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It is a fun exercise, but nice if people know that they could bring an iPad with pen if they had any!

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It is a fun exercise, but nice if people know that they could bring an iPad with pen if they had any!

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Good way to start, especially as we don't know much each other and fun way to discover a bit more about your future colleagues :)

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Good way to start, especially as we don't know much each other and fun way to discover a bit more about your future colleagues :)

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* Good discussions, good participation. 7 minutes overtime for Part I but Part II was quicker so we returned to Part I again, after.
* They said that they could write half a page of summary, which meant that it was ok with redundancy (I disagreed but I didn't make a fuss).
* Unclear what "processes/procedure" was. They thought listening to a lecture was relevant here (I disagreed but I didn't make a fuss).

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Read the instructions together with teacher at the beginning and make sure they know what to do

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Read the instructions together with teacher at the beginning and make sure they know what to do

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Come back to the instructions and check that everything is done

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Come back to the instructions and check that everything is done

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Let teacher first write there own example. Then look at the description and try to make it better

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Let teacher first write there own example. Then look at the description and try to make it better

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Save both versions to compare the two versions 

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Save both versions to compare the two versions 

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Would be nice to have the "official" summary from the course documents.

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A very interesting exercise, should also be iterated a couple of times during the course development. Maybe go back to it on wednesday?

Important to focus on the exact wording.

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* Good discussions of Blooms Revised Taxonomy (https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/)
* We had some troubles with having two different types of students, each with different LOs. We agreed to separate some of the LOs.

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Revised Bloom’s Taxonomy – Center for Excellence in Learning and Teaching

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* Uses active verbs in ILOs.
* Good discussions on Assessments
* Varied assessments

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* These examples at the end were nice, (the examples before lunch were a bit hard to see). :)

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Space medicine. Very useful Workshop. We redigned some of our outcomes.

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Here I really had to intervene its really important to try to simplify the text. What are the important part and what is unnecessary?

"interactive project course" is there a project course that is nit interactive? What is unique for this course, and what do you do and really highlight the important stuff!

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We had a really nice discussion of different approachers and how you could improve them. Here I also intervened a bit trying to visualize the time plan of the course and divide different phases and show when the LO is learnt/assessed.

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We had a really nice discussion. I also had to intervene a bit. I visualized the course in a time plan and tried to map the different LO into the activities of the course where they are learnt and where they are assessed and how!

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Here we had done most of the work already in the previous exercise because we talked about formative feedback and then assessment.
Some new ideas of using industry and UNIVERSEH teaching teams in assessment.

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Found it difficult (but in a constructive and positive way) to think of assessment before having the course content planned and clear. And actually we
were happy of the result at the end.

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Had really interesting discussion and came out with 4 new LOs, different from the original ones in proposal. Feel it was very good to have this workshop after the mindapping one :)

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Hard to do a lecture in the last portion of the day. I would recommend to do something that is more interactive. After a long workday and just listening is quite hard.

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Really interesting way of implementing labs for students.
The hard thing is to come up with a relevant experiment.
Some questions:

Where can I learn more about the underlying technology?

Is there any academic references that I can refer to if I want to mention this in a paper?

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Is there any good academic references to the ADN? I was interested of describing this in a pedagogical paper.

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The only limitation is the available time to develop the nuggets

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Not sure if it's here but I think we need a clear step to question who are the students and what are the prerequisites ; it's important in Universeh context with a lot of interdisciplinarity approach and heterogenous students

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I really like the idea of creating PLN for students I have thought of implementing this in a course, but I find it really hard for a large group of students creating PLN on a broad subject. However, this is something that should be learnt in the later stages of the education before thesis courses.

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Is the idea to pack all "train the trainer course" into a UNIVERSEH teaching package?

So that I can select a couple of interesting courses (hopefully created as ADN and using the approaches we teach) to achive the UNIVERSEH teacher credential or similar.

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Thank you for these helpful and pertinent elements.

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I really like the concept of hybrid teaching, but in the end its really stressfull for the teacher to run a lecture in hybrid mode, it is so many things that I need to do at the same time. Mixing audio from classroom, sharing bot local and remote work. If I had a producer that could help me produce the lecture and focus on the content not the underlying technology it would work, but at least in Luleå we don't have the luxury of having a media person/ producer helping us out in the lecture so performing a good hybrid lecture is not for the faint hearted:-)

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Do we need do do all labs in the first year? We have an idea for a lab but its probably not possible to manage to do it the first year.

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Could the person who wrote the first message send an email to Claire and I because I am not sure I understand the meaning of the question? I will of course make a general answer.
Anne-Lise
anne-lise.luga@isae-supaero.fr
claire.juaneda@isae-supaero.fr

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But it does not mean that you need professional recordings, it can be about just to start thinking on how to use different digital tools in some activities in a course, e.g. support asynchronous interactions.

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The experimental laboratories must be operational before the end of the universeh project. They can therefore be built during the second year of course.
But if we can advance the first year, we can begin to define the needs and to plan a first template.

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* We discuss all different activities, which is good
* Lots of discussions, everybody participates
* Not so much discussion of the connection to the LOs
* We talk about how to activate the students

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Good discussions in this group.

Some discussions about what to give students to prepare in the beginning of the course.

Using MatLab: not every students know about this- have introduction videos.

How to design for the course start? Having nuggets.

If using videos, what should students do in the next step

Important to link activities to Learning Objectives.

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Questions:
* Does anyone need to verify the courses before we publish them?
* Should we try to synchronize our key-words for ADNs?

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Before to go in detail into the course outline excel template, we need to draw a visual course overview first

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Before to go in detail into the course outline excel template, we need to draw a visual course overview first

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It's a bit confusing to me to work on a course level and on a specific lecture level. 

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It's a bit confusing to me to work on a course level and on a specific lecture level. 

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How do we motivate them to try new kinds of activitys?

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How do we motivate them to try new kinds of activitys?

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How can we inspired them to the try different H5P exercisies

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How can we inspired them to the try different H5P exercisies

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avoid synchronous lectures without a technical help...