexible learning in terms of location and time, which is ideal for self-study and exam preparation.

Digital gamification of the "Entrepreneurship" course

The digital gamification of the "Entrepreneurship" course is based on an LMS that can be run both via the browser on a tablet/PC and via a corresponding app on a mobile phone. Individual access leads to a personal user profile, which shows the learning progress of the competences taught. These competences are developed by discovering new learning content. The learning content can be found in a library with decks of flashcards, which can be discovered within 10 to a maximum of 20 minutes. Secondly, and to a far greater extent, skills are developed by repeating and reviewing knowledge. For this purpose, there are special task and survey cards in so-called test decks.

In order to keep the repetition and review of knowledge content interesting, a sustainability algorithm is implemented in the LMS, which awards bonus points for repeated practice of test decks. Immediate feedback is given on answers. Targeted practice and memorisation is also possible with quick access to knowledge content that represents a greater learning challenge for the individual. This facilitates responsible self-study as students recognise and take responsibility for their own learning success.

The knowledge can also be tested in a duel with other students. This makes it possible to rank academic performance. Students with a particularly good understanding of a topic can in turn be available as contact persons for other students. According to scientific studies, this not only improves the understanding of the students making enquiries, but also deepens and consolidates the knowledge of the students who are willing to explain.

Learning success through the gamification of "Entrepreneurship"

In the summer semester of 2022, the LMS was used for the first time as an optional supplement to the "Entrepreneurship" course. Over 84% of all students took advantage of the offer. Students who used the LMS regularly showed a continuous increase in performance over the entire semester. More intensive use was made for exam preparation in particular. Some students continued to use the LMS even after completing their exams.

The student feedback and the evaluation based on the application statistics confirm the success of using the LMS. The LMS will therefore also be used in future semesters to supplement classroom teaching. In addition to the optimisation of existing courses and the gamification of further courses, the project will also focus on comparing the LMS with other LMSs and tools for digital gamification.

Digitalisation and gamification in the VirtFa project should enrich teaching and significantly increase the attractiveness of studying at TUBAF in the digital age.

The project is funded by the Stiftung Innovation in der Hochschullehre.

FOUNDress - Be your vision!

In a results-oriented programme lasting several months, FOUNDress shows you as a participant your potential as a (co-)founder and supports you in the (further) development of your own founder personality. The programme includes coaching sessions, discussion rounds and workshops that are specifically geared towards the needs of female founders. We will also introduce you to successful founders and promote dialogue among participants through joint activities. Are you interested in founding a company, are you already planning your own start-up or would you like to develop it further? Are you looking for valuable network contacts? Then sign up - places are limited to 15!

Click here for the programme! Participation in the programme is free of charge.

Up-to-date news about FOUNDress can be found on Facebook, Instagram and LinkedIn!

FOUNDress is accompanied by a podcast ("FOUNDress - Dein Gründerinnen Podcast")! FOUNDress - The Female Founder Podcast is the podcast for, about and with female founders! It accompanies them throughout their entrepreneurial development and provides an insight into their experiences on the path to self-employment. The podcast also features interviews with entrepreneurs and other people who come into contact with start-up-specific topics.

The podcast is available on the well-known platforms Spotify, Apple Podcasts, Deezer, hearthis and Soundcloud. There is always something new to listen to from the podcast on the 20th of every month!

The project is funded by the Federal Ministry for Economic Affairs and Climate Protection (BMWK).

FG FioKo - Advancement of women through individual and organisational skills in education and careers (STEM)

Importance for labour market policy*

Although the advancement of women is regularly called for by politicians and society, women are still underrepresented in science and large parts of the economy. This is reflected in horizontal and vertical segregation and also affects economically important scientific and technical fields as well as business start-ups.

Saxony is one of the federal states most affected by the migration of highly qualified women within Germany. In the 2020/21 winter semester, 28 per cent of women enrolled in a STEM subject (mathematics, computer science, natural sciences and technology) across all types of university in Saxony. In 2021, only 18.52% of women were employed in a STEM profession. Increasing the potential of women in both areas is not only important from an equality policy perspective, but is also economically relevant: According to the German Institute for Economic Research, the labour gap here more than doubled from 2020 to 2021. In Saxony, the time it takes to fill a vacant position in the STEM sector rose to an average of 146 days.

Overall objective and description of the project

The overall objective of the project is to develop a pioneering role for Saxony in the promotion of women in underrepresented areas. In addition to identifying untapped potential for the labour market, particularly in the future-oriented and economically highly relevant STEM fields, the focus is to be on equal opportunities for the sexes by simplifying the promotion of women for STEM companies. Targeted career and qualification support for scientists in research, teaching, social skills, gender equality knowledge, project management and doctoral and publication projects requires a wide range of collaborations. Through this strong networking of young researchers, they become interdisciplinary multipliers who contribute to both greater gender equality and an increase in the Saxon labour market in the STEM sector.

Three consecutive modules are planned to achieve this goal:

Module 1: School and university - technical education

Development of a quantitative measuring instrument to record shared patterns of perception, thought and action in a subject (subject culture) that have a positive impact on gender equality in technical fields. In particular, teaching-learning settings with a positive influence on self-image and an interest in technology to support a career choice in STEM professions are examined.

Module 2: Business - Professional Development and Entrepreneurship

Female founder-friendly design of the startup ecosystem in Germany with the help of the development of personally, politically and organisationally feasible measures to improve the presentation and assessment of women's achievements as well as an examination of process and system competence in the digital change process of the modern working world

Module 3: Methods of individual and organisational development

Further development of individual support for women through a systemic analysis of performance-enhancing factors and derivation of measures to increase the effectiveness of mentoring based on selected mentoring programmes in the state of Saxony as well as the effectiveness of coaching, including the digital approaches coaching-by-event and coaching-on-demand.

The junior research group is a joint project of the Chair of Entrepreneurship and Business Taxation of Prof. Sopp and the Chair of International Management and Corporate Strategy of Prof. Stumpf-Wollersheim. Stumpf-Wollersheim and consists of scientists from TU Bergakademie Freiberg, TU Dresden and the universities of Mittweida and Zittau-Görlitz.

Contact persons on the part of TUBAF: Prof Sopp, Prof Stumpf-Wollersheim, Elfi Lange, Meike Scholz

* Sources for statistical data can be provided on request.

The project is funded by the European Union (ESF - European Social Fund).

NFG GAP - GENDER DISTRIBUTION IN ESF PROJECTS IN HIGHER EDUCATION AND RESEARCH

In the interdisciplinary research project NFG GAP, the junior research group (NFG) is investigating the question of why there is an unequal participation of the sexes in ESF funding projects. A special focus is placed on the gender distribution in the ESF in our region of Saxony.

Women are still strongly underrepresented in the German research landscape. The higher the career and hierarchical level, the lower the proportion of female scientists. This imbalance is also reflected in the distribution of funding from the European Social Fund (ESF) at Saxon universities. The targeted gender balance was significantly missed in the last ESF funding period (2014-2020), with around two thirds of men receiving funding compared to one third of women. With the NFG GAP project from October 2020 to December 2022, the ESF and the Free State of Saxony are funding a junior research group that will identify the causes of the unequal participation and develop recommendations for action to ensure equal gender participation in future ESF-funded projects and remove possible barriers in the system.

The junior research group consists of scientists from the Technical Universities of Freiberg, Chemnitz and Dresden and the universities of Mittweida and Zittau-Görlitz.

Contact persons on the part of TUBAF: Meike Scholz, Jonathan Biehl, Elfi Lange (MA of TU Freiberg)

The project is funded by the European Union (ESF - European Social Fund).