Roundtable 7: High-Impact Practices in Online Education Olga Hilas (St. John’s University, USA) A number of universities and colleges have recently transitioned to online instructional delivery methods in order to meet their students’ needs and academic requirements. This roundtable will focus on engaging participants in a discussion on the value of high-impact practices (HIPs) in […]
Roundtable 6: Never Waste a Crisis: A Grassroots Movement for Teachers to Foster Online Community Spirit Birgit Pitscheider and Michael Habersam (University of Innsbruck, Austria) When Innsbruck University’s instructors were forced to switch to distance teaching overnight, naturally not everyone possessed the necessary skills to deal with the online environment. Seeing her colleagues like Michael […]
Roundtable 5: One Study Program—One ePortfolio: Lifelong Learning with an ePortfolio Accompanying the Study Program Katharina Thülen and Silke Bock (Technical University of Central Hessia) When individual artefacts from ePortfolios of completed modules are fused into an ePortfolio accompanying a study program, this offers students and teachers special opportunities for reflection. Such a holistic view […]
Roundtable 4: Leveraging Internal Feedback through Deploying Deliberate Comparison Processes for Online and Classroom Settings Mairead Brady, Martin Fellenz, and Michelle MacMahon (Trinity College Dublin, Ireland) and David Nicol (University of Glasgow) This roundtable focuses on comparison processes (Butler & Wynne, 1995; Nicol, 2013, 2019) that have a positive impact on self-directed student learning. This […]
Roundtable 3: Learning Together through Feedback Elizabeth Black (University of Glasgow, UK) Considering the engagement of both students and teachers as crucial for sustainable feedback, and drawing on the notion of feedback as dialogue (Nicol, 2010), we will lead a discussion based around our work with students and staff in a School of Education within […]
Roundtable 2: Pivoting Team-Based Learning Online Karen Hayes (Charles Sturt University, Australia) Engaging students with dry, theoretical material is often very challenging. Occupational therapy theory and processes are no different. Team-based learning, however, offers the advantages of engaging students in completing the content pre-work before they come to class, challenging them to apply the knowledge […]
Roundtable 1 Actively Assessing in Viral Times: Using Learning Assessment Techniques to Increase Active Learning Carrie Bailey and Sarah Jacobs (Oregon Health & Science University, USA) Inspired by the transition of Health and Science university students toward becoming practitioners, this session focuses on Learning Assessment Techniques (LATs), feedback messages, and timing. Mind wandering is a […]
