Teaching and Learning

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Digital Teaching and Learning at BUDS

In the digital age both Teaching and Learning have reached a point where a big leap in their evolution must be taken. Since traditional approaches increasingly fall short of delivering the expected value for today’s challenges.

In order to get to the appropriate performance to negotiate the challenges of our digital labour and living environment we developed and actively enhance our BUDS education model from an entirely new didactic concept.

In the BUDS model you find an extraordinarily close interaction and interdependence between the full stack of human cognitive capabilities, technology and the environmental conditions which shape the educational setting.

The BUDS educational technology will be conducted via a platform which uses 5 core principles in order to establish an optimal developmental education space for the individual student.

[1] Student Centrism

The most prominent core aspect of our platform is its massive focus on the individual student. 

The quality of learning is strongly dependent on factors such as topic, learning style, learning medium, targeted senses, alertness, stress level, interference with other material, time of day, learner’s age, lecturer, teaching pace, difficulty level, experience with learning, experience of success or setback and so on.

Learning as such is a complex and explicitly dynamic process. So all the aspects mentioned before must be embedded in a sensitive system in order to be able to adapt dynamically. Learning cybernetics places both the challenge and the solution in our field of research while examining these factors under digital environmental conditions.  

The goal is to provide a unique learning experience accessing the optimum of the learner’s capabilities.

[2] Empowered Lecturer

Today the classic role of the Lecturer “lecturing” in front of people is massively outdated. This approach is neither capable of delivering the educational matter in the appropriate individual quality nor does it use the lecturer’s time and capacity efficiently. The term “lecturer” might be also outdated in such an educational concept.

Therefore we see this role as a mentoring role and tend to call it as such. The mentor also needs a unique teaching oder mentoring experience. Since he or she has also a unique style of teaching, of approaching technology and of course differentiations predispositions provided by the subject.

The Empowered Lecturer concept puts the mentor in the optimal environment where as many time consuming and unnecessary tasks as possible can be outsourced to technology. These low touch tasks must not interfere with the high touch requirements of mentoring students.

An individual’s learning process contains many situations where some sort of social interaction is necessary and most helpful. The more a mentor can use his or her time for such intense “human activities” the more effective the mentoring experience will be.        

[3] A.I. Reinforced Analytics

One one hand a massively time consuming and demanding task while on the other hand very delicate assignment for a mentor is feedback. In order to give appropriate feedback a mentor has to be deeply involved in the individual learning process of every student he or she accompanies. This limits the mentor’s capability dramatically and has ever been a source of stress and declining quality due to insufficient foreseeability of coming up demand.

Learning analytics is a tremendously effective way of supporting the mentoring process if utilised correctly. If implemented in a smart way analytics are capable of helping recognise upcoming demand following specified metrics along the learning process. This creates adequately dimensioned windows for the mentor to prepare and react to the situation appropriately.

Further enhancement of such analytics come from implementing A.I. and advanced deep learning technology. Such approaches are able to further support the mentor with insights he or she could possibly not retrieve personally. From first signs that some contact could be helpful to acute demand of specific mentoring the range of support qualities is quite broad and a big field of further research and discovery.     

[4] Research Project Environment

A very unique aspect of the learning and teaching approach at BUDS is the eminent connection of each learning experience to a real world project.

So there’s accompanying consultation with and from companies which gives the whole process both a very topical character and infuses a lot of motivation into the process of gaining knowledge and insight.

Following this approach students have premium accesss to both experts from academia and the industry.

This enhances the quality of the experience further and opens interesting paths for cooperation and development as well as inside the project topic as in the field of learning, communication and project management in a digital educational environment. 

[5] BUDS Companion

Finally we do not know where and how a student may want to study. So we have to be able to both gain insight in how he or she operates and at the same time be able to deliver the optimal information or task for the respective situation.

Our solution is a form of student’s cockpit delivered to the appropriate medium. So a student may have access to all the vital aspects of studying in any place imaginable dependent upon the suitability of the medium of course. 

It is an important aspect to always be able to deliver in accordance with the digital habits and expectations the individual has in our complex digital world where individualisation has become absolute commonplace.

Studying has become a complex phenomenon which is expected to be available under one’s fingertip.

Our Institutes enjoy powerful autonomy.

Every Area of Digital Interest must be able to follow

its own Approach towards working the Digital Dimension.

We provide the optimal Working Environment

to empower world-class Research, Teaching & Learning.

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