The demands on modern university teaching are constantly changing: learners should take responsibility for their own learning process and actively participate in the design of learning environments. Constructivist approaches, problem and project orientation are at the heart of this. But how can teams be guided towards self-direction without overburdening them or disempowering them with too much intervention? Teachers who master this balance open up new learning spaces for their students, promote motivation and initiative and strengthen sustainable skills.

Self-directed teams need leadership - but in a new way: it is not about classic instruction, but about the targeted design of framework conditions, impulses and moderate control. The deliberate degree of structure determines whether teams work together productively, efficiently and enjoyably or whether they become insecure and inefficient. Teachers thus become "learning process facilitators" who know when interaction and intervention are necessary - and when letting go is the better step.

The workshop comprises three consecutive sessions (3 hours each) in which you will reflect on your own role, get to know various intervention options and try out methods for practical application. A central component is the exchange between colleagues, changing perspectives and trying things out in a safe learning space.

Overview of topics:

• Self-direction and constructivist teaching: basics and opportunities
• The role of the teacher in self-directed teams
• Structures, framework conditions and targeted interventions
• Practical tools for team leadership and activation
• Dealing with challenges in self-directed settings

After the workshop you will be able to

• Reflect on your own leadership role in self-directed learning scenarios;
• assess what degree of structure and freedom teams need in different phases;
• intervene in a targeted and effective manner without restricting the learners' own initiative and responsibility;
• use sets of methods to activate, manage and find solutions;
• proactively meet challenges and further develop their own learning environments.