In this approach, teaching is designed similarly to the flipped classroom principle.

Before the semester ...

The TUWEL course for the course should be set up before the start of the semester (see instructions for announcing a TUWEL course, opens an external URL in a new window) and the recorded content should be mapped as weekly/regular self-learning phases in TUWEL. In addition, short knowledge checks (quizzes, H5P), possibly small assignments, questions based on learning objectives, etc. can be created. These can be activated manually on an ongoing basis during the semester or at fixed dates (with the TUWEL requirements, opens an external URL in a new window). TUWEL instructions can be found in the TUWEL Tutorials course, opens an external URL in a new window.

As an alternative to recording with LectureTube, opens an external URL in a new window, the units can be recorded locally with a screen recorder (recommendation: Camtasia, opens an external URL in a new window, Snag-It, opens an external URL in a new window, OpenBroadcaster software, opens an external URL in a new window), edited and then uploaded to LectureTube via TUWEL itself.

As a further alternative, the two new services LectureTube Studio and LectureTube Upload, both of which are based on the already proven open source software Opencast, can be used. With the help of LectureTube Studio, teachers can quickly record short videos directly via their web browser without additional hardware and assign them to a lecture in TUWEL.
With the help of LectureTube Upload, videos produced by teachers can also be uploaded directly to the LectureTube platform via a function in the corresponding TUWEL course and are directly available to students in the TUWEL course.

Of course, content can also be created entirely without video, e.g. with the activities and working materials provided in TUWEL, such as text page, book, lesson, etc.

... weekly/regular discussion sessions are offered on the produced content to reflect on it, discuss it or resolve questions/ambiguities.

Regardless of the format, it is recommended to also provide a supervised and moderated discussion forum in the TUWEL course for the course. This also allows questions to be answered on an asynchronous channel (and, if necessary, questions to be asked to stimulate student discussion).

Regardless of the format, it is recommended to also provide a supervised and moderated discussion forum in the TUWEL course for the course. This way, questions can also be answered on an asynchronous channel (and, if necessary, questions can also be asked to stimulate student discussion).

With this approach, the lecture is given "as usual" during the semester, and the lecture units are recorded in the process. Alternatively, a live stream can be offered for recording with the help of LectureTube Live, opens an external URL in a new window. However, on the one hand, live streams create increased requirements (technically and through the establishment and support of synchronous feedback channels), on the other hand, students usually prefer asynchronous recordings to live streams, as recordings can be consumed flexibly in terms of time and at their own learning pace. Experience has shown that live streams are usually more suitable for courses in which direct interaction with students is desired - e.g. revision courses before examination dates. The recording and streaming options vary depending on the room conditions.

A live stream should always be accompanied by a feedback option. Either a supervised or moderated TUWEL forum for questions with sustainable logging or gleaning (tip: the questions can also be collected in advance in the forum, opens an external URL in a new window) or an audience or student response system such as onlineTED, opens an external URL in a new window, frag.jetzt or Classroom Response System, opens an external URL in a new window.