Supporting an internship/research phase with DoIT

Brief description

You can use Stud.IP as a support tool for internships/research phases as well as support for writing contributions for an external seminar blog. The students’ work process should be accompanied by regular tasks and the possibility of rapid feedback.


  • Intensive involvement with the learning/work process
  • Organisation and documentation of workflow, idea generation processes, research steps and materials
  • Improved communication on group work
  • Reflection/feedback
  • Composing essays for an external seminar blog


Activate DoIT in the Stud.IP course under “+”. Then create a portfolio structure (with topics and tasks) under “DoIT”. At the same time change the name “DoIT” shown in the menu bar under “Options” to “Portfolio”.

For group work allocate the participants to the groups that you or the tutors created earlier under “Participants -> Functions / Groups”. Texts are provided on every topic in DoIT when preparing the practical phase. These texts are analysed by the participants.

Then in small groups they develop research questions and a methodology. Review of the results of group work takes place at a set time via DoIT (stimulating group work!) and enables direct feedback. Then the small groups should meet for follow-up discussion of the tasks.

Materials such as interview transcripts and photos are collected in the files folder during practical field research. Intermediate steps of the research work are recorded in “DoIT” in the form of essays. Reflections on experiences and interview transcripts should also be uploaded here.


The students’ work can be downloaded under the file tab “Results” organised by topic, user or as a general survey.

The topic structure and tasks can be transferred to another course.

Support services

The E-Learning-Service is happy to help you with questions about the conception, realisation and evaluation of blended-learning scenarios.

Practical tips

Regular feedback increases the motivation of the students to document their work and supports the learning process.


Häfele, H./ Maier-Häfele, K. (2004): „Projekte lebendig dokumentieren“, in 101 e-Learning Seminarmethoden, managerSeminare Verlags GmbH, Bonn (ISBN 3-936075-07-7), S. 322-324.

Hecht, M./ Szasz, C. (2011): "Kurs auf Neuland! Feldforschungspraxis als Blended-Learning-Veranstaltung – ein Erfahrungsbericht". In: Zeitschrift für E-Learning 6 (2). 30-42.

This blended-learning-scenario is based upon a project realized within the „Win a Tutor“-programme at Bremen University (ZMML).