With DigInDEEP (Digital Interdisciplinary Data Exploration and Examination Platform), we want to develop innovative, forward-looking, interdisciplinary and interactive models of competency-based learning, exploring and utilising the opportunities of the digital space together with students. In both undergraduate and postgraduate degree courses, the focus is primarily on imparting specialist knowledge. The teaching of career-preparatory skills, such as planning, conducting and presenting research work, is often neglected and in the natural sciences is often only addressed as part of the doctoral thesis/dissertation. With DigInDEEP, we want to teach such key skills at a much earlier academic stage and achieve the following goals:
- Strengthen teamwork skills through the structured processing of a joint task in an (inter)disciplinary small group.
- Strengthen solution-oriented thinking through independent group work on problem-oriented issues.
- Strengthen skills for communicating results and discussion in a research-related context.
The DigInDEEP project began in April 2024 and will run for a period of two years until March 2026. The project is a cooperation between Prof. Peter Michalik (Zoological Museum), who heads the project, Prof. Martin Wilmking (Landscape Ecology) and Prof. Sebastian van der Linden (Remote Sensing and Geoinformation Processing) and realises project goals in a cross-disciplinary manner. The project is conceptually supported and implemented by Dr Robert Feller.
The project is funded by the Stiftung Innovation in der Hochschullehre as part of its “Freiraum”-programme (funding period 2024-2026).
The digital tools in DigInDEEP include platforms [4] that include tasks that can provide case-based learning. These tasks encourage students to choose a topic of personal interest [5], thereby funding and developing higher-order thinking skills [6].
DigInDEEP also includes tasks for participating courses, the results of which can be made accessible across different generations of students. This motivates students and creates a helpful, networked resource for other students [7] and teachers.
As phenomena and problems become increasingly complex, students need to be able to categorise and link them together, such as in landscape ecology [8]. DigInDEEP introduces collaborative Zettelkasten ("slip-box") -tools in the courses that promote sound knowledge management [9].
The value of group-based learning is acknowledged and applied in all courses: Case-based learning assignments including knowledge management, knowledge analysis, and knowledge communication are generally completed in groups to promote teamwork [2].
Teaching materials are provided more effectively for self-directed learning: DigInDEEP produces video lectures to create more time for exchange between lecturers and students, promote discussion and critical thinking, and use video to adequately implement the highly effective flipped classroom principle and enable more intensive supervision [10].
Teaching materials are provided more effectively for self-directed learning: DigInDEEP produces video lectures to create more time for exchange between lecturers and students, to promote discussion and critical thinking; and by using video, to adequately implement the highly effective flipped classroom principle and to enable a more intensive supervision [10].
The biosciences and geosciences courses, adopting solutions from the DigInDEEP project in SoSe 2025 and WiSe 2025/2026, include an external website (cork | bio) and improved Moodle course websites that integrate the above elements as “learning paths” or “learning landscapes”.
- Gill JC. Geology and the Sustainable Development Goals. Episodes Journal of International Geoscience. 2017;40: 70-76. doi:10.18814/epiiugs/2017/v40i1/017010
- Rieckmann M. Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures. 2012;44: 127-135. doi:10.1016/j.futures.2011.09.005
- Wang X, Su Y, Cheung S, Wong E, Kwong T. An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches. Assessment & Evaluation in Higher Education. 2013;38: 477-491. doi:10.1080/02602938.2012.658018
- Halsall JP, Powell JL, Snowden M. Determined learning approach: Implications of heutagogy society based learning. Serpa S, editor. Cogent Social Sciences. 2016;2: 1223904. doi:10.1080/23311886.2016.1223904
- Loyens SMM, Magda J, Rikers RMJP. Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning. Educ Psychol Rev. 2008;20: 411-427. doi:10.1007/s10648-008-9082-7
- Wikanta W, Susilo H. Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning. International Journal of Instruction. 2022;15: 835-854.
- Palmer AR. Sex, camouflage, marvellous adaptations: A writing assignment that inspires. Invertebrate Biology. 2021;140: e12322. doi:10.1111/ivb.12322
- Lepczyk CA, Lortie CJ, Anderson LJ. An ontology for landscapes. Ecological Complexity. 2008;5: 272-279. doi:10.1016/j.ecocom.2008.04.001
- Christ G. Mapping Change: A Collaborative GIS-based Cue Card System for the Humanities. In: Bock HG, Jäger W, Winckler MJ, editors. Scientific Computing and Cultural Heritage. Berlin, Heidelberg: Springer; 2013. pp. 109-117.
- Fyfield M, Henderson M, Heinrich E, Redmond P. Videos in higher education: Making the most of a good thing. Australasian Journal of Educational Technology. 2019;35: 1-7. doi:10.14742/ajet.5930
The new learning tool cork|bio (Collecting, Research and Knowledge Management in Biological Sciences), which we have been developing since April 2024 as part of a larger project, will be used for the first time in the summer semester 2025 in the M.Sc. degree course "Biodiversity, Ecology and Evolution". The goal is to promote self-directed learning and teach pre-vocational skills. cork|bio is designed to motivate students through case study tasks and help them to independently plan and present bioscientific research projects in all their facets in small groups.