Playing around, but seriously: using games in the classroom

Jessika Richter¹, Ester Barinaga², Mirjam Glessmer³, Matthias Lehner¹, Steven Curtis⁴, Terese Thoni⁵, Léa Lévy⁶

¹ International Institute for Industrial Environmental Economics

² Dpt. Of Business Administration, Lund University School of Economics and Management

³ Center for Engineering Education (CEE), LTH

⁴ Division of Higher Education Development, Lund University

⁵ Sustainability Forum, Lund University

⁶ Division of Engineering Geology, LTH

Serious games are games or activities with game-like elements used for the purpose of enhancing learning and education (1). They include a large number of different interventions used explicitly for learning, e.g., board games, card games, role playing, simulations, escape rooms, among others, which may be technology-enhanced using mobile phone applications, web interfaces, software, or computer simulations (2, 3). Often, the topics are serious and complex, and the game interactive, where reflection is an important part of the game-playing process (2). As such, serious games are well-suited to facilitate learning about sustainability, as they facilitate exploring real-world issues, decision-making scenarios, or applying theoretical concepts. However, their application is suitable in many degree programmes, including political science, business administration, management, engineering, healthcare, etc. (3).

Over the last decade, serious games have become increasingly popular learning activities because they don’t easily provide right and wrong answers, but rather are a means to explore a complex reality and allow individuals to question their perspective. In explaining the pedagogical merits, Boragine (2) suggests serious games: 1) facilitate advanced problem-solving and systems-thinking skills-development, due to their immersive nature; 2) support understanding of complex problems, reflecting Kolb’s theory of experiential learning; 3) respond to changing student preferences and expectations; and 4) enhance student motivation and engagement. In the specific case of teaching sustainability, serious games allow working with key competencies: collaboration with fellow students, system thinking and compassionate communication (4). Using serious games effectively can be dependent on pedagogical factors, game factors, and contextual factors (5). Thus, educators shall take into account these factors when selecting a ready-made game, adapting a ready-made game, or designing a self-made game. 

Implementing games in teaching sustainability, and generally, is not without its challenges. These include ensuring sufficient depth and quality of reflection, and designing games that are flexible enough to accommodate diverse opinions and sensitivities while still achieving educational objectives. Finding the right balance between customization for specific educational goals and maintaining broad appeal and accessibility can be challenging. 

This contribution is developed among members of the Teaching for Sustainability community of practice at Lund University. Within this configuration, we are a self-organised group of teachers who have the shared goal of reflecting on the use of serious games in our teaching, where we meet regularly to explore and play different types of serious games together. In a workshop format, we reflect on the literature of using serious games in higher education, our experience implementing them in several different courses and disciplines teaching sustainability at Lund University, as well as our efforts to support teachers to use them. We will also play a short example of a serious game to encourage and share with the wider LU teaching community..

References

1. Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972–994. https://doi.org/10.1111/bjet.12467
2. Boragine, L. H. (2023). Roll the Dice: Using Game-Based Learning to Teach Sustainability in Higher Education. In Educating the Sustainability Leaders of the Future (pp. 59–73). Springer.
3. Hallinger, P., Wang, R., Chatpinyakoop, C., Nguyen, V.-T., & Nguyen, U.-P. (2020). A bibliometric review of research on simulations and serious games used in educating for sustainability, 1997–2019. Journal of Cleaner Production, 256, 120358. https://doi.org/10.1016/j.jclepro.2020.120358
4. Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards sustainability. In Frontiers in Education (Vol. 6, p. 785163). Frontiers Media SA. doi: 10.3389/feduc.2021.785163
5. Daoudi, I. (2022). Learning analytics for enhancing the usability of serious games in formal education: A systematic literature review and research agenda. Education and Information Technologies, 27(8), 11237–11266. https://doi.org/10.1007/s10639-022-11087-4

Generativ artificiell intelligens, GenAI, har under det senaste två åren fått ett enormt genomslag i många delar av vårt samhälle, inklusive inom utbildningen. Användandet av GenAI i utbildning erbjuder många möjligheter för både studenter och lärare, men innebär även en del problem och fallgropar som behöver hanteras. Vi arbetar nu aktivt med att hjälpa studenter och kursledningar att använda GenAI, och att anpassa kurser till de nya förutsättningar som GenAI innebär.  

Genom att undersöka styrkor och svagheter med GenAI i pedagogisk användning, kan vi klarlägga hur denna teknologi kan främja djupinriktat lärande, kritiskt tänkande och självständighet bland studenter (Biggs & Tang 2011; Kaufman 2019). Lanseringen av GenAI har ytterligare belyst svårigheten att definiera självständigt arbete, eftersom studenterna nu har ett kraftfullt verktyg som kan assistera dem på olika nivåer. Med ökad kunskap om GenAI kan vi definiera hur vi vill att studenterna ska arbeta med detta verktyg och ta fram strategier för att undvika missbruk samt vilseledande användning (Bjelobaba 2021; Cotton et al, 2023).

GenAI kan bidra till utbildningen genom att förbättra textbearbetning, stimulera idéer, ge feedback, med mera. Det är dock viktigt att understryka att medveten användning är nödvändig för att säkerställa pedagogisk kvalitet och integritet. Detta gäller både för lärare och studenter, och det är därför angeläget att anpassa lärandemoment och bedömningskriterier för att integrera GenAI på ett sätt som stärker utbildningens mål, samtidigt som man förbereder studenterna för en framtid där AI-verktyg blir en del av det dagliga arbetet.

En viktig aspekt av undervisningen är också att stimulera studenternas kritiska förhållningssätt, det vill säga deras förmåga att värdera information från olika källor och dra egna, välgrundade slutsatser baserat på denna information (Kaufman 2019). Denna förmåga blir allt viktigare i takt med att mängden information och antalet källor ökar kontinuerligt, samtidigt som det blir allt lättare att sprida information genom till exempel sociala medier och andra informationsplattformar. Att undervisa studenter i ett kritiskt förhållningssätt till generativ AI är därför en viktig del av den högskolepedagogiska utbildningen.

Workshopen som anordnas på Lunds universitets pedagogiska utvecklingskonferens kommer att innehålla praktiska övningsexempel där deltagarna får träna på att utveckla sina undervisningsmetoder och effektivisera sitt arbetssätt. Detta inkluderar att utnyttja GenAI för att främja ett studentaktivt och djupinriktat lärande samt för att stimulera ett kritiskt förhållningssätt. Dessutom kommer vi att ta upp fallgropar och hur bedömningsuppgifter och andra lärandemoment följaktligen kan behöva förändras för att anpassa dem till GenAI. Vi kommer att diskutera möjligheter med förändrade examinationsformer för att säkerställa att studenterna uppnår kursmålen. Siktet blir också mot att bedöma processen snarare än produkten. Presentationsspråk: Svenska

Presentationsformat: Pre-conference workshop

Referenser

Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

Bjelobaba S. Deterring cheating using a complex assessment design: A case study. The Literacy Trek. 2021;7(1):55-77.

Cotton DRE, Cotton PA, Shipway JR. Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. 2023:1-12.

Kaufman, D.M. (2019). Teaching and Learning in Medical Education: How Theory can Inform Practice. In Swanwick T (Ed.). Understanding Medical Education – Evidence, Theory and Practice. Wiley Blackwell.  

Format: 3hr pre-conference workshop

Title: Supporting Student Writing: Tools for Teachers and Mentors

Participant: Charlotte Hansson Webb, The Academic Support Centre, English

Abstract:

Many lecturers observe that their students struggle with academic writing, a concern lent even greater urgency by the proliferation of generative AI technologies. Academic writing and literacy are vital components of the intellectual life of a university and of students’ development as thinkers and producers of knowledge, yet they rarely form the subject of dedicated instruction within courses and programs.  Because academics write, write well, and write often, it can be easy to take the process for granted, and to assume that committed students will figure it out for themselves. Yet, academic writing comprises a complex series of interwoven competencies—critical-analytic, discursive, and operational—which require scaffolding inside and outside of the classroom, must be regularly practiced, and (ideally!) discussed with other writers.

At The Academic Support Centre, we work with students to foster a process-based culture of “writing to think”, in which continuous, reflective notetaking during the semester is of equal importance as assignment and thesis writing. Our work is grounded in the student experience of writing at university: because we don’t give grades, students feel comfortable discussing the challenges they face and submitting drafts for feedback at every stage of the process. We work with students to demystify academic genres, navigate secondary sources, develop their critical reasoning skills, and find their voice in the academic conversation. 

In this workshop, we translate our unique insights into the student experience of writing at university into simple, practice-based approaches that can be built into courses without the need for extra contact hours or marking. The aim is to equip university teachers and student mentors with tools for developing student academic writing proficiency and to help spark enjoyment of, and confidence in, the writing process. We will show you how to create a culture of writing within your courses, how to encourage critical, reflective notetaking, how to establish peer-groups for feedback during the writing process, and introduce tools designed to aid students in their reading, writing and revisions. We will also provide information about our services and how you can get the Support Centre involved in your courses and programs.

If you would like to participate, please bring along a schedule, syllabus, and at least one key text— an article, or book chapter— from a course that you teach. You may also choose to bring along a sample assignment description. Students and student mentors can feel free to bring along any academic text of interest. 

Title: Assessment (il)literacy is the problem, not artificial intelligence 

Section: Point of View 

Rachel Forsyth, Enheten för Undervisningsstöd, rachel.forsythedusupport.luse

It is surely uncontroversial to say that assessment should be valid, secure and fair: these are the basic requirements of a reputable and trustworthy assessment system. It might be less obvious to say that assessment should be interesting, integrated into teaching, and developmental, but these aspects are really important to rethinking why and what we assess. 

Since November 2022, when ChatGPT was released by OpenAI, there has been a lot of anxiety expressed about how to secure assessments (examinations) from cheating by using these tools. Some people want to lock down all assessment tasks by bringing them back into the exam halls, but controlled tasks just can’t assess the full range of skills we expect students to develop. Some people are sure that they know there is unauthorised use of Generative AI tools, but have no tools to deal with it. Some people are almost certainly just hoping it will go away. 

Some ‘experts’ have suggested that teachers who design simplistic or boring assessment tasks are the problem, and they are the cause of student cheating. The truth is that some students will use any tools available to pass a course, and some students will do everything they can to learn in the ways that the teachers wants, and most students will find themselves somewhere between these two extremes (Ellis & Murdoch, 2024). This divergence of student aims, intentions, and approaches did not come to us with Generative AI tools - but the tools make it more obvious to us, because they enable students (and us) to do certain things much more quickly. How we respond to the challenges of designing valid, secure and fair assessment depends on what we think the purposes of assessment are, and what we hope to achieve when we design, teach for, grade and give feedback on assignment tasks. Understanding all of these processes really well is often called assessment literacy (Price et al., 2012) and I think it is an essential element of all teachers’ pedagogical competence, but it is sadly underdeveloped in basic courses. 

In this point of view, I will set out the basic components of assessment literacy and show how they can be used to design tasks which better align to teacher and student intentions of their higher educational experiences. 

References

Ellis, C., & Murdoch, K. (2024). The educational integrity enforcement pyramid: a new framework for challenging and responding to student cheating. Assessment & Evaluation in Higher Education, 1-11. https://doi.org/10.1080/02602938.2024.2329167

Price, M., Rust, C., O'Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy: the foundation for improving student learning. ASKe, Oxford Centre for Staff and Learning Development. 

Precision möter kvalitet: en introduktion till QPS för skriftliga prov

Johan Agardh, Medicinska fakultetens Centrum för Undervisning och Lärande, Frida Reisdal, Malin Ferm

Skriftlig salsskrivning är den vanligaste examinationsformerna vid svenska lärosäten¹. Att säkerställa kvaliteten på dessa prov är därmed av stor vikt för att upprätthålla en rättssäker och tillförlitlig bedömningsprocess.

I denna presentation introduceras provfunktionen i det digitala systemet QPS (Quality and Progress System) som används vid Medicinska fakulteten. Detta är ett verktyg som syftar till att stödja examinatorn i kvalitetsarbetet kring skriftliga prov.

Med QPS får vi en plattform för att skapa, granska och analysera prov. Genom att följa en systematisk process kan examinatorn säkerställa att proven är väl utformade, relevanta och alignerade med kursplanens mål. Verktyget möjliggör samarbete och granskning av provfrågor mellan kollegor och externa frågeskrivare, vilket bidrar till att identifiera och åtgärda eventuella brister eller otydligheter, och en kvalitetssäkring av kursens frågebank.

En av QPS:s huvudfunktioner är möjligheten att koppla provfrågor till bl a specifika kursmål, kompetenser och SOLO-taxonomiska nivåer. Detta underlättar designen av provet, spårningen av vilka områden som täcks av provet och säkerställer en lämplig fördelning av frågor. Det underlättar också uppföljningen och analyser av prestation och måluppfyllelse inom respektive område.

Under arbetet efter genomfört prov erbjuds en grundlig analys av provet och provfrågorna, vilket ger värdefull insikt i provets och frågornas kvalitet, reliabilitet och validitet. Analysen fungerar också som ett stöd i gränssättning².

Studenterna kan använda data som stöd för sitt självstyrda lärande³ och har möjligheter att identifiera styrkor och svagheter i sin måluppfyllelse. Utifrån dessa kan en student välja tidigare provfrågor att öva på vilket har visat sig ha positiva ePekter på lärandet⁴.

Presentationen kommer att belysa en typisk arbetsprocess i QPS för att effektivisera och kvalitetssäkra provkonstruktionen. Konkreta exempel kommer att illustrera hur verktyget har använts för att förbättra provkvaliteten och underlätta samarbetet mellan lärare.

Genom att använda ett digitalt system för prov kan examinatorn dra nytta av en strukturerad och datadriven approach till kvalitetsarbetet för skriftliga prov. Detta bidrar till en mer rättssäker och tillförlitlig bedömning av studenters måluppfyllelse, vilket i sin tur kan leda till förbättrade utbildningsresultat som vi tror kan vara av stort intresse för samtliga av universitetets fakulteter.

Referenser

1. UKÄs Vägledning för rättssäker examination, fjärde upplagan. 2020.
2. Ben-David, M. F. (2000). AMEE Guide No. 18: Standard setting in student assessment. Medical Teacher, 22(2), 120–130.
3. Johar NA, Kew SN, Tasir Z, Koh E. Learning Analytics on Student Engagement to Enhance Students’ Learning Performance: A Systematic Review. Sustainability. 2023; 15(10):7849.
4. Green, M. L., Moeller, J. J., & Spak, J. M. (2018). Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48. Medical Teacher, 40(4), 337–350.

Ökad studentaktivitet på ämneslärarstudenternas grammatikkurs

Katarina Lundin, Språk- och litteraturcentrum, Katarina.Lundinnordlund.luse
Erik Bandh, Språk- och litteraturcentrum, Erik.Bandh@nordlund.lu.se

Vårt projekt har haft som syfte att öka studentaktiviteten inom ämneslärarstudenternas grammatikkurs om (7,5hp). Deltagarantal på 45–50 studenter, vilket är högt om man vill skapa en dialogisk föreläsningsmiljö. Grammatikkursen är studenternas andra kurs i utbildningen och har traditionellt låg genomströmning, bland annat på grund av sitt omfattande ämnesteoretiska innehåll och knappt tilltagna tid (Josefsson & Lundin 2017, 2018); innehållet kan inte skalas ner om vi vill utrusta studenterna med de ämneskunskaper som krävs för deras kommande yrkesutövning.

Syftena med projektet var att 1) bidra till studenternas lärande genom att uppmuntra till bearbetning och inte bara memorering av kursinnehållet; 2) skapa tillfällen för studenterna att få syn på sina egna framsteg i lärandet; 3) öka studenternas interaktivitet med varandra och även med läraren; 4) ge oss som ansvariga lärare i kursen en uppfattning om hur studentertolkar ämnesinnehållet. Ambrose et al. (2010) diskuterar den stora vikten av att tillhandahålla tidiga möjligheter till framgång (early success opportunities) för studenter i kurser som de kan uppleva som svåra, och projektet bidrar till just detta.

Vi har utgått från på förhand inspelade grammatikfilmer om grammatik (se Collberg & Lundin xxxx) som fokuserar dels på kärnbegrepp, dels på så kallade tröskelbegrepp inom grammatiken (Josefsson & Lundin 2017, 2018; Bandh u.a.) och schemalagda tillfällen där studenterna ser filmerna samtidigt på Canvas. Till varje film lades några riktade frågor ut som studenterna gruppvis skulle kommentera i diskussionstrådar på Canvas. Diskussionstrådarna sammanfattades av den huvudansvariga lärarna, som följde upp dem vid nästföljande undervisningstillfälle.

Den modell vi valt att arbeta med är inspirerad av Informed learning (Bruce, 2008), som fokuserar på hur studenter interagerar med informationen under lärprocessen och utgår från att information måste användas kreativt, reflekterande och etiskt, jfr Maybee et al. (2019) och modellen Informed learning design, med utgångspunkt i identifiering av kritiska aspekter i ämnesstoffet och ett upplägg för lärandeaktiviteter med fokus på de kritiska aspekterna. Marton et al. (2004) använder begreppen lärandeobjekt och kritiska aspekter för att avgöra vad studenterna i första hand behöver arbeta med i sitt kunskapsbyggande; se även Wennersten (xxxx). För vår kurs är såväl lärandeobjekt och kritiska aspekter identifierade i tröskelbegreppen (Meyer & Land 2008; Josefsson & Lundin 2017, 2018; Bandh u.a.), som tydligt har utkristalliserat vad som är de största utmaningarna för studenterna i en grammatikkurs.

Att just lärarstudenter uppmuntras till så olika former av aktivitet som möjligt förespråkas av exempelvis Ruiz-Gallardo & Reavey (2018) med motiveringen att det dels är en metod för effektiv undervisning, dels ger studenterna en naturlig möjlighet att träna på det yrkesutövande studenterna utbildar sig till. Enligt Trigwell et al. (1999) minskar ett sådant upplägg risken för att studenter uppfattar sitt lärande som ytligt (även Trigwell & Shale 2004).Projektets modell och arbetssätt är tydligt överförbart på samtliga kurser inom LU som har ett teoretiskt och/eller abstrakt innehåll som förefaller vara svårt för studenter att ta till sig.

Referenser

AMBROSE, S.A., BRIDGES, M.W., DIPIETRO, M., LOVETT, M.C. & NORMAN, M.K. (2010). How learning works: seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

BANDH, E. (u.a.). Trösklar inom grammatiken – i teori och praktik. Doktorsavhandling.

BRUCE, C. S. (2008). Informed learning. Association of College and Research Libraries. 7 nr. 2.

COLLBERG, P. & LUNDIN, K. (xxxx).

JOSEFSSON, G. & LUNDIN, K. (2017). Tröskelbegrepp inom grammatiken. Högre Utbildning, Vol. 7 nr. 2.

JOSEFSSON, G. & LUNDIN, K. (2018). Nycklar till grammatik. Lund: Studentlitteratur.

LUNDIN, K. (2015). Tala om mera språk. Textgenomlysning med grammatiska redskap. Lund: Studentlitteratur.

LUNDIN, K. (2017). Tala om språk. Grammatik för lärarstuderande. Lund: Studentlitteratur.

LUNDIN, K. (2018). Att utbildas till svensklärare i teori och praktik. Lundastudier i Nordisk språkvetenskap A78.

LUNDIN, K. (2019). Språkets byggstenar. Grammatik och textarbete för lärarstuderande F–6. Lund: Studentlitteratur.

LUNDIN, K. (2028). Skrivutveckling med grammatiska redskap. Konkreta förslag till

klassrumsarbete. Lund: Studentlitteratur.

MAYBEE, C., BRUCE, C. S., LUPTON, M. & PANG, M. F. (2019). Informed learning design: teaching and learning through engagement with information. Higher Education Research & Development, 38(3), 579-59.

MARTON, F. (2015). Necessary conditions of learning. Routledge.

MEYER, J. H. F. & LAND, R. (2008). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge.

RUIZ-GALLARDO, J. R. & REAVEY, D. (2018). Learning Science Concepts by Teaching

Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers. Journalof the Learning Sciences, 28(1), 73-107.

SÄLJÖ, R. (2014). Lärande i praktiken. Ett sociokulturellt perspektiv. 3:e upplagan. Lund: Studentlitteratur.

TRIGWELL, K., PROSSER, M. & WATERHOUSE, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70.

TRIGWELL, K. & SHALE, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523-536.

WENNERSTEN, L. (xxxx). Reflektion som undervisningsmetod och modell för formativ undervisning i biologi för lärarstudenter. Rapporter om utbildning i förändring…

Let’s help each other develop by helping each other out with course development!

Ivar Björnsson (contact: ivar.bjornssonkstr.lthse), Senior Lecturer, Div Structural Engineering, Inst. Building and Environmental Technology, LTH. Faculty Coordinator for LTH, Unit for Educational Development, Lund University.
Jonas Niklewski, Senior Lecturer, Div Structural Engineering, Inst. Building and Environmental Technology, LTH.
Mirjam Glessmer, Senior Lecturer & academic developer, Center for Engineering Education (CEE), LTH.
Wilhelm Norling, Student in 4^th year at LTH

Preparation:  Please watch this video in preparation for the session.

Abstract

In our experience as teachers, there are two activities that have significantly contributed to our development: (1) the process of developing new or existing courses, and (2) teacher-teacher and teacher-student collaborations. About 3 years ago, in 2021, we managed to combine these two and, together, helped develop two existing courses from traditional lecture-based format to a flipped classroom with pre-recorded videos and active seminars (see [1] & [2]). This development was highly grounded in teacher-student collaborations where we used feedback from students to proactively adjust our teaching in both courses. The outcome was and continues to be very positive both in terms of student engagement and feedback during and after each course. This experience marked a paradigm shift in our development as teachers and has provided inspiration for changes in our (and some of our colleagues) other courses at LTH. We wanted to use this prepared seminar to share and actively involve others (teachers and students alike) in our approach.

Prior to the seminar, please view the short video summarizing our experiences from 2021 and thereafter. During the seminar, we will engage participants to reflect on their own experiences and perspectives while intermittently interweaving our own. To direct focus, we have prepared some guiding questions: which of the models presented in the video have you used or come across? How have you used feedback from students? Do you collaborate with other teachers or students? How has or could collaboration help you develop? During the seminar we will utilize active teaching methods and liberating structures [3] to engage everyone in an inclusive manner. By exchanging experiences, ideas, perspectives, and igniting discussions – we want to inspire and become inspired, to teach and to learn from each other!

References

1. Björnsson I & Niklewski J (2021) Benefiting from online teaching experiences – a collaboration between two engineering courses. 11th Pedagogic inspiration conference, 9 dec. 2021, Lund University, Lund, Sweden.
2. Niklewski J & Björnsson I (2023) Lärare berättar om återbruk av erfarenheter och material från pandemin. Enheten för undervisningsstöd, Lunds Universitet, 17/8/2023. Lärare berättar om återbruk av erfarenheter och material från pandemin | För lärande i en digital värld (lu.se)
3. Liberating Structures - Introduction

Peer Teaching – kollaborativt lärande i VFU mellan sjuksköterske- och distriktsköterskestudenter 

Christina Bökberg & Rebecca Gagnemo Persson

Peer learning är en handledningsmodell i verksamhetsförlagt utbildning, VFU, som utgår från ett studentdrivet lärande där parets utveckling mot självständighet främjas av att paret utgår från strukturerade aktiviteter, gemensamma fokuspatienter och ett reflektivt förhållningssätt från handledaren där denne inte ständigt övervakar studenterna (Stenberg, 2017). Peer learning har definierats som ”tillägnande av kunskaper och färdigheter genom aktivt hjälpande och stödjande mellan jämbördiga, men inte nödvändigtvis med omedelbar inblandning av lärare” av (Boud, et al., 1999; Topping, 2005). Studenterna i peer learning är jämbördiga vilket enligt Boud et al., (1999) betyder att studenterna har kommit lika långt i sin utbildning, står inför samma situation och att deras roller därför kan skifta mellan att vara den som lär och den som lär ut eller är aktiv observatör. Ingen av studenterna har den formella rollen som handledare eller lärare och saknar därför formell makt över varandra (Stenberg, 2017). Topping (1996; 2005) menar att studenter i peer learning lär genom att växelvis undervisa varandra. Peer learning anses stimulera till det livslånga lärandet, vilket är en integrerad del av sjuksköterskans yrkesutövning (Boud et al., 1999; Stenberg, 2017). Livslångt lärande innebär att studenten under sin studietid förbereds med förmågor, kunskaper och strategier nödvändiga inom den framtida professionen och som hen kan fortsätta att utveckla. 

Peer teaching är en liknande modell, men där studenterna inte är jämbördiga utan har kommit olika långt inom samma utbildning alternativ består studentparet av individer som är på olika utbildningsnivå (grund – avancerad) (Boud, et al., 1999; Stenberg, 2017). En systematisk litteraturstudie som inkluderade artiklar om studenter som undervisar andra studenter i en form av ”peer teaching” för läkarprogram fann förbättrade inlärningsresultat inom flera områden, bland annat bättre kunskapsbevarande, förbättrade färdigheter, förbättrat ledarskap, förbättrad kommunikationsförmåga och ökat självförtroende (Anass Tanveer, et al., 2023). 

VFU utgör en väsentlig del av sjuksköterskeprogrammet där studenterna genomför sin kliniska utbildning på placeringar vid olika verksamheter inom hälso-och sjukvården. Sedan ett antal terminer tillbaka är den generella handledningsmodellen peer learning både inom slutna och öppna vårdformer. Tillgången på kvalitetssäkrade VFU-platser med god handledarkompetens är begränsad och under vissa perioder är det konkurrens mellan grund-och specialiststudenterna om samma VFU-placeringar. I stället för att se detta som ett problem kan situationen nyttjas till något positivt ur ett lärandeperspektiv. Genom att etablera och utveckla konceptet peer teaching – kollaborativt lärande mellan grund- och specialiststudenter skulle studenter som har sin kliniska placering i regional och kommunal primärvård kunna samarbeta kring gemensamma patienter men med olika fokusingång relaterat till skilda lärandemål.

Distriktsköterskestudenternas obligatoriska checklista under VFU i den regionala primärvården innehåller ett handledningsmoment av sjuksköterskestudent enligt peer teaching modellen. Tre strukturerade aktiviteter har, gemensamt över programgränserna, skapats specifikt och finns tillgängliga för peer teaching. Två utvärderingar har genomförts, våren 2023 och 2024, där både sjuksköterske- och distriktsköterskestudenter uppmuntrades fylla i en modifierad peer learning enkät som syftar till att utvärdera upplevelsen av handledningstillfällena. 

Distriktsköterskestudenterna uppgav att modellen bidrog till ett fördjupat lärande, ökade teoretiska kunskaper, handledningsförmåga och tydliggjorde kopplingen mellan teori och praktik. Det framfördes önskemål på fler strukturerade aktiviteter vilket vi tänker utveckla i samverkan med de kliniska verksamheterna.

Referenser

Anass Tanveer., Mildestvedt, T., Grimstad Skjærseth, I., Haugsmyr Arntzen, H., Kenne, E., Bonnevier, A., Stenfors, T., & Kvernenes, M. (2023). Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review. Advances in Medical Education and Practice, 14. doi.org/10.2147/AMEP.S401766

Boud D., Cohen R., Sampson J. (1999). Peer learning and assessment. Assessment and evaluation in higher education, 24:4, 413-426.

Stenberg M., Carlsson E. (2015). Swedish student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting – an evaluation study. BMC Nursing, 14:48, 1–7. 

Topping KJ. (1996). The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. Higher Education, 32:3, 321-345. 

Topping KJ. (2005). Trends in peer learning. Educational Psychology, 25:6, 631-645. 

How students can make the most out of clinical practice - a student perspective  

Max Wictor, M.D. Faculty of Medicine Centre for Teaching and Learning, Lund University 

Students spend considerable amounts of time during clinical placements and are expected to take responsibility for their own education. As described by Knowles (1), numerous principles have been suggested to be of more importance in learning. Some of these principles include the need for active involvement in the learning process and feedback on one's actions, suggesting that both students and supervisors need to be actively engaged. While the tasks students should perform during clinical rotations are often well communicated, the importance of how and why they should actively engage in their learning is not as clearly emphasized. As a result, the student may not utilize the time at clinical practice to its fullest potential. 

One crucial factor affecting learning, seen from personal observations, is what mindset the student has. One way to categorize mindset has been described as a fixed mindset or a growth mindset (2). Students using a growth mindset ask more questions and learn to improve, while the fixed mindset learners avoid failures and fear appearing seen as incompetent. Adding how the students' mindset may affect learning and how to change one's mindset to a growth mindset in the curriculum would suggestively lead to students learning considerably more and making the most out of clinical, as well as preclinical, practice.  

During the medical students’ clinical rotations, a limited time frame is allocated for each medical specialty. One way to optimize learning outcomes for students could be to better understand the pedagogical models and philosophy supervisors might use. One of these models uses a mnemonic, SNAPPS (3), which operates most effectively when both the student and the supervisor are acquainted with the model. These models could also serve as valuable tools for structuring the students’ thinking independently during clinical training. From personal experience, this approach of utilizing the model could even be used efficiently in scenarios when the student is dissatisfied with the supervisor's teaching style.   

In clinical practice, focusing on one diagnosis at a time rather than generating numerous differential diagnoses simultaneously has been described as beneficial for long-term learning (4). Based on my observations, this approach tends to develop naturally during the medical program. Introducing this clinical reasoning methodology to the students early in the medical program may enhance overall learning during preclinical and clinical semesters. Furthermore, the reflective approach may lead to students considering additional anamnestic questions when encountering another patient manifesting similar symptoms.  

All in all, by equipping students with tools to adopt a growth mindset and promoting active engagement, their learning experience in clinical practice would likely be enhanced. Additionally, structured pedagogical models and early introduction of clinical reasoning could further optimize long-term learning outcomes.  

References 

1. Knowles M. The adult learner: A neglected species. Houston. TX: Gulf Publishing. 1990.
2. Dweck, CS. Mindset: The new psychology of success. Random house. 2006.
3. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education. Acad Med. 2003;78(9):893-8.
4. Mamede S, van Gog T, Moura AS, de Faria RM, Peixoto JM, Rikers RM, et al. Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Med Educ. 2012;46(5):464-72. 

Enhancing student motivation and outcome in teamwork and peer-review

Matthias Lehner¹, Jessika Richter¹, Georgios Pardalis¹, Katharina Reindl¹, Åke Thidell¹, Emma Johnson¹, Charlotte Leire¹, Håkan Rodhe¹, Carl Dalhammar¹, Oksana Mont¹, Bernadette Kiss^1
1International Institute for Industrial Environmental Economics, Lund University

In the contemporary work environment, teamwork and constructive feedback are not only important skills but also essential in addressing many of today’s pressing societal and environmental challenges (Schmutz et al., 2019). It is therefore expected from higher education to equip graduates with good teamwork skills (Riebe et al., 2016), and teamwork is a key learning outcome for interdisciplinary education in particular (Borrego & Newswander,2010). However, students often express frustration and lack of motivation in understanding the merits of working in teams and providing effective peer feedback. Furthermore, students are often right; if not done well, teamwork and peer-review can easily turn into an unproductive exercise that neither helps the learning of students, nor produces better results (Johnson, 2021; Morley, 2021). Such an outcome is of course detrimental for the intention to improve students’ teamwork skills and teach them the value of making the effort of working together.

This abstract presents a case study from the International Institute for Industrial Environmental Economics (IIIEE) at Lund University, where interdisciplinarity and sustainability solutions form the core of our teaching approach. At the IIIEE, we recognize the importance of teamwork and peer-review and strive to embed them into our curriculum. We believe that instilling an understanding and appreciation for teamwork and peer-review among our students is crucial for their future careers and for tackling complex environmental problems. However, motivating students and making them understand the value of these skills has proven to be a challenge.

This contribution reports on a recent concerted effort among our teaching staff to address this issue. We have undertaken a program-wide initiative to introduce and foster teamwork and peer-review skills as essential components of our Master’s program. Our approach involves both theoretical education about the importance of these skills and practical exercises to allow students to experience and apply them in a safe and supportive environment (e.g. Koslowski, 2017; Philippakos, 2017). Importantly, we strive to achieve better teamwork and peer-review without additional workload for educators.

We will present our strategies, the challenges we faced, and the outcomes of this initiative. Our goal is to share our experiences and lessons learned with other educators in the hope of contributing to the broader discussion on how to effectively teach and instill these important skills in students at the university level.

Our case study serves as an example of how educational institutions can proactively work to improve student outcomes by focusing on the development of essential skills such as teamwork and peer-review. We look forward to sharing our insights and learning from the experiences of others in this important area of education.

References

Borrego, M., & Newswander, L. K. (2010). Definitions of Interdisciplinary Research: Toward Graduate-Level Interdisciplinary Learning Outcomes. The Review of Higher Education, 34(1), 61–84. https://doi.org/10.1353/rhe.2010.0006

Johnson SS. The Science of Teamwork. American Journal of Health Promotion. 2021;35(5):730-732. doi:10.1177/08901171211007955a

Kozlowski, S. W. J. (2018). Enhancing the Effectiveness of Work Groups and Teams: A Reflection. Perspectives on Psychological Science, 13(2), 205-212.

Morley, C. P., & Grammer, S. (2019). Now More Than Ever: Reflections on the State and Importance of Peer Review. Journal of the Medical Library Association, 107(4), 618-621.

Philippakos, Z. A. (2017). Giving Feedback: Preparing Students for Peer Review and Self-Evaluation. International Journal of Teaching and Learning in Higher Education, 29(3), 467-476.

Riebe, L., Girardi, A., & Whitsed, C. (2016). A Systematic Literature Review of Teamwork Pedagogy in Higher Education. Small Group Research, 47(6), 619-664.

Schmutz, J. B., Meier, L. L., & Manser, T. (2019). How effective is teamwork really? The relationship between teamwork and performance in healthcare teams: a systematic review and meta-analysis. BMJ Open, 9(9), e028280.

Crucial Collaborators: Educational Developers Imperative for Successful Curriculum Internationalization. 

Pouneh Eftekhari & Torgny Roxå. 

• Pre-conference handouts

In today's globalized landscape, many higher education institutions, like Lund University (LU), use internationalization as a strategic tool to enhance the quality of education, foster global reputation, and facilitate research collaboration, among other things. However, despite LU's strategy for internationalization, we see minimal discourse on how university education should be internationalized to prepare students for life in an interconnected world, particularly among teachers and educational developers (EDs).

A review of both educational development (ED) and internationalization literature reveals that there is a large gap in studies about the role of EDs in curriculum internationalization (CI). As such a team of internationalization experts and EDs from Belgium, Germany, The Netherlands, and Sweden came together to explore the nexus of internationalization and education, in a 3-year STINT-funded research project coordinated by LU. The project, launched in 2023, aims to investigate the preparedness and involvement of EDs in CI, as well as their strategies for supporting it across disciplines.

Phase 1 of the project investigated the national internationalization and ED landscapes which resulted in a collective understanding that internationalization and ED have developed separately at the national level and the degree of standardization of the ED profession varies across contexts. Furthermore, we found that the academic discourse also remains largely separate as only a handful of articles on internationalization are published in the leading journal for EDs (IJAD) and conversely, the limited coverage of ED in the leading journal for internationalization (JSIE). We see the above as illustrating that in many ways internationalization and educational development constitutes two separate worlds.

Findings from Phase 2, focus groups across the project countries, reveal a gap between the daily tasks of EDs and their connection to internationalization. Specifically, that they lack awareness of, and the skills needed to support teachers in CI. Based on these findings, interview questions were developed. Preliminary findings from interviews (Phase 3) with EDs across all project contexts support many of our hypothesis for why this disconnection may exist and the variables which affect the possibility for EDs to engage with internationalization.

Our findings to date suggest that:

1. International educators, e.g., those in international offices, often create training and resources for CI which tend to prioritize activities over tools for improving instructional design quality.

2. EDs may face various professional scenarios involving CI (e.g., virtual exchange, global citizenship education, teaching a culturally diverse classroom) yet findings suggest that most EDs lack training to support these activities.

3. Disciplinary differences in the awareness and conceptualization of internationalization pose challenges for engaging academics (Eftekhari et al., in press), which may be due to both epistemological framing and to local teaching and learning cultures or regimes.

This session will invite participants to reflect on the above and especially explore the nature of the two worlds, the relationship or lack of relationship between them, and possible reasons for why these practices has developed as differently as they have. Finally, we will encourage a conversation on the topic of what to do with this information.

References

1. Beelen, J., & Walenkamp, J. (Eds.) (2018). Leading internationalization in higher education: People and policies. The Hague: The Hague University of Applied Sciences.

2. Eftekhari, P., Coelen, R., & Yousefzadeh, S. (in press). Internationalization of the Curriculum at Home (IoCaH): Why Academic Disciplines Matter. Journal of Studies in International Education.

3. Gregersen-Hermans, J., & Lauridsen, K.M. (Eds.). (2021). Internationalising Programmes in Higher Education: An Educational Development Perspective (1st ed.). Routledge. https://doi.org/10.4324/9780429344503

4. Sánchez-García, D., & Dafouz, E. (2020). Equipping educational developers for inclusive international programs in higher education. In Teacher training for English-medium instruction in higher education (pp. 21-40). IGI Global.

5. Wimpenny, K., Beelen, J., & King, V. (2020). Academic development to support the internationalization of the curriculum (IoC): A qualitative research synthesis. International Journal for Academic Development, 25(3), 218-231.

Performing knowledge – Lecture recital as orally and musically mediated artistic knowledge

Sara Wilén, Sven Kristersson

sara.wilen@mhm.lu.se sven.kristersson@mhm.lu.se (both are contact persons) Lund University, Academy of Music 

For a long time, established fields of research have existed that focus on research in and about art, such as art, film, and literary studies, where text is the dominant mediating format. However, within the artistic world, in our case the musical one, artists rarely present the artistic process that has led to a particular result. Many elements of knowledge remain, to this day, artistic secrets, communicated among colleagues or within the four walls of classrooms, while the audience is captivated and moved by the artistic results. The discussion of performances and musical works that exists can be found – to a diminishing extent – in reviews in the daily press. Reviewers are often very good writers but often lack professional training in the artistic fields they cover. The knowledge of music and musicians is then primarily assessed from the audience's perspective, often tied to myth and opinion in the public sphere. What musical knowledge actually consists of, and what it can contribute to other fields of knowledge is today difficult to mediate and discuss within the framework of a critical scientific public on the same terms as other kinds of knowledge.

The undersigned have, over the past few years, developed the lecture recital as a reporting and documenting methodology and examination format at the bachelor's and master's levels in the music program at the Malmö Academy of Music. Instead of a written examination format, the musician/researcher describes and discusses their musical research process orally, supported by a PowerPoint presentation. This presentation is interspersed with performative elements where the researcher mediates their results by performing, analyzing, and discussing examples from their musical practice in dialogue with relevant sources in the field. We would like to receive feedback on this presentation format. In the academic world, text has long been the dominant mediating format in teaching and examinations. However, with the development of generative AI, the text format increasingly involves complex processes in teaching, as well as in assessment and examination processes, particularly within the framework of independent projects and theses. What type of learning and knowledge formation can be made visible through a lecture recital? Perhaps other subject areas could also benefit from presenting and documenting a scientific knowledge-forming process by combining oral presentation and examples from their own practice? To clarify our presentation of this format, we use amusing and concerning musical examples. 

Literature:

Akimov, A., & Malin, M. (2020). When old becomes new: a case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 45(8), pp. 1205–1221. https://doi.org/10.1080/02602938.2020.1730301

Biggs, J. & Tang, C. (2007). Teaching for quality learning at university: what the student does. 3. ed. Maidenhead: McGraw-Hill/Society for Research into Higher Education & Open University Press. 

Bolt, B. (2016). Artistic research: a performative paradigm? In Parse. Vol. 3, (pp.129-142).

Borgdorff, H. (2006). The debate on research in the arts. Focus on Artistic Research and Development, no. 02 (2007), Bergen: Bergen National Academy of the Arts.

Bracic, J. (2021). The Art of Listening: A Conversational Approach to Lecture Recitals. CUNY Academic Works.https://academicworks.cuny.edu/gc_etds/4383

Egidius, H. (2009). Pedagogik för 2000-talet. Stockholm: Natur och Kultur. 

Elmgren, M. & Henriksson, A-S. (2016) [12010]. Universitetspedagogik. 3. ed. Stockholm: Norstedts.

Hannula, M., Suoranta, J., & Vadén, T. (2005). Artistic research – theories, methods and practices. Göteborgs Universitet: ArtMonitor.

Kristersson, S. (2010): Sångaren på den tomma spelplatsen. En poetik.  Doktorsavhandling, Göteborgs Universitet,

Molander, O. (1996): Kunskap i handling. Daidalos, Göteborg

Persson, A., Lindberg-Sand, Å., Strand & P, Barr, O. (2023): Tyst kunskap: en teoretisk ram för praktiknära forskning Carlssons Förlag, Stockholm

Pleijel, R. (2021). Ytinlärning och djupinlärning – en kritisk reflektion kring normativa tolkningar av begrepp i den samtida högskolepedagogiska diskursen. In Högre utbildning 11(1), pp. 16-26. 

Polanyi, Michael (2013): Personal Knowledge: Towards a Post-Critical Philosophy. Martino Fine Books, Eastford, Conn.

Schön, Donald (1991): The reflective practitioner. Ashgate Publishing Limited, Farnham

Wilén, S. (2019). The Play of Vocal Actors: exploring performative agency through opera improvisation. In G. Gravem Johansen, K. Holdhus, C. Larsson, U. MacGlone (Eds.), Expanding the Space for Improvisation Pedagogy in Music. A Transdisciplinary Approach. London: Routledge.

 

Imagining tomorrow: Exploring the role of climate fiction in higher education

Sara Skarp

Presentation format: oral presentation, speed-geeking

Storytelling is an age-old teaching practice. In addition to carrying transformative learning (e.g. Hoggan & Cranton, 2014) and narrative sense-making potential (e.g. Clark & Rossiter, 2008), stories emerge as possible simulators for experience (Pianzola, 2021; Mar & Oatley, 2008; Mar et al., 2006). Especially where first-hand experiences are not possible, stories may serve to simulate these to facilitate and support understanding of events, phenomena, lived experience, practices, and more. This appears as especially useful in regards to teaching and learning in fields and disciplines where first-hand experiences are not desirable (e.g. mental ill-health) or physically unavailable (e.g. climate change^[1]).

Building on these premises, this presentation will cover an experimental component in a course on contemporary sociological theory. This component, designed as part of a teaching course at Lund University, involved students reading and discussing climate fiction stories during a thematic week on environmental sociology. Climate change emerges as a useful phenomenon through which to uncover the role of stories: while learning about climate change and its impacts is possible, learning through these impacts is more difficult, because they may not yet be available or clear to us. Reading stories set in a climate changed future, which can range from covering the scarcity of raisins in Italy to experiencing a flood to how society has restricted nature access, can serve to bring the lived experience most of us (in the so far relatively untouched Global North) currently lack, which may complement and facilitate climate change education (Schneider-Mayerson et al., 2023; Leavenworth & Manni, 2021).

After discussing the climate fiction stories at a seminar, students were invited to reflect on and evaluate their learning through a survey. Based on the survey results, the presentation will evaluate the component in light of how it supports students’ learning through simulated experience and beyond. Results indicate that in addition to stories serving as reminders and simulators of experience, they also evoke strong emotions. For climate change education, such emotions appear as important, yet delicate, avenues for deepened engagement with the subject. While empirically focusing on climate fiction, the insights gained and lessons learned are useful beyond both environmental sociology and climate change, particularly to other fields of study or disciplines where direct experiences are challenging to facilitate, and where narratives may support deeper learning and understanding. 

References

Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, 2008(119), 61–70. https://doi.org/10.1002/ace.306

Hoggan, C., & Cranton, P. (2015). Promoting Transformative Learning Through Reading Fiction. Journal of Transformative Education, 13(1), 6–25. https://doi.org/10.1177/1541344614561864

IPCC. (2023). Climate Change 2023: Synthesis Report. A Report of the Intergovern­mental Panel on Climate Change. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland.

Leavenworth, M., Manni, A. (2021). Climate fiction and young learners’ thoughts—A dialogue between literature and education. Environmental Education Research, 27(5), 727–742. https://doi.org/10.1080/13504622.2020.1856345

Mar, R. A., & Oatley, K. (2008). The Function of Fiction is the Abstraction and Simulation of Social Experience. Perspectives on Psychological Science, 3(3), 173–192. https://doi.org/10.1111/j.1745-6924.2008.00073.x

Mar, R.A., Oatley, K., Hirsh, J., dela Paz, J., Peterson, J.B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694–712.

Pianzola, F. (2021). Digital social reading. MIT Press.

Schneider-Mayerson, M., Gustafson, A., Leiserowitz, A., Goldberg, M. H., Rosenthal, S. A., Ballew, M. (2023). Environmental Literature as Persuasion: An Experimental Test of the Effects of Reading Climate Fiction. Environmental Communication, 17(1), 35–50. https://doi.org/10.1080/17524032.2020.1814377

^[1] A clarification: I am not claiming that climate change is not yet happening. It is very much currently ongoing, with the average global temperature having increased by 1 degree in the past 150 years (IPCC, 2023). However, 1) the current experience of climate change is unevenly distributed, with certain areas in the world being more severely affected by e.g. extreme weather events, and other areas experiencing very few discernible impacts; 2) even current events and changes that can be attributed to climate change may not be experienced as such – they may just be experienced as a drought or a flood; and 3) in comparison to coming changes, both physical and societal, current changes and impacts are still relatively minor.

Practising the physics culture: an intersectional analysis of classroom practices.

Maria Gedoz Tieppo, Department of Educational Sciences, HT Faculties

Several scholars have identified that physics has it is own culture, with specific rituals, norms and practices that are intertwined with social inequalities in terms of ethnicity, race, class, gender, sexuality, religion, disabilities and many other factors. Thus, when students learn physics, they also learn normative ideas about who belongs in physics. This doctoral research investigates the processes by which the physics culture is created and negotiated between students and teachers in mostly implicit ways. This is done through an ethnographical study of everyday social practices in physics courses at higher-education institution in Sweden. By applying an intersectional perspective, this research brings to the fore both the ways that the exclusionary aspects of the physics culture are reproduced but also how they are challenged. Hence, this project aims to foster the development of more inclusive practices physics education and in higher education as a whole.

References

Acker, J. (2006). Inequality Regimes Gender, Class, and Race in Organizations. Gender and Society, 20(4), 441–464.

Acker, J. (2012). Gendered organizations and intersectionality: Problems and possibilities. Equality, Diversity and Inclusion: An International Journal, 31(3), 214–224. doi.org/10.1108/02610151211209072

Alton-Lee, A., Nuthall, G., & Patrick, J. (1993). Reframing classroom research: A lesson from the private world of children. Harvard Educational Review, 63(1), 50–84. doi.org/10.17763/haer.63.1.uh00236162314763 

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press. 

Andreotti, V. de O., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1). jps.library.utoronto.ca/index.php/des/article/view/22168

Archer, L., Moote, J., & MacLeod, E. (2020). Lighting the Fuse: Cultivating the Masculine Physics Habitus – A Case Study of Victor Aged 10–18. In A. J. Gonsalves & A. T. Danielsson (Eds.), Physics Education and Gender: Identity as an Analytic Lens for Research (pp. 29–51). Springer International Publishing. doi.org/10.1007/978-3-030-41933-2_3

Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392–414. doi.org/10.1002/tea.20006

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, 1989, 139–168.

Crenshaw, K. (1996). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color. In K. Crenshaw, N. Gotanda, K. Thomas, & G. Peller, Critical Race Theory: The Key Writings That Formed the Movement(pp. 357–385). The New Press. 

Collins, P. H., & Bilge, S. (2020). Intersectionality (2nd edition). Polity Press.

Danielsson, A. T. (2012). Exploring woman university physics students ‘doing gender’ and ‘doing physics.’ Gender & Education, 24(1), 25–39. doi.org/10.1080/09540253.2011.565040

Danielsson, A. T. (2014). In the physics class: University physics students’ enactment of class and gender in the context of laboratory work. Cultural Studies of Science Education, 9(2), 477–494. doi.org/10.1007/s11422-012-9421-3

Danielsson, A. T., Engström, S., Norström, P., & Andersson, K. (2021). The Making of Contemporary Physicists: Figured Worlds in the University Quantum Mechanics Classroom. Research in Science Education, 51(4), 1141–1152. doi.org/10.1007/s11165-019-09914-9

Deleuze, G. (1996). Différence et répétition (8 éd). Presses Universitaires de France.

Derrida, J., & Caputo, J. D. (1997). Deconstruction in a nutshell: A conversation with Jacques Derrida. Fordham University Press.

Ehnsmyr, E., & Blomqvist, M. (Eds.). (2010). Never mind the gap: Gendering science in transgressive encounters. Centrum för genusvetenskap.

Finders, M. J., & Rose, S. K. (1999). “If I Were the Teacher”: Situated Performances as Pedagogical Tools for Teacher Preparation. English Education, 31(3), 205–222.

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Online courses to facilitate skill-building among professional lifelong learners, key learnings from the first years

Charlotte Leire^[1], Jessika Richter¹, Bernadett Kiss¹, Björn Wickenberg¹

¹International Institute for Industrial Environmental Economics, Lund University

With available technologies, changes in demographics and work force patterns, university education is changing shape fast. Public and private organisations alike are keen on building their capacities and see adult education as a way to ensure their employees upgrade their skills and knowledge (Isaksson 2015). For the individuals, adult eduction can help their competences and stay competitive in the workforce.

From a social perspective the notion of lifelong learning is discussed as a key component for a strong workforce¹. Lifelong learning refers to individuals engaging in adult education that is, compared to the traditional, centralized and more formal education, more about individualized and flexible learning (Lee, 2014). Learners range from individuals with private interests or professionals taking courses on behalf of their organisations.

In academia we witness the result from such a trend: the range of online courses available for learners other than the conventional university students is growing, and the university is given the mandate to deeper engage with lifelong learning. For about ten years, Lund University has placed lifelong learning in focus and along these lines, one of its institutions, the International Institute of Industrial Environmental Economics (IIIEE), started to offer three types of lifelong learning courses targeting professionals. Two of them give university credits and one with a diploma from the platform (Coursera) only. First out were the IIIEE MOOCs, launched ten years ago. Analytics point to a strong interest among learners not only taking courses for private reasons but also coming from organisations suggesting a professional relevance of MOOCs. In addition to the MOOCs, the IIIEE have later added two types of hybrid short courses that give credits to their offerings: SASI and Commissioned Education. All three types of courses share topics, learning objectives and materials but have tailored the course form and learning activities to their specific target audiences.

In the context of lifelong learning, professionals are a key learner group. The main motivations for professionals to take such courses are to add skills and competences to keep their jobs, get promoted, or make a career change. While we see the growing interest among professionals taking these courses, we still lack a clear understanding about to what extent these courses live up to the expectations and needs of professional learners. Isakson et al. (2015) write that learners looking for professional development opportunities are likely to be employed while taking courses and rely heavily on the flexibility and self-pacing that courses like MOOCs generally offer. Flexibility is also incorporated in the design of the non-MOOC courses, but to a lesser extent.

Also, in the context of sustainability courses, the lifelong learning courses tend to emphasize the skills to apply knowledge gained; however, the means to do so in online courses can be challenging and also depends on the type of course and the type of skills. The purpose with the online courses is to create impact which for us is more than just informing, it is to facilitate change by enabling learners as actors in organisations to make adjustments in their operations and business transactions on different levels, whether it be being, designing or leading the change within their life, organization or in a broader societal context (O’Brien et al, 2013; Sharma, 2017; Bentz & O´Brien, 2019).

This contribution builds on a learner information from the IIIEE courses and aims to understand if there is a need and possibility to reach a higher degree of impact with short online courses. The paper reviews learner feedback from exit surveys (upon course completion) and learner’s own stories collected from the last four years, and supplements with in-depth interviews. Questions will focus on what are the basic requirements from the learner on the courses (flexible timelines, accessible materials, communities etc), what are key values of the courses, and what components are missing. Deeper insights to the learner takeaways can inform us on how to further develop the courses, and in turn facilitate a higher level of impact among professionals with an interest in sustainability challenges.

Form of Contribution: conference presentation and paper

Presentation in English

References

Bentz, J., & O’Brien, K. (2019). ART FOR CHANGE: Transformative learning and youth empowerment in a changing climate. Elementa: Science of the Anthropocene, 7, 52. doi.org/10.1525/elementa.390

Isaksson, R., Garvare, R., Johnson, M., Kuttainen, C., & Pareigis, J. (2015). Sustaining Sweden’s competitive position: Lean lifelong learning. Measuring Business Excellence, 19(1), 92–102. doi.org/10.1108/MBE-11-2014-0045

Lee, W. O. (2014). Lifelong learning and learning to learn: An enabler of new voices for the new times. International Review of Education, 60(4), 463–479. https://doi.org/10.1007/s11159-014-9443-z

O’Brien, K., Reams, J., Caspari, A., Dugmore, A., Faghihimani, M., Fazey, I., Hackmann, H., Manuel-Navarrete, D., Marks, J., Miller, R., Raivio, K., Romero-Lankao, P., Virji, H., Vogel, C., & Winiwarter, V. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environmental Science & Policy, 28, 48–59. doi.org/10.1016/j.envsci.2012.11.011

Sharma, M. (2017). Radical transformational leadership: Strategic action for change agents. North Atlantic Books.

^[1] The European Commission’s 20 principles and rights for fair and well-functioning labor markets include lifelong learning with the argument that "everyone has the right to good, inclusive education and lifelong learning in order to be able to participate fully in society and cope with changes in working life". In Sweden, the Higher Education Act in 2021 provided for a clearer mission for Swedish higher education institutions to help support lifelong learning.

A pedagogical mentorship programme for doctoral students: Two pilot projects 

Satu Manninen, Lene Nordrum, Ellen Turner, Cecilia Wadsö Lecaros, Jorunn Joiner, Sophia Juul, Mari Komnæs, Freja Lauridsen, Elin Nylander, Eleni Tzimopoulou, Elena de Wachter, and John Öwre

The English Unit, Centre for Languages and Literature, 

In Swedish universities, doctoral education typically contains at least one obligatory course dealing with pedagogical competencies, and doctoral students may be offered opportunities to teach at their institution. However, these activities are seldom based on carefully thought-through models that aim to address doctoral students’ needs at an individual level and provide them with the opportunity for pedagogical mentoring, along the same lines as the supervision and mentoring offered in relation to their doctoral thesis. In the literature on higher education (see e.g., Silverman, 2003; Golde et al., 2008; Boyce et al., 2019; Kruse et al., 2023) and in quality assessment reports from Swedish universities (see e.g., Björnermark et al., 2023), such pedagogical mentoring models are suggested as a way to prepare doctoral students for their future professions. Over the last few years, we, a team of English Unit lecturers, jointly with doctoral students, have been involved in two pedagogical development projects financed by the Joint Faculties of Humanities and Theology. The aim of these projects is to create a pedagogical mentoring model that provides doctoral students with teaching and supervision experience and also makes them competitive in the academic job market.

In this session, we will share the results and implications of our development projects. The session is divided into three parts. In Part 1, we will present a pilot project carried out 2022-2023 involving doctoral students as co-supervisors of BA theses. Supervision experience is a strong merit in the academic job market, and we believe that offering doctoral students an opportunity to practise supervision under the guidance of an experienced thesis supervisor improves their academic employability after graduation. In Part 2, we will present an ongoing pedagogical mentoring programme for doctoral students, which involves a scaffolded model including discipline-relevant consideration of progression, examination formats, as well as course planning and teaching. The BA thesis co-supervision project (see Part 1) is envisioned as the ‘final’ stage in the model. The starting point of the pilot project has been the realization that doctoral students have very unequal opportunities: some have thesis supervisors who are able to help them develop their pedagogical qualifications, while others need to tackle matters related to teaching activities largely on their own. Also, with the increased emphasis on university teachers’ scholarly reflection on their own practice, as evident for example in the requirements for the promotion paths for excellence in teaching now being implemented across faculties at Lund University, we see a need for more guided opportunities for doctoral students to reflect on, and write about, their pedagogical practices (see e.g., Fjellström & Wester, 2019). In Part 3 of the session, the doctoral students participating in the BA-thesis pilot project and the pedagogical mentoring pilot project will share their experiences and respond to questions in a poster session. 

References

Björnermark, M., Ljunghammar, T., Maandi, C., Magnusson, M., & Waxell, A. (2023). Fokus forskarutbildning: Fördjupad analys av en enkätundersökning riktad till doktorander och handledare vid Uppsala universitet. Uppsala University. https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-504780    

Boyce, B. A., Lund, J. L., Napper-Owen, G., & Almarode, D. (2019). Doctoral students’ perspectives on their training as teachers in higher education. Quest, 71(3), 289-298. doi.org/10.1080/00336297.2019.1618066

Fjellström, M., & Wester, M. (2019). Universitetslärares skrivande om och för sin undervisning: Drivkrafter, stöd och utmaningar. Högre utbildning, 9(1), 20–33. https://doi.org/10.23865/hu.v9.1063

Golde, C., Conklin Bueschel, A., Jones, L. & Walker, G. (2011). 3. Advocating Apprenticeship and Intellectual Community: Lessons from the Carnegie Initiative on the Doctorate. In R. Ehrenberg & C. Kuh (Ed.), Doctoral Education and the Faculty of the Future (pp. 53-64). Ithaca, NY: Cornell University Press. doi.org/10.7591/9780801461569-004

Kruse, N. B., Emmons, K. K., Powers, T. L., Williams, D. L., & Wolken, C. C. (2023). Humanities in collaboration: Mentored teaching experiences among humanities graduate students. Arts and Humanities in Higher Education,23(3), 191-213. https://doi.org/10.1177/14740222231213971

Silverman, S. (2003). The role of teaching in the preparation of future faculty. Quest, 55(1), 72-81.https://doi.org/10.1080/00336297.2003.10491790

Vad är SI och vilka effekter ger det- utvärdering av SI-verksamhet vid LU

Linda Dahlberg, Lise-Lotte Mörner, Joakim Malm

SI, eller Supplemental Instruction, är en väletablerad och världsomspännande modell för kollaborativ peer learning som har funnits sedan 1970-talet (Arendale, 1994; Martin, 2008). Metoden bygger på lärandeteorier som behavioristisk inlärningsteori, kognitiv utvecklingsteori, socialkonstruktivism och kritisk pedagogik (Jacobs et al., 2008). Huvudsyftet med SI-modellen är att öka genomströmningen vid högre utbildning, särskilt för nya studenter (Martin, 2008). Studier har indikerat att SI inte bara verkar ha en positiv inverkan på akademisk prestation (ex. Blanc et al., 1983; Bowles et al., 2008; Dawson et al. 2014; Malm et al., 2015), utan också ger deltagarna möjlighet att utveckla viktiga färdigheter och kompetenser som är användbara utanför den akademiska kontexten (Malm, 2021; Malm et al., 2017).

Den aktuella presentationen syftar till att ge inblick i huvudkomponenterna och nyckelaktörerna inom SI-modellen, samt att ge en lägesbild av SI vid Lunds universitet. Utifrån Supervisor Training Manual for SI-PASS (European Centre for SI-PASS, 2018), som är det metodmaterial som används vid utbildning av personal i SI-metodiken, presenteras SI-modellens grundpelare och huvudelement. Det som karakteriserar SI och skillnaden mellan SI och ordinarie undervisning lyfts fram. De fyra aktörerna inom modellen: undervisande lärare, studenter, SI-ledare och SI-metodhandledare och deras olika roller presenteras. (se även Arendale, 1994)   

Baserat på rapporten Utvärdering av SI-verksamheten vid Lunds universitet 2022/23 (Malm et al., 2023) presenteras data som beskriver SI-modellens utbredning vid universitetet, samt dess inverkan på deltagande studenters kursresultat. Deltagande studenters upplevda utveckling av generella färdigheter presenteras också. Datan har samlats in genom enkäter till deltagande studenter, samt genom närvarorapporter och kursresultat från de olika fakulteterna och institutionerna. Rapporten visar att SI-modellen är mer utbredd än tidigare vid Lunds universitet, med fler aktiva SI-ledare, fler deltagande studenter och fler kurstillfällen som stöds av modellen (jfr. Malm et.al., 2017). I likhet med tidigare studier (ex. Blanc et al., 1983; Bowles et al., 2008; Dawson et al. 2014) och utvärderingsrapporter (Malm et al., 2017) indikerar resultaten av jämförelsen av närvaro kontra kursresultat att de studenter som deltar på SI regelbundet med större sannolikhet klarar kursen jämfört med studenter som inte deltar, oavsett ämne. Enkätresultaten visar också att de deltagande studenterna upplever att de genom SI utvecklar generella färdigheter, så som kritiskt tänkande, problemlösning och samarbetsförmåga.  

Referenser

Arendale, D. R. (1994). Understanding the Supplemental Instruction model. In D. C. Martin, & D. R. Arendale (Eds.), Supplemental Instruction: Increasing student achievement and retention. (New Directions in Teaching and Learning, No. 60, pp. 11-21). San Francisco: Jossey-Bass. doi:10.1002/tl.37219946004

Blanc, R. A., DeBuhr, L. E. & Martin, D. C. (1983). Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition. Journal of Higher Education 54 (1): 80–90. https://www.jstor.org/stable/1981646.

Bowles, T. J., McCoy, A. C. & Bates, S. (2008). The Effect of Supplemental Instruction on Timely Graduation. College Student Journal,42 (3), 853–859. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1103&context=psych_facpub.

Dawson, P., van der Meer, J., Skalicky, J. & Cowley, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010. Review of Educational Research84 (4), 609–639. https://doi.org/10.3102/0034654314540007.

European Centre for SI-PASS. (2018). Supervisor Training Manual for SI-PASS. Lund University

Jacobs, G., Hurley, M. & Unite, C. (2008). How Learning Theory Creates a Foundation for SI Leader Training. Journal of Peer Learning, 1, 6-12.

Malm, J. (2021). A study on Learning Activities in Supplemental Instruction.  In A. Strømmen-Bakhtiar, R. Helde & E. Suzen (Eds.), Supplemental InstructionVolume 2: Student Learning Processes, (pp. 25-46). Waxmann Verlag.

Malm, J., Bryngfors, L. & Mörner, L-L. (2015). The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students. European Journal of Engineering Education, 41(5), 548–561. doi.org/10.1080/03043797.2015.1107872

Malm, J., Holmer, A., Bryngfors, L., Mörner, L.-L., Augustinsson, A., Bangura Arvidsson, M., Davidson, M., Fredriksson, J., Gagnemo Persson, R., Hellmark, T., Hillman, M., Honoré, P., Iten, S., Kruzela, P., Ouattara, L., Persson, S., Rosendahl, S., Rosenlind, I., Tapani, C., ... Åström, I. (2017). UTVÄRDERING AV SI-VERKSAMHETEN VID LUNDS UNIVERSITET 2016/17. Lunds universitet, Media-Tryck. 

Malm, J., Dahlberg, L., Mörner, L-L., Honoré, P., Rosendahl, S., Holmer, A., Johansson, N., Lethin, C., Stenkula, K., Augustinsson, A., Gagnemo Persson, R., Gårdling, J., Wingren, U., Elvén Eriksson, H. & Spannel Brnelic, C. (2023). Utvärdering av SI-verksamheten vid Lunds universitet 2022/23. Europeiskt Centrum för SI-PASS. https://www.si-pass.lu.se/sites/si-pass.lu.se/files/2023-12/Utv%C3%A4rderingsrapport%20SI_LU_22_23_webb.pdf

Martin, D. (2008). Foreword. Journal of Peer Learning, 1, 3-5. https://ro.uow.edu.au/ajpl/vol1/iss1/2

Creating a road map: A joint initiative around academic skills progression in a Bachelor’s programme 

Erik Bergsten, LUSEM Library 
Hanna Glad, LUSEM Academic Skills Services 
Garo Harwood, LUSEM Academic Skills Services 
Britt-Marie Holm, LUSEM Library 
Monika Müller, Department of Business AdministraEon 

It is often argued that students need to develop their academic skills (see e.g. Santesson et al., 2018), but it is unclear whose responsibility it is. In this presentation, we show that a joint venture between subject teachers, librarians, academic skills teachers and the programme management can bring about an effective and sustainable way of working with skills development. Based on this, we want to initiate a discussion with teachers and students about similar needs, challenges and solutions in other contexts at Lund University.

Since the start of the Bachelor’s programme in International Business at LUSEM in 2017, both the LUSEM Library and LUSEM Academic Skills Services (ASKS) have been involved in several courses, running workshops on information searching and academic writing strategies. However, these interventions were ad hoc rather than systemic, and often relied on the enthusiasm of individual course teachers. Although the intention was to integrate the interventions with the coursework, in line with research on academic literacies development (Lea & Street, 1998; Wingate, 2015), this was sometimes difficult due to the lack of an overall plan. The ad hoc nature of the interventions meant that it was also hard to build any progression, and it was still unclear who, if anyone, was responsible for this work.

In 2023, the programme director instituted a new approach that would see both the Library and ASKS embedded in multiple courses across the programme to develop the students’ academic skills in a step-by-step process throughout the three years. All teachers, including librarians and academic skills teachers, involved in courses in a particular semester were invited to a meeting to discuss current interventions, whether further interventions were needed, and, if so, what form they might take. With a joint focus on subject knowledge, information literacy and academic literacy, we created a roadmap for how an entire programme can work with this integrated approach that benefits both the students’ education and eventually their role in the workplace and in society. This more systemic approach is supported for example by a recent report for SUHF (Sveriges universitets- & högskoleförbund), which suggests that successful integration of skills development relies on collaboration between different functions, such as faculty and the library, at a structural level (SUHF:s expertgrupp för lärosätesbibliotek, Arbetsgruppen för MIK, 2024).

Connecting teachers, and then connecting them with librarians and the ASKS team, has led us on a journey that might be called a ‘win-win-win’ approach, meaning that students, teachers and the school are all winners. We are not ‘doing a project’ with an inherent endpoint but rather ‘creating a system’ as an ongoing process, putting it in place not only for this programme but also creating a roadmap for those involved in other programmes. We would like to offer you a seat at the table to discuss how skills development can become an integral part of higher education, with a special focus on how different roles can collaborate to make it more sustainable, transparent and effective.

References

• Lea, M. R. & Street, B. V. (1998). Student Writing in Higher Education: An Academic Literacies Approach, Studies in Higher Education, vol. 23, no. 2, pp.157–172, https://doi.org/10.1080/03075079812331380364
• Santesson, S., Josefsson, G., Cronberg, M. L., Nillasdotter, K., Smaragdi, M. & Wadsö-Lecaros, C. (2018). Studenters skrivande: Brister, förväntningar, ansvar. In J. Bergqvist Rydén & M. Larsson (eds), Om samverkan, mångfald och mellanmänskliga möten: Proceedings från Lunds universitets pedagogiska utvecklingskonferens 2017, Avdelningen för högskolepedagogisk utveckling, Lunds universitet, pp.121–127, https://lup.lub.lu.se/record/74d25d34-3281-4487-aa9f-72257b5db986
• SUHFexpertgrupp för lärosätesbibliotek, Arbetsgruppen för MIK. (2024). Vägledning för integration av undervisning i medie- och informationskunnighet i högre utbildning, Stockholm: SUHF, https://suhf.se/app/uploads/2024/02/Slutrapport-SUHF-MIK-2024-02-15.pdf
• Wingate, U. (2015). Academic Literacy and Student Diversity: The Case for Inclusive Practice, Bristol: Multilingual Matters.

Promoting collegial work in university teaching through pedagogical projects

Ares Cruz-Hernández (University of Barcelona) Maria Larsson (Lund University) Marita Ljungqvist (Lund University)

Introduction

Pedagogical development projects are a core component of pedagogical training courses for faculty at Lund University. In a small-scale research project, we explored the effect of such projects on the individual participant’s development as an academic teacher and what role the local teaching context played for a successful implementation of their project. For this presentation we will focus on the latter aspect.

We build on previous research on the effects of university teacher’s training programmes (Gibbs & Coffey, 2004; Prosser et al., 2006), the value of such programmes from an organizational point of view (Trigwell, 2012), and on the impact of collegial support on academic development (Larsson & Mårtensson, 2012; Wittek & de Lange, 2021).

Method

In the study, we asked previous participants in the university teacher training course Course design in Higher Education about their experiences of implementing the pedagogical project they had produced as a compulsory part of the course. A survey was distributed to 169 teaching faculty at Lund University who completed the course between 2019 and 2022. We received 69 responses (41% response rate). The survey covered aspects related to the implementation of the course project, with a focus on participants' own learning related to pedagogical issues and the role that colleagues played for the implementation. The survey data was analysed using descriptive statistics.

Results

We found that the majority of participants (89%) thought their understanding of student learning had changed as a result of having taken the course and that most of them (74%) had been able to, partly or fully, implement their project. With regard to collegial support, results show that participants relied on various groups of colleagues for the design and implementation of their project, and that their collegial conversations focused on pedagogical-didactic aspects rather than on disciplinary content. Participants also stated that the interaction with these colleagues had a favorable impact on the development and implementation of the project. Some mentioned that the “critical friend” (Handal, 1999) that they were asked to consult with during the project work was an important partner also in the implementation process.

Conclusions

Our results indicate that support within the local teaching culture, where day-to-day teaching takes place, is important for the successful implementation of pedagogical projects. The study suggests that this type of projects have the potential to open up spaces for pedagogical conversations. This, in turn, could contribute to the development of a local teaching culture and more specifically to the weaving of relationships in a teaching culture (Westheimer, 2008, Thomson & Trigwell, 2018). This is in line with other studies that have confirmed a strong relationship between local teaching and learning cultures, teaching approaches and the development of teaching and learning (Jawitz, 2009; Ramsden et al., 2007, Roxå & Mårtensson, 2013). We conclude that a teacher training course development project could be the artifact around which the local teaching culture could be developed.

References:

Gibbs, G. & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. https://doi.org/10.1177/1469787404040463  

Handal, G. (1999). Consultation using critical friends. New Directions for Teaching and Learning, 79, pp. 59-70.  https://doi.org/10.1002/tl.7907 

Jawitz, J. (2009) Learning in the academic workplace: The harmonization of the collective and the individual habitus. Studies in Higher Education. 34(6), 601-614. https://doi.org/10.1080/03075070802556149

Larsson, M., & Mårtensson, K. (2012). Using teaching and learning projects as a way to integrate SoTL into an institutional culture. Abstract from International Society for the Scholarship of Teaching and Learning (ISSOTL), 2012, Hamilton, Canada.

Prosser, M., Rickinson, M., Bence, V., Hanbury, A. & Kulej, M. (2006). Formative Evaluation of Accredited Programmes. York, UK: The Higher Education Academy.

Ramsden, P., Prosser, M., Trigwell, K. & Martin, E. (2007). University teachers' experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17, 140- 155. https://doi.org/10.1016/j.learninstruc.2007.01.004

Roxå, T. & Mårtensson, K. (2013). Understanding strong academic microcultures: an exploratory study. CED, Centre for Educational Development, Lunds universitet.

Thomson, K. E. & Trigwell, K. R.  (2018) The role of informal conversations in developing university teaching?, Studies in Higher Education, 43(9), 1536-1547, DOI: https://doi.org/10.1080/03075079.2016.1265498 

Trigwell, K. (2012). Evaluating the impact of University teaching development programmes. Methodologies that ask why there is an impact. In E. Simon & G. Pleschová (Eds.) Teacher development in higher education. Existing programs, program impact, and future trends. Rotledge, New York and London.

Westheimer, J. (2008). Learning among colleagues. Teacher community and the shared enterprise of education. IN M. Cochran-Smith; M. Feiman-Nemser & D.J. McIntyre. Handbook of research on teacher education (pp. 756-783). Routledge.

Wittek, A. L. & de Lange, T. (Red). (2021). Kollegaveiledning i høyere utdanning. Oslo: Universitetsforlaget. 

Teaching for Sustainability: A university-wide initiative aimed at supporting educators

Terese Thoni¹, Mirjam Glessmer², Steven Curtis³

¹ Sustainability Forum, Lund University, terese.thonicec.luse
² Centre for Engineering Education, LTH, mirjam.glessmerlth.luse
³ Division of Higher Education Development, Lund University, steven.curtisahu.luse

We live in a world where the challenges of climate change, social inequality, economic instability, and geopolitical tensions are ever-present. As educators, we have a unique opportunity—and responsibility—to prepare our students to navigate these complexities. However, as an educator, we are juggling teaching and research, competing deadlines, shifting expectations, and limited time or support. 

To address this, we have launched the initiative ‘Teaching for Sustainability’. This work is coordinated by the Education Coordinator at the Lund University Sustainability Forum, together with colleagues from the Division of Higher Education Development and the Centre for Engineering Education. This university-wide initiative advances the strategic and sustainability commitments made by Lund University. 

We aim to provide educators with the practical tools and theoretical frameworks they need to integrate sustainability into their curricula. Our ultimate goal is to foster a culture that enriches the educational experience for both educators and students. To achieve this, we employ a variety of methods, including pedagogical coursework, training opportunities, workshops, expert-led seminars, and other inspiration-rich resources. For example, previous seminars and workshops have explored climate anxiety and eco-emotions; interdisciplinary thesis supervision; serious games; sustainability competencies; among others. 

During our oral presentation, we intend to present the initiative, including existing resources, as well as invite participation in any of the following configurations:

• Working Group: Engages in operational planning and implementation, with meetings at least every month.
• Task Force: Receives information and provides strategic input that guides the work of the working group, with meetings at least once per semester. Our aim is to involve at least one person from each faculty as well as the pedagogical units to ensure broad representation of views and experiences.
• Community of Practice: An open network of staff at Lund University, who engage via Teams and/or meet regularly to share experiences, discuss teaching practices, and provide mutual support.

In addition, we plan to engage those in attendance, by crowdsourcing ideas for future seminars and identify needs for additional support. An extended list of relevant literature can be provided upon request.

References:

Our blog: https://teachingsustainability.blogg.lu.se/

Redman, A., & Wiek, A. (2021, November). Competencies for advancing transformations towards sustainability. In Frontiers in Education (Vol. 6, p. 785163). Frontiers Media SA.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press.

En museisamling som undervisningsresurs: objektbaserat lärande på skissernas museum

Författare: Karin Annebäck och Frida Stenmark, Skissernas Museum, Ulrika Wennersten, Juridiska fakulteten.  

Kontakt: Karin Annebäck, karin-linnea.anneback@skissernasmuseum.lu.se    

Skissernas Museum vid Lunds universitet har världens största samling förarbeten till svensk och internationell offentlig konst från tidigt 1900-tal till idag – en unik samling i världsklass.  

Lunds Universitet har också omkring 46 000 nyfikna och kunskapstörstande studenter. Under de senaste två åren har Skissernas Museum tillsammans med universitetslärare i ett nytt pedagogiskt projekt parat ihop några av dessa universitetsstudenter med konsten i samlingen. Enligt den här matematiken är 1 + 1 faktiskt inte 2 utan 3. Ett ord för att beskriva det mervärde som skapas är ”objektbaserat lärande”, även kallt OBL.  

OBL är en pedagogisk metod som går ut på att studenter hanterar och närstuderar fysiska objekt, i det här fallet konst, vilket stimulerar djupinlärning och väcker ämnesrelevanta frågeställningar. Det kan vara semantik för språkstudenter, konstens hälsoeffekter för vårdutbildningar eller strategier för forskningskommunikation inom teknik och naturvetenskap. Fördelarna är många: föremål kontextualiserar lärandet och ger något att fästa kunskapen vid, vilket förbättrar förståelsen av abstrakta och teoretiska begrepp. Museimiljön tar lärare och studenter ur den typiska klassrumssituationen och främjar olika sorters inlärning, där minnesförmågan stimuleras genom att flera sinnen används. Metoden bygger på dialog mellan studenter, lärare och museipersonal där studenternas nyfikenhet leder dem mot ett aktivt kunskapsproducerande, samtidigt som de tränas i att kommunicera sakkunskap lättbegripligt, även till personer med annan vetenskaplig kompetens. Dessutom tycker många att det är engagerande och roligt att arbeta hands on med föremål. Metodens inkluderande tillvägagångssätt bryter ner klassrumshierarkier, tränar kritiskt tänkande och leder till ökat studentvälmående.  

I ett samarbete mellan Skissernas Museum och Juridiska fakulteten har studenter på avancerad nivå arbetat med upphovsrättsliga fallstudier utifrån konst och konstnärer i samling och tillfälliga utställningar. Fallstudierna användes som underlag för undervisning och examinering – både muntlig och skriftlig – i immaterialrätt. Även studenter i historiedidaktik (Historiska institutionen) och i freds- och konfliktvetenskap (Statsvetenskapliga institutionen) har tagit del av OBL.  

OBL som pedagogisk metod har stöd i forskningen, bland annat har professor Helen Chatterjee vid UCL tillsammans med sina kollegor utvecklat ett forskningsprogram om hur museisamlingar kan förbättra lärandet för studenter och forskarstuderande. Forskningen visar hur museisamlingar kan förbättra lärupplevelsen och är starkt kopplad till pedagogik för erfarenhetsinlärning, där praktiska moment berikar den pedagogiska erfarenheten, förbättrar minnesförmågan och underlättar abstrakt begreppsuppfattning (Chatterjee & Hannan, 2017). Ny forskning lyfter även fram sambandet mellan OBL och välmående, både utifrån ett student- och ett lärarperspektiv (Kador & Chatterjee, 2020). 

Enligt Universitetskanslersämbetets omfattande rapport från 2019 är behovet av nya undervisningsformer och ny högskolepedagogik stort (Bjernestedt & Lundh, 2019). Dagens studenter måste rustas för ett komplext arbetsliv där de ska lösa miljömässiga, sociala och teknologiska samhällsutmaningar som ökar i allt snabbare takt, samtidigt som AI utmanar alla traditionella utbildningsformer. OBL är en inkluderande och studentcentrerad metod med ett tvärvetenskapligt förhållningssätt som svarar mot dessa utmaningar. 

OBL är ett utmärkt verktyg för att möta vår tids universitetspedagogiska och studiesociala utmaningar. Utöver att studenterna tillgodogör sig ämnesrelevant kunskap på ett nytt sätt har det också blivit tydligt att studenterna får upp ögonen för Lunds universitets bredd och potentialen i universitetets samlingar, arkiv och kulturverksamheter. 

Källförteckning 

Bjernestedt, A. & Lundh, A. (2019). Lärosätenas beskrivning – en kartläggning. Universitetskanslersämbetet. 
haps://gamla.uka.se/download/18.7fd1212f16ed591b8aa21de/1576080087728/larosatenas -beskrivning-kartlaggning-pedagogisk-utveckling.pdf  

Chaaerjee, H. & Hannan, L. (2017). Engaging the Senses: Object-Based Learning in Higher Educa?on. Routledge.   

Chaaerjee, H. & Kador, T. (2020). Object-Based Learning and Well-Being. Routledge. 

Downscaling Simulations and Role-Playing Games with an Element Design Approach

Michael Bossetta (Department of Communication and Media)

For many disciplines, simulations and games are the active learning techniques that are most often discussed in the higher education literature (Murphy et al., 2023). However, at least in political education, simulations and games are not often used in the classroom (Archer & Miller, 2011; Careaga-Tagüeña & Sanabria-Pulido 2022). This is because assignments reported in the literature primarily apply to particular subfields (Kammerer & Higashi 2021), limiting their application in others. To address this discrepancy between publishing and practice, this study outlines an approach to designing active learning assignments by approaching them in terms of ‘elements’ – rather than entire assignments. By incorporating elements from existing active learning techniques, and combining them to create new assignments, teachers can adapt pedagogies from the literature to fit their specific course needs and resource constraints.

To demonstrate the element design approach, this workshop introduces participants to an active learning assignment called the “Counterfactual Case Study.” The assignment was designed for the 15 ECTS Master’s Course “Media and Political Engagement” at the Department of Communication and Media. The assignment tasks students with developing a counterfactual scenario for how social media would affect historical political events, and in doing so encourages causal thinking and hypothesis formulation (even in a primarily qualitative program). While this assignment was developed for teaching political communication, the core components of the assignment can be customized to most subject areas in the social sciences and across undergraduate and postgraduate courses. 

The workshop works as a proof of concept that pedagogical innovation can be spurred by borrowing elements from existing pedagogies, blending them to overcome transfer barriers in active learning, and creating new assignments that can assist underrepresented subfields in the scholarship of teaching and learning.

References

Archer, Candace C., and Melissa K. Miller. 2008. “Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science.” PS: Political Science & Politics 44 (2):429-434.

Careaga-Tagüeña, Maite, and Pablo Sanabria-Pulido. 2022. "Use of Active Learning Strategies in Public Affairs Education: Advances and Lessons from the Scholarship and the Practice.” Teaching Public Administration 40 (1): 95-119.

Kammerer, Edward F., and Brenden Higashi. 2021. “Simulations Research in Political Science Pedagogy: Where is Everyone?.” Journal of Political Science Education 17 (1):142-147.

Murphy, Michael P.A., Andrew Heffernan, Caroline Dunton, and Amelia C. Arsenault. 2023. “The Disciplinary Scholarship of Teaching and Learning in Political Science and International Relations: Methods, Topics, and Impact.” International Politics 60 (5):1030-1048.

Att kombinera praktisk samverkan med teoretiska ämnesstudier – rapport från ett pedagogiskt utvecklingsprojekt i barnlitteratur

Oscar Jansson, Litteraturvetenskap, Språk- och litteraturcentrum (kontaktperson)
Amanda Landegren, Litteraturvetenskap, Språk- och litteraturcentrum

Likt många humanistiska ämnen har forskning och undervisning i barnlitteratur av tradition betonat teoretiska ämnesstudier, med utgångspunkt i ett ideal om den humanistiska bildningens egenvärde (Hammar m.fl. 2018). Samtidigt poängterar högskolelagen att universitet och högskolor ska samverka med det omgivande samhället och det ingår i utbildningsuppdraget att förbereda studenter för arbetslivet (Benner & Sörlin 2015; SFS 1992:1434). Det är likaledes tydligt att barnlitteratur inte bara är av litteraturvetenskapligt intresse som estetisk produkt i samtiden och historiskt, utan också som del av en socialt och politiskt betydelsefull barnkultur. 

Mot bakgrund av detta har en arbetsgrupp vid avdelningen för litteraturvetenskap (Språk- och litteraturcentrum) sedan 2022 drivit ett pedagogiskt utvecklingsprojekt i syfte att etablera långsiktigt bärkraftiga samverkansformer inom kursgivningen i barnlitteratur, främst med aktörer i kultursektorn, för att därigenom bredda utbildningens innehåll och tydliggöra dess samhällsrelevans och arbetslivsanknytning (Runefeldt & Ragnerstam 2019; Willim m.fl. 2018). Likt tidigare studier har projektet visat att förhållandevis små insatser – såsom studiebesök, gästföreläsningar och praktiskt orienterade examinationsuppgifter – har stor effekt på studenters förståelse för såväl de egna ämnesstudierna som arbetsmarknaden (Axelsson & Tjärnberg 2021; Gottlieb & Eriksson 2019). Projektet har också visat att framgångsrik samverkan är avhängig tre faktorer: 1) tydliga målsättningar, 2) långsiktig planering och 3) en vilja till ömsesidigt utbyte med samarbetspartners. 

Referenser

Axelsson, Karin och Mona Tjärnberg. “Att säkerställa kvalité i samverkan och samproduktion i högre utbildning – en metod för samverkanssäkring av utbildningsprogram.” Mälardalen University Living Lab @ IPR Press, 2021. 

Benner, Mars & Sverker Sörlin. “Samverkansuppgiften i ett historiskt och institutionellt perspektiv”, VINNOVA Analys, VA 2015:02.

Gottlieb, Laura och Yvonne Eriksson. “STUDENTS' COMPREHENSION OF DESIGN COLLABORATIONS WITH EXTERNAL ORGANIZATIONS.” International Conference on Engineering Design, ICED19, Delft, 2019, s. 579-588.

Hammar, Isak, Magnus P. Ängsal och Marie Öhman. “Den ljusnande framtid, Om arbetslivsanknytning i humanistisk utbildning.”Humtank 2018.

Högskolelagen, SFS 1992:1434.

Willim, Robert, Vaike Fors & Martin Berg (red.), Samverkansformer: Nya vägar för humaniora och samhällsvetenskap, Studentlitteratur: Lund 2018.

Runefeldt, Leif & Petra Ragnerstam, ”Humaniora i samhället. Om behovet av ett breddat samverkansbegrepp”, Humtank2019.

Kursuppläggets betydelse för studenternas upplevda kvalité och engagemang i undervisningen  

Henrik Levinsson, Institutionen för psykologi, Lunds universitet 
Katarina Mårtensson, Avdelningen för Högskolepedagogisk Utveckling, Institutionen för utbildningsvetenskap, Lunds universitet  

Tidigare forskning har indikerat att kursupplägget är minst lika viktigt för studenterna som lärarnas prestation i klassrummet, både vad gäller upplevd kvalitet och engagemang. Resultaten från vår senaste studie (Levinsson et al., 2024), som baserades på över 6 000 kursvärderingar, bekräftar detta. Regressionsmodellerna visade att kursupplägget predicerar studenternas upplevda kvalitet starkare än lärarens prestation i klassrummet. Resultaten visar också att kursupplägget signifikant predicerar studentengagemang oberoende av läraren. Även om lärarens prestation i klassrummet signifikant predicerar upplevd kvalitet så är den inte en signifikant prediktor för studenternas engagemang. I linje med tidigare forskning pekar resultaten på att kursupplägget har en central betydelse i undervisningen. Resultaten kan utgöra ett viktigt diskussionsunderlag i relation till studenters lärande och hur studentutvärderingar kan användas på ett meningsfullt sätt, exempelvis som ett instrument i det interna kvalitets- och utvecklingsarbetet. 

Alla lärare blir föremål för utvärdering i sina kurser. Dessa upplevelser kan skifta, liksom hur mycket man kan använda kursvärderingar som grund för utveckling. I anslutning till konferensens tematik ”Connecting teachers - changing from within” ger studiens resultat liksom annan forskning en tydlig indikation på att en genomtänkt, välgrundad och pedagogiskt motiverad kursdesign kan utveckla utbildningen - ett arbete som kan och bör ske inifrån med lärare i samverkan. 

Referenser 

Clayson, D. (2022). The Student Evaluation of Teaching and likability: What the evaluations actually measure. Assessment & Evaluation in Higher Education,47(2), 313–326. 

Denson, N., Loveday, T., & Dalton, H. (2010). Student evaluation of courses: What predicts satisfaction? Higher Education Research & Development,29(4), 339–356. 

Eather, N., Mavilidi, M. F., Sharp, H., & Parkes, R. (2022). Programmes targeting student retention/success and satisfaction/experience in higher education: A systematic review. Journal of Higher Education Policy and Management,44(3), 223–239. 

Ellis, R. A. (2022). Strategic directions in the what and how of learning and teaching innovation—A fifty-year synopsis. Higher Education,84(6), 1267–1281. 

Eunkyoung, P., & Dooris, J. (2020). Predicting student evaluations of teaching using decision tree analysis. Assessment & Evaluation in Higher Education,45(5), 776–793. 

Fjelkner, A. (2020). Business students’ perceptions of their readiness for higher education studies and its correlation to academic outcome. Journal for Advancing Business Education,2(1), 74–92. 

Levinsson, H., Nilsson, A., Mårtensson, K., & Persson, S. (2024). Course Design as a stronger predictor of Student Evaluation of Quality and Student Engagement than Teacher Ratings, Higher Education. 

Roxå, T., Ahmad, A., Barrington, J., Maaren, J., & Cassidy, R. (2022). Reconceptualizing student ratings of teaching to support quality discourse on student learning: A systems perspective. Higher Education,83(1), 35–55. 

Upsher, R., Percy, Z., Cappiello, L., Byrom, N., Hughes, G., Oates, J., Nobili, A., Rakow, K., Anaukwu, C., & Foster, J. (2023). Understanding how the university curriculum impacts student wellbeing: A qualitative study. Higher Education,86(5), 1213–1232.

Uttl, B., White, C., & Gonzalez, D. (2016). Meta-analysis of faculty’s teaching effectiveness: Student Evaluation of Teaching ratings and student learning are not related. Studies in Educational Evaluation,54, 22–42.

Peer assessment of empathy and communication skills: a new approach in undergraduate medical education

Background: This project plan proposes a new learning activity and assessment model of medical students' empathy and communication skills. An empathic ability and communication skills are crucial in a student future role as a physician. Empathy and communication skills are also Entrustable Professional Activities in most undergraduate medical educational programs¹.

Method: The students are first introduced to the assessment instruments, the Calgary-Cambridge referenced observational guide² and the Consultationand Relational Empathy³ and taught about verbal and non-verbal expressions commonly used in communications between patients and physicians. 

The students are then presented to pre-recorded videos, demonstrating different empathic and communication skills commonly used during communicative interactions with patient⁴.  

The students are randomly assigned to act as both patient and physician in a simulated role play model. A fellow student records this conversation using appropriate video technology. 

The student acting as a patient assesses the empathic ability of the peer student using the Consultationand Relational Empath assessment instrument and the student acting as a physician assesses own communication skills using the Calgary-Cambridge referenced observational guide. The video, approved by both students, together with a completed Consultationand Relational Empathy and Calgary-Cambridge referenced observational guide assessments are then sent to the tutor for evaluation. 

The tutor randomly passes the video to a third student. The third student makes an assessment using the Calgary-Cambridge referenced observational guide of the student acting as a physician in the video, and then send the report to the tutor for evaluation. The tutor reviews these assessments and then passes them to the students to whom the assessment relates to. 

The student then makes a summarizing reflection, in their electronic portfolio, about the role as patient and physician with a reflection also including the peer student assessments of their empathy and communication skills. 

Referenser

1. Om EPA - Resurser - Specialisering i klinisk handledning - LibGuides at Lunds universitet, tillgängligt 2023-10-18.
2. Kurtz SM, Silverman JD. The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Med Educ. 1996 Mar;30(2):83-9. doi: 10.1111/j.1365-2923.1996.tb00724.x. PMID: 8736242.
3. Mercer SW, McConnachie A, Maxwell M, Heaney D, Watt GC. Relevance and practical use of the Consultation and Relational Empathy (CARE) Measure in general practice. Fam Pract. 2005 Jun;22(3):328-34. doi: 10.1093/fampra/cmh730. Epub 2005 Mar 16. PMID: 15772120.
4. Zick A, Granieri M, Makoul G. First-year medical students' assessment of their own communication skills: a video-based, open-ended approach. Patient Educ Couns. 2007 Oct;68(2):161-6. doi: 10.1016/j.pec.2007.05.018. Epub 2007 Jul 20. PMID: 17640843.

Lustfyllt akademiskt skrivande – skrivarworkshop för forskare 

Susanne Pelger, PLUS, Naturvetenskapliga fakulteten
Sara Santesson, Institutionen för kommunikation och medier

Skrivande är en viktig del av forskares arbete. Genom olika slags texter sprider forskare ny kunskap inom och utanför akademin. Skrivandet kan ta minst lika mycket tid som själva forskningen, och tyvärr upplever många forskare det som mödosamt, ja ibland rent av plågsamt. En relevant fråga är därför hur skrivandet kan bli produktivt och lustfyllt. Ytterst handlar det om hur forskare kan utvecklas som skribenter.

Med vår kommande bok, ”Lustfyllt akademiskt skrivande”, vill vi främja forskares och doktoranders skrivutveckling. Genom övningar och reflektionsuppgifter får de träning i olika genrer. Syftet är att, stegvis och systematiskt, bidra till att stärka skribenternas färdighet, medvetenhet och självförtroende. Övningarna kan användas för enskilt utforskande, men lämpar sig särskilt väl för workshoppar, skrivinternat och skrivarcirklar – sammanhang där individuellt skrivande sker i en kollegial gemenskap. 

Upplägget baseras dels på forskning om skrivutveckling och retorikdidaktik, dels på våra praktiska erfarenheter av att stödja studenters och forskares utveckling av skrivfärdigheter i olika sammanhang och vid olika lärosäten.

Redan de gamla grekerna förstod att den som vill utveckla sin retoriska förmåga behöver goda exempeltexter. Andra framgångsfaktorer som nutida skrivutvecklingsforskning lyfter fram är responsen och – förstås – själva skrivandet (se t.ex. Dysthe et al. 2011). Även seniora forskare behöver skrivträna för att utvecklas, gärna allsidigt inom olika genrer. Dessutom främjas skrivutvecklingen av respons, både den man får och den man ger. 

När det gäller skrivutveckling pekar olika studier åt samma håll – det finns inte bara en väg eller ett mål för alla skribenter. En omfattande metastudie pekar på en rad faktorer som påverkar skrivutvecklingen: olika sociala och kulturella sammanhang, erfarenheter av genrer, formellt och informellt lärande, personliga intressen och förmågor (Bazerman et al. 2017). Studiens övergripande slutsats är att den enskilda skribenten gynnas av att skriva för olika syften och på olika språk. Slutsatsen stämmer väl överens med en fallstudie där forskarstudenter fick skriva texter inom olika genrer: en populärvetenskaplig artikel på svenska, ett vetenskapligt abstract på engelska och en akademisk reflektion på svenska. I studien framhåller studenter dels de specifika effekter som de upplevde av att skriva inom respektive genre, dels den samlade effekten av att växla mellan genrer (Pelger, 2023). Inte minst populärvetenskapligt skrivande (Pelger 2018) och skriftlig reflektion över det egna skrivandet (Santelmann et al. 2018) har visat sig vara gynnsamt för studenters vetenskapliga skrivande och skrivutveckling i stort. 

I denna konferensworkshop inleder vi med en kort presentation av den kommande bokens upplägg och övningar. Därefter blir det en kort skrivövning, som följs upp med individuell reflektion och gemensam diskussion. 

Referenser

Bazerman, C., Graham, S., Applebee, A. N., Matsuda, P. K., Berninger, V. W., Murphy, S., Brandt, D., Rowe, D. W., & Schleppegrell, M. (2017). Taking the Long View on Writing Development. Research in the Teaching of English, 51(3), 351–360. http://www.jstor.org/stable/44821267

Dysthe, O., Hertzberg, F. & Hoel, T.L. (2011). Skriva för att lära. Lund: Studentlitteratur.

Pelger, S. (2018). Popular science writing bringing new perspectives into science students’ theses. International Journal of Science Education Particle B, 8(1): 1–13. doi.org/10.1080/21548455.2017.1371355

Pelger, S. (2023). Genreväxling som stöd för forskarstudenters skrivutveckling. Proceedings, LTH:s 12:e Pedagogiska Inspirationskonferens, 7 december 2023. www.lth.se/cee/lths-pedagogiska-inspirationskonferens/proceedings-2023/

Santelmann, L.M., Stevens, D.D., & Martin, S.B. (2018) Fostering Master's Students' Metacognition and Self-Regulation Practices for Research Writing. College Teaching, 66(3), 111-123. doi.org/10.1080/87567555.2018.1446898

Getting promoted: a workshop exploring pedagogical merit and building an educational portfolio 

Rachel Forsyth, Enheten för Undervisningsstöd, rachel.forsythedusupport.luse
Lena Christensen, Utbildningsstrategiskt stöd, lena.christensenstu.luse

Both education and research are essential in universities: the Magna Charta Universitatum (MCU), signed by 21 Swedish universities, states “that teaching and research in universities must be inseparable if their tuition is not to lag behind changing needs, the demands of society and advances in scientific knowledge”. It is also usually assumed that a university will strive for the highest standards in all of the work it supports.  The Standing Committee for Social Sciences: European Science Foundation pointed out that ensuring a consistent quality of education across Europe was essential “to teach the next generation of researchers most effectively” (Pleschová et al., 2012, p3). And beyond needing a pipeline of researchers, most universities seek to do more than simply feed future research projects, but also see themselves as contributing knowledge and skills to the wider community outside the university. 

However, we know that what are considered to be successful university academic careers tend to be built on research outputs rather than teaching skills and development (Lutz, 2021; Smith & Walker, 2021). This situation seems to have developed as part of a natural drift towards quantitative measures of research output, and away from more difficult to assess qualitative measures of educational success. In this workshop, we will share the outcomes of a large institutional project to address this issue and to consider how we value and develop education as part of well-rounded career development. 

The workshop will be highly interactive, using game-based approaches which we created during the project to explore pedagogical merits and the choices teachers make, and could make, to develop their university careers. We look at the reasons why educational skills and development may be difficult to explain and be recognised by appointment and promotion boards, and make suggestions for things teachers can do themselves to show the value of their pedagogical achievements. We also suggest some ideas for university and faculty processes and training to support better recognition of teaching. 

References

Magna Charta Universatum (1988), Magna Charta https://www.magna-charta.org/magna-charta-universitatum/mcu-1988

Lutz, C. (2021). Recognition and promotion of faculty work: Practices emerging at the intersection between faculty development and educational renewal. New Directions for Higher Education, 2021(193-194), 37-44. https://doi.org/https://doi.org/10.1002/he.20396

Pleschová, G., Simon, E., Quinlan, K. M., Murphy, J., & Roxa, T. (2012). The professionalisation of academics as teachers in higher education. Science Position Paper. Standing Committee for the Social Sciences. 

Smith, S., & Walker, D. (2021). Scholarship and academic capitals: the boundaried nature of education-focused career tracks. Teaching in Higher Education, 1-15. https://doi.org/10.1080/13562517.2021.1965570

Studenters närvaro i undervisningen 

Jesper Samuelsson*, Stina Regnér*, Sandra Nilsson**, Klara Bolander Laksov** 

* Studentamanuens vid LTH, Centre for Engineering Education. 

** Pedagogisk utvecklare vid LTH, Centre for Engineering Education. 

Förberedelser: Fundera gärna på följande frågor innan presentationen:
- Har närvaron förändrats på er undervisning under de senaste 5 åren?
- Om ja, hur har den förändrats?
- Varför tror du att det är så?

De senaste tio åren har man på LTH upplevt en sviktande studentnärvaro i den lärarledda undervisningen. Trenden har förstärkts efter pandemin, vilket gör att vi anar nya mönster för hur studenter bedriver sina studier. Kanske är det en oundviklig förändring i tider av digitalisering och on-line-resurser men frågan är hur campusuniversitet bör agera för att även i framtiden vara en viktig hub för lärande och bildning.  

Ett första steg för att förstå fenomenet är att ta reda på mer om studenternas beteende och vad som ligger bakom deras beslut. Vad driver dem att närvara eller att vara frånvarande? Och hur ser de på den undervisning de får egentligen? Vi har genomfört fokusgruppsintervjuer med studenter (främst inriktade på studenter som väljer att inte vara närvarande på undervisningen), en uppföljande enkätstudie samt analys av kursutvärderingar.  

Resultatet indikerar att studenters och lärares bild av vad undervisning är, och hur kursen bör studeras, skiljer sig åt. Vi har även sett att studenters strategier premierar tidseffektivitet, och kanske inte alltid djupinlärande och förståelse som lärarna egentligen avsett. Samtidigt verkar resultatet även kunna sätta ljus på vissa problem med lärmiljön och undervisningen. Tydliga anledningar till att studenter uteblir från undervisningen är på väg att utkristallisera sig, både från litteraturen (exempelvis: Méndez Suárez et al, 2021, Welsen, 2021, Fitzpatrick et al. 2011, Khong et al. 2016) och från vårt resultat, men i skrivande stund har vi fortfarande arbete kvar med att analysera all insamlad data.

Referenser

M. Méndez Suárez & N. Crespo Tejero, “Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students,” Revista complutense de educación, vol. 32(4), pp. 627–637, May 2021. 

J. Fitzpatrick, K. Cronin & E. Byrne (2011) Is attending lectures still relevant in engineering education?, European Journal of Engineering Education, 36:3, 301-312, DOI: 10.1080/03043797.2011.585226

R. Khong, J. Dunn &  C-M. Lim & W. Yap. (2016). Why do students attend lectures?: Exploring justifications for attendance among undergraduate students from a British university in Asia. The Journal of Developing Areas. 50. 497-506. 10.1353/jda.2016.0059.  

S. Welsen, "Engineering Students' Engagement and Their Perspective on Compulsory Classroom Attendance," 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council 

(WEEF-GEDC), Cape Town, South Africa, 2022, pp. 1-5, doi: 10.1109/WEEF-GEDC54384.2022.9996231. 

Gemensamt läsande och tittande: Hur skönlitteratur och film har en plats på professionsutbildningar

Katarina Bernhardsson, Birgit Rausing Centrum för Medicinsk Humaniora / Språk- och litteraturcentrum [kontaktperson]

Pia Dellson, Birgit Rausing Centrum för Medicinsk Humaniora / Cancerrehabilitering, onkologiska kliniken

Hur kan skönlitteratur och film ha en plats inom professionsutbildningar? Det diskuterar vi på denna workshop som innehåller en kortare teoretisk ram och därefter en interaktiv session. 

På flera utbildningar vid den medicinska fakulteten (och även vid den samhällsvetenskapliga fakulteten) finns utbildningsmoment som kan placeras inom medicinsk humaniora och narrativ medicin. Här blir litteratur, film och andra konstarter en del av utbildningen till exempelvis läkare, psykolog eller arbetsterapeut. Detta är ett arbete som förekommer runt om i världen (Moniz 2021, Charon 2016, Jones 2014, Charon 2017). Det har också en lång tradition på läkarutbildningen i Lund (Bernhardsson 2021), med mycket goda studentutvärderingar.  

Arbetssättet är relevant för alla utbildningar inom människovårdande yrken, där konstarterna och diskussionen om dem erbjuder ett pedagogiskt verktyg för att utveckla professionalitet och självreflektion. Viktiga aspekter här är tränandet av uppmärksamhet, tolkning och perspektivtagande, och avgörande är såväl gruppens dynamik som konstarternas förmåga att erbjuda “the distance or mediation that allows students to speak about feelings, to enter into experiences that are meaningful to them” (Spiegel & Spencer, 2016). Diskussionerna genomförs på ett öppet sätt där studenterna har möjlighet att tänka tillsammans och upptäcka hur olika perspektiv bryts mot varandra i diskussionen.  

I den här workshoppen ger vi en teoretisk ram om konstarterna på professionsutbildningar, och därefter en interaktiv session där seminariedeltagarna får vara med om ett fördjupat samtal utifrån litteratur respektive film – i litteraturdelen så kallad shared reading, det vill säga läsning på plats, och i filmdelen en diskussion utifrån filmklipp. Vi erbjuder två tillfällen: en session om litteratur och en om film.

Deltagare kan här antingen få en första kunskap om den här typen av seminarier och vad de kan ge, eller få en fördjupning i det fall de redan provat på något liknande. Workshopparna är skapade så att det är möjligt att vara med på bara det ena eller att komma på båda.

Referenser 

Bernhardsson, Katarina, Immi Lundin & Evelina Stenbeck, Litteratur & läkekonst. Nio seminarier i medicinsk humaniora. Göteborg: Makadam, 2021.

Charon, Rita, Nellie Hermann & Michael J. Devlin. “Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation”. Academic Medicine, 2016, 91(3), s. 345–350.

Charon, Rita, m.fl., The principles and practice of narrative medicine, New York: Oxford University Press, 2017

Jones, Therese, Delease Wear & Lester D. Friedman. Health Humanities Reader. New Brunswick: Rutgers University Press, 2014.

Moniz, Tracy, m.fl. “The prism model: advancing a theory of practice for arts and humanities in medical education.” Perspectives on Medical Education. 2021, 10(4):207-214. doi: 10.1007/s40037-021-00661-0

Spiegel, Maura & Danielle Spencer. ”This Is What We Do, and These Things Happen. Literature, experience, emotion, and relationality in the classroom”, i Rita Charon m.fl., The Principles and Practice of Narrative Medicine. Oxford: Oxford University Press, 2016.

Integrerad språkträning i praktiken – ett samarbete mellan ämneslärare och språkpedagog

Andrea Algård, Institutionen för handelsrätt, Ekonomihögskolan Lovisa Halje, Institutionen för handelsrätt, Ekonomihögskolan
Hanna Glad, Enheten för akademiskt skrivande och studieteknik (ASKS), Ekonomihögskolan
Lovisa Halje

Grundläggande och akademisk litteracitet är en förutsättning för att tillgodogöra sig högre utbildning. Många vittnar om att studenter behöver utveckla sitt skrivande (Santesson m.fl., 2018), men det är ofta oklart var det utvecklingsarbetet ska ske och vem som ska ansvara för det. I vår interaktiva workshop vill vi diskutera hur språkträning kan ske integrerat med ämnesundervisning genom yrkesöverskridande samarbeten. Workshopformatet möjliggör den typen av förutsättningslösa samtal som lagt grunden för vårt eget samarbete.

Workshoppen inleds med att vi, två ämneslärare och en språkpedagog, kort beskriver hur vi integrerar språkträning i en handelsrättslig grundkurs. Sedan låter vi deltagarna testa några av de övningar som våra studenter får göra. Därefter får deltagarna reflektera över liknande behov och möjligheter i den egna kontexten och diskutera med varandra.

Vårt arbete med språkträning inleddes för några år sedan, då vi införde ett kursmoment med fokus på litteracitet på en grundkurs i handelsrätt. Bakgrunden var att flera studenter uppvisade stora brister i sin läs- och skrivförmåga och att bristerna inverkade negativt på deras möjligheter att klara sina studier. Syftet var att ge dem bättre förutsättningar att klara studierna, men också att betona hur viktigt det är att behärska det svenska språket i det juridiska arbetsfältet. Tre övergripande och forskningsbaserade utgångspunkter har väglett utformningen av kursmomentet:

• Positiva synergier kan uppstå vid yrkesöverskridande samarbeten (Wingate, 2015; Wingate & Tribble, 2012).
• Litteracitetsträning bör ske i relevant kontext (Lea & Street, 1998; Wingate, 2015).
• Arbetet med att stärka studenters litteracitet bör nå alla studenter, även de med god läs- och skrivförmåga (Hathaway, 2015; Lea & Street, 1998; Wingate & Tribble, 2012).

Kursmomentet består av tre insatser: en föreläsning om skrivnormer, ett seminarium om skrivnormer och textbearbetning samt en obligatorisk skrivuppgift som studenterna får skriftlig respons på.

Insatserna genomförs yrkesöverskridande, det vill säga av ämneslärare och språkpedagog gemensamt. Våra erfarenheter bekräftar forskningen om positiva synergieffekter vid dylika samarbeten. Det gagnar studenterna att vi har olika kompetenser. Till exempel bidrar ämneslärarna med kunskaper om juridik och det juridiska språkbruket, medan språkpedagogen hjälper till att explicitgöra språkliga och andra akademiska normer för studenterna. I den gemensamma undervisningen har vi upptäckt egen tyst kunskap och fått bättre inblick i vad studenterna tycker är svårt. Att vi håller i insatserna tillsammans visar också studenterna att de här momenten är viktiga och inte något som ligger utanför den ordinarie undervisningen. Det yrkesöverskridande samarbetet bidrar med andra ord i sig till att integrera litteracitetsträningen i ämnesundervisningen och gör att den upplevs som relevant av studenterna. Föreläsningen och seminariet är tydligt kopplade till skrivuppgiften, som direkt anknyter till kursens materiella innehåll. Att bli godkänd på skrivuppgiften är en förutsättning för att bli godkänd på kursen. Därmed integreras språkträningen i ämnesundervisningen och den kopplas till en examinerande uppgift. Det innebär att den upplevs som relevant av studenterna och att den når alla studenter, oavsett färdighetsnivå.

Referenser

Hathaway, J. (2015). Developing that voice: locating academic writing tuition in the mainstream of higher education. Teaching in Higher Education, 20(5), 506–517, doi.org/10.1080/13562517.2015.1026891

Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172, doi.org/10.1080/03075079812331380364

Santesson, S., Josefsson, G., Cronberg, M. L., Nillasdotter, K., Smaragdi, M., & Wadsö-Lecaros, C. (2018). Studenters skrivande: Brister, förväntningar, ansvar. I J. Bergqvist Rydén & M. Larsson (red.), Om samverkan, mångfald och mellanmänskliga möten: Proceedings från Lunds universitets pedagogiska utvecklingskonferens 2017, Avdelningen för högskolepedagogisk utveckling, Lunds universitet, s. 121–127, lup.lub.lu.se/record/74d25d34-3281-4487-aa9f-72257b5db986

Wingate, U. (2015). Academic Literacy and Student Diversity: the case for inclusive practice. Multilingual Matters.

Wingate, U., & Tribble, C. (2012). The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37, 481–495, doi.org/10.1080/03075079.2010.525630

How can we help new studens experience success using peer learning schemes?

People holding the workshop: A student to be named later (active SI-PASS Leader) plus Joakim Malm, Linda Dahlberg, Lise-Lotte Mörner from the European Centre for SI-PASS at LU. 

Abstract: The workshop will focus on sharing thoughts on how peer learning schemes can help new students in their studies. A peer learning scheme is a model where learners learn from and with each other. It helps develop collaboration, deeper understanding of academic material and the exchange of skills like problem-solving. It also provides a sense of community in a relaxed and informal environment. The potential gains might be both short-term (students performing better in a connected course) and long-term (developing a sense of academic belonging, development of study and other transferable skills). 

Using the shared thoughts, we will examine one specific peer learning model – Supplemental Instruction/Peer Assisted Study Scheme (SI-PASS) – through its guiding principles. SI-PASS is well established internationally and staff from more than 1500 university colleges and universities in nearly 30 countries has been trained in the model (Martin, 2008).  SI-PASS complements the regular education in a difficult course. The idea with SI-PASS is to create a safe environment where students can focus on and discuss material in the course that they find hard to understand. The SI-PASS session is led by an experienced student - the SI-PASS leader - who has completed the course successfully. The job of the SI-PASS leader is to provide guidance to the students on how to identify the difficult parts of the material and demonstrate ways to process these parts for a better understanding, while fellow students are used as learning resources. Thus, SI-PASS combines training in study strategies with processing of course content.

After a brief introduction of the workshop including peer learning schemes in general and SI-PASS in particular, we will let participants, for a few minutes, individually think about how they would like to adapt their new students to achieve uccess using existing or imagined peer learning schemes. Thereafter, in groups, share those thoughts and extract the three items the group finds most important and put them down on a flip-chart paper. This will be followed by a gallery walk to get an overview of the various groups’ ideas. Thereafter we will apply these thoughts to the guiding principles of SI-PASS using a think-group-share activity. We hope that the outcomes from this session will be a better overview of what the potential benefits with peer learning schemes may be and with this in mind some insights into the model SI-PASS.  

References: Martin D. (2008). Foreword. Australian Journal of Peer Learning. Vol 1 (1). Available at: http://ro.uow.edu.au/ajpl/vol1/iss1/2

Main message of the proposal/key takeaways for participants: We hope that the outcomes from this session will be a better insight in to peer learning schemes and SI-PASS. And furthermore, an incentive to develop a new or enhance an existing scheme within participants subject areas.  

Reforming Project Management Education: A Triple Helix Approach for Sustainable Solutions and Student Engagement 

Universities traditionally prioritize teaching and research, often overlooking the critical role they can play in addressing societal challenges. This gap between academic pursuits and real-world application highlights the need for a broader view of the university’s mission, encompassing not just research but also societal engagement – the Third Mission. While university-industry-government collaborations (aka Triple Helix) have received significant attention for research activities (Göktepe 2008), teaching and learning, particularly in terms of student engagement have received less focus (Göktepe-Hultén 2023). Inspired from the Triple Helix approach to foster both sustainable solutions and student engagement, in this study, I present an innovative pedagogical framework that integrates the Sustainable Development Goals (SDGs) into project management education. This collaborative approach transcends conventional boundaries, empowering students to apply their project management skills and knowledge to tackle pressing global issues.  

Implemented in Project Management courses (FEKH13 and IBUG11) at the Department of Business Administration, LU, this course utilizes project-based learning to empower students to become changemakers within Lund University. Students tackle real-world sustainability challenges they identify within the university campus or in Lund. This could involve issues related to waste management, energy consumption, accessibility, or fostering a more inclusive campus environment. By integrating the UN Sustainable Development Goals (SDGs) into their projects, students develop solutions that are not just innovative but also contribute to a broader vision of sustainability. By allowing students to choose problem areas that resonate closely with their lives in Lund, the project becomes deeply personal and relevant. This intrinsic connection to the subject matter significantly enhances student enthusiasm and commitment and proactive participation. Compared to cases or topics assigned arbitrarily, this approach empowers students to invest themselves fully in the project, driving creativity, innovation, and a sense of ownership over their learning journey. 

Furthermore, the nature of the project tasks naturally reduces the reliance on automated tools or artificial intelligence (AI) solutions. Instead, students are encouraged to employ critical thinking, problem-solving, and hands-on methodologies to address the complexities of their chosen topics. As the project necessitates ongoing teamwork and active engagement throughout the duration of the course, students collaborate closely with their peers. Students enhance their abilities in planning, time management, negotiation, and conflict resolution. Such skills are preparing them for the dynamic demands of professional settings. 

Students learn project management by practicing it effectively to plan, execute, and present their solutions to a problem they had identified. This approach fosters a deep engagement with the university community, encouraging students to observe, analyse, and propose solutions that can create a more sustainable and inclusive campus for everyone. This study contributes to the ongoing discourse on higher education pedagogy by advocating for a holistic approach that acknowledges the importance of teaching within the context of societal and industrial engagement. I offer practical insights for educators seeking to bridge the gap between academia and industry. Ultimately, by integrating teaching with real-world challenges, this approach revitalizes education, ensuring its relevance and impact in today’s dynamic landscape where universities play a key role in preparing students to contribute to a sustainable future.  

Keywords: Sustainable Development Goals, Project Management Education, Triple Helix Approach, Student Engagement, Higher Education Pedagogy

Sustainability in a Law Programme – Why, How and For Whom?

Marja-Liisa Öberg

The Master Programme in European Business Law at the Faculty of Law is currently undergoing a process of change including increased focus on sustainable development. In the coming two years, we will be working on making sustainable development more visible in the programme syllabus and prominent in course syllabi.

Integrating sustainable development in university programmes is a necessity (O’Brien et al 2013), as well as a matter of fashion with a myriad of sustainability and sustainability-related programmes emerging around the world (Brundiers et al 2021). The task of integrating sustainability into the master programme comes with double responsibility: (1) integrating sustainability into the programme in a systematic and meaningful manner, and (2) retaining its high quality and relevance as a programme in law.

The aim of this contribution is to highlight the three questions that are key to the process of integrating sustainability into the programme syllabus:

(1) WHY? – what role should and could sustainability play in a law programme, and what role does a law programme play in sustainable development; 

(2) HOW? – in which way can sustainability competencies be included in the programme and integrated with law-specific competencies; and 

(3) FOR WHOM? – what is the optimal balance between training sustainability-informed lawyers and legally informed sustainability experts.

First, the presentation considers how to relate the inclusion of sustainability in the programme curriculum to the different definitions of and approaches to achieving sustainable development (Hopwood et al 2005). Second, it touches upon similarities, differences and potential for integration between sustainability (Wiek et al 2011) and legal (Setting Standards 2013) competencies. Third, it analyses how much space and attention can and must be given to sustainability perspectives – both in terms of knowledge, skills and attitudes, as well as their progression throughout the programme – to make the integration exercise truly meaningful.

The presentation will be given in Pecha Kucha style.

References

Brundiers, K, et al. (2021). Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science 16:13-29.

Hopwood, B., Mellor, M., and O’Brien, G. (2005). Sustainable development: mapping different approaches. Sustainable Development 13(1):38–52.

O’Brien K, et al. (2013). You say you want a revolution? Transforming education and capacity building in response to global change. Environ Sci Policy 28:48-59. 


Setting Standards: The future of legal services education and training regulation in England and Wales, Legal Education and Training Review (2013).

Wiek, A., Withycombe, L., and Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability science 6:203-218.

Testbaserat lärande – bra för vem?

Ketty Andersson, Olof Sandgren

Det har länge varit känt att aktivt lärande, exempelvis i form av att ställa frågor till sig själv på material som ska läras in, är effektivt. Trots detta finns ibland ett motstånd hos såväl lärare som studenter mot nya undervisnings- och examinationsformer (Carpenter, 2023). I testbaserat lärande (eng. retrieval practice) utgår man från att inlärningseffekten förstärks om personen som ska lära ges uppgifter, antingen egendesignade eller utformade av någon annan, som checkar av hur mycket av materialet som man kommer ihåg. Den positiva inlärningseffekten tros orsakas av att framplockningen leder till fler och förstärkta associationsbanor och därmed ny minnesinkodning (Karpicke & Roediger, 2008; McDermott, 2021). Metodens effekter har bekräftats för flera olika grupper av inlärare men de flesta studier har gjorts i strikt experimentell miljö där deltagarnas upplevelse av metoden inte har varit i fokus (exv. Leonard & Deevy, 2020). 

I presentationen kommer en kort genomgång göras av vad testbaserat lärande är, och hur metoden har använts i utformningen och examinationen av en hel kurs på logopedprogrammet. Vidare ges tips på hur en ny metod kan introduceras för studenter. Slutligen ges en kort sammanfattning av hur en grupp studenter har upplevt upplägget.

Referenser

Carpenter, S. K. (2023). Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions. Educational Psychology Review, 35(4). doi.org/10.1007/s10648-023-09811-8 

Karpicke, J. D., & Roediger, H. L., 3rd. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968. doi.org/10.1126/science.1152408 

Leonard, L. B., & Deevy, P. (2020). Retrieval practice and word learning in children with specific language impairment and their typically developing peers. Journal of Speech, Language, and Hearing Research, 63(10), 3252–3262. doi.org/10.1044/2020_JSLHR-20-00006

McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72(1), 609–633. doi.org/10.1146/annurev-psych-010419-051019

Att stärka sjuksköterskestudenters kunskap om omvårdnad: En utbildningsstrategi

Lena Forsell, Spec SSK., Med. Lic., Universitetsadjunkt. & Anneli Jönsson. Spec SSK., Med. Lic., Universitetsadjunkt. Institutionen för hälsovetenskaper. Medicinska fakulteten.

Bakgrund

Sjuksköterskestudenter har vid programvärderingar uttryckt svårigheter att avgränsa ämnet omvårdnad samt en diskrepans mellan vad som lärs ut och vad som görs i praktiken. När teoretiska utbildningen och den kliniska utbildningen inte stämmer överens uppstår förvirring och frustration hos studenten – kognitiv dissonans (Wolrath Söderberg, 2017). I utbildning kan detta ske när en student ställs inför fakta, idéer eller perspektiv som utmanar deras förväntningar eller tidigare förståelse. 

Genom att integrera Fundamentals of Care (FoC) i sjuksköterskeprogrammet kan utbildningen stötta och vägleda sjuksköterskestudenters kritiska tänkande och reflektion över vad omvårdnad är och vad som krävs (Voldbjerg et al., 2021). Sjuksköterskans huvudområde är omvårdnad och studenterna förväntas under utbildningen få kunskap om omvårdnad, detta är ett av examensmålen (Högskoleförordningen, 1993:100). Om sjuksköterskor inte tillgodoser patientens behov av omvårdnad kan det innebära ett hot mot patientsäkerheten (Aiken et al,. 2012; Feo & Kitson, 2016; Kitson et al., 2010). 

Under flera decennier har det blivit ett glapp mellan omvårdnadsforskning, utbildning och hur kliniskt verksamma sjuksköterskor definierar omvårdnad. Som ett led i att skapa koncensus av vad omvårdnad är bildades en internationell grupp av forskare år 2010. Gruppens arbete resulterade i ett teoretiskt ramverk - FoC (Kitson et al., 2010). FoC består av tre dimensioner: vårdrelationen, vårdbehovet och vårdkontexten. Vårdrelationen är det centrala och handlar om sjuksköterskans möte med patienten. Ett möte där sjuksköterskan ska skapa förtroende, vara närvarande, förstå patientens behov och vara påläst. Vårdbehovet handlar om att sjuksköterskan ska identifiera och tillgodose patienten fysiska- och psykosociala behov. Vårdkontexten handlar bland annat om organisation, lagar & författningar samt personalresurser (Muntlin & Jangland, 2020).

Syfte

Att stärka sjuksköterskestudenters teoretiska och praktiska kunskaper om omvårdnad genom att integrera FoC i utbildningen. 

Utbildningsstrategi

Kaufman (2018) menar att lärandet sker såväl kollektivt som individuellt då studenterna konstruerar delad kunskap och förståelse genom sitt arbete i sociala relationer.  Att arbeta med case-based learning har visat sig vara en uppskattad metod för både studenter och lärare vilket kan leda till ett ökat engagemang och motivation för lärande (Thistlehwaite et al., 2012). Case-based learning kan vara ett idealiskt sätt för studenterna att integrera teoretisk kunskap med praktisk kunskap för att förstå hur de kan tillämpas i professionen (Tang & Biggs, 2011). Att använda FoC som ett verktyg vid case-based learning kan uppmärksamma studenterna på frågor med fokus på omvårdnad (Voldbjerg et al.,2018). Den mall som används vid case-based learning kan anpassas och utvecklas med begrepp som stärker och involverar ramverkets viktiga begrepp. Det är av vikt att handledaren är kunnig i FoC och kan hjälpa studenterna att utveckla sina reflektioner om omvårdnad. I en studie betonade studenter vikten av att ha en handledare närvarande som kontinuerligt påminner och uppmuntrar dem att dra nytta av FoC vid case-based learning (Voldbjerg et al.,2020).

Take home message

• FoC kan hjälpa studenterna att ta makten över sitt lärande gällande omvårdnad.
• Case-based learning kan vara idealiskt för studenterna att överbrygga klyftan mellan teoretisk kunskap och praktisk kunskap.
• FoC kan även hjälpa lärarna att problematisera omvårdnad så att studenterna förstår. ”Alla ska använda samma språk och termer”.

Referenser 

Aiken, L. H., Sermeus, W., Van den Heede, K., Sloane, D. M., Busse, R., McKee, M., Bruyneel, L., Rafferty, A. M., Griffiths, P., Moreno-Casbas, M. T., Tishelman, C., Scott, A., Brzostek, T., Kinnunen, J., Schwendimann, R., Heinen, M., Zikos, D., Sjetne, I. S., Smith, H. L., & Kutney-Lee, A. (2012). Patient safety, satisfaction, and quality of hospital care: cross sectional surveys of nurses and patients in 12 countries in Europe and the United States. BMJ (Clinical research ed.), 344, e1717. doi.org/10.1136/bmj.e1717

Feo, R., & Kitson, A. (2016). Promoting patient-centred fundamental care in acute healthcare systems. International journal of nursing studies, 57, 1–11. https://doi.org/10.1016/j.ijnurstu.2016.01.006

Högskoleförordningen (SFS 1993:100). Utbildningsdepartementet. https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-forfattningssamling/hogskoleforordning-1993100_sfs-1993-100/

Kaufman, DM. (2018) Teaching and learning in medical education: How theory can inform practice. I Swanwick, T., Forrest, K. & O´Brien, BC (ed.). Understanding medical education: evidence, theory, and practice.

Kitson, A., Conroy, T., Wengstrom, Y., Profetto‐McGrath, J., & Robertson‐Malt, S. (2010). Scholarly paper: Defining the fundamentals of care. International journal of nursing practice, 16(4), 423-434. 

Muntlin, Å. & Jangland, E. (red.) (2020). Fundamentals of care: klinisk tillämpning av ett teoretiskt ramverk för omvårdnad. (Upplaga 1). Lund: Studentlitteratur. 

Tang, C., & Biggs, J. (2011). Teaching for quality learning at university. Maidenhead, UK: Open University Press

Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., ... & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444.

Voldbjerg, S. L., Lyng Larsen, K., Nielsen, G., & Laugesen, B. (2020). Exploring nursing students’ use of the Fundamentals of Care framework in case‐based work. Journal of Clinical Nursing, 29(11–12), 1968-1980.

Voldbjerg,S. L., Laugesen, B. & Bögh Bahnsen, I. (2021). FoC i sygeplejerskeuddannelsen. I T. Lindhardt Damsgaard, M. Grönkjaer & I Poulsen (Red.). I Fundamentals of care, Klinik, ledelse, uddannelse og forskning (s.95 - 109). Munksgaard.

Wolrath Söderberg, M. (2017). Kritisk självreflektion i komplexa frågor: Att hjälpa studenterna att ta makten över sitt tänkande. Högre utbildning, 7 (2), 77 – 90.

Authors: Kiran M Gerhardsson and Christina Brogårdh 

Affiliation: Department of Health Sciences, Lund University 

Corresponding author: kiran.maini_gerhardsson@med.lu.se

Title: A blended course on light, activity and sleep for life-long learners: evaluation of participants’ engagement 

Background. The Swedish government has decided to invest in lifelong learning at Swedish universities, aimed primarily at professionals but also non-professionals in the later part of life 

(Lund University, 2023). A newly developed micro‐credit course, mainly directed at professionals, was launched in the spring of 2024 at Lund University (‘Light, space and health: Support for older adults’). This blended course combines online study and on-campus activities, including nine weekly online modules and three compulsory in-class sessions featuring instructions, small- and whole-group discussions and presentations. One intended learning outcome involves reflecting on situations in their everyday life or professional practice where the course participant can support older adults’ light-related routines and changes in the home, as well as discuss potential challenges. The long-term goal for course participants is to transfer their acquired knowledge and skills to colleagues and older adults. Potential indirect benefits include improved health in the older population. 

Theory. Guided by the Conversational Framework (Hammond, 2020; Laurillard, 2002, 2012) the course design comprises multiple types of learning media (narrative, interactive, adaptive and communicative) and several learning activity types to support complex learning. Engagement can be a motivator for learning among professionals and in later life. The impact of engagement on motivation is recognised as one of the key categories in the Universal Design for Learning Guidelines (CAST, 2018). In this study, engagement is reflected by four interrelated aspects (Reeve, 2018): behaviour (e.g., on-task behaviour, sustaining effort and persistence), emotion (e.g., presence of interest, enthusiasm, enjoyment), cognition (e.g. selfregulation such as planning) and agency (e.g., contributing constructively into and changing the learning environment for the better, asking questions, expressing preferences). 

Objective. To evaluate how actively the course participants have been involved in the course – online and in sessions – and explore what expressions of engagement might be used besides course completion rates and learning management system analytics.  

Method and material. Regarding behavioural, emotional, and cognitive engagement and agency, participants’ engagement was monitored during the course (e.g., logged-in time) and directly observed by the instructor during sessions. Additional material includes participants’ responses to the opening question in each session (‘How has everything worked so far - well or not so well?’), weekly online evaluations with a fixed response format and one free text response (‘Is there anything about this week’s content you would like to comment?’). 

Results. Halfway through the course, seven participants are still active, out of the nine who enrolled and started the course (either attended the first session or took at least one module online). All seven completed at least four modules, attended 1–3 sessions (and submitted a substitute assignment in case of non-attendance) and gave verbal feedback once or more in the weekly online evaluations. The average logged-in time was 7 h 20 min (ranging from approximately 2 to 12 h). The full extent of their engagement will be analysed and reported after the course is completed in April. 

Conclusions. So far, course participants’ engagement meets our expectations concerning active participation both online and in sessions. 

Keywords: lifelong learners; professionals working with older adults; blended course; microcredit course 

References 

CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved November 6, 2023, from http://udlguidelines.cast.org

Hammond, B. (2020, July 14). Designing your teaching sessions using Laurillard’s learning types.fetliu.net/blog/designing-your-teaching-sessions-using-laurillards-learningtypes/

Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, 2nd edition. London: Routledge. 

Laurillard, D. (2012). Teaching as Design Science. Building Pedagogical Patterns for Learning and Technology. Routledge. 

Lund University. (2023, 24 October). Lifelong learning.www.staff.lu.se/research-andeducation/education-support/lifelong-learning

Reeve, J. (2018). Understanding motivation and emotion. Wiley.