Samuel Witzig, ZHAW
Some legal topics affecting the field of e-learning/Web 2.0 include copyright, privacy, terms and conditions of Web 2.0 services, and personal rights. Usually, e-learning specialists or lecturers at universities do not venture into these legal topics. I present some of these challenges, especially privacy, personal rights and terms and conditions. I would like to discuss how these sometimes very legal and complicated topics can be prepared to sensitise the average e-learning specialist or lecturer who has no legal background.
Elisabetta Frick, Stefano Tardini, USI
The question of academic integrity is a very topical issue in all academic institutions that aim at high quality standards. In this learning café we intend to present the experience of USI by showing some resources that have been developed and adopted to face the issue, namely the online course "academic integrity", which was created to make students aware about their academic behaviors, and the anti-plagiarism software. USI believes that deterring plagiarism and academic misconduct is more effective than detecting it once it occurs: What do you think? What is being done in other Swiss higher education institutions?
Frank Calberg, other
During this learning café, conversations will focus on how Twitter is/can be used to encourage/facilitate learning. Please feel free, during the learning café, to also share your ideas/experiences/thoughts for using other social media to encourage/facilitate learning across various borders, for example across companies and regions.
Nicole Bittel, FFHS
Our learning and working happens for a big part up there, in the clouds. Thereby especially social media platforms, networks and sites have a considerable impact on how we design our learning and working experiences in the virtual as well as physical world.
Since social media become a hot topic and a challenge in the e-learning field, the SIG e-Collaboration started to develop models in order to describe, analyse and promote working and learning processes with, in and through social media.
At the learning café session we would like to discuss with you the current state of these models as well as concrete application scenarios within the fields of e-learning and e-collaboration.
If you are interested in learning with new media, we will see us there.
Patrick Jermann, EPFL
MOOC stands for Massive Open Online Courses. This café will be an opportunity to share our experience at EPFL and discuss with the community how we can use this movement to strengthen our local teaching practices.
Guillaume Schiltz, Urs Brändle, Andreas Reinhardt, Thomas Korner; ETHZ
At the ETH Zurich we are using classroom voting in a great number of lectures for different purposes, such as peer instruction, contingent teaching and formative assessment. During the past years we have gained a wide range of experience on teaching with flashcards, with personal voting systems and recently with EduApp, a smartphone app designed for teaching and learning purposes. In this learning café we want to share and discuss our lessons learned based on the usage of different classroom response systems.
Karin Niffeler, UZH; Sarah Frédérickx, ETHZ; Marc Sohrmann, UNIL; Piero Altomare, other
AAA academe offers learning and test flashcards for studying university subject matter, which are primarily compiled by students. These flashcards can be called up on smartphones or via web interface. The main innovation is not the provision of learning and test flashcards, but the contents, which are created and made available by students at Swiss universities. Students can enhance the quality of the cards by providing mutual feedback and quality assessments. In this way, a dynmanic question pool is developed. The second innovation is the openness of the system architecture, which means that academe can be linked to other systems.
Tobias Halbherr, Daniel Schneider, Thomas Piendl; ETHZ
Competence-oriented online exams are rather new in the Swiss e-assessment landscape. A considerable number of local higher education institutions offer already e-assessment to their faculty as part of their regular service portfolio. Typical e-assessment setups allow valuable improvements in both efficiency and reliability, by administering exam content electronically. Despite its benefits, we strongly believe that such an approach lacks vision.
In this learning café we will explain and discuss how we approach competence based assessment at ETH Zurich and show how we implement the approach from a didactical, process and IT-services based point of view.
Urs Hodel, ZHAW
Computers, laptops, smartphones and tablets with different screen-sizes and resolutions appear monthly. In the web-statistics, we can see the growing number of users with mobile devices visiting the e-learning-tools at the universities. How can we cover all different devices without programming apps that cost sometimes a few 100’000 francs and need to be updated frequently? Responsive web design is a good solution. We discuss concept-, design- and technical-inputs and thoughts, for making your own responsive template using the example of the responsive Moodle-template at ZHAW.