About the Workshop

The Effective Academic Course Design workshop is the English version of “ "סוף מעשה במחשבה תחילה workshop. In this workshop, we aim to support you through a process of designing your academic course, on the basis of your instructional goals. This workshop is an a-synchronous workshop: it includes nine lectures (in Hebrew with  English subtitles) and supporting activities (in English), including two submissions that will be reviewed by the facilitators.

About the Workshop

With the outbreak of the corona crisis, we have all adopted emergency instruction via Zoom but instruction via zoom is not the only way to teach remotely nor is it the most effective way, in most cases. What are the alternatives to Zoom and what are the principles for building a good remote learning course? What problems and difficulties are inherent in remote learning and how can they be addressed?

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.

About the Workshop

Presentations have become a central tool in teaching and presenting ideas to an audience, although often they are not lack of problems: they are too long, sometimes full of text, visually overloaded, boring, and distract from the main and most important thing: do they succeed in imparting the intended message?

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.

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.