Organizing asynchronous phases for teaching and learning (B)
Amount of working units: 8 AE
Max. number of participants: 12
Dates (Workshop in three parts):
- Part I Synchronous Meeting (Zoom): 28.06.2021, 09:30-12:15 (3 AE)
- Part II Self-Learning asynchronously (with individual Feedback): in-between (2 AE)
- Part III Synchronous Meeting (Zoom): 05.07.2021, 09:00-11:45 (3 AE)
Registration:
Please register until MON, 14th of June 2021.
Later registrations will be considered dependently on the registration status.
Venue:
Virtual venue (Zoom), details will be announced prior to the workshop.
Workshop language: Englisch
Content:
During the pandemic in 2020 the switch to online teaching had to take place very quickly. After more than a year of teaching online, universities and their employees had time to reflect the challenges and opportunities of a wide range of experiences. At this point teachers are able to let go of a remote emergency teaching style and think about how to further develop their competencies in online teaching. Focusing on asynchronous teaching arrangements, this workshop aims at collecting different possibilities to enhance student learning.
Topics:
- Didactic designs using asynchronous teaching and learning phases
- Different possibilities for asynchronous teaching and learning (e. g. on Moodle).
- Discussion about Do’s and Don’ts when planning asynchronous tasks
- Transfer to own teaching contexts
- Exchange amongst colleagues and feedback
Learning outcomes:
After this workshop participants are able to
- … identify technical tools to implement asynchronous tasks online
- … recognize subtleties for setting successful e-learning tasks
- … reflect their own teaching contexts and transfer the new impulses to their specific teaching practice
Methods:
Participants are invited to reflect on their own teaching formats, when planning to use asynchronous phases as an opportunity to arrange learning. The workshop leads through different possibilities of implementing asynchronous tasks online. Participants are encouraged to actively engage in discussions and transfer their findings and insights to their own teaching contexts.
Trainer:
Dr. Lisa David
As an educational scientist, a consultant and teacher for teaching and learning in higher education Lisa David is active at a various range of universities in Luxembourg, Germany and Austria. Her research focuses on learning theory and professional development of teachers and trainers and the consultancies aim at the strategic planning of faculty development.