Tagung der Lehrteams 2022

Beteiligen Sie sich an der Entwicklung der Online-Lehre, tauschen Sie sich aus, knüpfen Sie Kontakte und gestalten Sie gemeinsam die Zukunft der FernUni Schweiz.

In diesem Jahr laden wir Sie zur Tagung der Lehrteams, neu im hybriden Format (Präsenz und online), an zwei verschiedenen Tagen ein.

Diese Veranstaltungen richten sich an all unsere Dozierenden und Assistierenden aller Fakultäten der FernUni Schweiz.

  • Am Donnerstag, 9. Juni erläutert Dr. Emily Nordmann, wie man qualitativ hochwertigen Unterricht per Video vermittelt.
  • Am Mittwoch, 27. April spricht Dr. Jen Ross über den Aufbau von Online-Lerngemeinschaften in der Hochschulbildung.

Die Vorträge werden in englischer Sprache abgehalten.

Programm Neues hybrides Format!

  • Vormittag – Teilnahme in Präsenz in Brig oder online
      9:30 Uhr      Begrüssung und Kaffee
    10:00 Uhr      Vortrag und Diskussion mit der Gastreferentin des Tages (27. April - Jen Ross / 9. Juni Emily Nordmann) 
    12:00 Uhr      Mittagessen für alle Teilnehmenden in Brig
  • Nachmittag – Teilnahme ausschliesslich in Präsenz in Brig
    (Falls Sie Interesse an einem Online-Workshop haben, geben Sie dies bitte im Anmeldeformular an.)
    13:00 Uhr      Workshop mit der Gastreferentin des Tages
    15:00 Uhr      Ende der Veranstaltung

Weitere Informationen finden Sie unten.

«Lecture recordings: why, when, how»

by Dr Emily Nordmann, University of Glasgow

Thursday, June 9th, 2022


In this session I will discuss the evolution of research on lecture recordings, from focusing on the links between recording live lectures and attendance, to integrating the use of recordings as a generic study skill, to the impact of providing recordings on widening participation and inclusivity. I will argue that the experience of the pivot to online due to covid has shown that lectures still have a place in the new normal and that the argument that lectures are not an effective way to learn only stands if the sole reason for lectures is to learn what the lecturer is teaching.

I will also review what makes a recording effective – what should you record? Should you show your face? How long should your videos be?


The workshop will be run in two one-hour sessions with a 30-minute break between sessions. The workshop will focus on best practice for online learning and educational videos. Participants will be asked to review examples of online courses and materials and will also be encouraged to bring examples of their own work for review and discussion. Participants will also be given the opportunity nearer the time to request areas of focus for the workshop, if there are particular issues that you would like to work on.

Dr Emily Nordmann is a teaching-focused Senior Lecturer in the School of Psychology and Neuroscience at the University of Glasgow. She teaches research methods, individual differences and #rstats. Her research predominantly focuses on the relationship between technology and learning, in particular, lecture capture and how it can be used as an effective study tool and the impact on students from widening participation backgrounds. Since the disruption of COVID-19, her work has pivoted (pun intended) to supporting staff and students with a transition to online learning.


Bitte füllen Sie das nachfolgende Anmeldeformular aus.
- Die Präsenzveranstaltung in Brig ist nur für Lehrteams vorgesehen und auf 50 Personen beschränkt.
- Für eine Online-Teilnahme besteht keine Beschränkung.

- für die Teilnahme an einer Präsenzveranstaltung in Brig: 1 Woche vorher
- für die Teilnahme an einer Online-Veranstaltung: am Vortag

Vergangener Event

«Contact works in multiple ways: online learning communities in higher education»

by Dr Jen Ross, University of Edinburgh

Wednesday, April 27th, 2022


The Manifesto for Teaching Online (2020) makes a number of claims about the value and potential of digital education. One of the most important is that «contact works in multiple ways. Face-time is over-valued». This talk is a deep dive into this claim, exploring current thinking and practice from online higher education contexts, and research into networked learning, virtual communities and post-digital education. It argues that meaningful, engaging and sustainable communities can be at the heart of digital education practice, but such communities do not emerge from attempts to copy ‘what works’ from a face-to-face setting. The nature of time and space, contact and interaction, and knowledge sharing is different in mediated settings, and designing for digital communities requires attention to those differences.


We are the campus: the future of online communities

«Campus envy» is the tendency to see the university campus and face-to-face encounters on it as embodying the authentic university experience. This workshop is about what might happen if we don’t succumb to campus envy: instead using speculative and activity-centred methods to envisage distributed, accessible, and sustainable online learning communities, and designing approaches to help operationalise this. You will work collaboratively with colleagues to identify values and principles that can inform relational online teaching.

By the end of the workshop, you will be able to:

  • identify specific features of your teaching context that have relevance for building rich online learning communities;
  • consider the gains and losses involved in online community settings;
  • plan for developing a community-centred approach to your online teaching.

Dr Jen Ross is co-director of the Centre for Research in Digital Education at the University of Edinburgh, Scotland. She developed and directs the new MSc in Education Futures at the Edinburgh Futures Institute, and has more than 15 years’ experience as an online teacher and course developer on the MSc in Digital Education. She publishes, teaches and supervises on topics including education and learning futures, speculative methods, museum and gallery learning and engagement, surveillance cultures in education, the impact and pedagogy of MOOCs and open education, and student and teacher experiences of online distance learning. She is co-author of The Manifesto for Teaching Online (MIT Press, 2020), and author of the forthcoming book Digital Futures for Learning: Speculative Methods and Pedagogies (Routledge).

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