January 27, 2016, 14h00 - 15h00


A showroom is a short presentation to give a quick overview of a topic. One session consists of four different showrooms of 10 minutes each, with 20 minutes discussion at the end of all four presentations (4 x 10 minutes + 20 minutes discussion). Presenters of a showroom are going to give a short overview of two minutes in the plenary session (Joseph Deiss Auditorium) before the sessions start in the different rooms.


Showroom 1 – room B130

Session chair: Ricarda T.D. Reimer, PH-FHNW


MOOCs: What do they do in the classroom?

Olivier Burdet, EPFL

MOOCs offer the promise of very large enrollment numbers worldwide while allowing a local use in replacement of classical courses. This leads to interesting possibilities for innovation in the classroom. Because students are exposed to the course material at home, time in the classroom can be used for other activities, which would otherwise not be possible. The paper shows how the MOOC "L'Art des Structures" I and II is used in the classroom at EPFL with rather large local numbers of students. With the advent of the MOOCs, the classical structures I and II course at EPFL had to evolve to a new organisation and new contents in order to fill the needs of students. Additional short exercises solved in the classroom allow the exploration of new angles on the course material and facilitate the transition from the theoretical lessons in the videos and the more practical applications in the assignments.


"To tease somebody" – Video style differences between intro- and lecture videos in MOOCs

Jeanine Reutemann, FHNW

This research project investigates videos produced for Massive Open Online Courses (MOOCs). From September 2014 to January 2015, a lecture video and intro video from every course published on the MOOC platforms edX, Coursera, FutureLearn and iversity have been sampled. All videos have been analysed in terms of the use of video style elements. The results show that there is a highly significant difference in the video production style between intro videos and the actual lecture videos.

For example, intro videos use an average of 3.30 different shot sizes (e.g. mid-shot, close-up), whereas course lecture videos on average use only 1.83, a highly significant difference (p<1.27*10-42). Further, intro videos used an average 3.15 types of different visualisations (e.g. animation, on-location, moving photography), while lecture videos only used 2.3, again a highly significant difference (p<7.46*10-9).

Intro videos are following a similar structure as the so called "teasers" used for broadcast or movie advertisements. The aim of a teaser is to make the audience interested in something and animate the audience to watch it or to take part in it. Teasers frequently use material that does not appear in the final product. We hypothesise that this discrepancy between the intro video and the lecture can raise higher expectations than the course can fulfill.


How to create a campus YouTube portal with SWITCHtube

Urs Schmid, SWITCH

In February 2014 and based on requests from several universities, SWITCH has launched as a lean video sharing portal for Switzerland's higher education and academics. The portal is well established and used now by many universities and institutions of higher education.

In the showroom presentation at the eduhub days we will give a short overview of the actual version of SWITCHtube and a more detailed explanation and demonstration, how to use SWITCHtube as an almost proprietary campus video portal which only presents and finds videos of the home organisation.


SWITCHengines – How can "the cloud" help education?

Jens-Christian Fischer, SWITCH

Technology is moving fast and seemingly generating new possibilities every few weeks. Some of them are hyped beyond all proportions, and it is difficult to see and understand what exactly the value proposal behind the hype is. "Cloud" is one such topic. Not only is it hyped, but the term is so diffuse that it's hard to know what exactly is meant when one is talking about cloud services.

Jens-Christian will give a very brief overview over what a cloud is, what cloud services are (and what makes them stand out from other forms of IT services) and from there show some use cases of how "cloud" can be used in education. Based on real life experience with SWITCHengines, the Infrastructure as a Service (IaaS) offering from SWITCH, and some of the services running on this infrastructure, this presentation is fast paced and gives an insight into what is possible.


Showroom 2 – room C130

Session chair: Willi Bernhard, FFHS


Using smartphones as classroom response system

Jan Bartelsen, FHNW

What are we doing with smartphones during lectures? As we cannot get rid of it, we should start to integrate them in our lectures. Classroom response systems are one part in the big field of mobile learning, especially in the formalised context of mobile learning. At the school of social work (Hochschule für Soziale Arbeit) in Olten we start this term an experiment, where our students (bachelor of social work) use their smartphones as a classroom response system. The students will answer questions on a webpage and the result will be shown at the projector to the audience.

Will this bring students' attention back from chats and social networks to the lecture? And is this an idea to make lectures more interesting for the students? My presentation gives a report of our experiences of using smartphones as a classroom response system, associated with a short overview of the field of mobile learning.


SpeakUp: Beyond clickers for classroom interaction

Adrian Holzer, EPFL

Improving face-to-face (f2f) interaction in large classrooms is a challenging task as the participation of students can be hard to initiate. Clickers and other audience response systems have become popular means to break the ice and get aggregated opinions and other reactive feedback from students. Thanks to the wide adoption of personal mobile learning devices, it is possible to also trigger proactive interaction through social media applications in the classroom.

In this presentation we will discuss the case study of SpeakUp for that purpose (see for more information). In a nutshell, SpeakUp is a free mobile co-located social media app that allows lecturers to create temporary chat rooms where students can not only answer clicker-like polls but also proactively ask and rate questions anonymously. This app has been co-developed by EPFL and UNIL. We will discuss our experience with SpeakUp from both a user and a researcher's perspectives and discuss the challenges to blend digital and face-to-face interaction in large university classrooms.


Using interaction data to evaluate online learning materials

David Sichau, ETHZ

With the rise of online learning, learning materials play a crucial role for the success of learning. However the evaluation of learning materials is difficult as the direct observation of people working with the materials is not possible anymore. This makes it hard to improve the learning materials and estimate the impact they have on students learning.

To solve this problem we implemented a way to automatically gather interaction data of students working with online learning materials. In the last half a year we collected more than 800'000 interactions of our students. Compared to other approaches we were able to gain data, that represents the learning process of our students very closely.

With the help of the automatically collected interaction data, we gained a much better understanding of our students learning and therefore were able to improve the quality of our learning materials.


Handle user-centered identities: Entry points for institutions to adopt Swiss edu-ID

Petra Kauer-Ott, Rolf Brugger; SWITCH

Where can institutions start using Swiss edu-ID? Discover what the current pilots with Swiss edu-ID are, where universities see opportunities and benefits, how first institutions adopt Swiss edu-ID within their processes and how users can be guided successfully through a parallel phase of SWITCHaai and Swiss edu-ID.


Showroom 3 – room D130

Session chair: Jacques Monnard, UNIFR


SWITCHportfolio – Learning, working and managing your career with your e-portfolio

Nathalie Roth, SWITCH

Since 2014 SWITCH offers the new e-portfolio service to Swiss higher education institutions. This relatively new service, which is based on Mahara, has first to establish itself in the academic landscape in Switzerland. However, working with e-portfolios in education is nothing new. Many Swiss higher education institutions have been using e-portfolios and Mahara for quite some time now. Also within the eduhub community e-portfolios have been a talking point for many years now. Nevertheless, the use of e-portfolios in the Swiss educational landscape is still a bit scattered.
With the new service SWITCHportfolio, SWITCH wants to promote the use of e-portfolios in the Swiss academic landscape. For this, we would like to find out, what the habits of use of e-portfolios are at your institution. We would also like to know, how we could approach complete newcomers to e-portfolios, and how we could meet the e-portfolio needs of the different types of higher education institutions, such as ETHs, universities, universities of teacher education, universities of applied sciences and universities of distance learning.
In this creative café we would like give you a short overview of the service SWITCHportfolio and find out, what kind of traveling workshops about e-portfolios would suit you best, to meet the needs of e-portfolio users in the Swiss academic landscape.


eSkript – Interactive lecture material

Sarah Frédérickx, Guillaume Schiltz; ETHZ

eSkript enables you to easily produce lecture material (or other material), which can be viewed in a browser and/or downloaded as a PDF or EPUB at the push of a button. It's easy to embed videos, represent LaTeX formulas, generate list of illustrations, etc.

In addition to the simplicity of producing the material, all the possibilities that HTML offers can be used. We have enabled annotation: private and public comments on a page, on a paragraph, a sentence, or even a word can be made. Naturally, peers (and lecturers) can react to the public comments. We also have enabled interactive modules that comprise interactive videos. In the lecture material students watch videos and answer control questions.

Access rights to the material on can be set on many levels (e.g. for editors) and authentication via Shibboleth SWITCHaai login is implemented.

The already produced lecture material is restricted to ETHZ. A much more modest but similar example (a students' guide to eSkript) can be found here:

ETHZ Lectures on eSkript

  • D-HEST, Bewegungs- und Sportbiomechanik (Dr. S. Lorenzetti)
  • D-HEST, Biomechanik II (Dr. S. Lorenzetti)
  • D-MATL, Solid State Physics and Chemistry of Materials I (Prof. Dr. N. Spaldin)
  • D- PHYS, Physik III (Prof. Dr. A. Wallraff)


E-education portal at the University of Basel: "Uncovering" online educational resources for long-term use

Heidi Röder, UNIBAS

During the last decades, plenty of time and energy have been invested in developing digital educational resources for higher education. In Switzerland for example, this was funded by the Swiss Virtual Campus and the AAA/SWITCH projects. Also at the University of Basel numerous educational resources have been developed, several of which are still in use in our study programs today. However, many of these are not easily findable.

The following questions guide us when designing the portal eEducation of the University of Basel:

  • How can the existing and upcoming valuable online resources attractively be presented, easily be found and lastingly used by interested persons being or not being part of the organisation?
  • How can the users' needs be met?
  • How can educational and technical innovation be combined in order to foster a sustainable use of "old" and "new" online educational resources?
  • How can we make our learning resources accessible for public use, also outside the university?

At the eduhub days 2016 we would like to present the project and discuss with the participants (A) the general question how to provide (open) online educational resources and (B) how to proceed to get a usable and useful portal.


Report after three rounds of blended learning implementation at programme level

Aviva Sugar Chmiel, UNIL

Blended learning allows developing learning scenarios based on a thorough pedagogical reflection on the articulation of distance and presence learning, often using an array of digital resources. This presentation will report on the implementation of blended learning in a Master's programme for nursing sciences. The programme is offered since 2009 in the French part of Switzerland by the University of Lausanne together with the University of Applied Sciences and Arts of Western Switzerland (HES-SO). The third out of four semesters was given in a BL format three years in a row and evaluated thoroughly.

We will show how blended learning was introduced to faculty and students and review the evolution of the semester schedule over the three iterations. We explore the individual blended learning scenarios of the courses and give examples of articulation of distance and presence activities. We summarise the evaluation results and show what were the strong points and where they helped improving the blend. Finally, we reflect on the future of this blended learning approach in our program and on possible developments.