ContactFor information on the workshops and courses for teachers, please contact Ingrid Le Duc.
Effective Teaching in Higher Education Programme 2019-2020The Effective Teaching in Higher Education Programme is a series of workshops which address the typical range of university teaching activities (teaching, presenting, labs and exercise sessions, assessment, using ICT to support students etc.). Workshops can be taken as a series, and a letter of participation is awarded if you teach at EPFL and if you complete the programme. For further details on taking the workshops as a programme see here. Workshops can also be attended on a one-off basis. Please note that EPFL teachers are welcome at the workshops of our partner institutions in the R-CFE network (Réseau romand de conseil, formation et évaluation). In exchange, teachers from these partner institutions are welcome to attend our workshops.
|Module 1: Effective Interactive Teaching and Learning To help you implement strategies to increase student participation and to understand the impact of this on student learning.||6 September 9h-12h30 in English Register here|
|Module 2: Effective Lecturing / Communiquer efficacement vos cours To help you structure and deliver lectures effectively. / Pour vous aider à identifier et développer votre potentiel de présentation.||27 September 9h-17hin EnglishRegister here|
|Module 3: Course design With the use of concept maps you can structure a course that integrates learning outcomes, course content and students’ learning activities.||3 March 13h-16h30in English Register here.|
|Module 4: Assessment Matters To help you build a valid and reliable evaluation system for your course.||4 May 13h-16h30in English Register here|
|Module 5: How to transform your course into a MOOC Producing a MOOC consists of creating online activities and video resources for students to acquire knowledge. It includes the design of assignments that allow students to reach clearly defined learning objectives. This workshop is an opportunity to learn how to produce material that is compatible with the MOOC format using existing lecture notes, presentation slides and exercices. During the workshop you will see how to modestly span from transforming a few of your lectures into mini-MOOCs up to the editorial process to start producing a full MOOC at EPFL. ||8 October 9h-12h30 in EnglishRegister here|
|Module 6: Flipping a Class, from 0 to 180° What are the good reasons to flip a class? How to flip your class? This workshop will introduce the various forms of flipped classroom design and the different instructional techniques that can be used. Hands-on activities will allow the participants to work on the design of their own course.||18 March 13h-16h30 in EnglishRegister here|
|Module 7: Leveraging Labs for Learning Explore ways to design lab experiments that help students develop a scientific approach which is transferable to real world complexity.||12 May 13h-16h30in EnglishRegister here.|
|Module 8: Effective Exercises To help you to design exercise activities, and to structure and manage exercise sessions to maximise student learning and independence.||12 November 9h-12h30in EnglishRegister here|
Current Issues workshopsThe ‘Current Issues’ series is a number of one-off workshops on pedagogical themes and topics of interest to teachers.
|Lecture Demonstrations in the age of YouTube Demonstrations have been used to make lectures more interesting and accessible for a very long time – but is there any point in investing time and effort into demonstrations in the age of smartphones and instant YouTube clips? This workshop will discuss this question, as well as give practical tips on designing and using demonstrations in different settings. You will also get the chance to design one or more demos relevant to your own area of teaching expertise.||17 March 13h-16h30 in English Register here|
|The art of questioning: teaching with clickers Why use clickers in your teaching? In this workshop, we explore the potential of clickers for learning and discuss the challenges related to questioning in class, in particular the design of ‘good’ questions and the use of polling results for generating interactivity in class.||20 September 9h-12h30 in EnglishRegister here|
|Increasing Student Motivation for their Learning and my Teaching In this workshop participants discuss how different motivational strategies can be adequate to their specific teaching and learning scenario. The workshop explains the various approaches to student motivation and presents ways to avoid its lack such as absences, lack of interaction and distractions.||7 October 13h-16h30 in English Register here|
|Using vocal techniques to teach effectively In this workshop, participants will apply vocal techniques to help them speak audibly, show authority through body posture, occupy space and breathe comfortably to deal with stress.||1 October 9h-12h30 in EnglishRegister here|
|Améliorer son expressivité et sa voix pour ses cours Comment penser son contenu pour pouvoir bien le dire ? En quoi la voix est une résultante du corps en action ? Quelles techniques vocales mettre en œuvre et exercer ?||18 November 9h-16h30en françaisRegister here|
|Body and Voice in Teaching- A day of practice, play and reflection Do they hear me? Exploring breath and voice and articulation. Do I allow myself being seen and heard? Exploring bodily tension and release as basis for facing an audience and dealing with stage fright. What if the situation turns out differently than planned? Paying attention to the here and now as basis for improvising and spontaneous solutions. How can I hear them? Caring for your audience as basis for developing an engaged learning/teaching situation.||5 November 9h-16h30 in EnglishRegister here|
|Writing and correcting multiple choice exams This workshop has two facets – writing ‘good’ multiple choice questions and how to format the exam to use the automatic correction system at EPFL.||offered by request|
Other workshopsSeveral times in the year, we also organize other type of sessions.
|Stay away from plagiarism The aim of this workshop is to help participants identify and eliminate text, images and codes that may be interpreted as plagiarism to the PhD supervisor, an expert or a journal reviewer.||coming soon|
Other suggested workshopsEPFL teachers are also free to attend workshops (normally in French) in any of the partner universities in the Réseau Romand de Conseil, Formation et Evaluation (R-CFE).
What does it mean for students to be motivated? Why should I be concerned about improving my students’ motivation and interest for my course subject? What can I do to avoid typical situations of students’ lack of motivation (i.e. absence, lack of interaction, distractions)?
After this workshop you will be able to identify different sources of student motivation, distinguish its different dimensions, and integrate various motivational strategies adapted to your students and specific teaching context.
In this workshop participants discuss how different motivational strategies can be adequate to their specific teaching and learning scenario. The workshop explains the various approaches to student motivation and presents ways to avoid its lack such as absences, lack of interaction and distractions.
By: Mirjam Mekhaiel
- Do they hear me? Exploring breath and voice and articulation.
- Do I allow myself being seen and heard? Exploring bodily tension and release as basis for facing an audience and dealing with stage fright.
- What if the situation turns out differently than planned? Paying attention to the here and now as basis for improvising and spontaneous solutions.
- How can I hear them? Caring for your audience as basis for developing an engaged learning/teaching situation.
By: Susanne Martin
Exercise sessions provide students with an opportunity to apply the things they have learned in lectures, to deepen their understanding, to clarify problems and to monitor their own learning.
What are the features of exercise sessions that best help student to learn?
How can exercises be adapted to help students deepen their understanding?
What approaches can be used to monitor student progress?
How can feedback be provided in manageable but effective ways?
By: Roland Tormey