(Digitales) Prüfen

Nachfolgend finden Sie wichtige Informationen im Zusammenhang mit dem (digitalen) Prüfen an der UZH.Weitere Informationen finden Sie auch auf unserer Community «Open Channel Distance Learning»  auf Teams und auch auf der Website der Zentralen Informatik der UZH. Für didaktische Fragestellungen konsultieren Sie am besten die Website Teaching Tools der Hochschuldidaktik. Weiterlesen…

Tipps für virtuelle Vorlesungen und online Seminare

Übersicht aktualisiert am 09.09.2020 OLAT Microsoft 365 Virtuelle Vorlesungen asynchron Szenario 1: Bestehende Vorlesungsaufzeichnung Szenario 2: Vorlesungsaufzeichnung in einem dafür eingerichteten Raum Szenario 3: Aufzeichnung der Vorlesung zuhause mittels Screencasting Virtuelle Meetings und synchrone Vorlesungen mit Webconferencing Möglichkeit 1: Microsoft Teams Möglichkeit 2: ZOOM (als UZH Campuslizenz) Kollaboratives Arbeiten Möglichkeit Weiterlesen…

Introduction to the Learning Design Cards

Technology enhanced learning is complex and must be prepared carefully. We all know that. Of course, we also know how to apply constructive alignment and scholarship of teaching for successful courses. But with every new technology it seems that nothing works anymore, and we have to start our course designs from scratch. Even worse, we get impatient if the technology does not work as we expect it. Again, education is complex, and if technology is involved, double so.

Wouldn’t it be great, to have a tool that bundles this complexity, which allows to design and re-design blended learning concepts, and is easy enough for everybody to use independently from prior technology enhanced teaching experiences?

This is why we developed the Learning Design Cards (picture 1).

Picture 1: Learning Design Cards, Marion R. Gruber, 2019

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Designing for Great Teaching with Learning Design Cards

Learning Design Cards, Marion R. Gruber, 2019

Designing learning and teaching with educational technologies is challenging in traditional higher education. In order to successfully blend lectures, it is important to structure learning processes and choose appropriate tools for the learning activities within. However, integrating technology-enhanced learning into individual teaching practices is very often constrained by limited time for rethinking course designs and teaching concepts. Therefore, support is needed for selecting and integrating appropriate technologies into teaching concepts, efficiently. As most teachers are drawing on an existing face-to-face teaching practice, such support needs to consider these transitions as part of transforming conventional teaching to technology-enhanced learning and reverse. The Learning Design Cards (see picture) are a pattern-based approach for preparing and analysing complex learning and teaching that allows professors and lecturers to build their teaching concepts on top of tested didactics. The solution provides a toolkit and a framework that helps to conceptualise, analyse, and communicate learning designs of different scales and speed-up the deployment of richer learning experiences using off-the-shelf LMS functions and features.

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