January 28, 2016, 9h00 - 11h00
In the creative cafés a topic is presented and discussed more deeply with the participants during a session of 3 x 40 minutes (three slots of 40 minutes for a different audience after each time slot) with 5 minutes break in between each time slot. Participants switch table after each 40 minutes.
Session chair: Elisabetta Decarli-Frick, USI
Nadia Spang Bovey, UNIL; Patrick Roth, UNIGE; Laurence Gagnière, UniDistance
Throughout 2015 the Universities of Lausanne, Geneva and UniDistance have been collaborating on a project called Selfpad, a web tool designed to support the adoption of self-evaluation of their own learning process and reflective thinking practices. A companion site to Mahara, Selfpad guides the user through scaffolding sequences of task and competence analysis, until sufficient confidence is gained to overcome the e-portfolio "blank page syndrome". It can be used in a variety of learning situations: autonomous e-portfolio preparation, regular course settings, internship supervision, as well as continuing education.
During this creative café, we will introduce Selfpad as an approach to support students describing knowledge and skills and reflecting upon their learning practices, difficulties and progress. We will show how mastering the reflective process while being in formal learning settings, as a preparation for more autonomous lifelong learning practices, can help students and staff to consider both knowledge and skills as real assets that need to be nurtured, showcased and reinforced over time.
A demo of Selfpad will be available for interested participants.
Session chair: Elisabetta Decarli-Frick, USI
Nicole Bittel, Willi Bernhard; FFHS
Have you already played today?
If you've ever wondered how to teach learning content in a playful way, this creative café will provide answers, insights and practice.
The collaborative game book is an interactive game where all elements of the game environment are created in the best imagination system we know today: our mind! The player uses dynamic text blocks which allows him to directly influence the game plot by slipping into the role of a director. Moreover, he has to solve tasks collaboratively with others in order to successfully proceed in the game.
Collaborative game books allow to acquire knowledge in a playful and purposeful manner since situational interactions require individual decisions which create artificial experience and therefore support personal learning. Furthermore, players deal with challenges of teamwork and competition.
Game books are easy to create and can be played via browser on any device. By wish, they can include pictures, audio and video and can be played offline for individual tasks.
In this creative café you learn what a game book is, how to create a good story around it and how to use it in class. Finally, we will work out a game book and play it together.
Session chair: Elisabetta Decarli-Frick, USI
Ricarda T.D. Reimer, PH-FHNW; Luka Peters, Careum; Bruno Wenk, HTW Chur
In this creative café conference participants and experts from the special interest group OER will discuss two main topics of OER. We want to have a look at how OER content can be found, used and made visible for and by education. We also would like to discuss strategic and political aspects, which might be useful to introduce OER as a central tool/element at academia. Current national and international OER activities will be scrutinised in order to find models for Swiss OER, focusing on both, the usage of existing OER repositories and the role of e-books (as EPUB3 format) as means of production, publication and re-use.
This creative café is thus a cooperative space in which we collect current knowledge and collaborations as a foundation for new ideas, leads, and instructions on how to use OER in educational practice. Results will influence the SIG's further work and allow us to develop recommendations for action.
Session chair: Gérald Collaud, UNIFR
Daniel Schneider, Thomas Piendl; ETHZ
The concept of e-assessment is often pictured as "replacing paper and pencil with electronic devices". But is this really happening? Conventional online exams usually only replace paper and pencil, when it comes to typewriting text and multiple-choice question types. The other important functionality of a pen or pencil, drawing diagrams, formulas and sketches is rarely used in electronically conducted exams.
But now the hardware required for adequate usability, tablet computers with precise electronic pens, became available for reasonable prices. With the combination of Safe Exam Browser (SEB) 2.1 which is supporting tablet computers and the newly developed freehand drawing question type for Moodle, you can conduct online exams with freehand drawings in an easy and secure way.
We will demonstrate how SEB 2.1 works on Windows tablets in its new touch-optimised mode and how easily you can add freehand drawing questions to Moodle online exams with the new question type developed at ETH. We will also discuss specific aspects of exams on tablet computers, which we came across during tablet-based exams at ETH Zurich.
Session chair: Gérald Collaud, UNIFR
Samuel Witzig, Urban Lim; ZHAW
The field of e-learning is full of legal challenges such as copyright or privacy issues, which are sometimes difficult to understand even for specialists. Adding to the difficulties is the fact that Google, Amazon & Co. offer web-services which are cheaper, more user friendly, very reliable and more polished than many e-learning services offered by the HEIs, but collide with complicated terms of use and the legal rules that these Swiss (and European) HEIs are bound to.
As there is no easy and quick way to resolve this dilemma, this creative café aims to discuss possible strategies to avoid or circumvent those difficulties. First, you are given a short introduction into the legal challenges. In the second part, we demonstrate an example of dealing with those difficulties in a study program. In the third part, there is the possibility to discuss the following questions:
Session chair: Gérald Collaud, UNIFR
Elisabeth Berg, UZH; Maud Sieber, Hervé Platteaux, UNIFR; Paul Raper, FHNW
During their courses, teachers propose a lot of learning activities to their students, and a lot of tools can help students performing those activities. Our workshop aims at guiding teachers to resources that they can use to deepen how the learning activities can develop (description of different steps and objectives) and what tools are adapted to such activities. This is the background for a workshop being developed by the SIGs PLE and e-portfolio.
We would like to:
Session chair: Christoph Herzog, SWITCH
Zarina Charlesworth, HEIG-VD; Natalie Sarrasin, HES Valais
The creative café will provide a forum to share experiences and best practices that are the result of an action research project related to the use of Web 2.0 tools in the higher education classroom which has been conducted over the past two years at the University of Applied Sciences and Arts (HES-SO) of Western Switzerland. The redesign, currently in its third iteration, of an existing year-one Bachelor marketing class was undertaken to encourage the development of information-seeking, self-regulation and collaboration strategies among students through the use of digital resources. This redesign called for a review of not only the learning scenario but in addition the learning platform and learning materials used during the course. The link between the tools used and the competencies developed will be explored with participants. Finally participants will be encouraged to discuss ways in which they themselves have or envisage the introduction of Web 2.0 tools in either their practice or in a research situation in order to critically evaluate their use. A worksheet will be proposed to this extent providing the participants with something concrete to take away with them from the creative café.
Session chair: Christoph Herzog, SWITCH
Karin Nordström, UNILU
The University of Lucerne runs a distance learning program in theology. This academic discipline comprises a diversity of subjects, which involve philosophical, ethical, and existential aspects. Consequently, studying theology involves in an essential manner personal reflection and requires a setting of continuous dialogue between students, professors and tutors. Interactive learning is thus a vital didactic feature when teaching theology. The decision in Lucerne to offer a Bachelor in Theology, entirely based on distance learning, was made in 2013 and implied a bold statement: It is possible to bridge the distance and involve even remote students in interactive learning processes throughout their studies. Two and a half years later, it is time to evaluate. This presentation offers answers from the perspectives of professors and students on questions like the following: Are available digital tools sufficient to form satisfactory interactive learning moments when teaching theology? What are the specific challenges when teaching humanities? Can distance learning give justice to the reflective processes necessary for subjects such as philosophy, ethics, church history and church law?
Session chair: Christoph Herzog, SWITCH
Sven Stauber, SWITCH
SWITCH aims at building a marketplace for IT services on top of the SWITCH Cloud infrastructure. Think of this as a central place where Swiss higher education institutions can locate, use and offer academic cloud services.
We believe that the Swiss e-learning community could benefit from such a platform in many ways – ranging from an attractive ready-to-use service portfolio to the ability of offering e-learning IT services to other community members in a sustainable way. Our vision is to establish such a community platform with a broad range of offerings targeted at the Swiss academic community – enabling researchers and lecturers to easily find, use and offer IT services making their work more efficient and effective. This creative café is about sharing your thoughts about our vision with us and other participants. What are your needs and expectations? What services would you consider useful? Do you share our vision?
Session chair: Christoph Herzog, SWITCH
Christian Glahn, HTW Chur
The long standing promise of Technology-Enhanced Learning (TEL) is to improve learning through richer experiences. The biggest challenge for fulfilling this promise is meeting the requirements of the different disciplines and topics covered in higher education. Therefore, it is important to exchange contents and to provide interoperable artefacts. After more than 15 years of interoperability discussions and OER, there is a rich pool of resources, but it often lacks interactive elements that can be integrated into the individual lesson plans. This showroom presentation shows the experiences at the HTW Chur with creating interactive contents and their integration into the process management of online courses. The solution is based on the PowerTLA framework that provides a unified service layer for Moodle and ILIAS LMSes. The presentation will show examples of interactive online documents and demonstrate the use of XAPI to foster interoperability of these documents.