Digital Teaching Strategy

Digital Teaching Strategy at FAU WiSo

The Digital Teaching Strategy at the School of Business, Economics and Society (FAU WiSo) was developed through a collaborative process involving teaching staff, students, and administrative employees of the School, taking into account the Guidelines for Innovative Teaching. The strategy was adopted by the School Council (Fachbereichsrat) on 21 January 2025.

Strengthen presence, enrich it digitally, grow together

Our vision is an FAU WiSo that combines the strength of its in-person classroom culture with the possibilities of digitalization to make education not only accessible for everyone but also individualized, structured, and flexible. Together, we aim to create a teaching and learning culture that fosters diversity, enables innovation and prepares students in the best possible way for the challenges of a global, digital society.

Our overarching goal:

We strive to create a digital educational landscape that enriches excellent teaching and research with state-of-the-art technologies. Everyone involved at FAU WiSo – from students to teaching staff – will become active co-creators. Our FAU WiSo will serve as a role model for the integration of in-person and digital teaching and will make a sustainable contribution to society through practical, international and innovative approaches.

Our department remains part of a face-to-face university with a strong digital extension. Digital tools and resources do not serve as a replacement, but as a supplement that makes teaching more flexible, structured, individualized, and accessible. Through the targeted use of digital tools, we support the individual learning process and foster the personal development of both our students and teaching staff.

We offer a balanced mix of in-person and online formats. This combination provides our students with the right balance between structure and guidance on the one hand and flexibility on the other. We encourage our students (also through digital means) to engage in continuous learning and support this with appropriate teaching and assessment formats. To this end, we provide our students with targeted digital tools for orientation and structure, particularly during the introductory phase. At advanced stages of their studies, students benefit from flexible schedules that allow for studyrelated practical experience and individualized in-depth learning.

How can students be motivated to engage in continuous learning?

The new Model Examination Regulations allow smaller partial assessments instead of a single examination achievement, provided that the overall examination workload remains unchanged.
Regular smaller assessments structure the lecture period and help prevent examination overload” at the end of the semester.
- Partial assessments influence the overall examination load and should therefore be coordinated in advance with the degree programme coordinators.

Gamification elements such as activating the learning progress indicator in StudOn, escape games or the use of digital tools can enrich teaching.

Tools / Applications / Links: Live-Voting oder polls (StudOn – GDPR-compliant); Kahoot!, Mentimeter, QuiZAcademy oder Answergarden (see GDPR note under “Further Information”)

Which teaching formats can support continuous learning?

The new Model Examination Regulations allow smaller partial assessments instead of a single examination achievement, provided the overall examination workload remains unchanged.
- Regular smaller assessments structure the lecture period and help prevent examination overload at the end of the semester.
- Partial assessments affect the overall examination workload and should be coordinated in advance with the degree programme coordinators.

Students receive regular and continuous feedback.
In StudOn, tests, exercises (including free-text) or polls can be used.
Using FAU HawKI, instructors can generate feedback or integrate it into tasks for self-assessment.tudierenden erhalten regelmäßiges und kontinuierliches Feedback.

Tools / Applications / Links: Test, live voting, exercise or polls (StudOn – DSGVO compliant); FAU HawKI (GDPR-compliant)

In peer learning, students learn from each other in a structured and purposeful exchange, deepen their knowledge and contribute different perspectives.
- Peer learning can be supported through forums or Etherpads in StudOn or Teams, or the whiteboard function in MS Teams.
- Room LG 0.144, with its flexible furniture, can support group work.

Tools / Applications / Links: Etherpad, forum oder wiki (StudOn – GDPR-compliant); Whiteboard (MS Teams – see GDPR note); Miro ((free EDU licence on request – see GDPR note); Excalidraw or Team-Mapper (kits – GDPR-compliant)

Microlearning—short, targeted learning units—enables students to process information in small segments.
- In StudOn, learning modules, tests or exercises can be used for this purpose.

Tools / Applications / Links: Learning module, test and exercise (StudOn – GDPR-compliant)

E-portfolios allow students to document their learning progress, achievements and experiences.
- In StudOn, documentation can be set up using the Portfolio function.
- If the portfolio is shared with other StudOn users, it can support group formation or peer learning.

Tools / Applications / Links: Portfolio (StudOn – DSGVO unbedenklich)

Which digital tools can provide structure and orientation during the introductory phase?

Key organisational information (e.g., deadlines, reading recommendations) is stored centrally and replaces lecture slides containing administrative details. Organisational updates from lectures are added subsequently.
- In StudOn, this can be implemented via a bulletin, wikis or a forum.
- Digital pinboards offer another way to collect and display information.

Tools / Applications / Links: Blog, bulletin, forum, glossar, calendar or wiki (StudOn – GDPR-compliant); TaskCards (Please refer to the GDPR note under “Further Information); Miro (free EDU licence on request – Please refer to the GDPR note under “Further Information)

What can flexible time models for advanced students look like?

All course-related deadlines are communicated at the start of the semester and recorded digitally.
- In StudOn, this can be managed via a bulletin, wikis or a forum.
- Digital pinboards offer another option for documenting information.

Tools / Anwendungen / Links: Blog, bulletin, forum, glossar, calendar or wiki (StudOn – GDPR-compliant); TaskCards (Please refer to the GDPR note under “Further Information); Miro (free EDU licence on request – Please refer to the GDPR note under “Further Information)

Learning materials (e.g., learning videos, recordings, exercises) are made available on StudOn and accompanied by a deadline by which they must be completed.
- Rooms 0.144, 0.424, H4, H5 and H6 at WiSo can be used for recording.
- FAU provides licences for Camtasia and Snagit for editing explanation videos.
- In StudOn, learning modules can be created that combine different types of materials (texts, videos, exercises).
- Submission deadlines in StudOn can be implemented using the “Exercise” activity.

Tools / Applications/ Links: Camtasia and Snagit (GDPR-compliant)

Students receive regular and continuous feedback.
- In StudOn, tests, exercises (including free-text) or polls can be used.
- Using FAU HawKI, instructors can generate feedback or integrate it into tasks for self-assessment.

Tools / Applications / Links: Test, live voting, excercise or poll (StudOn – GDPR-compliant); FAU HawKI (GDPR-compliant)

Microlearning enables students to process information in small segments.
- Learning modules, tests or exercises in StudOn can be used for this purpose.

Tools / Applications / Links: learning module, test and exercise (StudOn – GDPR-compliant)

E-portfolios enable students to document their learning progress, achievements and experiences.
- In StudOn, documentation can be set up using the Portfolio function.
- If the portfolio is shared with other StudOn users, it can support group formation or peer learning.

Tools / Applications / Links: Portfolio (StudOn – GDPR-compliant)

Our approach values the diversity of our students. Digital tools help us take into account their individual learning backgrounds and different learning preferences. We consciously consider the cultural and linguistic diversity of our FAU WiSo community and aim to make the most of the opportunities it presents – also through digital means. As a faculty with a large student body, digital tools enable us to offer personalized learning experiences. They also support both our students and faculty in developing individual competence profiles that empower them to achieve excellence in business, society, and academia.

How can students’ individual learning levels be identified?

Students are asked about their backgrounds, motivation, and/or preferred learning materials.
- In StudOn, this can be done, for example, through polls, surveys, or live voting.

Tools / Applications / Links: Quiz, Live Voting, Survey or Poll (StudOn – GDPR-compliant)

Prior knowledge from previous modules is assessed and activated.
- In StudOn, this can be done, for example, through polls, surveys, or live voting.
- Engaging alternatives include Kahoot! or QuizAcademy. Participant limits in free versions can be mitigated by forming smaller groups.

Tools / Applications / Links: Quiz, Live Voting, Survey or Poll (StudOn – GDPR-compliant); Kahoot!, Mentimeter, QuiZAcademy and Answergarden (see GDPR notice under Further Information); WordCharts (kits – GDPR-compliant)

How can digital tools be used to leverage students’ cultural and linguistic diversity?

Learning materials are machine-translated using AI applications and made available, for example, in English.
- Text translations can be carried out using common AI applications. Full-document translations are available through subscription models.

Tools / Applications / Links: FAU HawKI (GDPR-compliant); DeepL (see GDPR notice under Further Information)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

The course materials include supplementary (reviewed) content to support deeper understanding. Referring to external resources is encouraged.
- IIn StudOn, this can be implemented, for example, through curated reading lists.

Tools / Applications / Links: External Content, Interactive Video or Reading List (StudOn – GDPR compliant)

How can the development of individual competence profiles be supported?

Students use personalised learning paths (e.g. tasks with varying levels of difficulty on StudOn, progressive release of more advanced tasks as learning progresses, or the option to define areas of specialization within the degree programme through elective modules and project work).
- In StudOn, this can be implemented, for example, through portfolios or level indicators.

Tools / Applications / Links: Progress Display or Portfolio (StudOn – GDPR-compliant)

Digital competence portfolios support students in documenting and demonstrating the skills they have acquired.

Tools / Applications / Links: Progress Display or Portfolio (StudOn – GDPR-compliant)

Through the use of self-reflection formats, students regularly reflect on their learning progress.
- StudOn provides tools such as portfolios or the progress display function to support this reflection process.

Tools / Applications / Links: Progress Display or Portfolio (StudOn – GDPR-compliant)

How can digital tools help to foster inclusion?

The automatic generation of subtitles or transcripts for videos and podcasts enables people with hearing impairments a better participation.
- With HeyGen, subtitles and transcripts can be created in different languages.
- In YouTube, transcripts and subtitles can be generated and exported — even from non-public profiles.

Tools / Applications / Links: HeyGen, Youtube or ChatGpt Whisper (see GDPR notice under Further Information)

(see GDPR notice under Further Information) FAU Guidelines for the Use of AI in Teaching.

Providing descriptive alternative text for images enables people with visual impairments to understand visual content.

The accessibility check in Office applications helps ensure that materials made available to students are accessible and screen reader friendly.

Tools / Applications / Links: Microsoft Office (tab Review → Check Accessibility)

The digital transformation demands new competencies in research and teaching. Embracing the realities of a digital world is a central pillar of our educational approach. We actively support the development of digital skills among both our faculty and students, enabling all members of FAU WiSo to leverage digital tools effectively in teaching and research. Our goal is for all students to acquire essential digital competencies. While we provide instruction in using applications and digital tools, our focus goes beyond technical skills. We emphasize the development of self-regulation, critical thinking, and ethical reflection – essential abilities for navigating and shaping a digitalized world.

How can students acquire the necessary competencies for working with digital tools?

For relevant content or assignments, students receive targeted references to suitable courses offered by the IT Training Centre (RRZE).

Tools / Applications / Links: Course catalogue of the IT Training Centre (RRZE)

Curated help pages and quality-assured explanatory videos on various platforms are linked.
- Links can be compiled within course materials, StudOn, or similar platforms.

Tools / Applications / Links: StudOn (GDPR-compliant); TaskCards (see GDPR notice under Further Information); Miro (free educational licence available upon request – see GDPR notice under Further Information)

Students are encouraged through targeted assignments to make use of support resources, tutorials and explanatory videos, and to engage actively with the content.
- The assignment instructions include references prompting students to conduct further independent research.
- At FAU WiSo, rooms 0.144, 0.424, H4, H5 and H6 are available for recording.
- For the creation and editing of explanatory videos, FAU provides licences for Camtasia and Snagit.

Tools / Applications / Links:Camtasia and Snagit (GDPR-compliant)

At the beginning of each lecture period, the programmes and tools used in the respective module are introduced. Relevant support resources are linked accordingly.

The use of digital tools and AI applications is purposefully integrated into the design of exercises and assignments.
- Students may be provided with sample prompts that they are required to expand and adapt.
- AI tools can be used to simulate potential examination questions.

Tools / Applications / Links: FAU HawKI (DSGVO unbedenklich)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

How can students’ self-regulation skills be fostered?

By combining independent learning phases with guided sessions (e.g. flipped-classroom formats), students are encouraged to take an active role in managing their own learning.

Students have access to digital study plans and organizational tools.
- In StudOn, the calendar function, Miro, and TaskCards can be used for planning and coordination.
- Tools such as Todoist, OneNote, or Evernote may also be used by students for personal organization.

Tools / Applications / Links: Calendar (StudOn – GDPR-compliant); TaskCards; Miro (free educational licence available upon request – see GDPR notice under Further Information), Todoist, OneNote or Evernote (see GDPR notice under Further Information)

E-portfolios or self-reflection tasks enable students to reflect on their learning progress, achievements and experiences.
- In StudOn, the portfolio function can be used to create a structured form of documentation.
- If the portfolio is shared with other StudOn users, it can support group formation and peer learning.

Tools / Applications / Links: Progress Display or Portfolio (StudOn – GDPR-compliant)

Students are introduced to appropriate prompting strategies for their specific subject areas in order to use AI effectively and, where applicable, to further refine these strategies.

How can students’ critical thinking and reflective skills be fostered?

Using concrete examples from their own field of application, students identify and discuss the weaknesses and challenges associated with the use of AI.

Tools / Applications / Links: FAU HawKI (GDPR-compliant); ChatGpt, DALL·E 3, beautiful.ai, genei, fireflies.ai, MURF.AI (see GDPR notice under Further Information)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

Tasks provided as part of assessments require the use of digital tools or AI applications and include a reflection component on the products created digitally or with AI support.

During lectures, students are given assignments that require them to develop solutions using AI applications.

Our strategy bridges theory and practice. We use digital applications and programs to further enhance the strong practical relevance of our research and teaching. Digital tools are not only applied but also critically reflected upon and continuously developed – creating learning experiences that extend beyond our faculty and have a lasting impact.

How can digital tools support students in gaining practical learning experiences and applying their knowledge in real-world contexts?

Experts from academia and industry are connected via video not only to give full guest lectures but also to provide short inputs or participate in discussion sessions.
- For streaming, the following rooms at WiSo can be used: 0.144, 0.424, H4, H5, and H6.

Tools / Applications / Links: Zoom; MS Teams

Experts from academia and industry use short guiding questions to illustrate how a specific topic area unfolds in their professional practice — both in live sessions and in recorded formats.
- For recording and streaming, the following rooms at WiSo can be used: 0.144, 0.424, H4, H5, and H6.
- For recording, FAU provides licences for Zoom, MS Teams, Camtasia, and Snagit.

Tools / Applications / Links: Zoom; MS Teams; Camtasia and Snagit

Students are introduced to practice-relevant software and are given assignments that must be completed using this software.

Digitalization-related topics are actively promoted in the portfolio of qualification theses, potentially in cooperation with external partners from practice.

Students are introduced at an early stage to the relevant databases in their respective field of research and are made aware of any specific characteristics or requirements.
- References to these databases can be included in course materials, StudOn, or other tools.

Tools / Applications / Links: StudOn (GDPR-compliant); TaskCards (see GDPR notice under Further Information); Miro (free educational licence available upon request – see GDPR notice under Further Information)

Digitalization enables us to strengthen and expand our global network of partner universities. We provide international students with a smooth start to their studies and enhance international exchange – both for incoming and outgoing students – through the expansion of digital services. By further advancing digitalization, we actively support the internationalization efforts of FAU WiSo.

How can the existing network of partner universities be maintained and expanded?

For classes with similar topics at other universities, joint digital lectures can be held in a co-teaching format. Through clearly defined collaborative assignments, interaction and exchange between students from different universities can be promoted.

Tools / Applications / Links: Zoom; MS Teams

Using AI applications, lectures and learning materials from modules taught in German can be machine-translated into other languages and made available to international students.
- Text translations can be carried out using common AI tools, while full-document translations are available through subscription models.

Tools / Applications / Links: FAU HawKI (GDPR-compliant); DeepL (see GDPR notice under Further Information)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

How can international students be supported in making a successful start to their studies?

The lectures held during the first weeks of the semester are recorded so that international students facing travel or visa issues can catch up on the content flexibly.
- For recording, the following rooms at WiSo can be used: 0.144, 0.424, H4, H5, and H6.
- FAU provides licences for Zoom, MS Teams, Camtasia, and Snagit.

Tools / Anwendungen / Links: Zoom; MS Teams; Camtasia and Snagit

By providing lecture recordings, especially during the first weeks of the semester, international students gain greater flexibility to attend official appointments and familiarise themselves with the School.
- For recording, the following rooms at WiSo can be used: 0.144, 0.424, H4, H5, and H6.
- FAU provides licences for Zoom, MS Teams, Camtasia, and Snagit.

Tools / Applications / Links: Zoom; MS Teams; Camtasia and Snagit

Using AI applications, learning materials can be machine-translated and made available in English or other languages.
Text translations can be carried out using common AI tools, while full-document translations are available through subscription models.

Tools / Applications / Links: FAU HawKI (GDPR-compliant); DeepL (see GDPR notice under Further Information)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

How can international exchange be strengthened through digital ressources?

How can international exchange be strengthened through digital ressources?

For guest lectures, not only German-speaking or local experts are invited, but also, for example, English-language lectures are integrated into teaching practice.
- At FAU, the video conferencing tools Zoom and MS Teams are available for this purpose.

Tools / Applications / Links: Zoom; MS Teams

Using AI applications, lectures and learning materials from modules taught in German can be machine-translated and made available to international students
- Text translations can be carried out using common AI tools, while full-document translations are available through subscription models.

Tools / Applications / Links: FAU HawKI (GDPR-compliant); DeepL (see GDPR notice under Further Information)

Note: A helpful overview table outlining the content and requirements for the use of AI applications can be found in the FAU Guidelines for the Use of AI in Teaching.

FAU WiSo’s digital teaching strategy is a collaborative initiative, embedded within the broader development of FAU. Its success is built on cooperation, transparency, and a willingness to embrace innovation.

Note on the Use of Digital Tools in Compliance with the GDPR

When using digital tools in the context of teaching, it is essential to ensure that they comply with the requirements of the General Data Protection Regulation (GDPR). Not all tools — particularly those from outside the European Union — automatically meet these data protection standards. Among the tools suggested, this applies to those not explicitly marked as “GDPR-compliant.”

To avoid conflicts with GDPR requirements, please observe the following points:

Adherence to the principles of data minimization and purpose limitation

Collect and process only the data that is strictly necessary for the intended purpose. Avoid collecting sensitive or unnecessary personal data.

Consent of the persons concerned

In cases where personal data is processed (e.g. during registration), the informed consent of those affected (e.g. students) must generally be obtained. This consent should be transparent and voluntary.

Alternative datenschutzkonforme Tools

Please preferably use the tools that are indicated as “GDPR-compliant” in this overview, or alternative tools that have been certified as compliant with data protection requirements.

If you have questions or are uncertain about data protection issues, please contact the Data Protection Officers of the University. This ensures that your teaching activities remain legally compliant and reflect a responsible approach to handling personal data.

Notes on the Use of Digital Tools and AI in Examinations

The FAU Guidelines for the Use of AI in Teaching provide a helpful overview table outlining the content and requirements for the use of AI applications. They also include an exemplary checklist for the use of (generative) AI in examinations, as well as recommendations for documenting student use and for correct citation in academic work.

Digital Teaching Strategy