2.1

Theoretical basis

In the literature, different theoretical models for the systematic classification of the combination of research and teaching and learning are presented. The internationally most popular model for systematizing research-related education was developed by Healey and Jenkins. Two focal points, the content focus and the degree of student activity, are used to divide the different forms of implementation. The combination of these two dimensions results in four different types of research reference in university teaching, which are presented in the so-called Research Teaching Nexus. Huber pursues a similar, also strongly receptive systematization approach. First, the common references of the different approaches are established and then their distinguishing features are described. This results in a classification of research-related education into three types, whereby he emphasizes the similarities with the Research Teaching Nexus of Healey and Jenkins. Rueß, Gess and Deicke take a less theoretical approach. Their systematization of research-related education is based on an analysis of the curricula of various universities. Here, too, the starting point is the differentiation between the focus of teaching and the level of activity of the students. The combination of these two comparative categories is used to create a classification matrix with three subcategories each. This can be used empirically to distinguish twelve groups of research-related education. It is general and applicable to all disciplines. [2] [3] [4] [5] [6] [7] [8] [9] [19] [20]

2.2

Objectives

At the center of the concept is the general demand that research should be made visible and tangible for students. The students are offered a concrete research context in courses in order to gain an insight into scientific work. The primary objective is the best possible qualification of the students on the basis of strong scientific and research-oriented education, which also includes the acquisition of important interdisciplinary skills. By combining theoretical knowledge with practical research work during the studies, it should be ensured that students not only develop a deeper understanding of science, but also a positive attitude towards research. For this reason, they need methodological research skills, but above all the ability to critically reflect on research activities and results. Students should gain experience in scientific cooperation with educational researchers and be systematically prepared for possible future activities in research or development. [2] [3] [4] [8] [10] [19] [20]

2.3

Teaching formats and digital tools

Students should be able to experience research, they should experience research in practice. Based on the Research Teaching Nexus, different teaching formats have been implemented to realize different aspects of research-oriented education (see Fig. 1). For this purpose, a framework of courses was created, which includes the acquisition of necessary theoretical knowledge and the independent processing of genuine, current, real or realistic problem situations. The students are supported by the teachers. The mutual exchange between teachers and students as well as among students is an important element in this concept. [2] [3] [4] [8] [9] [10] [19] [20]

Figure 1.

The planned teaching formats used in the concept, presented in the Research-Teaching Nexus. [3] [4] [9]

The concept of the Faculty of Media and Information Engineering implements the research-oriented education with the selected teaching formats lecture, exercise, laboratory, seminar and study project. A closer look at the implementation shows that, in the sense of the underlying Research Teaching Nexus, not only research-oriented education is offered, but that there are overlaps with all forms of research-related education. This is done consciously, the different aspects of research-related education should be used in the different teaching formats. Lectures provide the necessary basic knowledge to prepare students for independent research-oriented learning. With the working format exercise, students should gain a deeper understanding of a topic by applying it themselves. It is important that students work on solutions as independently as possible. Laboratory courses are a particularly important part of teaching in engineering and natural sciences. Here students have the opportunity to apply the methods they have learned in practice and to conduct research. Seminars are used on the one hand to teach various interdisciplinary skills. On the other hand, they are also used specifically to give students the opportunity to systematically familiarize themselves with the entire research process. Study projects with a research-oriented design and a complex, open problem-solving approach enable students to apply the acquired knowledge and thus prepare themselves for research tasks that may come, e.g. in a thesis. [2] [3] [4] [8] [9] [11] [12] [19] [20]

For the success of the concept the development of a suitable teaching and learning environment is necessary and crucial. The use of digital tools is essential for research and teaching today, but gains even more importance through the use of blended learning scenarios. Many different digital applications and tools are available in the relevant functional areas of teaching and research: Collaboration, communication, research, documentation, visualization and presentation. It is important to plan the use of digital tools in advance in order to be able to use them effectively throughout the entire teaching and research process. The choice depends on the teaching format and the level of activity of students and teachers. [13] [14] [19] [20]

2.4

The existing blended learning scenario

Blended Learning describes a teaching and learning scenario that provides a didactically meaningful correlation of attendance and online periods. The aim is to improve the intended knowledge transfer and to consciously make individual learning easier. In theory, different models for the implementation of blended learning are described. The blended learning scenario used at the Faculty of Media and Information Engineering is a combination of several of these models, which are used to better structure the comprehensive concept of blended learning. There is a fixed schedule for regular lectures, the planned workshops and self-directed online learning. The e-learning platform moodle used by Offenburg University has a central role in this process. [14] [19] [20]

For the first time, the developed concept was implemented for the Blended Learning Course “Media Technology: Color representation and Display Devices”. This course is offered in four consecutive segments in semesters 2 and 3 of the basic study period. As already mentioned, a fixed schedule defines the attendance and online periods (see Fig. 2). Each segment is assigned to a defined content focus. In order to impart the necessary theoretical knowledge, three regular lectures are used per segment (participation is optional). For the online-learning phase, the e-learning platform moodle provides the entire content of the lectures, additional teaching materials and exercises. The online learning phase also helps to enable students to work independently. In order to successfully complete a segment, the respective integrated practical workshop in the media lab must be completed (compulsory attendance). As a prerequisite for participation, an online test must be passed to check the level of knowledge. The results obtained in the practical workshops are published in a lab report and then presented to all participants with a poster. [14] [19] [20]

Figure 2.

The extended schedule of the blended learning course „Media Technology: Color Representation and Display Devices”. [14] [19] [20]

3.1

Extension of the existing blended learning course in the context of research-oriented education

In order to implement the planned concept for research-oriented education, the original structure of the engineering course was redesigned and supplemented with additional teaching formats. This expanded offer provides students with the opportunity to systematically familiarize themselve with the entire research process. A deepening of the content of the main topics as well as the individual steps of the research process is thus made possible. Students should not only be able to understand, but also to construct, apply and reflect themselves. [14] [19] [20]

Figure 2 shows the current schedule of the Blended Learning Course “Media Technology: Color representation and Display Devices”. This engineering course is an integral part of semesters 2 and 3 of the studies. It is divided into four main topics, which are offered in four segments. The specific theoretical basics are taught in three lectures per segment. At the end of the online-learning phase there is a test which has to be passed in order to be admitted to the practical workshops in the laboratory. In the sense of research-oriented education, this schedule has now been significantly expanded. In segments 1 and 2 four additional seminars are offered to develop and improve interdisciplinary skills. The research project will be integrated into segments 3 and 4 in the format of seminars in the associated laboratory. [14] [19] [20]

3.2

Organization and teaching formats

Segment 1 is under the headline “From light to color”. The focus is on the scientific theories and findings of Newton, Maxwell, Hertz, Young, Brewster, Helmholtz and Hering. Segment 2 “Development of the color representation” focuses on colorimetry. It shows how human color perception is physically quantified and described. Segment 3 “From CIE Lab color space to color management” is clearly more application-oriented. The topic is ICC color management with all aspects such as ICC profiles, gamut mapping and rendering intents. And finally, Segment 4 “Color representation on display devices” is an intensive discussion of various display technologies and their applications. The focus is on LCD technology and OLED technology [1] [2] [3] [14] [20]