ABOUT NEOLECTURE
Paultillich.de (NeoLecture) provides students with a learning environment that motivates self-regulated learning. Following a competence-oriented university didactics, the multimedia learning platform offers an autonomous and action-oriented examination of the life and work as well as the theology of significant theologians. NeoLecture is designed as a web-based social-interactive homepage. For each learning content offered, several tasks are provided for editing. After registering for free, students can share their own workpieces online. This results in a trans-academic communication of those who learn online together.
The design of the homepage thus aims at the self-active acquisition of knowledge, an individual-in-depth discussion and review of appropriated knowledge as well as an application of the learning content or an own expression to the learned, which is returned to the learning community as an impulse and, in turn, the starting point for new, more learning experiences.
NeoLecture also means to open up new spaces. The idea behind it is to make relevant texts and thoughts as those of Paul Tillich available to a broader range of recipients by means of accessible and easy language. To date, the translation of theological texts into easy language has mostly been done with biblical texts, but not with texts of important theological thinkers. NeoLecture therefore aims at expanding the access to these texts in an inclusive way. This provides new possibilities for the discussion of theological questions for church- and school-related work.
ABOUT NEOLECTURE
Paultillich.de (NeoLecture) provides students with a learning environment that motivates self-regulated learning. Following a competence-oriented university didactics, the multimedia learning platform offers an autonomous and action-oriented examination of the life and work as well as the theology of significant theologians. NeoLecture is designed as a web-based social-interactive homepage. For each learning content offered, several tasks are provided for editing. After registering for free, students can share their own workpieces online. This results in a trans-academic communication of those who learn online together.
The design of the homepage thus aims at the self-active acquisition of knowledge, an individual-in-depth discussion and review of appropriated knowledge as well as an application of the learning content or an own expression to the learned, which is returned to the learning community as an impulse and, in turn, the starting point for new, more learning experiences.
NeoLecture also means to open up new spaces. The idea behind it is to make relevant texts and thoughts as those of Paul Tillich available to a broader range of recipients by means of accessible and easy language. To date, the translation of theological texts into easy language has mostly been done with biblical texts, but not with texts of important theological thinkers. NeoLecture therefore aims at expanding the access to these texts in an inclusive way. This provides new possibilities for the discussion of theological questions for church- and school-related work.
DIDACTICS
Following the current university didactic discourse, NeoLecture offers students the opportunity to engage with the presented learning content in a self-regulated way. The mixed-media design of the homepage meets different learning styles. NeoLecture not only provides differently prepared learning content in the media, but also formulates tasks that promote different competencies. In the sense of constructivist didactics, the accompanying professors see themselves as mentors; NeoLecture is about the students' interactions with the learning environment and the shared construction of knowledge. Students are empowered and encouraged to take the initiative for their own learning experiences. NeoLecture therefore also offers space for creative participation and individual means of expression (see SSST, sermon moves, etc.).
Of course, the instructional videos produced by our professors serve as a thematic introduction to the available modules; they share their expert knowledge with the students. At the same time, however, we consider interactive experiences within a learning community to be very relevant in order to promote meaningful reflections on the themes and theologies presented. Such reflective experiences help students to formulate and share their own conceptual considerations; students then take on a more active role in their own learning process and support the learning of others at NeoLecture with their participations.
NeoLecture offers students the opportunity to learn the way they want to learn by using the learning environment. NeoLecture does not focus on learning that sees knowledge and repeating facts at the center of the learning process. Rather, it is about cultivating the process of learning as a participation in a community of practice and generating opportunities for participation in which commitment and complexity gradually increase.
DIDACTICS
Following the current university didactic discourse, NeoLecture offers students the opportunity to engage with the presented learning content in a self-regulated way. The mixed-media design of the homepage meets different learning styles. NeoLecture not only provides differently prepared learning content in the media, but also formulates tasks that promote different competencies. In the sense of constructivist didactics, the accompanying professors see themselves as mentors; NeoLecture is about the students' interactions with the learning environment and the shared construction of knowledge. Students are empowered and encouraged to take the initiative for their own learning experiences. NeoLecture therefore also offers space for creative participation and individual means of expression (see SSST, sermon moves, etc.).
Of course, the instructional videos produced by our professors serve as a thematic introduction to the available modules; they share their expert knowledge with the students. At the same time, however, we consider interactive experiences within a learning community to be very relevant in order to promote meaningful reflections on the themes and theologies presented. Such reflective experiences help students to formulate and share their own conceptual considerations; students then take on a more active role in their own learning process and support the learning of others at NeoLecture with their participations.
NeoLecture offers students the opportunity to learn the way they want to learn by using the learning environment. NeoLecture does not focus on learning that sees knowledge and repeating facts at the center of the learning process. Rather, it is about cultivating the process of learning as a participation in a community of practice and generating opportunities for participation in which commitment and complexity gradually increase.