TY - CHAP A1 - Vladova, Gergana A1 - Rüdian, Sylvio Leo T1 - From learners to educators BT - development of online courses by students for students T2 - The future of education N2 - The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum. KW - future curriculum KW - digitalization KW - online courses KW - COVID-19 Y1 - 2020 UR - https://conference.pixel-online.net/files/foe/ed0010/FP/6824-CUD4792-FP-FOE10.pdf SN - 978-88-85813-87-8 U6 - https://doi.org/10.26352/E618_2384-9509 SN - 2420-9732 VL - 10 PB - Pixel CY - Florenz ER - TY - CHAP A1 - Diaz Ferreyra, Nicolás Emilio A1 - Shahi, Gautam Kishore A1 - Tony, Catherine A1 - Stieglitz, Stefan A1 - Scandariato, Riccardo ED - Schmidt, Albrecht ED - Väänänen, Kaisa ED - Goyal, Tesh ED - Kristensson, Per Ola ED - Peters, Anicia T1 - Regret, delete, (do not) repeat BT - an analysis of self-cleaning practices on twitter after the outbreak of the covid-19 pandemic T2 - Extended abstracts of the 2023 CHI conference on human factors in computing systems N2 - During the outbreak of the COVID-19 pandemic, many people shared their symptoms across Online Social Networks (OSNs) like Twitter, hoping for others’ advice or moral support. Prior studies have shown that those who disclose health-related information across OSNs often tend to regret it and delete their publications afterwards. Hence, deleted posts containing sensitive data can be seen as manifestations of online regrets. In this work, we present an analysis of deleted content on Twitter during the outbreak of the COVID-19 pandemic. For this, we collected more than 3.67 million tweets describing COVID-19 symptoms (e.g., fever, cough, and fatigue) posted between January and April 2020. We observed that around 24% of the tweets containing personal pronouns were deleted either by their authors or by the platform after one year. As a practical application of the resulting dataset, we explored its suitability for the automatic classification of regrettable content on Twitter. KW - privacy KW - self-disclosure KW - online regrets KW - deleted tweets KW - crisis communication KW - COVID-19 Y1 - 2023 SN - 978-1-45039-422-2 U6 - https://doi.org/10.1145/3544549.3585583 SP - 1 EP - 7 PB - ACM CY - New York, NY ER -