title: ETH Learning and Teaching Journal, Vol. 2 No. 2 (2020): Special issue: ICED 2020 proceedings
title: Special issue: ICED 2020 proceedings
titleType: AlternativeTitle
Creators: name: ETH Learning And Teaching Journal
Publisher: name: ETH Learning and Teaching Journal
Year: 2020

description: Nudging self-regulation as a means of study assistance and educational development...523-526 Lesson study (jugyou kenkyuu) as an educational development practice for faculty members at the University of Barcelona...517-522 Interdisciplinary learning in industry and community projects...513-516 Translating lifelong learning policies in Flanders: A case study...509-512 A future-ready model for cooperation in curriculum development...502-507 Collaboration in curriculum design: Embedding employability for future graduate success...497-501 Recognizing and assessing student entrepreneurship competences...491-496 What does the future tell us about the present? Learning pathways as future models for universities and a stimulus for student reflection...487-490 An online interactive monitoring system as an instrument for data-driven self-reflection on education policy and quality assurance processes at faculty and study programme level...484-486 An “excellence turn”? Rethinking teaching excellence awards for a future-ready South African university...479-483 Fostering a culture of innovation in teaching and learning in research-intensive universities: Implications for academic developers...474-478 Engaging students as partners in learning and teaching...469-472 Faculty Fellows: A promising program using the power of Dialogue Education...464-468 Back to the future – Challenging traditional positions and hierarchies in academic development...460-463 Faculty development initiatives offered by Centers of Teaching and Learning...455-459 Why do I teach? A glimpse into teacher motivation...450-454 The future is now as educational developers foster academic integrity in universities...444-449 A future-ready teaching philosophy: Opportunities to reflect, re-value and re-frame a teaching philosophy...437-443 Sustainability mindset framework for educational developers supporting future-ready curricula and student learning...432-436 Towards sustainable transformative, universal and lifelong learning: Emerging regional communities of practice in educational development...428-431 An experiential learning approach to educational development: Responses to teaching architecture through the lenses of reflective practice...422-427 Guided by theory, informed by practice: Teaching philosophies of academics from universities of teacher education...417-421 Possible, probable and preferable futures of university teaching, and how to explore them as academic developers...413-416 Future-ready directors: Owning a new educational development leadership role...408-412 Applied strategies for educational development as cultural work...403-407 Challenges for higher education and staff development towards sustainability: Empowerment of people and shaping of organizations...397-402 Sharing the burdens of responsibility for a better future in transnational academia: Reflections of displaced Syrian academics on an atypical academic development event...393-396 Critical reflection as an essential part of developing higher education teachers to be future-ready – Why and how?...386-391 Getting it right: A review of the new UFV faculty development program...382-385 How to support faculty in educational innovation...378-381 Supporting educational developers’ change practices: Examining educator and student beliefs of and relationships in teaching practice...374-377 Transformative approaches to radical wellbeing in higher education...367-373 Learning through conversations: How can we research informal professional development?...363-366 Preparing for the future: Building SoTL bridges at a research university...358-362 Fostering transnational virtual mentoring relationships: Possibilities and pitfalls...354-357 Mindset and motivational predictors of effective teaching practice: Research informs the future of professional development...351-353 Beyond teaching: Enabling holistic academic practice...347-350 The challenges and benefits of an online conference: Lessons learned by Celia Popovic (York University) and Erika Kustra (Windsor University)...342-346 Educate the educators in teaching and learning for sustainable development...338-341 Future-ready faculty: Developing the characteristics of expertise in teaching in higher education...333-337 Developing a curriculum mapping framework to enhance discipline-specific academic professional development in South Africa...327-332 Emotions as pedagogical tools: The role for educational developers in university learning and beyond...322-326 How we are cultivating future-ready graduates in Japan: Issues and expectations emerging from SoTL research at Teikyo University...317-321 Designing for blended learning to foster deeper learning: Exploring the use of ICAP theory of cognitive engagement as a professional development activity to support academic teachers’ practices...312-316 Shifting our educational development practice: Responding to change...308-311 Investing in our future: Preparing incoming faculty for today and tomorrow using education developer / faculty mentoring teams...301-307 AP innovations for postgraduate teaching assistants: A case to prepare early career colleagues for future-proof teaching scenarios...296-300 Developing digital capabilities of future students through consensus curriculum development...292-295 Collaborating to innovate high-level teaching engagement programs and cross-disciplinary teaching practitioner fellowships...288-291 Integrating transferable skills into an existing curriculum: The example of Geospatial Engineering at ETH Zurich...281-286 Towards an integrated support policy based on connected curricula and blended learning...276-280 Exploring future work processes – Conclusions from an interdisciplinary project in Building Information Modeling...271-275 Redesigning the BSc. in tourism of HES-SO Valais-Wallis to address the future challenges of the touristic economy...267-270 Future proofing assessment: Using a design thinking approach to embed graduate qualities in a time of change...263-266 Students helping students to provide valuable feedback on course evaluations...256-261 Moving from secrecy to transparency: Turning grade appeals into learning experiences...253-255 An innovative approach to implementing and evaluating formative assessment strategies in higher education: A Norwegian case study...248-252 Significant lifelong learning: A framework for preparing future-ready graduates in the age of uncertainty...241-246 The impact of the faculty-student relationship on student course engagement...232-240 Bridging the gap between thinking and doing: Industry expert adjuncts and future-ready teaching methods...228-231 Using “escape boxes” to promote constructive learning and positive thinking...224-227 Workshop: Experiential learning for future ready teaching...220-223 Supporting academics who teach international students...215-219 A practical workshop on Universal Design for Learning and shared experiences...211-214 Engineers of the future: Integrating professional competences via PAL...206-210 Forming future-ready graduates by focusing on the collective dimension of employability...201-205 Creating a “Teaching Portfolio Chart” for reflection and clarifying one’s own teaching philosophy...196-200 Beyond the student-centered higher education classroom: The student-centered ecosystems framework...191-195 Virtual exchange: Future-ready teaching of multiliteracies across borders and cultures...187-190 Can video support improve attainment? Evaluating the impact of teaching videos on student performance...181-186 Evidence-based teaching practices in online courses: The end of a lone-instructor model...176-180 Integrated and interactive workbook for fostering the visibility of interconnectivity of disciplines in food science...172-175 Conditions for the development of online teaching capacity: A case study...167-171 Exploring the drivers and barriers to teaching excellence...162-166 Evaluating the use of a collaborative content curation tool to support online assessments...157-161 Artificial Intelligence enabled Smart Learning...153-156 Maximizing learning using cognitive load theory...148-152 Large-scale flipped classroom with a single lecturer...142-147 Experiences of PhD graduates researching and learning for sustainable development in an inter- and transdisciplinary setting...137-140 Enhancing transition into HE for diverse, non-traditional students: Steps toward connected pedagogical partnerships...131-136 Career competencies amongst early career researchers: A response to contemporary uncertain work contexts?...125-130 Measuring and documenting graduate learning outcomes in the co-curricular space...119-124 Enhancing reflection skills with social video learning...113-118 Engaging faculty in designing inclusive and collaborative classroom strategies with students with disabilities: A guide for faculty developers...109-112 Working life competences that matter for the newly graduated: Views of recruiters in the domain of knowledge work...101-108 Reaching intercultural speakers of Spanish as a second language with a new curriculum design...97-100 Building inclusive and anti-racist futures: Reimagining higher education for a world in flux...93-96 “Universities just pretend that getting that piece of paper is all you need, like they are selling ice cream.” Supporting diverse graduates to achieve post-graduation goals...87-92 PhD support beyond teaching: The need to communicate effectively in (research) writing...84-86 Theorising the boundary condition between psychological capital and graduate employability: Does grit matter?...78-83 Inclusion and employability: Supporting all students to become future-ready graduates through the curriculum...73-77 Peer tutoring programme as a student academic development strategy in a selected university of technology...69-72 Pre-empting academic misconduct and improving learning outcomes with a teaching and learning approach – A preliminary report...64-68 Tutoring of young people with disabilities: Experiential learning that prepares tutors for an inclusive professional and civic perspective...58-63 Future ready tutors: Articulating and evidencing tutoring skills for employment outside the university...53-57 Sharing the wisdom: Applying cycles of experiential learning to engage in cultural humility...49-52 “You going to uni?”: Imagining futures from the perspectives of regional students...44-48 How does Université Paris-Saclay support pedagogical transformation and innovation to prepare for the future of education?...39-43 Partnerships and career development learning: Creating equitable shared futures...34-38 The ICED 2020 interdisciplinary panel discussion...27-32 A future unlike our present. Contributions from the ICED 2020 Student Ambassadors...22-26 The future(s)-ready graduate: Whose future? Which graduate?...18-21 Instructional design based on the problem-solving decisions of scientists and engineers...10-17 Introduction by the ICED 2020 organisers...9 Preface...8 Foreword by ETH Zurich Rector Sarah M. Springman...1