Tag: Innovedum

New ideas for Innovedum, the ETH innovative teaching fund

With the Innovedum Fund, ETH has an extremely successful instrument for promoting innovative teaching, especially with regard to community building (cf. Reinhardt, Korner, Walter, 2019). Topics such as student engagement (Healey, Flint & Harrington, 2014) and Scholarship of Teaching and Learning (Martensson & Roxa, 2015) are increasingly being considered globally as an important part of educational development activities. With this in mind, the Innovedum application process became the focus of a rethink and revision in 2020. The application process was updated to a webform and new criteria were included in the application process. These were; inclusion of the student perspective, dissemination of Innovedum projects results and communication. 

Inclusion of the student perspective in the project design and the planned project implementation

To encourage future applicants to take the student perspective into account, a new question was added to the application form. This is to meet the express wish of the Rector to further student perspectives and involvement when developing projects that innovate teaching and learning at ETH. Since the purpose of Innovedum is to have a positive effect on teaching and learning, it is important that the opportunity to include students in the application process is available:

Student Involvement: Describe whether and how students were involved in the preparation and review of this project application. How will students be involved in project implementation?

This question provides the project applicant with the freedom to decide if and how students can be involved in a possible project, while also pointing out easy steps how this could be done. 

Dissemination of Innovedum Projects: Spreading good Teaching and Learning at ETH

Currently there is a public project database and various community events (Refresh TeachingLearning and Teaching Fair) where Innovedum projects are made visible. To compliment this an explicit expectation to systematically reflect on the effectiveness of Innovedum projects is now also part of the application and reporting process. Applicants are now encouraged to consider the impact the project will have on teaching and learning and therefore develop a coherent evaluation strategy from the beginning.

Evaluation strategy: Describe the evaluation strategy you will use to check achievement of project goals and effects on teaching. What approaches will you use? Are you planning measures for identifying interim results? If so, how will these results flow back into the project?

For help with designing an evaluation strategy apropriate lecturers can always contact their LSPs or LET.  

Project communication: Making project insights visible

Taking the findings made during the evaluation and sharing them with others will make it easier for new applicants to profit from the lessons others have learned and increase the quality of their own applications. Ultimately a clearer picture of how innovation in teaching in learning works at ETH will emerge and flow back in to educational development as a whole. 

Project communication: How do you plan to publicise and document the progress of the project? What form will the final report for the Innovedum project database take? How will you disseminate project results?

There are a multitude of spaces both at ETH and beyond where results and experiences can be shared. At ETH the following spaces are available:

  • LET-Blog. The blog is a place where effective and innovative teaching is featured as well as general projects and activities relating to teaching and learning. www.blogs.ethz.ch/letblog 
  • Refresh Teaching. A lunch-time seminar series where lecturers share and discuss their innovations in teaching.  www.refreshteaching.ethz.ch
  • Innoview and Competence view are two different dynamic websites which respectively feature innovative teaching projects or projects where cross-disciplinary competencies are explicitly fostered.  
  • Learning and Teaching Journal. The Journal publishes discussion as well as systematic reflections regarding discipline specific contributions.

Please contact LET (beratung@let.ethz.ch) if you want to share your teaching project in one of these spaces. Any kind of projects are welcome, funded and non-funded.

Beyond ETH there are frequent conferences where teaching staff are welcome to present such projects. The Swiss Faculty Development Network hosts an annual conference of this nature and scholarship of teaching and learning (SoTL) conferences are also a great opportunity.

The Education Developer in your Departement (https://ethz.ch/en/the-eth-zurich/education/educational-development/netzwerk-lehrspezialisten.html) can advise and support the communication of your project.

You can find further information on the Innovedum website or contact the Innovedum office. Applications deadlines for focal and teaching projects are March 1st and October 1st every year.  

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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 OSTEM Education

Three faces of students look at the camera. First a blond white woman with glasses and a white flower in her hair, next a young white man with a serious look on his face, next a young white man with glasses who is smiling.
Medea Fux, Adrian Süess und Patrick Althaus.
Die drei Hauptpersonen

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.

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Learning from 18 years of fostering Teaching and Learning innovation

For more than 18 years, ETH has consistently been fostering Teaching and Learning (T&L) innovation through funding provided by Innovedum*. The funded projects have helped to transform teaching practices sustainably both in individual courses and curricula. But what else have we learned from it?

To find answers the Innovation management group at LET has reflected on how this innovation process has evolved. We evaluated 15 years of data and arrived at two key findings. The first is that community building activities (such as our lunchtime seminars and the Learning and Teaching Fair) have become the basis for fostering T&L innovation at ETH. These activities bring together project leaders, faculty members, educational developers and policymakers and provide a platform for teaching staff to share information and insights gleaned from their projects. These events are driven by the concept of Scholarship of Teaching and Learning (SoTL) which aims for systematic reflections on how individual teaching interventions and innovation projects improve student learning. We will continue on this path.

The second finding is that involving students in the innovation cycle has remained a major challenge. Innovedum has experimented with different approaches (e.g. Student Innovedum), but the adoption of students’ ideas within the university has proven to be difficult. So we have started a new project with the teaching commission, an advisory body of the Executive Board, looking at ways that students can be better integrated in the process. First results are expected to be implemented in the Innovedum project cycle in Spring 2020.

For a closer look, please check out the paper which was presented at the EdMedia conference in Amsterdam in July 2019.

Also, if you are an ETH faculty member, we invite you to the Refresh Teaching series, one of the community building activities mentioned above.

*Innovedum is a brand established by the Rector including project funding and community building activities open to all stakeholders of T&L. www.innovedum.ethz.ch

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Learning and Teaching Fair 2018

Dr. Oded Zilberberg and Dr. Dieter Wüest using a HoloLens

This year the first Learning and Teaching Fair took place at ETH Zurich on Wednesday, 14 November 2018. The Learning and Teaching Fair 2018 was the most comprehensive internal event on learning and teaching at ETH so far and the hard work and creative teaching of lecturers was placed firmly in the spotlight. By building on the previous successes of the annual Innovedum events, a wide community of around 180 engaged individuals were able to come together for discussion, feedback and inspiration on the topic of student learning.

Photo: Heidi Hostettler

Participants, presenters and exhibition stands

In total 25 different posters featuring innovative teaching and learning projects were exhibited. The topics of the posters were wide-ranging but all of them featured innovative approaches to teaching and learning. Some of the projects included a Hololens or Virtual Reality demonstration. Others focused on specific didactic techniques, such as flipped classroom and peer-review. (A full list of the posters can be found in the exhibition guide.) Many of the projects featured were made possible with grants made through the Innovedum fund, a special fund which the Rector, Dr. Sarah Springman, presides over. Prof. Andreas Vaterlaus, Vice-Rector for Curriculum Development, provided insight and advice into how teaching staff can access this funding for innovative projects.

The Proceedings of the Learning & Teaching Fair were published in the special edition and first issue of the ETH Learning & Teaching Journal. The Proceedings contain summaries of the projects exhibited at the Fair and for selected projects, details concerning their implementation at ETH and analyses in view of promoting student learning. The ETH Learning & Teaching journal is also available as an open online journal at www.learningteaching.ethz.ch. It will release two issues a year and extend calls for contributions to all persons involved in learning and teaching at ETH.

Photo: Heidi Hostettler

Food for thought

The guest keynote speaker, Prof. Jörn Loviscach, Professor of Technical Mathematics and Computer Engineering at the Bielefeld University of Applied Sciences provided a critical overview of the impact that digital technology can have in the classroom. He recommended staying flexible and introducing promising learning technology thoughtfully. Prof. Sarah Springman echoed this theme by reminding the audience of the importance to continuously adapt education. In a world that is increasingly volatile, uncertain, complex and ambiguous, (what she referred to as the VUCA world) teaching staff need to be able to prepare students for the unknowable. Without ongoing innovation, education runs the risk of teaching outdated concepts using outdated methods.

Photo: Heidi Hostettler

Student powered innovation

A group of students were invited to present their own ideas for innovation related to teaching and learning. Their ideas were developed using a human-centered, rapid-prototyping method. A strong theme that emerged from their ideas, was the need not only to increase interdisciplinarity, but to make it easier to do so. (A summary of the students’ projects can be found on the Student Innovedum webpage.)

Photo: Heidi Hostettler

The purpose of the event was not only to present different approaches to learning and teaching, but also to provide an environment where reflection on the effectiveness of those approaches is most welcome. This attracted teaching staff, students and educational developers from all the departments at ETH. By bringing together people who are passionate about innovative and effective teaching, important conversations were sparked and the event organisers were able to feel proud of a job well done.

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