Sometimes it doesn’t take much to make your Moodle course both more effective and visually appealing. The following tips are a quick and fun way to introduce ideas for improving your Moodle course using principles of good website design. Lecturers at ETH Zürich can learn more using Moodle in the self-paced online course “Building an effective Moodle course”. Read more about the course.
What are your essential tips for making Moodle course more visually appealing and effective for learning? We would love to read your comments on this topic.
H5P is a special toolset that enables teachers to enrich their Moodle courses. Teachers can firstly add interactive elements in Moodle content and secondly adjust the visual appearance of Moodle course pages. Both can enhance the learning process.
Research shows that digital learning is most effective when students interact with content, answer questions and most importantly, get immediate feedback. The critically important feedback loop that is naturally present in face-to-face learning is often missing in digital learning environments. Students want to find out immediately if their answer was correct or not. By providing performance feedback during digital learning, teachers can provide learners with a sense of the real-world consequences of decisions students make. Therefor the vast array of available interactive elements is especially important, since it offers options for almost every learning situation.
Effective digital learning should also provide learners with realistic practice opportunities; for example, simulations, scenario-based decision making, case-based evaluations, and authentic exercises.
Use H5P’s interactive elements to support reflection, application, rehearsal, elaboration, contextualisation, debate, evaluation, synthesisation, and so on. Focus on using H5P to add interaction and attractive graphic elements. H5P is not recommended for graded activities as tech savvy students can download and analyse the resulting XML file.
Example elements to increase interactivity
Select interactive elements, such as “Agamotto” which compares images as shown below.
“Find multiple hotspots” invites students to point out important aspects in images. Example: Find all the vegetables in this picture.
Or you can add a structural element to your course by adding the element “Accordion” which enables you to create collapsable paragraphs.
How to add H5P to your Moodle course
This must happen in two distinct steps. First you must create the content and save it. Secondly you embed the new content to your course.
To create the H5P content, access the “Content bank”. There is a shortcut in the navigation to the left of your screen.
Click on the “add” button and select the type of element you would like to create.
To help you decide which H5P element is best for your needs, we have created several exemplars to help you choose. You can view these exemplars in the “Building an effective Moodle course” in the section “Using special features“. (No enrollment key necessary).
In addition you can visit the H5P website to see more detailed examples, instructions and tutorials. Important note: There are more elements listed on the H5P website than are available on the ETH Moodle system.
After you have created H5P element, make sure you save it with a clear name so you can recognise it later.
Now you have two options for using the H5P element.
The first option is to add it as a separate activity. Simply add a new activity and select H5P. Then choose your pre-made element. This scenario make sense when you want to focus on the element as a stand alone activity and don’t want to embed it within additional text.
The second option is to add H5P as part of a text. Navigate to the exact spot where you would like to add the element (for example in a Moodle book or in a label on the course page) and begin editing.
In the editing toolbar, first expand the view of editing tools.
Then select H5P.
This will prompt you to “browse repositories”. The H5P content bank is shown as one of the repositories. All the elements you have already created are shown here. Select the one you need.
We recommend selecting the option “Create an alias/shortcut to the file”. This ensures that when you make a change to the original element in the content bank, it is automatically updated on your course page or wherever it has been embedded.
Preview how it looks by assuming the student role. (Switch roles by clicking on your profile picture.) We also recommend checking out it appears in the Moodle app. To make any changes to the element, you will need to go back to the content bank using your computer (not your mobile device), edit and save. It will update automatically if you have embedded it as an alias.
More information in the “Building an effective Moodle course” in the section “Using special features“. (No enrollment key necessary).
Many useful lists provide technical recommendations for optimising virtual meetings (here is one from the IT Services Team at ETH Zurich. In this short post, though, I will go one step further. In video conferencing we are, quite literally, “hosts”. This makes us responsible for managing the behaviour of others, especially if it is disruptive. In this context it is important to communicate our expectations clearly. This requires us to consider our own requirements and the needs and circumstances of those participating in our virtual sessions, and to find a balance between them.
Teaching involves relationships, firstly between lecturers and students, but also among students themselves. Therefore, effective facilitation addresses the needs inherent in human relationships and how we can respect these in the virtual environment.
Let’s look at some key aspects to be considered:
Eye contact conveys attention and interest. (Keep in mind here that some cultures prefer to avoid direct eye contact.) If you wish to transmit a sense of eye contact, you can do this by looking directly into the camera and not at the face of the person you are talking to, even if this means that you yourself lose eye-contact. One tip is to minimize the facial images and move them to the top of your screen, near your camera. Your gaze is then close to the camera, but focused on faces.
Many video conferencing tools allow participants to change the name displayed alongside their image. Consider asking students to adjust this to their preferred name. “SmiJo” is a lot less personal than “John Smith” or even just “Johnny”.
To build rapport, take the time to make people feel acknowledged and welcome at the beginning of a virtual session. Create space for “warming up” with smalltalk before launching into the reason for the session. Depending on the size of the group you may wish to greet individuals by name when they appear, even if they are late. If the group is large, you can still acknowledge latecomers en masse. Trusting that their reasons for being late are legitimate will help to create an atmosphere which is conducive to learning.
Think about how you want participants to manage sound. Is it important to minimise background noise? The more participants there are, the more distracting background noise can be. However, in smaller informal settings, ambient noise can help people feel connected – an important consideration the longer we are in physical isolation. Agree on how the mute button should be used.
A common belief is that all participants should switch on their cameras when joining a Zoom meeting. However, this may be difficult for various reasons: attendees may not have a camera; there may be other people around; or their bandwidths may not be able to cope with video. Some people are also profoundly uncomfortable with displaying themselves on camera for long periods.
Lecturers should therefore consider why they want students to turn their cameras on. Then they should articulate their expectations, and consider equally acceptable alternatives. Do cameras really need to be switched on? If so, is that for the whole meeting? For example, if the meeting is long, but not particularly interactive, the lecturer might ask the students to turn their cameras on at the beginning to “establish contact”, but say that it’s OK to switch them off later. This might be especially relevant if everyone is viewing slides, for example. Using “hide self view” can also minimise the cognitive fatigue we are all experiencing due to the increased frequency of online meetings and length of time spend in video conferences.
Remember that not everyone thinks about how they appear on screen: it may be useful to give people feedback and guidance in this area. Their lighting may make their images too dark to see, or if the video is flickering it can be hard on the eye after a time.
The background displayed on the screen can be both informative and distracting. Students may choose virtual backgrounds to obscure a messy room or one that reveals things they prefer to keep private (such as family photos or an extensive wine collection). If their choice of background is too distracting you should let them know. Conversely, you can use the virtual background function as a way to connect. Ask people to share a photo of a place meaningful to them, or an image that provides comic relief!
As the host, when you view a gallery of many faces your eye will naturally be drawn to movement. If people join via mobile phone or tablet, they are likely to be more mobile and may move around in their spaces. This is sometimes unavoidable, but it can be very distracting. Make participants aware of this and ask them to deactivate their screens if they change positions or if they are moving around a lot.
Think about the best way to use the chat function. Will you be monitoring it actively, or not at all? Would you like people to use the chat to announce their departure from the session? Most video conferencing tools offer multiple ways to communicate. Tell your students how you want them to use them.
The intention of this post was to encourage you to think broadly about how you run a virtual meeting or lecture as well as how you manage your own on-screen behaviour. Our available technology provides us with so many options, but these sometimes generate divergent behaviour. Here establishing fair expectations will go a long way towards facilitating a successful virtual event.
… and just like that, ETH Zurich has moved its teaching online. The buildings are empty, much like the streets outside. But teaching and learning continues, just in a very different way.
The response to the global pandemic has been swift. With very little time to prepare, an almost complete switch to online teaching and learning has taken place. At the time of writing, many lecturers and support staff are still working hard to put systems in place so that students can continue studying despite neither students nor lecturers having access to their lecture halls.
This is a challenging situation, and the transition has been demanding for students and lecturers alike. The technology has struggled with the sudden increase in traffic, and this has caused some downtimes or sudden changes to IT services on local, national and international levels. The new scenario has required flexibility on everyone’s part.
What follows is a list of key points to help you prioritise your decisions as you move your teaching online.
Check in with your students
They will be personally, financially and emotionally affected by this crisis. Attending your lectures remotely may no longer have the same priority it used to have. Communicate your care for them. Ask them what’s going on. Download the email list from eDoz so that if all else fails, you can stay in touch.
Find out if your students have accessibility issues. Do they have new obligations (such as childcare or care for elderly parents)? Do they have children at home now? What do they prefer: a recording of your lecture, or live streaming? Do you share the same time zone? What kind of internet access and bandwidth do they have? How can you optimise live attendance, recordings and other downloads for them? They may need subtitles on your recordings if they have hearing issues. Ask them. What suggestions can they offer?
Work backwards by first thinking about your course’s performance assessments. What is the minimum that students need to do to pass? Even if you do nothing else, make sure to communicate this minimum to them and tell them where to focus their efforts. Clarify the graded assignments and provide the necessary study material. Keep ETH regulations and policies in mind, but also expect more updates on them as the pandemic continues. You may need to develop additional creative ways for students to submit their work. For example, poster sessions may need to become homemade videos.
Prioritise your course’s learning objectives
What are the most important competences your students need to acquire? What skills should they practice? What knowledge do they need in order to pass? Focus on helping students achieve these goals and cull anything that is superfluous. Now is the time to become ruthlessly efficient. Help with writing learning objectives is available here.
Minimise your direct input
Resist the impulse to simply transpose your existing lecture materials to an online format. This is not just about moving what worked in a classroom to an online space. Watching a two-hour video of your lecture will be hard for students. Instead, create shorter sequences (think of TED talks!). Mix up your media, and complement your lecturer recordings with video conferencing, reading assignments, slide sharing and contributions from guest speakers. Follow up with an engaging task that makes your students think about and apply what they have just heard.
Build in interaction
Plan different ways for students to get active. Use discussion forums, online group activities, peer feedback or clicker questions and polls. Interaction can be synchronous (in real time, all together, for example via video conference or online chat) or asynchronous (at the students’ own pace, for example via a video recording of a lecture or participation in an online forum). Your course should deploy a mixture of both.
Talk to others
There are many different ways to share your experiences and the challenges you face. You are not alone! ETH offers the following platforms for you to communicate with others.
Different DIY scenarios for remote teaching are posted on the ETH website.
Many lecturers, both at ETH and globally, are using Twitter to exchange ideas. Use the hashtag #ETHZonline to share your experiences.
Which tools to use
Try to stick with standard ETH tools, because you can access support for them.
If your department has an Educational Developer (find out), contact them for advice on both technology and didactics. Alternatively, contact LET Support by email or by phone between 8:00 and 18:00 on +41 44 632 06 65.
Studierende setzen Initiative für die Lehre an der ETH um.
Im Oktober 2019 hat die Lehrkommission zum ersten Mal eine studentische Studiengangsinitiative positiv beurteilt und die Rektorin hat die Initiative in der Folge bewilligt. Diese Initiative heisst ROSE* und wurde von Studierenden über ein Jahr lang bearbeitet und setzt ihre Vision für mehr Integration und Interdisziplinarität in der Lehre um. Dieser Erfolg soll gefeiert werden! Wir haben uns mit den verantwortlichen Studierenden Medea Fux, Patrick Althaus und Adrian Süess unterhalten.
*ROSE bedeutet Revolution Of STEM Education
Was ist ROSE?
ROSE ist ein Lehrprojekt von Studierenden für Studierende. Das Ziel ist es, eine neue Lehrveranstaltung einzuführen, in der Studierende in interdisziplinären Gruppen (jede Person kommt aus einem anderen Studiengang) während einem Semester an einem Projekt arbeiten. Viele Konzepte sind an die ETH Woche angelehnt, mit dem Unterschied, dass ROSE über ein Semester verteilt stattfindet und dass ROSE in die Curricula der Bachelorstudiengänge an der ETH integriert werden soll.
Was hat euch dazu bewegt dieses Projekt zu starten?
An der ETH erlernen Studierende viel wertvolles Wissen und Können, jedoch sind wir der Meinung, dass insbesondere überfachliche Kompetenzen bisher zu wenig vermittelt werden. Hierzu gehört z.B. die Zusammenarbeit in einem diversen Team, Kommunikation und gemeinsame Entscheidungsfindung, Selbstreflexion und die Fähigkeit Kritik zu erhalten und zu geben. Es gibt an der ETH bereits einige extracurriculäre Angebote, die solche Fähigkeiten fördern. Jedoch möchten wir alle Studierenden erreichen und nicht nur diejenigen, die es noch schaffen, zusätzlich zu ihrem Studium solche Veranstaltungen zu besuchen.
Wie verliefen die Gespräche an der ETH?
ROSE ist auf die Zusammenarbeit zwischen verschiedenen Teilen der ETH angewiesen, dies gilt insbesondere für die verschiedenen Departemente. In vielen Bereichen, besonders in der Lehre, arbeiten die Departemente sehr unabhängig voneinander und jede interdepartementale Zusammenarbeit ist mit einem hohen Koordinations- und Kommunikationsaufwand verbunden. Dies hat uns im bisherigen Prozess immer begleitet, und wir möchten auch etwas dazu beitragen, solches Zusammenarbeiten generell zu vereinfachen.
Eine weitere Herausforderung war oft die Kommunikation über unser Projekt. Unter dem Begriff ‘Interdisziplinarität’ verstehen gefühlt alle etwas anderes und so sieht es auch mit anderen Begriffen wie ‘überfachliche Kompetenzen’, ‘Projektarbeit’, ’studentisches Projekt’ usw. aus. Eine gemeinsame Sprache zu finden ist wichtig und hier begrüssen wir sehr die Einführung des ETH Competence Framework, auf welches wir uns auch in ROSE stützen.
Welche positiven Erfahrungen habt ihr während dem Prozess gemacht?
Es gibt an der ETH viele Personen die sich für eine Weiterentwicklung der Lehre einsetzen und einsetzen wollen und die auch bereit dazu sind Studierendenprojekte zu unterstützen. Generell erhielten wir oft positive Rückmeldungen dazu, dass das Projekt direkt von Studierenden kommt.
Was wünscht ihr würden Dozierende anders machen?
Wir wünschen uns, dass häufiger Erkenntnisse der Lehrforschung und Erfahrungen von Lehrexpert*Innen direkt von den Dozierenden in den Unterricht aufgenommen werden. Wir denken, dass es hier noch viel Potential gibt, welches bei erhöhter Zusammenarbeit verschiedener Personen genutzt werden kann.
Was würdet ihr gerne anderen Studierenden sagen, die auch Ideen haben?
Falls ihr coole Ideen habt, wie man Dinge an der ETH verändern könnte, ob im Kleinen oder im Grossen, zögert nicht die irgendwo einzubringen. Dies könnt ihr z.B. über euren Fachverein oder den VSETH tun, oder ihr informiert euch über die verschiedenen Möglichkeiten an der ETH Projekte vorzuschlagen. Wichtig ist dabei aber nicht zu vergessen, dass häufig nicht die Idee an sich wertvoll ist, sondern die konkrete Umsetzung davon. Beispiel ROSE: wir finden unsere Idee ist nicht sehr innovativ, der Grund für den bisherigen Erfolg liegt wohl mehr darin, dass wir ein Konzept erarbeitet haben, das zeigt, dass ROSE theoretisch umsetzbar ist. Ab nächstem Jahr geht es dann los mit der praktischen Umsetzung davon.
Wenn Sie mehr über ROSE erfahren wollen können Sie über diese Emailaddresse Kontakt mit der Projektgruppe aufnehmen.
“Less content might result in more learning.” Recent didactic course graduates reflect.
Twice a year the programme “Teaching at ETH: Committed and skilled” helps Assistant Professors to implement evidence-based teaching ideas in their classroom teaching. We asked the most recent group to reflect on the most important thing they learned.
Newly appointed Assistant Professors are quickly faced with a range of new tasks they are expected to master. Often without significant introduction, they are expected to develop budgets, plan and teach courses, manage financial acquisitions and hire and train staff in various skills – all the while conducting research and writing publications. The pressure is high as they keep their eye on the prize, namely tenure.
“Teaching at ETH: Committed and skilled” gives Assistant Professors the opportunity to invest some rare time in developing their teaching skills, which for many is a new area of expertise. During the programme’s classroom phase they are introduced to key pedagogical concepts and encouraged to put these into practice in their own teaching environments. They then meet in small groups to discuss their teaching goals and challenges, where they have a chance to give and receive feedback on their ideas and teaching practice.
Over time, not only do their teaching skills develop; many of their previously held beliefs about teaching and learning also change. This was reflected in the latest group’s answers when we asked: “What words of wisdom would you like to pass on to the next course participants?”
Prof. Dr Simone Schürle-Finke responded with this gem:
“Less content might result in more learning. I feel it is one of the hardest aspects of teaching – and I’m still learning, since as passionate scientists we want to tell and teach the students everything. But instead we should shift focus to enable them and give them the tools to learn by themselves, to feel ownership of their knowledge, to critically think and be motivated for self-learning.”
Interested? The next “Teaching at ETH” programme starts in January 2020. Read more.
(English below) Lehrende können die Dashboard-Bilder ihrer eigenen Kurse selber ändern. Dies lässt sich einfach umsetzen und hilft Studierenden und Lehrenden, ihre Kurse schneller zu finden. Darüber hinaus wird das Dashboard durch individuelle Bilder visuell ansprechender.
Wählen Sie ein Bild, für welches Sie die Copyright-Rechte besitzen oder eines das frei verfügbar ist. Bitte beachten Sie ausserdem, dass die Bilder auf unterschiedlichen Geräten unterschiedlich dargestellt werden. Wählen Sie also ein passendes Motiv.
Ändern Sie die Dateigrösse des Bildes auf ca. 100 KB. Ideal ist das png-Format.
Stellen Sie sicher, dass die Höhe des Bildes 112 Pixel und die Breite nicht mehr als 350 Pixel betragen.
Laden Sie das Bild hoch, indem Sie beim Zahnradsymbol «Einstellungen» wählen, scrollen Sie runter bis zum Feld «Kursbild». Laden Sie die Bilddatei hoch und speichern Sie danach Ihre Änderungen.
Das Bild wird nun im Dashboard und in den Kursinfos angezeigt.
Customise dashboard images in Moodle
can change the dashboard pictures of their own Moodle courses. This is quick to
do, helps students as well as teachers find their courses faster and brightens
up the dashboards with individualised images.
Select a picture for which you own
the copyright, or which is publicly available. (Please keep in mind, pictures
are displayed differently on every screen, therefore consider selecting an
Resize the image so that it is roughly
100 KB. Ideally use png format.
Ensure the dimensions of your
picture are 112 px tall by no more than 350 pixels wide.
Upload the picture by selecting the
cogwheel in your course, select “edit settings”, then scroll down until you see
the field for “course image”. Upload your file and save.
It will now be displayed on the dashboard of everyone who is enrolled in this course.
While this did increase awareness of the potential of involving students in educational innovation and sparked valuable discussions at ETH, the actual projects and ideas of students did not come to fruition as had originally been hoped. Supporting the students would have required more resources than were available and placed a high burden of work on the (already very busy) students.
Therefore it was decided not to continue Student Innovedum in 2019. Instead, it is our intention to continue the discussion with students, the Teaching Commission and the Rector of ETH in order to decide how to best honour the original request of integrating students in educational innovation.
A working group will be looking at the latest literature and other inspiring examples from around the world to consider ways of engaging students more deeply and in more meaningful ways in funded educational innovation projects at ETH.
We are still at the beginning of this process but would like to take this opportunity to thank all the people who helped make Student Innovedum happen. This includes the wonderful staff at the Student Project House, the Rector Prof. Dr. Sarah Springmann, Vice-rector Prof. Dr. Andreas Vaterlaus, the members of the Teaching Commission, staff at LET and of course all the students who participated and poured so much passion into the process. Thank you to all and watch this space!
100 Days at ETH. An interview with Dr. Gerd Kortemeyer
The new Director of LET, the unit for Educational Development and Technology at ETH, has been at his post for 100 days. We sat down with Dr. Gerd Kortemeyer to find out more about him as a person and his first impressions of Switzerland, ETH and his new role.
We have read your official profile of course, but what would you like to tell us about yourself that might not have been in the profile? How do you spend your time outside of work?
At the moment: watching too
much TV and communicating with my family back in the States and in Munich. As I
am still starting out here, I am usually exhausted at the end of a work day.
What I would like to do is spend more time in nature and taking photos –
photography has been my hobby ever since the days of darkrooms. I have nice
photo gear (Nikon if anybody cares) which currently just sits around collecting
dust. In the States, I used to volunteer for homeless charities by documenting
fundraising events and doing keepsake portraiture for homeless families. I was also
active in our church, taking care of the audiovisual equipment. Lastly, I
started a collaboration with a Tanzanian university of science and technology,
and I would like to pick that up again when I have more time and energy.
small things make your day better?
Coffee. Good food. Walking. I
am not an athlete, but I like walking long distances in nature or around a
beautiful city like Zurich. I like living within walking distance of my
workplace and enjoy the time walking to and from work for processing my day.
you wish your brain was better at doing?
Sitting in one place and
thinking. I am more of a “migrant worker with a laptop.” When I have a big
project, I often have to walk around while thinking. I camp out at random desks
or coffee shops – I work well on the road traveling, but cannot think well
sitting at my desk.
has been both positive and challenging about your move to Switzerland?
Where do I start with
positive impressions; there have been so many. I love how friendly people are. Zurich
is both very Swiss and internationally colorful, a large city that feels like a
village – just an amazing mixture. And nature is incredible. Even after 100
days in Zurich, every time when I come off Seilbahn Rigiblick and see the
panorama, I still go “wow!”.
My greatest challenge is clearly the language! I am not very good with languages, as failed attempts learning French, Russian, and Hebrew prove. Even in English, after 25 years in the USA, I have such a strong German accent that people recognise where I am from after hearing three words. I hope to be able to understand Swiss German more in the foreseeable future.
about your first impressions of ETH and LET?
Immediate impressions: It’s large
and confusing but my colleagues are very welcoming (thank you!) and are clearly
educators at heart. They immediately took it upon themselves to spend a lot of
time and effort educating me through a whole curriculum of introductions to the
wide spectrum of LET’s activities.
your understanding of LET deepened over the last few months?
My impressions after 100
days: it’s still large and confusing. No, seriously, the thing I most had to
wrap my mind around is the unique “matrix structure” at LET which enables collaboration
across the various teams. Many of my colleagues have told me that they enjoy
the variety of their tasks and the collaborative spirit that exists here to
solve problems. I came to appreciate how people just work together across the
different groups. I also appreciate the level of professionalism and expertise;
it’s humbling, and I can only hope to be a good enabler.
LET good at and you hope will never change?
The work of LET is not easy.
Due to the wide spectrum of activities, it is hard to communicate to the
outside what we do and what expertise we have. Outside stresses could easily
lead to internal problems, but I have the impression that that’s not the case.
I am so glad that we seem to have a genuine collaborative spirit, which I hope never
you see as areas of great potential?
We need to be out there at
ETH and find more ways of working alongside all groups of stakeholders. LET can
walk with different groups of stakeholders and facilitate connections between
I make the assumption that
across the institution all of us deeply care about student learning, or we
would work elsewhere. We might disagree how to best accomplish that, but this is
where systematic research and gathering of evidence come into play. How? We
also deeply care about facts and data, or, again, we would work elsewhere.
Fostering the scholarship of teaching and learning is very high on my agenda as
is working with faculty and other stakeholders across the institution. LET is a
service unit, and this service should include guidance, assistance, and
facilitation of educational research within the departments, including the dissemination
of those results.
In addition to the strong expertise we have in the science of learning, we have a strong IT group with creative people, and we are dedicated to fostering innovation. The synergy among them enables practical and applied initiatives as well as the implementation of evidence-based solutions and products. We have the right people and are at the right institution to be a global leader in the systemic approach to the development of next generation tools for teaching and learning. These initiatives can include collaborators all across ETH, and in its unique position, LET can facilitate collaboration.
observations have you been able to make about the field of educational development
and technology in Switzerland as compared to the USA?
As you know, I come from a
background of physics education research. In the States, Discipline-Based
Educational Research (“DBER”) has turned into a “thing.” This “thing” does not
really exist in Europe, partly due to a fundamentally different understanding
of what university education is about, as well as different understandings of
the roles of students and instructors. A lot of what we teach in our workshops
in terms of teaching strategies thus far has been imported from the States, and
I believe it’s time to develop our own European variety of DBER.
Educational Technology plays in a central role in teaching and learning in the States, as flipped, blended, hybrid, and online teaching venues have become mainstream. Thus, technology platforms have become mission-critical. We are not yet at that point in Europe (online exams being a big exception where we are at the cutting edge), but I would like to work on next-generation platforms to scale our efforts and keep up with the inevitable digitalisation of teaching and learning.
ETH will host this year’s Swiss Faculty Development Network’s (SFDN) annual conference on 22 February 2019. SFDN is the professional association of faculty developers in Switzerland. Its main objective is to “build up the teaching and learning capacity in higher education institutions in Switzerland.” LET, the ETH unit for Educational Development and Technology, has been a member for many years.
The SFDN annual conference is where people involved in higher education from all around the country meet, present examples of their practice and discuss their conclusions for student learning. The title of this year’s conference is “How research on learning contributes to university teaching practice” and is intended to stimulate discussion on how robust investigations are needed to evaluate the effectiveness of teaching practices.
Prof. Dr. Springman, ETH Rector will welcome participants and Prof. Dr. Manu Kapur, Chair of Learning Sciences and Higher Education at ETH Zurich will present the keynote address on the topic of: “From the Science of Learning to the Design of Learning ”.