February 9, 2021
Workshop rooms 1 to 9
55 minutes
Mela Kocher, Charlotte Axelsson, Manuel Weibel, Renato Soldenhoff, ZHdK
We invite you to walk with us, to discuss with us and to find questions, like: What is the impact that new technologies have on higher education in the arts, or what does kissing have to do with digitality? At first, after an introduction from our side about the potential of hybrid, random and informal scenarios for the future of education, we will conduct the walkabout. Participants will experiment different scenarios in a group of two and walk together. For this session it is important to have a fully charged smartphone with headphones and be willing to move around even when it rains.
Technology-wise we will use Zoom and form breakout sessions. We (team E-Learning ZHdK) conducted a first version of this workshop during the ELIA conference in November 2020, and evaluated it as promising.
Michael Mittag, FHNW
In 2020 I switched all my classes to agile. Shortly after that, COVID-19 struck and now I was doing agile classes in distance learning, both of which I had never done before. Fortunately, it turned out to be easy, so I started telling people about it and they started switching to agile methods as well, without any training and also without any problems to speak of.
This talk introduces you to agile methods such as eduScrum and it tells you what you need to look out for. Or rather, why you can stop worrying about most things once students are in charge of their learning and can simply tell you what they need in order to profit from your course.
Also, students will have more time to engage with the subject and each other, to focus on what works for them and to talk with you about how they profit from the course. All of this increases motivation and can provide better, more lasting learning experiences.
Sandrine Favre, Marianne Helfenberger, Alice Thurre-Millius, UniDistance
Spring semester 2020 had already started when COVID-19 pandemic broke out. Thus, coherent pedagogical scenarios had been already designed for all BA- and MA-courses according to Swiss Distance University's standardised model that included five face-to-face meetings per course and semester. National lockdown-regulations challenged those scenarios: Face-to-face meetings had to be substituted by other kinds of online offers. Since the pandemic continues, the challenge persists. Thus, the so far traditional pedagogical model needs to be rethought.
During the first 25 minutes, we will share
Interactive part of the session (30 minutes):
Luca Botturi, Masiar Babazadeh, SUPSI
Escape rooms (ERs) are a relatively new, but extremely popular entertainment form in which small groups of players work together over a set time (usually an hour) to solve puzzles and escape a real locked room. There is increasing interest in their educational use in higher education, as they provide an authentic, motivating and activating context for problem-solving, support group collaboration and let participants learn through exploration and experimentation. With the School Break project we developed a set of Educational ERs (EERs) that can be downloaded and played in class (www.school-break.eu; EERs are available n EN, DE, FR and IT), but EERs can also be transposed online and enhanced through digital technologies, providing a format of game-based distance learning.
In this session we will explore the design and use of EERs and discuss a few examples, identifying the difference between an engaging EER and a sequence of quizzes (which is what online ER look like sometimes...). Through examples and demos, we will then focus on how technologies can make EERs a suitable format for distance learning, focusing on the use of multimedia and of digital collaboration in distance EER and also on the use of and augmented reality (AR).
Frank Koch, OST
Review questions are important for students preparing for examinations. However, it is hard for teachers to provide all the needed questions for many self-assessments and exams. This prompted the University of Applied Sciences Eastern Switzerland to develop the Moodle plugin StudentQuiz, which now enables students to create their own question pools within Moodle. From these pools, students can configure customized quizzes. While working through the quizzes, they improve the quality of questions by rating and commenting. Teachers might facilitate this process by approving or disapproving questions. StudentQuiz measures the difficulty of each question and ranks students based on their contribution and performance within the quizzes. A personal learning assistance displays the individual progress and compares it with the community average. The created questions become part of the Moodle question bank and can be used in standard Moodle quizzes.
In January 2021, Moodle Founder and CEO Martin Dougiamas said: “Moodle was developed with a commitment to pedagogy and social constructionist principles – we congratulate on the award winning StudentQuiz plugin and its contribution to fostering student engagement and collaborative learning. It is an example of one of the greatest strengths of Moodle, and that is the community that has grown around the project.”
The presentation demonstrates the collaborative usage of StudentQuiz and shares practical experiences.
Henrietta Carbonel, UniDistance
With the move to online exams during the pandemic, the question of deterring cheating and online proctoring has been at the heart of many discussions. In this session, I look at what online proctoring offers, its limitations, and other options to carry out authentic and meaningful online assessments.
We first look at online proctoring companies' services and the technologies they use such as face recognition, algorithms detecting suspicious behaviour, taking over control of the computer, etc. and the issues these bring up.
We then consider the role of teachers and higher education institutions as not only that of sharing content and co-constructing knowledge, but as modelling behaviour and academic thinking. Can a trustful relationship be built based on proctoring? Shouldn't academic honesty be a pedagogical issue rather than a technical one? Finally, in breakout rooms we will discuss assessment methods that do not require online proctoring. From the setup of MCQs, to semester long research projects, there are many options that allow for authentic and meaningful assessment that does not require proctoring.
Daniel Schneider, ETHZ
In this interactive presentation, we will demonstrate the new live remote proctoring features in Safe Exam Browser (SEB). These features replicate the situation in an exam hall, where proctors walk around and invigilate students taking a test. Candidates are monitored during the exam using the webcam and microphone in their devices, while SEB prevents accessing unauthorised resources. The SEB client application on each candidate's device connects to the new SEB Server. The examiner/proctors can see the status of each connected device in the web backend of SEB Server. They can choose to monitor all students in an exam with a live camera stream or split candidates up into separate breakout rooms. The new features also enable direct interaction via live video/audio stream or a built-in chat. Examiners can for example give students last-minute instructions before an examination starts, or they can support individual students in case of questions or problems. Artificial intelligence proctoring features allow to optionally track face movements and the number of faces visible in the camera stream. These features are performed on-device, not in a cloud. Live proctoring uses the open source video conferencing solution Jitsi Meet, which can be hosted on-premise to guarantee the best possible privacy.
Jennifer Erlemann, Claude Müller, ZHAW
With the electronic support tool "myScripting", educational designs for classroom teaching, blended learning and online courses can be created quickly and systematically. The tools suggests context-dependent activities for a lesson setting, which can be assigned to topics and learning phases. In addition, design templates are available for teaching strategies such as flipped classroom, problem-based learning, or direct instruction. By means of different views, the teacher maintains an overview during the design process and can create role-specific outputs of the teaching/learning process, such as a lesson plan. In this way, myScripting supports the design of context-specific, diverse learning environments, such as blended learning courses with a specific learning management system (LMS) or online courses for Massive Open Online Course (MOOC) platforms such as edX. Additionally, the collaborative functions of sharing and commenting on educational design support the development and teaching of lessons in teams as well as in-depth reflection on educational design. During the tool workshop, myScripting will be used to demonstrate and discuss the design process for MOOCs (edX) as well as blended learning courses.
Anna Picco-Schwendener, Suzanna Marazza, USI
The web based DMLawTool guides researchers through the most relevant legal issues related to research data management.
Designed as a decision tree, it will guide you through three branches: 1) Data Protection, 2) Copyright for Users, and 3) Copyright for Authors.
"Lawly", the tool’s virtual assistant will ask you questions through an interactive chatbot and based on the given answers, address you to those branches of the tree that are relevant for your specific research. The tool will then guide you through the selected branches with straightforward and easily understandable explanations and suggest possible solution approaches at the end of each branch.
Even though the tool is mainly addressed to researchers, it can also be useful for teachers wishing to use research data such as interviews, video recordings, or images in a legally compliant way for their teaching activities. Furthermore, the tool can be used to teach students how to address legal aspects during their research activities.
The tool has been developed within the P-5 program of swissuniversities and its final version will be available openly and for free on the CCdigitallaw.ch platform by the end of March 2021.