ONLINE teaching and learning
A new overview guide available for support: Digitalization as an opportunity for teaching and learning at the HSCG.
Due to current developments regarding the spread of the coronavirus, in-person instruction is not taking place. The HSZG has responded by implementing innovative strategies to move instruction to the digital realm. Faculty members from each faculty are individually responsible for ensuring that instruction continues through online offerings. In addition, the Centre for eLearning (Zfe), the Centre for Knowledge Transfer and Education (ZWB), and the Office of Academic Affairs (RB) support faculty and students with resources, guidelines, and advice regarding online classes / courses.
Many successful projects at the HSZG and best-practice examples of selected online tools demonstrate how teaching and learning can function effectively in the digital space. To facilitate the transition to the digital space and to provide an overview of the wide range of tools and methods available, the staff members involved have developed a guide. The resources described in this guide can be supported and managed by the Centre for eLearning (Zfe). These resources are continuously reviewed for their suitability for teaching and their compliance with data protection regulations and can therefore be considered alternatives to in-person instruction.
Everyone involved is working hard to provide information, tools, and support services, to identify alternatives to in-person instruction, and to support faculty as best as possible.
In addition, a moderated online conference titled “…And Suddenly, My Teaching Has to Be Digital?!” on Wednesday, April 1, starting at 3:00 p.m., during which faculty and staff from the above-mentioned centers can discuss their experiences to date and the challenges they’ve faced with digital teaching. The login details will be sent to faculty via email.
Guide to Moving In-Person Instruction to the Digital Space.
Information and Services Offered by the Center for e-Learning.
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