Question of the Week


Question of the Week





Week 3  
Where can I find more information on remote assessment?

After switching to teaching from home, assessing remotely has been a hot topic among lecturers. Especially to maintain the quality of education. Do you have questions regarding how to make your assessment remote? Do you wonder how to use Möbius in your assessment or which remote assessment tools you can use? Have you questioned how to create fraud resistant exams? 

Visit the Remote Assessment page for general information on how to remotely assess your students. Here you can find the guiding principles for remote assessment, the procedure for changing your assessment to remoteseveral remote assessment types and tipsremote assessment tools for written/oral exams and assignments/projects, and how to create fraud resistant exams.

If you are using or you want to use Möbius, look here to find out how to get started and work with this tool for creating summative assessments.

For further didactical questions or using available tools, please contact

Week 2


How can I engage my students online?

In these times of remote education, separation is inevitable. Literature suggests that separation is not just physical, but “a psychological and communications space to be crossed” (Moore, 1993). This space is a place for potential misunderstandings. To overcome this separation for both yourself and your students, this cognitive space must be crossed. This can be done through balancing the three variables in distance-learning: Dialogue, Structure, and Autonomy (Moore, 1993).

Here are some tips on how to cross the cognitive space to engage your students in remote education:

  • Structure: Engage your students by offering a clear structure. Use transparent and prompt communication. Use an agenda with to-do lists and align it with your course schedule. Set manageable milestones; seeing immediate results will motivate your students. Create engaging content with available tools and platforms or gamify the content of your course.
  • Dialogue: Clarify what students can expect of you in terms of supervision, communication, and interaction, and what you expect of them. Send your students reminders and updates, and regularly offer them personalized feedback. Apart from expectation management, increase dialogue by hosting live events such as webinars, real-time Q&A forums, discussions, virtual tours, to name a few. Stimulate collaboration and connection amongst students with peer reviews or social learning activities.
  • Autonomy: Communicate with your students in various and interactive media formats so they can study autonomously. Implement some of the following formats: text, video, imagery, podcasts, and animations. Provide self-paced online training resources such as offering micro-learning online training libraries and “moment of need” repositories.

For further didactical questions, please contact a learning developer by emailing to

Week 52


How can I use virtual tours in online teaching?

A virtual tour is a simulation of an existing location which is composed of images of that space. You can use virtual tours to stimulate knowledge acquisition and creation, to spice up your lectures, and to help your students connect better with your teaching content or with each other.

Tips for using virtual tours in your lecture:
  • Engage your students with an activity. In doing so, provide clear instructions: make sure there is a goal and clarify what the students have to do. You could start with a guided tour and then let them explore the space with given tasks. Alternatively, you could organise a scavenger hunt as a social or educational activity to get to know a subject or a virtual space. Finally, you could let your students discover and draw a map of the virtual space or an item that fits in the space as an assignment.
  • Explain how to use a lab. You could give instructions on where to be or how to use certain machinery/products in the virtual space. Think of virtual lab instructions.
  • Use the virtual space as an inspiration to aid your brainstorm sessions.
  • During remote education it is easy to lose connection with your students’ to develop their professional identity as being in the faculty offers lots of inspiration and confirmation of that identity. You could use a virtual space to inspire and connect with your course and faculty. 

Have a look at the Google Art Project and the Aerospace Engineering virtual tour to give yourself an idea of how a virtual tour works and consider how you might use it in your courses.

For further didactical questions or using available tools, please contact a learning developer by emailing to

Week 51


What are the important aspects to consider when giving students practice assignments or formative tests?


It is important that the assignments are correct and do not contain errors. Test your assignments and answers as making too many mistakes demotivates students and increases the likelihood of dropouts.

Assignments must be of the correct level and must prepare the student for the exam. When students make their assignments, they have a certain perception of how challenging the assignments are concerning the final exam. If the level is too low, they will use alternative materials to prepare for their final test.

Provide specific feedback (ideally automated); not only "your answer is right or wrong", but explain why their answer is right or wrong.

Finally, provide a large and diverse set of practice exercises so that students can practice as much as they need. It could be helpful to use parametric models to generate lots of practice material.

For further didactical questions or using available tools, please contact

Week 50


How to optimise audio for my home recording?

The best preparation and expert tip we can give from the New Media Centre is to test, test and test your set-up again. The device you use is only a supporting tool, the way you set it up and use it is far more important and the only way to know what sound comes out is by trial and error.

When the New Media Centre picks their own device for a session, they always consider the purpose. You will use different devices when you are recording a knowledge clip or when you are speaking in a live lecture. In the webinar Pim van Schöll and Rob Maas, elaborated on three types of microphones – a lavalier/clip-on mic, standing-mic, and headset-mic – and their advantages.

When you go testing, make sure to approach the real setting as close as possible during your test. You can do so by recording your session and listen to it to check sound quality. Make sure you compare the quality between recordings with the same speaker. For live sessions it is important to invite guests to your practice session. And most important: always practice in the same platform you are going to use in the real setting.

Besides testing your setup, enhance the audio of your recording by minimizing external factor. Do this by taking care of your surroundings: close windows and curtains, avoid disturbing background activity, record when nobody is around. When you ensure a wired connection for both your internet and microphone, you limit the risk of connection problems. In live recording, ask your audience to mute themselves (and keep an eye on this).

If you want to learn more about how to improve the quality of your recordings, find the webinar on ‘NewMediaCenter – Your audio in online learning and teaching’ under recorded events and feel free to contact New Media Center or Pim ( for any questions related to the recording of your home recording and audio.

For questions on didactics or educational tooling for recording your lectures, please contact

Week: 49


How can you encourage students to make the most of feedback opportunities?

There are different techniques and activities that suit beginner to advanced feedback-givers. For students who are experiencing peer-feedback for the first time, it is important to explain the relevance and effect of feedback on progress and results, and to have synchronous practice feedback rounds using examples and rubrics, with lecturer monitoring. For students who have experience giving and receiving feedback: create scarcity in lecturer feedback so that they are more motivated to give peer feedback, and have them narrow down the points that they want to receive lecturer feedback on.

Another example of an interesting activity to target lecturer feedback is the meta-cognitive ‘making of’ activity, in which students reflect on what they did while working on the assignment. This gives lecturers insight into students’ understanding, level and work process, and can help lecturers give more informed, specific feedback.

If you want more detailed examples from Mariëtte Bliekendaal (TPM), you can find the webinar on ‘Peer feedback in the online classroom’ under recorded events (link will follow soon) or contact Mariëtte directly.

For further didactical questions or technical tools on peer review/feedback, please contact

Week: 48


What tool can be used to prevent free-riding in remote group assignments? 

Learning Developers of Teaching & Learning Services are suggesting to use ‘Buddycheck’ as a tool to prevent free-riding in remote group assignments. This peer evaluation tool, which allows students to evaluate each team member’s performance in a group activity, works also well for self-assessment. Students receive feedback on the group dynamic and their own performance against the group average. ‘Buddycheck’ was assessed as a user-friendly tool by both students and lecturers compared to previously used tools and is supported by Brightspace support. Find more information about ‘Buddycheck’ here. For further questions on ‘Buddycheck’ and for more didactical questions about dealing with free-rider behaviour, please contact