51ÁÔÆæ

This starts with the hardware available to students and the learning environment at home. Do I live with my parents, in a shared flat or in my own apartment? Do I have a well-functioning PC or laptop, a stable internet connection and a quiet space where I can work undisturbed?

With regard to hybrid teaching, these questions come to the foreground. Do I offer technical support as part of my seminar or lecture or do I refer to technical support at the beginning of the semester? Gathering information before the start of the course and making students aware about these options can help to break down barriers. Further information can also be found in the (in German).

Silence for reading, writing, working and online sessions can be very important for some students to be able to concentrate on their work. Libraries provide such rooms. But are there any other study rooms, computer rooms, group study rooms or PCs to borrow at the university that I can point out for students who do not have an optimally equipped workstation at home?

The principle of accessible teaching aims to make university learning formats accessible without barriers (background: see also Framework and Social Organization). From a technical point of view, it is primarily about legible writing, sufficient contrast, information transfer not only via color, clear user interfaces in documents and IT applications -- and other small but subtle and helpful details. See also the at 51ÁÔÆæ, which includes handouts, training courses, explanatory videos, etc. on many didactic and technical aspects of accessible teaching as well as helpful contacts. Here you will find, for example, information and tips for the inclusive design of media formats "" (in German) and the guide for lecturers "" (in German). Explanations and tools for font and color design can be found .

In the digital world, it is particularly important to offer well-structured, correctly coded documents and applications so that they can be accessed as independently as possible from any particular technological or personal equipment. In this way, you ensure that assistance software for people with disabilities, as well as, for example, search engines, can work correctly. You also create technically robust, long-running IT products. There are guidelines and tools for this. 

In addition, please observe the 2-senses principle: make an effort to never address only one sensory channel. Avoid 'silent' blackboard inscriptions, speak facing the auditorium as far as possible. Ensure good acoustics and visibility – clarify such problems with the course. The visualization of linguistic content and the verbalization of images also trains students' skills in correct technical communication. Provide descriptive alternative texts for images and videos in the digital version. If possible, transcribe audio content and subtitle videos. There are guidelines, courses and – to a limited extent – support options from the university.

There is no such thing as perfect accessibility. If you continue to have technical or subject-related problems, please be responsive for students and, if necessary, refer them to the respective advice centers.