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(828) VIRTUAL. INTERNATIONAL. JOB ORIENTATED. - BEST PRACTICE ON HOW VIRTUAL COLLABORATION COURSES CAN SUCCEED

机译：（828）虚拟。国际的。面向工作。 - 有关虚拟协作课程如何成功的最佳实践

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From April to June 2016 a new and exclusively virtual teaching format - the international STEM1 Summer School - was provided at the University of Mining and Technology in Freiberg. The paper presents the approach, didactical design, and results of evaluation. The international STEM Summer School was developed and tested within the project "Holistic International STEMs - Learning with case studies and real-life industry experiences". The aim was to better prepare STEM students for challenges in the current professional world that are characterized by internationalization and digitalization. The project offers some ideas on how to teach the currently required skills and competencies by industry in higher education. The conceptualization of the project was made possible with funding from the Donors' Association for the Promotion of Humanities and Sciences in Germany2. The exclusively virtual collaboration is due to the different geographical distances and locations of the participating students, which generates specific challenges. On the one hand, technical conditions at the particular places of residence have an impact on virtual collaboration. On the other hand, cultural, lingual, and occupational differences, as well as the differing media literacy, play an important role. In addition, the setting of objectives and provision of incentives is decisive for the shared virtual work. The results of the first round of the international STEM Summer School indicate possible solution strategies based on the three areas of media use, interaction, and task orientation. During the Summer School, students from ten different countries solved real-life job case studies in small interdisciplinary teams. The exchange took place with the help of various e-learning tools like the virtual classroom, wiki, forum and e-portfolio. The participants were mentored by national and international industry partners, STEM professors, and e-tutors. After nine weeks work in intercultural teams they presented their results and learning outcomes during a web conference. The following article focusses on the evaluation results as well as selected insights and challenges.
机译：从2016年4月到2016年6月，新的和专门的虚拟教学格式 - 国际Stew1暑期学校 - 是在弗莱斯的矿业和技术大学提供。本文提出了方法，教学设计和评估结果。国际干暑学学校在项目“全面国际茎 - 学习案例研究和现实生活行业经验”中开发和测试。目的是为了更好地为现有职业世界的挑战做好准备，这是由国际化和数字化的特征的挑战。该项目提供了一些关于如何教授高等教育行业目前所需技能和能力的想法。该项目的概念化是可以从捐助者促进德国人类和科学协会的资助。专门的虚拟协作是由于参与学生的不同地理距离和位置，它产生了特定的挑战。一方面，特定住宅地点的技术条件对虚拟协作产生了影响。另一方面，文化，语言和职业差异，以及不同的媒体素养，发挥着重要作用。此外，目标和提供激励措施的设定对于共享虚拟工作是决定性的。第一轮国际STEM夏令营的结果表明基于对媒体的使用，交互和任务导向的三个领域可能的解决策略。在暑期学校，来自十个不同国家的学生解决了小型跨学科团队的现实生活案例研究。借助虚拟课堂，维基，论坛和电子产品组合，借助各种电子学习工具进行了交易所。参与者被国家和国际行业合作伙伴，Stem教授和电子导师融合。在跨文化团队工作九个周后，他们在Web会议期间介绍了他们的结果和学习结果。以下文章重点关注评估结果以及选定的洞察力和挑战。

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