Reflecting on emergency remote teaching – Part 2 (Online event)

Date and time: June 24th 2020, 12:15 – 13:15
Location: Online Event

Reflecting on emergency remote teaching – what should remain and what should change for HS20 (Online event)

We cordially invite you to this virtual Refresh Teaching event. This will take place using Zoom, an online videoconferencing system (more information about Zoom below).

Zoom Meeting room:

In this event we will look towards the upcoming semester and discuss which online teaching practices should remain and how they may be improved considering the uncertainty of the future classroom context. Some lecturers will be teaching fully or partially online for the first time. At this culminating event we have invited the presenters from the recent past Refresh Teaching events to share their ideas and plans for the coming semester.

To guide the conversation we want to primarily focus on two questions:

  • Which parts of your teaching would you like to move back in to a classroom context and what are your reasons for this?
  • Which parts of your teaching would you like to keep online and for what reasons?

Join us for these important discussions that will help summarise an extraordinary semester.


Recording of the event

Presenters of the todays event

Chat protocoll of the event

Von sarah springman : I am enormously grateful to all of you on behalf of the SL – fascinated to hear your evidence – we are relying on all of you for next semester, which I am sure will be a challenge for everyone. We will be writing to all of you tomorrow with News of how we hope to manage Things in HS2020 and the Tandem between Department – lecturers and centrally
Von Karin Brown : Thank you for your comment Sarah!
Von sarah springman : huge shout out to to the educational specialists. Alas I have to leave now…. SL Kriesenstab! Have fun.
Von Viviane Tinner : Is someone familiar with how Excursions and Practical courses might work if a second wave happens?
Von Karin Brown : @Viviane, have you seen the website that describes some ideas?
Von Viviane Tinner : @Karin, I haven’t, wich one is it?
Von Karin Brown :
Von Viviane Tinner : Ah thanks a lot! 🙂 I will have a look!
Von Urs Brändle : @Ulrich: the pointer Thing can be solved with Special pointing devices that connect to USB and move the mouse pointer on the slide.
Von Thomas Gross : To U Genick: depends on where you lecture. For my lectures, I use an annotator and MMS records me and/or the annotated slides.
Von Karin Brown : @Viviane, feedback on the website is welcome!
Von Viviane Tinner : @Ulrich Genick, I was surprised to hear, that it takes so long to upload the video lectures. What does this include? Do you need to edit the video etc and then upload it? Thanks for sharing!
Von Urs Brändle : @Viviane: contrary to last Semester, practica and excursions already take at least some of the social distancing rules into account. So some increase in cases may still not shut down these activities.
Von Arthur Braunschweig : Re Roger’s 1st comment: Which Moodle element allows for integrated interactive Elements? Thx for a “pointer”.
Von Viviane Tinner : @Urs, ah great to hear that! And that’s true, one can better social distance in excursions and practica than in a full classroom where you sit next to another.
Von Ulrich Genick : @vivian The 1 hour for making the videos available includes the time to cut the video make a starting screen for it and then export the video out of camtasia.
Von Karin Brown : @Arthur, Roger specifically used IVS (Interactive Video Suite)
Von Roger Gassert : Hi Arthur, it‘s called interactive video suite, and your goto Person is Pascal Schmidt at the LET (I believe he is also here)
Von Arthur Braunschweig : Thx, Roger&Karin.
Von Katrin Wolf : @ Arthur, here is a link with further information:
1Von Ulrich Genick : @ Urs Thanks for the point about the pointer. Yes, these virtual pointers should show up on the screen and should therefore be recored by the standard ETH-Media Service recording setup.
Von Arthur Braunschweig : Re Corentin’s comment: Recoreded and stored lectures raise numerous Qs, such as
1: are they stored indefinitely?
2: Who will have access in the future?
3: Can they be downloaded and possibly develop a life of their own? Are there copyright issues?
4: There often are stable basic elements, and changing Elements. How to set up? (I’d have to record accordingly, but am not prepared for this yet.)
Von Viviane Tinner : @Ulrich Genick, thanks for sharing your experience
Von Ulrich Genick : @ Arthur
Von Bernhard Wehrli : Is LET planning any workshops to train teaching assistants for their new roles?
Von Ulrich Genick : About videos potentially developing a life of their own. This is a potential problem for all multimedia material. Students could, and do sometimes record videos of lecturers in the classroom. Since we cannot prevent lecture content from getting out, my approach would be to be proactive and try to make the material available on my own terms.
Von Karin Brown : @Berhard, yes we are. What specifically do you think we need to ensure is included?
Von Arthur Braunschweig : @Manuel: I couldn’t disagree more. Ambiance, trust, sympathy all have a major influence on the learning effectivity. Few people (though probably above average at tech Schools … 😉 …) will learn like robots.
Von Urs Brändle : @Ulrike: In our Applied Statistics course, female students performed even better than last year. The course format however is very much exercise oriented, with 1:1 coaching sessions available.
Von Kurt Hanselmann : Assuming that online will stay, at least partially, does anyone have suggestions on how to introduce first semester undergraduate students who will join ETH in the fall to online LEARNING? What are key elements to introduce them effectively?
They come from different high school teaching environments, matura types and might or might not have experienced online learning. We can assume all are familiar with using digital communication.
But also, others – students as well as teachers – might belong to “risk groups”.
Von Arthur Braunschweig : 🙂
Von Karin Brown : @Kurt, that is an excellent question. We should not assume that students will just know how to navigate the online environment.
Von Manuel Zeyen : @Arthur: True, but it depends on the circumstances. I think it’s about activating them, and it’s nice if at the same time you have fun, but in our case, most people don’t have fun learning what they have to. So now you have to think how you still keep them engaged. And this can be achieved with good learning materials, and in my opinion less with the personal contact.
Von Ulrike Lohmann : @Corentin: could you please point me to the study that you just referred to?
Von Corentin Pfister :
Von Ulrike Lohmann : @Corentin: thanks!
Von Bublu Thakur-Weigold : We had a teaching assistant who collected questions and comments and then moderated the Q&A
Von Bublu Thakur-Weigold : That was very effective.
Von Manuel Zeyen : @Ulrich: This was one of the nice features of our pair teaching. So I would really advocate to have at least a couple of excecise classes per course given in this pair teaching format with 2 assistants and 2 merged groups
Von Arthur Braunschweig : Re Felix: private Chat may have positive aspects. Does it also have negative aspects?
Von Roger Gassert : I also feel allowing an option for students to ask questions anonymously (but still with the questions and answers being visible to all) could help promote questions and discussion
Von Arthur Braunschweig : @Manuel: Good study material is Always important! I couldn’t but agree 🙂
Von Bernhard Wehrli : Thanks and hope you continue this series.
Von Viviane Tinner : Thanks for everything to everyone! 🙂
Von Felix Stöger : Technically, I could see the negative aspect of not being able to discuss with peers. Though, as the lectures/exercises usually don’t allow much time for students to discuss in private, I believe that not many peers would answer to questions in the chat anyways
Von Felix Stöger : Also, the workload for the lecturer may be higher due to duplicate questions, though it didn’t seem to be an issue.
Von Karin Brown : Share your ideas!
Von Anett Hofmann : In regard to the gender issue that was raised (i.e. female students participation lower in Zoom meetings or female students receiving lower grades this semester): I did not experience this gender difference in my BSc class of 56 students and would propose to question if this is really a gender issue or rather related to preferred learning environment and learning style of students. In my class several students voiced that they cannot manage to stay attentive during so many Zoom classes in a row all day and that they get tired of these sessions.
Von Linn Borgen Nilsen : Thank you everyone!!
Von Julia Kehl : Ideas and wishes to: