Category Archives: 2020

Online whiteboards for effective collaboration – different tools in practice

Whiteboards are an integral part of teaching. However, the use of online whiteboards only recently was pushed into spotlight. Several technical solutions compete for the market and with the sudden move to online teaching settings, many different applications have emerged. Each solutions caters to different teaching scenarios. In this Refresh Teaching event, we will hear from ETH faculty about several application scenarios and settings.

Zoom Meeting room:

Time: Thursday January 14th 2021 , 12:15-13:15


  • Prof. Dr. Tobias Luthe (D-BAUG), IRL-PLUS – Systemic Design Labs, Professor at The Oslo School of Architecture and Design (AHO), presents experiences from virtual teaching with Miro and Padlet, together with some further participative online tools. Miro is used both as co-design systems mapping board, as schedule course organizer, and as data repository. Padlet is used as low-threshold participative “pin board” and data repository. Both are part of “virtually nudged physical outdoor learning” didactics.
  • Prof. Dr. Ralf Hiptmair Professor at D-MATH, ETHZ, regularly teaching courses and seminars in the field of computational mathematics.
    He uses AWWAPP (A web whiteboard, for small-scale teaching in the framework of student seminars and student thesis supervision and for scientific discussions with international collaborators.
  • Dr. Michèle Gmünden (D-GESS), is a senior researcher in the Think Tank at the Center for Security Studies (D-GESS) and used Jamboard for group work in an interactive seminar to raise awareness for the dual-use dilemma in the life-sciences. Jamboard is very easy to use and similar to a classical flipchart: everyone can modify the document and changes become immediately visible.
  • Hannes Mayer (D-Arch), will present KNOW, a browser-integrated online tool for interactive learning in large groups and with different media. KNOW makes any work directly visible for everyone in real time. It creates a platform for debate and serves as an archiving and publishing tool. Know places strong emphasis on simplicity and graphic design distinguishing it from available managerial tools. The focus is on content and knowledge production. The idea for KNOW derived from an interdisciplinary seminar taught by the philosopher Norman Sieroka (D-GESS) and the architect Hannes Mayer (D-ARCH). KNOW was supported by an ETH Innovedum grant and is hosted by ETH Zurich.
  • Dr. Ulrich Genick (D-BIOL), presents the use of Google Slide for collaboration among students.Google Slide was used as an easy-to-implement “whiteboard”-style tool for short in-class exercises (5-10 min each) in a Zoom-taught lecture with approx. 70 students. The idea behind these exercises was to let students “experience” key concepts implicitly before explaining them explicitly. Google Slide allows students to work on problems individually or in small groups, lets the teacher observe and give feedback to students during the exercise and allows the sharing and discussion of solutions after the exercise.
  • Katrin Wolf and Urs Brändle have used PowerPoint365 slides as a virtual replacement for FlipCharts in a “Problem Based Learning”-Session with First Semester Students of Food and Agricultural Sciences. Web-based like Google Slides, PowerPoint 365 comes with nethz-Login, Desktop sync and the possibility to monitor student activities.

Recording of the event

Link to the Zoom-Recording

Presentation Tobias Luthe – Miro and Padlet

Miro whiteboard:

Presentation Ralf Hiptmair – AWWAPP


Presentation Michèle Gemünden – Google Jamboard


Presentation Hannes Mayer – Know


Presentation Ulrich Genick – Google Slide

Google Slide:

Presentation Urs Brändle and Katrin Wolf


Whiteboard Tool provided by Provided ISG / D-ARCH (ETH): Collaboard

Collaboard is an online whiteboard solution for real-time collaboration and is a product from Switzerland. (choose ADFS and login with your AAI-credentials), hosted at ETH Zürich.

More Information about Collaboard from ISG/D-ARCH :

Comparison of the tools presented

Follows soon…

Chat protocoll

Von Katrin Wolf an Alle :
Von Julia Kehl an Alle :
Von Julia Kehl an Alle :
Von Arthur Braunschweig an Alle : Miro: Do we see “various Whiteboards” on “one Whiteboard”?
Von Saverio Bolognani an Alle : @Tobias: do students need to create an account to use these tools? If yes, do you know how intrusive that is in terms of notifications, emails, etc? Were all the students OK with that?
Von Judit L. an Alle : Are the mindmaps and similar part of miro / padlet or do you use other programs?
Von Arthur Braunschweig an Alle : Please forgive this stupid question: Do you have ex perience on how does one relate These cool interactive Tools with examination content?
Von Tobias Luthe an Alle : @Arthur this was just one whiteboard for the Oslo course. The Padlet was the Freiburg course.
Von Gunnar Schwarz an Alle : general question: what about data safty? some courses may include „semi public“ data or „ETH internal research data“
Von Arthur Braunschweig an Alle : @tobias: I meant the structure of miro. It looks like multiple Whiteboards, all shown on a head Whiteboard. Is this a correct description?
Von Julia Kehl an Alle :
Von Ulrich Genick an Alle : does only one person need to buy the AWWAP license or does every participant in the class have to purchase one.
Von Tobias Luthe an Alle : @Saverio students need to create a profile, but one could even use an „anonymous“ profile if wanted. One can switch off any notifications for not getting disturbed. All students were ok with this, it really can be used as a tool to visit when you want, but it doesn’t bother you if switched off.
Von Ralf Hiptmair an Alle :
Von Tobias Luthe an Alle : @Arthur Miro has one huge white space. You can develop different „sub whiteboards“ and even make some private or lock them.
Von Beatrice Krause an Alle : A general question: What’s about the data privacy? Could we use all Tools at the ETH, which today presented?
Von Pascal Schmidt an Alle : Dear Gunnar – 1. it is the responsibility of the teachers to clarify whether the tool they use complies with the ETH data protection guidelines.

  1. ETH (ID, LET) offers a number of (comparable) collaborative tools that are compliant with data protection. These tools should be the first choice.
  2. Students cannot be required to use tools outside the ETH range for courses or exercises if they do not want to do so because of data protection.
    Von Tobias Luthe an Alle : My experience is that, if used wisely, students are very happy to engage in this case. Any „delicate“ data such as interview raw data etc would be handled separately, e.g. password protected on Uni server etc.
    Von Gunnar Schwarz an Alle : thanks!
    Von Pascal Schmidt an Alle : Thank you Tobias for the comment
    Von Arthur Braunschweig an Alle : Awwapp in exams: All students Need to have same rules. So either all or none may use a tab, right?
    Von Beatrice Krause an Alle : @Pascal: Thanks! Is there a list of the tools, which the ETH (LET) offers?
    1Von Pascal Schmidt an Alle : @Beatrice: This is the site of Tools offered by LET, but ID offers many more:
    Von Pascal Schmidt an Alle : PS: we will mention more at the end of the event
    Von Sarah Shephard an Alle : @Tobias: Can you write “by hand” on Miro too?
    Von Beatrice Krause an Alle : @Pascal: Great! Thanks!
    Von Tobias Luthe an Alle : in Miro, we worked with 60+ conference participants on a couple of different tasks with sub-whiteboard fields. If lost on a large board with many people, one can always either „collect“ all participants with a click and „center“ them where you/teacher’s cursor is, or you can click on any one’s profile icon and automatically get carried to this person’s position. Very convenient for not getting lost and organize larger group processes.
    12:49:15 Von Ulrike Lohmann an Alle : @Ralf: Is AWWAPP superior to the zoom whiteboard in your opinion? To me it looks like that they have similar functionality – or am I missing something?
    Von Julia Kehl an Alle :
    Von Ralf Hiptmair an Alle : AWWAPP has many more tool, also allows you to save the contents, and include graphics/PDFs.
    Von Ulrich Genick an Alle : @michele with jamboard we found that the number of individuals who can work on one jamboard is limited. And this limit seems to vary from day to day. In one case we were not able to have more than 25 participants at a time. Have you experienced this and do you know a solution?
    12:58:03 Von Roger Gassert an Alle : @Michèle: we’ve been using Mural quite a bit and been very happy with it. Do you know Mural and can you compare it to Jamboard?
    Von Michèle Gemünden an Alle : @ulrich That’s interesting to know! No, we did not experience this problem, as we did not have so many people in our course. But it’s very helpful to consider this limit.
    Von Philip Barth an Alle :
    Von Michèle Gemünden an Alle : @Roger: I had a look at Mural when I looked for a tool. Don’t you need an account for everyone? Or at least one payed account? What is your experience with that?
    Von Tobias Luthe an Alle : @Hannes students/people w/o ETH email address can or cannot access/view this Know board?
    Von Urs Brändle an Alle : @Hannes: can you use a pen?
    Von Roger Gassert an Alle : @Michèle: I’ve always used it via a link provided by the student who set it up, so it’s at most one license. I’m guessing he has an account, but don’t know if he had to pay for it – I‘ll follow up on this.
    Von Hannes Mayer an Alle : @yes, there is basic pen function which works very well if you use a Wacom bamboo pad
    Von Michèle Gemünden an Alle : @Roger: Thank you, would be interesting to know!
    Von Hannes Mayer an Alle : @Tobias: currently it is restricted to staff/students at ETH with address. However, we are working on a version for the general public. to be launched soon.
    Von Beatrice Krause an Alle : Thanks you very much, I have to go. Have a nice afternoon.
    Von Christian Sailer an Alle : Students were able to delete the slides!?
    Von Julia Kehl an Alle : Collaboard is an online whiteboard solution for real-time collaboration and is a product from Switzerland.
    Von Julia Kehl an Alle : 28.1: Diversity and Inclusion in Teaching and Learning
    11.2: Conducting studies for evidence-based teaching
    25.2: Oral exams
    Von Arthur Braunschweig an Alle : can you remind the blog adress?
    Von Philip Barth an Alle :
    Von Pascal Schmidt an Alle :
    Von Hannes Andres Gamper an Alle : THANKS

Student wellbeing

How lecturers can recognise and support student needs

Student wellbeing is an ongoing issue within education at all levels. The recent health crisis has not only increased the pressures on student wellbeing but also raised our collective awareness of this topic. We have invited lecturers, students and university employees to join us for an open and honest conversation about the state of student wellbeing at ETH and the importance of the small, but vital role lecturers play in supporting students.

Zoom Meeting room:

Time: Thursday Dezember 3rd , 12:15-13:15


Barbara Koch-Kiennast and Regula Spaar from Student Services (StS) will give a short definition of mental health and talk about the main issues ETH students are confronted with in their studying now. The current situation challenges all of us and our students in their daily live. The wellbeing and mental health is essential for studying successfully. Additionally they will share their experience with the students in our counselling’s with the audience and how the service of Counselling and Coaching, support them on the individual side.

Stella Harper studies System-oriented Natural Sciences at ETH  and is a member of the VSETH Executive Board responsible for university politics. She will present the VSETH’s wiegETHs survey at the event. In this survey students were asked about their general wellbeing, mental health and their experiences with discrimination and misconduct. Stella will give us an insight into the results of the survey and will report on how these issues are now being addressed.

Dr. Johannes Meuer is a lecturer at D-MTEC, he is teaching a course at the master and doctoral level on corporate sustainability and research methods. His teaching is highly interactive and and uses many different teaching methods such as flipped-classroom designs, case studies, and teamwork exercises but also e-learning modules and videos. He usually teaches groups of around 30 students though this year and is also involved in a large lecture with 180-200 students. Johannes states: “Teaching virtually during COVID is already quite intense but one of the most difficult aspects is that it’s a lot more difficult to relate to students and to be aware of how well, or not so well, they are doing.”

PD Dr. Nadja El Kassar is a lecturer in philosophy teaching seminars in the Science in Perspective (SiP) programme (e.g. Philosophy of Algorithms). The seminars are not too big and so it is possible for all participants to be in direct communication during the sessions. Nadja believes that student wellbeing is central to the success of any seminar. Being sensitive to the atmosphere in class, being available for low-threshold conversations before and after class, making sure that the classroom set-up is conducive to equalinteraction – these are crucial steps towards a productive seminar. 

Mark Tibbitt is an Assistant Professor in D-MAVT and he teaches a course at the BSc/MSc level on polymer physics and polymer network engineering as well as some practical lab courses. Mark aims to create a relaxed and welcoming atmosphere in the classroom where students can feel comfortable working together and with the lecturer to tackle the challenging learning goals in community.


Zoom Recording of the event


Online Co-teaching

How to Co-Teach during distance learning

With the renewed move of all lectures to virtual classes, online teaching is again the standard. How do ETH faculty deal with this move if they teach a lecture in a team or group of faculty? We will hear from several ETH faculty how they organized themselves in online co-teaching settings.

Zoom Meeting room:

Time: Thursday November 19th , 12:15-13:15


  • Dr. Rafael Libanori, Tommaso Magrini and Marco Binelli (D-MATL) report on how guided discussions in flipped-classroom activities can be enhanced by using co-teaching strategies in a virtual class environment. The course on Bioinspired Active and Adaptive Materials is comprised of classroom discussions that are designed to cover the topic of each class. In their talk, the presenters will highlight how co-preparation and coordination between the teaching instructors are key to organize and provide structure to the discussions, leading the students in the direction of consolidating the knowledge and fulfilling the learning objectives of the course.
  • Dr. Amr Elsawy (D-ARCH) teaches The Integrated Design Project (IDP) with Prof. Arno Schlueter (Chair of Architecture and Building Systems). This course allows architecture and engineering students to work collaboratively on urban and architectural concepts integrating aspects of energy, sustainability and building technologies. In HS 2019, the IDP collaborated with Studio Boltshauser and brought students from two different programs (MIBS and Architecture) to work together on a common project. The two chairs involved, i.e. Architecture and Building Systems (A/S) and Prof. Boltshauser, worked closely together not only during the critiques and final grading but also on designing the entire program. The presenter will highlight aspects of preparation, use of technology, and collaboration, as well as reflect on the importance of establishing a network of communication between the various stakeholders (e.g., staff-staff, staff-students, students-staff, and students-students).
  • Dr. Susanne Hanger-Kopp teaches Climate Policy together with Prof. Anthony Patt and teaching assistants Janna Hoppe and Valentin Tippmann. This semesters challenges involve easing in a largely new team, switching between hybrid and fully-virtual settings, and experimenting with the input and discussion based sections of the course.

Recording of the event

Recording of the Zoom-event



Video in teaching – better than text and images?

Getting the best out of a popular medium

Video as a learning medium is enormously widespread and offers great potential for university teaching. More and more teachers at ETH use video in different formats and contexts to do justice to the popularity of the medium and the opportunities for effective learning.
In this event the presenters will show different approaches how video adds value to their courses and student learning. Examples of effective use of video are animations, interactive videos, lecture videos, open educational resources and videos created by students.

Zoom Meeting room:

Time: Thursday November 5th , 12:15-13:15


  • Prof. Marcy Zenobi Wong (D-HEST) and Sina Guenther: Prof. Marcy Zenobi-Wong reports on how she uses video presentations in her course Practical Methods in Biofabrication.  The student video is the final presentation of a semester long experimental project.  The students are asked to tell the story of their project in a short video, from conception to execution to critical evaluation.   
  • Prof. Robert J. Flatt (D-BAUG), is teaching the first-year course of “Chemistry for Civil Engineers” using a (semi-) flipped classroom approach. He will briefly present the challenges and reasons for selecting this teaching mode. A particular emphasis will be given on the way in which various types of video support are used. Advantages and limitations of these will be summarized.
  • Prof. Dr. Peter Chen (D-CHAB): Peter Chen has implemented a PiP (Professor-in-Picture) video overlay technology which gives a close simulation of in-person teaching using Zoom, combined with open-source and freeware audio/video programs.  With very modest additional costs, and use of existing content and software platforms, the technology brings the instructor back into instruction without a steep learning curve.


Recording of the Zoom-Event

Documents Prof. Peter Chen

Example Video Prof. Peter Chen

Documents Prof. Marcy Zenobi-Wong

Additional informations


Arguing and debating as a communication competence (online event)

Arguing and debating as a communication competence

Recognising valid arguments and forming solid arguments themselves in a competence, that is an important part of scientific education at universities. Defending them and scrutinizing those of others, e.g. in a debate is another competence that ETH fosters. In this Refresh Teaching event several ETH faculty members present their approaches to fostering those communication competences in their classes.


  • Prof. Dr. Emma Slack (D-HEST): Emma Slack (Institute for Food, Nutrition and Health) will introduce an ETH Food Sciences MSc course where student-led debating is used as the main teaching method. There will be ample opportunity to discuss the challenges and benefits of this approach.
  • Prof. Dr. Rainer Wallny (D-PHYS) : Prompted by the Critical Thinking Initiative, Michael Hampe (Center for the History of Knowledge and Chair of Philosophy, D-GESS) and Rainer Wallny (Institute for Particle Physics and Astrophysics, D-PHYS) together with Norman Sieroka *(now University of Bremen) joined forces to develop a new “flipped class room” course on the topic of Philosophical Reflections of Physics. Addressing some selected fundamental questions of epistemology and the theory of science, in this course the students are challenged to develop a stance on a given topic close to their field of study, to argue their points of view with the lecturers as well as with each other and to self-reflect and to re-assess these points of view during the course.
  • Dr. Erik Jentges (D-MTEC) from the Teaching Innovations Lab at D-MTEC reports on how they train critical thinking skills using the six-scentence argument (6SA) in their D-MTEC “Corporate Sustainability” course. Students learn to write and give their peers constructive feedback on their concise recommendations to address sustainability challenges in the business world. More Info about the method here.


Link to the Zoom-Recording of the event


Slides from the presenters

Hybrid teaching (online event)

Hybrid teaching – connecting two worlds (online event)

Teaching in times of the corona pandemic can be challenging. In this Refresh Teaching event we will hear from several ETH faculty how they stay connected with their students in different hybrid scenarios, where part of the students are in the lecture hall or seminar room and the others are connected virtually. The Refresh Teaching event itself will take place in a hybrid format. One part will be held in the ETH main building and the remainder will take place in Zoom.


Please note: Upgrade to Zoom 5.3 recommended

After the input of the lecturers we will discuss in Zoom breakout rooms. Please upgrade your Zoom client to the latest version 5.3. With this version the host can now create breakout rooms with the option for participants to self-select which breakout room they would like to join. If enabled, participants can move freely between breakout rooms, without needing the host’s help. Both the meeting host and participants need to be on Client 5.3.0 or later to self-select Breakout Rooms.


Zoom-Recording of the event


Chat protocoll

Von RW: Urs, the sound quality is getting poor when you get away from the mic
Von TG: We allow 80 students to attend the hybrid lecture in person, about 60 show up. About 220 participate via Zoom, an unknown number watches the live stream. The Zoom recordings are watched about 50 times, don’t know by whom. Total enrolment is 594, but in the past about 300 came to the lectures
Von BK: Is it possible to et this presentation? It is really interessting
AN: Can you please repeat which colour means what form of lecturing?
Von RW: Am I the only one who finds the audio difficult to follow (a “wobbly”, unstable sound, with mini-breakups)?
Von BK: Unlucky I have the same problems with the sound
Von JK: I agree, it’s difficult to follow
Von OS: Urs, du müsstest muten bitte.
Von BK: Do someone use in the course tools like padlet, miro or others to involve in hyprid teaching the students who are online?
BK: How do you use slack in the course, Ulrike?
Von OS: Try this one:
Von GS: thanks olaf. we are using the same!
Von OS: You can get the adapter.
Von OS: For some Apple systems.
Von GS: yes, you need adapters, but the. it works very well
Von AN: Do you have any ideas about the reasons why student prefer to attend from home instead of in presence? (Of course I can think of being in quarantine or avoiding the commute, but I mean more from a perspective of preference.)
Von OS:
Von AN: No, I meant for reasons to NOT come to class 🙂
Von TG: One big plus from online is that you can watch at 2x speed. That helps, e.g., repeating students to see if there are any major changes
Von AN: I have a question regarding the rooms that are automatically recorded.
Von AN: Are the streams live or with a slight delay?
Von OS:
Von AN: Urs, I liked the set-up you used on Friday in the UK with the mic on the stick.

Real time feedback (Online event)

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

Real-time feedback – How can we get immediate feedback during remote teaching?

Zoom Meeting room:

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

Effective teaching is based on constructive collaboration between students and teachers. Feedback in both directions is key. But what are good ways to get feedback from students fast, how can teachers assess if their students have understood a concept? Real-time feedback is needed so that teachers can constantly shape and adapt their teaching to achieve an optimal impact. Now in times of Corona and online teaching the challenges are even bigger as nonverbal signs are hard to observe.

The speakers will present their approach to get real-time feedback from students – both live and with online teaching.


  • Réka Mihálka (Language Center of UZH and ETH Zurich) will briefly introduce a few tools with which feedback can be gathered from students online and in the classroom, such as Mentimeter, Kahoot!, Miro, and the Zoom Feedback feature. Attendees will see for themselves what students may experience when these tools are employed.
  • Dr. Elvan Kut (D-CHAB) shares her experience using the “Knowledge Network Online Whiteboard” KNOW ( in the course “Scientific Concepts and Methods” in the Master of Pharmaceutical Sciences. KNOW has been developed at ETH Zurich and funded by an Innovedum Grant. Elvan will illustrate how they used the online tool as a platform to collect, visualize, share and archive students’ inputs during class room and remote learning settings. She will also share her attempts in using the collaborative platform to facilitate lively discussions between students and lecturers during the course.
  • Jeff Grabill, serves Michigan State University as the Associate Provost for Teaching, Learning, and Technology, where he remains a Professor of Rhetoric and Professional Writing. Grabill is responsible for facilitating innovation in learning via his role as Director of the Hub for Innovation in Learning and Technology. His research focuses on how digital writing is associated with citizenship and learning. Grabill is also a co-founder of Drawbridge, an educational technology company.


Chat protocoll

Von DM: Any comments about Slido? As compared to Mentimeter, for example.
Von RN: Feedback is also well treated in a chapter in the (great) book of James Lang (Small Teaching: Everyday Lessons From the Science of Learning).
Von SS: I have used Slido too.
Von AG: Another tool: Creates nice graphs in the end!
Von MZ: Alternative to KNOW is MURAL:
Von JG:
Von PS: . You just have to register once and
Von KG:
Von PS:
Von JG: Yes, Lang’s book is very good. As is Visible Learning into Action by John Hattie and his co authors
Von RM: another alternative whiteboard app is


Recording of the Zoom event

Special event for the KITE Award 2020

Virtual live exhibition of the nominated projects

We like to invite the community around the Refresh Teaching events to this year’s virtual exhibition of the KITE award. 15 of all 34 nominated projects (including the finalists) will briefly introduce their approaches followed by Q&A and discussion. You can choose from a variety of topics and discussion opportunities. It will feel almost like several Refresh Teaching events at once. This is a great opportunity for all faculty members and educational developers to get into conversation, to learn from each other for the teaching challenges that lie ahead.

  • Time: Monday, September 14th, 17:00 – 18:30
  • Zoom: Please notice that this event will use several and different Zoom rooms! Please find te links to the rooms on the KITE Award Website on September 14

Program of the virtual exhibition

Blended – remote – hybrid? (Online event)

Blended – remote – hybrid? What to consider when planning your HS 2020 courses

The first Refresh Teaching event of the new semester on the topic “Blended – remote – hybrid?” will take place virtually using Zoom.

All of us experienced a very unique spring semester due to the pandemic. The variety of experiences no doubt will lead to different approaches for the autumn semester. Will most of the teaching (and learning) happen online? How much and what will happen face-to-face? We will hear from several ETH faculty member how the ongoing situation affects their teaching and how they go about it.


  • Dr. Melanie Erzinger shares her experiences with remote teaching in the spring semester and will show consequent decisions for the fall semester. Whereas in spring most of the lectures were done remotely with prerecorded screencast videos, Melanie will teach more often live using Zoom in the fall. For one of her courses –  “Food Enzymology”, a course on the Masters level with some practical laboratory work – she  is planning to apply a blended learning setting including some experiments the students can perform in their own kitchen at home. Besides experiences and suggestions, Melanie will raise open questions that can be discussed with all participants
  • Prof. Dennis Kochmann will talk about his preparation for teaching large engineering Bachelor courses in the fall semester, including both live lecturing (in front of an empty room) and small in-person exercise sessions. He is still navigating options for his usually blackboard-based fundamental classes and will discuss challenges and opportunities and in particular his envisioned solutions for the fall semester (also based on experience from teaching remotely in the spring).
  • Dr. Abe Edwards from Michigan State University will share his trials and errors with teaching undergraduate mathematics courses online, and discuss helpful instructional technologies. He will briefly present his attempts to humanize the virtual classroom by drawing inspiration from the history of mathematics.

Link to recording

Recording of the event

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: