Jan 26 Updates EN Virtual mobility: aan de slag

Virtual mobility: GETTING STARTED

sET-UP

ImplementatiON

Asynchronous & Synchronous Learning Activities

OriEntatiON

Online learning often struggles with high drop-out rates. To prevent dropouts, it is essential to keep students engaged during both synchronous and asynchronous components.

For Whom?

Internationalisation Opportunitiesin the Study Programme

ASYNCHRONOUS LEARNING ACTIVITIES

SYNCHRONOUS LEARNING ACTIVITIES

Learning Outcomes

Agreements with Partner Institutions

Teaching a hybrid class

Setting up a Ufora course

Digital tools

Course Sheets

Set up a Trial Run

Ensure your Study Materials are Clear

Assessment

Registering International Students

Keep Recordings Brief

Encourage Students to Come Prepared

Communication with Students

Encourage Discussion

Make Time for Q&A

Engage Students Actively

Plan Moments of Interaction

Assessments

Use formative and summative online assessments. Summative assessments can also be conducted online or on campus with local exam supervision. Formative Assessments

• Ufora provides various options for online formative assessments. You can use Ufora Tests or integrate applications in your Ufora course. This allows students to practice and develop an understanding of their learning processes. Lecturers can utilise learning analytics to monitor group progress and intervene when necessary.
• Summative assessments can also be conducted online. While certain practice-based assessments require physical presence (such as work placement supervision), most assessment methods at Ghent University can be organised online. Although it may seem challenging at first, many course units already implement continuous assessment online. Examples include submitting assignments through Ufora, engaging in using , assessing based on student-created video clips (as in ) or contributing to the discussion forum in Ufora. can be easily organised using MS Teams. Additionally, consider whether you want to incorporate a collaboration component in your assessments, as these skills are highly valuable in a context of international virtual mobility.

Summative Assessments

• In an online environment, traditional exams pose specific challenges such as fraud sensitivity, technical requirements, and the risk of technical issues. Nevertheless, solutions are available to address these concerns. Written exams with or can take place on campus at the various home institutions, either simultaneously or at different times, with distinct versions of the exam. Make sure to arrange the necessary logistics with the partner institutions. Finally, it is also possible to administer with open-ended and (or) multiple choice questions, using Ufora Tests or Ans, potentially with proctoring assistance (i.e. . ).
• In the pilot Virtual Mobility courses, teachers have used assignments (presentations, group work, or written reports) in addition to online oral assessments, or a written exam in one of three variants: proctored via Proctorio, supervised locally, or fully open-book open-internet with no supervision at all. Select the assessments that best align with your learning goals and teaching methods.
• Online oral assessments follow the same general principles as in-person exams, with added considerations. Inform students the exam will be on MS Teams and direct them to the student portal for guidelines on participation, technical issues, and screenshots. Communicate dos and don'ts (permitted materials, camera requirements, expectations on their conduct) and remind students of their responsibilities and the consequences of fraud. Before the exam, have them submit a digital sworn statement via Ufora, share an emergency phone number, and clarify whether the session will be recorded. In the case of monitored and closed book oral assessments, you may use ANS testing platform (with protected environment) and Proctorio software to detect possible fraud. You may consider open-book or flexible formats if monitoring isn't possible.
• Local on-campus exam supervision: A written exam with local on-campus supervision is possible, provided the home university agrees to organize this. In academic year 25-26, courses that required local on-campus exam supervision were opened only to students from home universities that offered such support. In this case, the Ghent University lecturer-in-charge needs to agree with the home university on the exam date, and sends the exam over with instructions. The home university prints the exam, organizes invigilation, and sends back scanned copies.

H5P

peer and (or) self-assessment

this Ghent University practice

participation

FeedbackFruits

Presentations

open-ended

multiple-choice questions

online written assessments

Proctorio

Ensure Your Study Materials are Clear

A chaotic and unclear learning environment can lead to student dropouts. Provide your study materials with a clear structure and use language that is easy to understand. Give straightforward instructions and be specific about your expectations for students. Provide them with a well-organised timetable that includes all synchronous and asynchronous classes and assignments.

Course Sheet

For information on how to revise your course sheet, refer to the page.

Vademecum

Internationalisation Opportunities in the Study Programme

When determining which course unit in the curriculum is eligible for online admission of international students, in addition to the regular Ghent University students, consider the following factors: - language of instruction: in most cases, this will have to be English. - availability at the home institution: international students should ideally choose a course unit that is not offered at their home institution. Consider the specific areas of expertise we possess at Ghent University. - cultural diversity: for both the study programme and the students at the home institution, it is beneficial to select a course unit that allows for the presence of diverse cultures and geographical perspectives. This enriching international student audience can enhance the learning experience.

Digital Tools

Incoming students at Ghent University will be registered here, granting them access to all our institutional tools. We recommend using Ufora for asynchronous activities and for synchronous sessions. To record knowledge clips and physical classes, as well as to livestream utilise Please provide students with clear instructions on which tools you will be using and how you will communicate with them. A variety of digital tools is available to support interaction, including polls, quizzes, word clouds, whiteboards, and notice boards. An example is Feel free to explore other tools online as well.

MS Teams

hybrid classes,

Panopto.

Wooclap.

Set up a Trial Run

Organise an introduction session for students to get to know each other and experiment with the digital tools. If you notice that some students are struggling with these tools or lack access completely, make the necessary (technical) adjustments or give additional instructions before they begin their work. Allowing students time to familiarise themselves with each other’s backgrounds is crucial, as they come from different (teaching) environments and only interact online.

Learning Outcomes

Establish what students should know and be able to do by the end of the course unit ( ). Virtual Mobility course units present an excellent opportunity to promote the students’ understanding of international environments, intercultural communication, diversity awareness and digital skills. Make the learning outcomes inclusive and ensure they are relevant and feasible for students from different backgrounds.

learning outcomes

Engage Students Actively

Encourage your students to solve problems through quizzes, exercises, or written assignments included in the asynchronous teaching materials. This approach helps them process the content actively.

Make Time for Q&A

Encourage students to use the chat for asking questions. It can be beneficial to have an assistant – either a colleague or a designated student – monitor the chat and highlight important questions. For smaller questions consider setting aside specific times to address them collectively. If you do not have an assistant, it may be helpful to establish fixed moments for Q&A throughout the session. This approach allows you to focus on teaching without constantly monitoring the chat. Make sure to announce these Q&A times at the start of the session. Certain tools (e.g. ) allow students to vote on questions from a given list, making it easier to identify topics of common concern. If you are unable to answer all the questions in class, post the answers on a

Wooclap

discussion forum.

Plan Moments of Interaction

• Start with an icebreaker. Use a poll or question to activate the students’ prior knowledge. Show them a photo and ask for their thoughts on what it is, or ask them whether they recognise a specific phenomenon providing answer options in an A.../B... /C... or Yes/No format.
• Ensure students are keeping up. Reading the mood in an online setting can be more challenging than in-person classes. Implement status indicators or a signal for “going too fast”. Use MCQ at regular intervals to ensure everyone is engaged.
• Use break-out rooms. Dividing large groups into smaller ones encourages more interaction among students. They can consult each other, discuss specific concepts in a buzz group or work on exercises in smaller groups.
• Ask questions. Gather input from students by using open-ended or multiple-choice questions with tools such as
• Give students the floor. Designate a student to explain a concept if they are comfortable doing so. Encourage students to demonstrate something using an annotation tool.
• End the class interactively. Ask students to summarise the class using three core concepts (e.g. make a word cloud in ). Alternatively, use a one-minute paper for students to briefly reflect on the class, identifying the muddiest point, or the aspect they found most difficult or unclear

Tip! Interactive moments can be useful from a lecturer’s point of view, too: you will learn whether or not the technology works and find out if the students can keep up. Learn more here and

Wooclap

Wooclap

Online Lecture: Tips & Tricks for Interactive Lecturing

betrekken van studenten: hoe doe je dat bij online onderwijs?

Asynchronous & Synchronous Learning Activities

A comprehensive online course unit typically includes both asynchronous and synchronous learning activities. Asynchronous learning activities can be completed by students at their convenience and may include reading texts, watching recorded lectures and knowledge clips, a participating in discussion forums, completing assignments and group projects, and tests. Synchrononous activities, on the other hand, are conducted at set times and entail live classes, discussions and group work in break-out sessions. When (re)designing your course unit, it is crucial to determine which learning outcomes are best achieved through self-managed, asynchronous activities versus those that benefit from the interaction and immediate feedback of synchronous activities. Consider integrating these two types of activities. For example, in a , where concepts may be introduced through asynchronous materials, followed by synchronous sessions for deeper exploration and application. Alternatively, asynchronous discussion forums can be used to reflect on and provide feedback regarding the synchronous teaching activities

learning pathway on Ufora,

flipped-classroommodel

Encourage Students to Come Prepared

What knowledge or skills should students have when they arrive in class? Assist them by assigning them a preparatory task, such as reading a chapter, answering some questions or researching examples.

Encourage Discussion

In an online setting, interactions among students and with the lecturer are crucial. Set a deadline for students to read a chapter and discuss it together. The Ufora can be a great place for students to ask additional questions.

discussieforum

Teaching a Hybrid Class

For recording and sharing sessions with your online cohort, you may use Panopto, a tool that has useful features such as subtitling, translation, and integration with UFORA. For synchronous sessions, MS Teams works well for facilitating live interaction with your online group. Both tools have their strengths: Panopto is generally the better fit for recording and post-session sharing, while MS Teams works well in real-time teaching moments. In practice, many teachers use both, depending on the activity. For the in-class technical setup, you can opt for two options: Option 1: Logitech BRIO webcam – Bringing one’s own webcam is one of the first options. Check with the faculty education support staff for how this device can be accessed. Plug it into your laptop (or the auditorium computer), select it as an option in Teams, and you’re ready to teach. Option 2: Fixed auditorium camera – The second option is to use the room’s built-in camera. Plug in the room’s camera cable (and table mic if needed), select it as an option in Teams, and start your class. In hybrid teaching, keeping both the on-campus and online groups connected is key. Room microphones and cameras can help ensure that both groups can see and hear each other where available. If such equipment is not at hand, a practical workaround is to repeat questions or comments from one group aloud, so that the other group can follow along. For a more detailed technical exm on Ghent University Intranet.

read this tip

Agreements with Partner Institutions

A study programme or faculty must make bilateral agreements with the participating partner institutions (i.e. partners who will let their students participate in the online course unit at Ghent University). Such an agreement should include admission requirements, enrolment procedures, the maximum number of participants per academic year, data protection, and credit transfer/recognition in the home curriculum. Reach out to your faculty’s for more information. You may also choose to offer a Virtual Mobility within the ENLIGHT network. Write to for more information on available opportunities. To know more about the procedure and related timelines of setting up a Virtual Mobility for ENLIGHT partner universities, take a look at the page.

FCI staff

enlight@ugent.be

Vademecum

Registering International Students

To facilitate the participation of non-Ghent University students in online teaching activities, they need to register as guest students. The status of a guest student comes with a Ghent University account, and access to Ufora and Oasis (for course-related administration).

Setting up a Ufora Course

A Ufora course site typically gets created for each course offering (in Dutch, aanbodsessie).For multiple course offerings, for example, in case a course is taught on-campus for Ghent University students, and is offered as a virtual mobility for other universities, there will be two courses created on Ufora. For easy administration of the course, you may want to merge the two course offerings in Ufora using . After you merge them, you can use the ‘Groups’ feature in Ufora to organize students by course offering. The course sites may also be kept separate based on your needs. For course content such as announcements, content items etc… you can use release conditions ("Add dates and restrictions"). These allow you to restrict visibility to one or more specific groups. In that case, only the selected group(s) will see the content.It’s also possible for videos to be uploaded only for the virtual mobility cohort via the settings on Panopto (but settings need to be adjusted for individual students and not via Ufora groups). More information about restricting access to Panopto videos can be found . Get in touch with the Ufora helpdesk if you face any difficulties in adapting these settings for your course.

these steps

here

Keep Recordings Brief

Limit recordings to brief segments. Ideally, last no more than nine minutes.

knowledge clips

For Whom?

Identify or admission requirements based on the discipline of the course unit and the level of participating students. Keep in mind that students may come from diverse backgrounds and possess varying levels of prior knowledge, language proficiency, and digital skills. Plan how to address potential gaps in knowledge and skills, such as encouraging independent study of essential materials. Also, identify the strengths that different student groups bring and consider how their diverse perspectives can enrich the course unit.

starting competencies

Communication with Students

 It is recommended to use only students’ Ghent University email address for communication. Ghent University asks all students to use their Ghent University email for official communication, so we encourage them to check that inbox regularly. This may prove to be sometimes challenging, and if any student has trouble accessing their Ghent University email, please contact onderwijs@ugent.be. You may look for solutions together with the educational support staff, and in exceptional situations explore alternatives.