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Does size matter?
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Does size matter?

Teaching and learning in large classes.

Ever hear of an interesting interactive sequence you thought of using for your own course but were discouraged by thinking that it wouldn't work for large classes? What works well for small class sizes or seminar courses might require adaptations to work effectively in large classes. We will hear from several faculty members how they create interactivity in large classes.

Dr. Meike Akveld D-MATH Lecturer E-Mail senden
Dr. Raoul Hopf D-MAVT Lecturer E-Mail senden
Dr. Markus Dahinden D-INFK Lecturer E-Mail senden
Prof. Dr. Thomas Gross D-INFK Professor E-Mail senden

Dr. Meike Akveld

Meike Akveld (D-MATH) will present her use of Clicker and the Stack question types in your lectures. Clicker questions have by now a long tradition at the ETH and can be used to activate the students in large classes. They are well appreciated by the students, but lack the possibility to give individual feedback. STACK is a new Moodle question type which is designed for evaluating both numeric and algebraic expressions, it is more sophisticated and can mimic mathematical thinking better than closed format questions and allows for nuanced and individual feedback in so-called potential response trees.

Dr. Raoul Hopf

Raoul Hopf (D-MAVT) has been teaching the Mechanics I Kolloquium for many years. In this talk he would like to discuss a few more basic thoughts and ideas that have helped him to navigate such big lectures. How can we keep the students focused and maintain a certain level of interactivity, despite having many hundreds of students in one room? Can we even achieve this without any relying on any extra technology, other than a writing board?

Dr. Markus Dahinden (D-INFK)

Markus Dahinden (D-INFK) states that interactive sequences in lectures are challenging. Particularly with many students and in post-Corona times when students prefer to watch recorded lectures. Markus would like to share with you how he successfully uses assistants and teaching assistants in their courses to generate interactive sequences outside the lecture hall.

Thomas Gross (D-INFK)

Thomas Gross (D-INFK) has seen the enrollment in the “Introduction to Programming” course grow from 400 to 700 students. He will discuss how they scaled delivery, how they barely managed interaction, and report how they failed handling other aspects