“Interesting but not Relevant”: Relevant Academic Teaching

About the Workshop

Paradoxically, despite the increasing relevance of academic skill to many desirable occupations, many students complain about irrelevant courses.
High level of academic skills is becoming more and more relevant to many occupations. Many employees will be required to read and analyze data, to conduct information searches, to work with partners from all over the world, to solve problems that do not have yet a solution,  and, most importantly, to learn continuously, all their lives. Yet, many students think that their academic degree, or a large part of it, is irrelevant to their future. In this workshop we will understand a little better, why and what can be done about it.

Integration of Technologies and Digital Tools to Empower Teaching and Learning

About the Workshop

In recent years there has been a constant increase in the number of students coming to lectures with cell phones, lap top computers, and tablets. These tools have changed the way and style of teaching but surprisingly, in most cases, have not had a significant effect on the frontal teaching methods used for years. Many teachers have chosen not to harness the new “guests” or integrate them in any way into frontal teaching.

Authority in class

About the Workshop

Authority is not the most important thing for lecturers. However, when something goes wrong in this regard, we understand how important it is in managing an effective learning experience. In this workshop we will present the stance that there is an effective way to deal with authority issues, one which can be taught and practiced.

Experience in Micro-Teaching

About the Workshop

A highly effetive workshop which provides coaching in teaching skills. Each one of the lecturers participating in the workshop prepares in advance a teaching segment of 7 minutes and presents it during the workshop. At the end of the presentation he/she receives feedback from the group and the facilitator, followed by a discussion about the teaching methods witnessed.

In this experiential workshop participants learn from three sources:

Basic Workshop for TAs in Frontal Courses

About the Workshop

Modern day courses suited to teaching in the twenty-first century are characterized by frequent, consistent assignments and exetensive feedback to students. Therefore, the role of the TA is critical in affecting the quality of the course and the students’ learning. The aim of this workshop is to prepare TAs for their role, in particular how to give feedback to students about their work, orally or in writing. In this workshop will analyze dilemmas arising from this, simulate various situations with students, and present relevant examples.

How to Motivate Students?

About the Workshop

What would you like to learn about motivation? How to generate enthusiasm among the students? How to get them to make an effort? How to make sure that students come to classes? In this workshop we will deal with common motivational problems and present some knoledge-based ways to solve them.

From Frontal to Online Teaching – Constructing Computerized Teaching Units

About the Workshop

In the framework of modern trends in the academic world, online courses are becoming ever more important and there has been a significant increase in the use of distance teaching and learning. The change from frontal to online teaching demands various changes and adaptations from both pedagogical and technological perspectives. These require re-planning and re-organization of the course.

Starting off on the Right Foot – Correct Management of a First Meeting and the Psychological Contract

About the Workshop

Try to remember yourself as a student going to a new course for the first time at the beginning of the semester. How long did it take you to decide whether the lecturer was any good? Whether it would be interesting? If you are like most people, you formed an opinion very quickly. Although sometimes opinions change over time, in most cases the opening minutes provide rich information, factual and emotional, about what to expect and affect your attitude and commitment to the course.

Not Just PowerPoint – Getting to Know the Secret Capabilities of the Most Popular Program for Presentations and other Tools for Giving Presentations

About the Workshop

For many lecturers, presentations play a prime role in their teaching and in presenting their ideas to an audience. Most lecturers use PowerPoint, although few are familiar with the range of possibilities it offers.
This workshop will present the less well known add-ons of this program which can help to transform the frontal lecture into active learning, make it thought-provoking, and increase student participation, and we will get to know ways to make the presentation into interactive courseware that speaks for itself.

Writing Tests Using Moodle

About the Workshop

Imagine a world in which it is possible to integrate colorful pictures and films into every test question; imagine a world in which it isn’t necessary to make an effort to decode a student’s illegible handwriting; imagine a world in which it isn’t necessary to drag the exam notebooks home or even scan them; imagine a world in which the calculation of grades is done automatically; imagine a world in which you can get statistics about every question in a test – how many got it right and how many made a mistake. If you can imagine this world, it seems that you were thinking about computerized tests using Moodle.

Teaching Large Classes

About the Workshop

Teaching a large class is a challenging task from a number of perspectives. Big classes provide fewer opportunities for a personal connection between lecturer and student, fewer possibilities to activate the students, and the anonymity makes it easier for students to become distracted or become involved in other occupations. Therefore, the various methods for teaching big classes are intended to achieve three central aims: to generate interaction, to maintain concentration, and to regulate student emotions despite the size of the class. In this workshop we experience the effect of these methods on the learner in a large class.

Teaching in a Multicultural Classroom – Students From Minority Groups

About the Workshop

At the Hebrew University, Jewish and Arab students learn side by side, as do ultraorthodox, religious, and secular students, new immigrants and native Israelis.
Teaching a heterogenous class is a source of wealth and mutual fertility, but also demands attention to the disparities between the various students and their needs.

Training for TAs in Laboratories

About the Workshop

Laboratory work constitutes an integral part of BA programs in the Faculty of Sciences. It is intended to train students for independent research in further studies. Teaching in laboratories differs from teaching in classrooms because it combines the acquisition of knowledge with practicing disciplinary skills.
These laboratories classes are usually directed by MA and PhD students who offer the students a professional and even personal model.

Constructing an Academic Course

About the Workshop

In this workshop we will discuss structural decisions regarding course design. Examples of structural decisions include: the number of assignments given in the course, their extent, their frequency, will they be individual or group based? How to keep up a good pace of work considering the constraints of grading assignments, and more.

Building a Course Website using Moodle: Beginners and Advanced

About the Workshop


This workshop is intended for lecturers taking their first steps in Moodle. We will learn how to use the editing tools and perform actions such as: uploading files, importing content from other course websites, appointing teaching assistants, and creating assignments and tasks, writing tests, sending messages.


This workshop is intended for lecturers who have a basic knowledge of Moodle but are interested in improving their use of the various interactive functions and managing options that Moodle offers. In this workshop we will learn how to activate the complex teaching activities available in Moodle (“how?” ) with pedagogical emphasis (“when?” and “why?”)