UNDERVISNINGENS DAG UNIVERSITY TEACHING DAY Campus Esbjerg

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1 UNDERVISNINGENS DAG UNIVERSITY TEACHING DAY Campus Esbjerg Theme of the day: Preparing students for the future Date and time: 12 May 2016 from Venue: Niels Bohrs Vej 8, room B108 Sign up here Dear all, This year s AAU teaching day focuses on inspiring University teachers to prepare students for the future. This means that we aim at inspiring AAUs University teachers to review and reflect on their current teaching approaches to consider how to provide the conditions for innovative thinking. Speakers include experts from within our own institution as well as experts from the ECIU The European Consortium of Innovative Universities, of which Aalborg University is a member. Materials from the day s presentations will be available thereafter on learninglab.aau.dk. AAU Learning Lab Side 1 af 5

2 DETAILED PLAN OF THE DAY 8:15 Coffee and tea 8:45 Welcome by Pro-rector Inger Askehave 9:00 Keynote by Professor Mark Brown Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU) The Story of Digital Learning: The Future is Not What it Used to Be 10:15 Break 10:45-12:00 Workshop 1 - Active Learning in (also large) Lectures More than Clickers? By Dr. Andrea Brose 12:00 Lunch 13:00-14:15 Workshop 2 - Flipped classroom og podcasts et hæfte fra HERU By Hans Hüttel & Lone Krogh 14:15-14:30 Break 14:30-15:00 Discussion point: AAU s plagiatkontrolsystem How to use, explain and interpret the feedback from electronic plagiarism detection systems? 15:00-15:15 Break 15:15-15:45 Discussion point: Justifying the grading Focusing on how the grading is approached, what are the argumentations for a 12, etc. How to reach a consensus with the censor and keep notes during the exam? 15:45 End Side 2 af 5

3 Keynote Professor Mark Brown Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU). The Story of Digital Learning: The Future is Not What it Used to Be This presentation tells the story of the dreams, debates and new designs associated with the emergence of so-called disruptive models of digital learning. It anchors this story in a long history of educational technology and asks if digital learning is the dream solution, then what is the problem? In exploring this question the presentation starts by reflecting on claims about previous technologies and the rhetoric reality gap between the state of the art and the state of the actual. A number of current debates associated with claims about the transformative potential of digital learning are then explored from a critical perspective. While these debates show the future still lives to some extent in the past, the presentation adopts the language of opportunity to explore how teachers can redesign the curriculum through a blend of new pedagogies and new digital solutions to provide more active, engaging and connected learning experiences for 21st Century learners. Finally, we reflect back on the original question and some of the even bigger problems facing higher education. In so doing the talk illustrates why our collective future depends on developing new digitally enhanced models of teaching and learning in uncertain times. Biography Before taking up this position in 2014, Mark was Director of the National Centre for Teaching and Learning at Massey University, New Zealand. He has more than 20 years experience of working in Higher Education, serves on several international journal editorial boards and has published extensively in the areas of Online, Blended and Digital Learning. Mark chairs the Teaching and Learning Steering Committee for the European Consortium of Innovative Universities (ECIU) and serves on Board of the Irish National Forum for the Enhancement of Teaching and Learning and Executive Committee of the European Distance and E-learning Network (EDEN). A recipient of a National Award for Sustained Excellence in Tertiary Teaching, Mark has a strong commitment to the Scholarship of Teaching and Learning and remains a member of the New Zealand Academy of Tertiary Teaching Excellence. Web: Side 3 af 5

4 About the workshops Workshop 1 -Active Learning in (also large) Lectures More than Clickers? Dr. Andrea Brose Dr. Brose leads the Centre for Teaching and Learning at Hamburg University of Technology (TUHH) Activating methods are an integral part of many measures to improve teaching. Often one sees that these methods can be used for small lectures only or that the method already provide themselves for greater learning success. These and similar ideas may lead to disappointment among instructors as well as frustration among students. One aim of the workshop is to examine these ideas and expectations critically. This is already necessary because the success hoped for activating methods do not always materialize by themselves. The workshop "Active Learning in (also large) Lectures More than Clickers?" aims to enable the participant to get to know and be able to implement methods such as "Peer Instruction" and other selected, activating methods that are suitable for use in large groups. It will be explored what factors are crucial when implementing certain methods and what are the crucial didactical aspects for the success of such methods. We offer participants the opportunity to experience some of the methods themselves as well as to contribute their knowledge and experience with activating methods. Biography Dr. Andrea Brose, Hamburg University of Technology (TUHH) Dr. Andrea Brose leads the Centre for Teaching and Learning at TUHH. Before that she worked in the Department of Engineering Education with Prof. Kautz, where they conducted empirical studies to find difficulties in students understanding of fundamental concepts in engineering. Before she moved to Hamburg, she taught mathematics at the University of California, Los Angeles and was responsible for the quality of teaching there. Dr. Brose did her PhD in mathematics (probability theory) at the University of Colorado Boulder in Side 4 af 5

5 Workshop 2 - Flipped classroom og podcasts et hæfte fra HERU Hans Hüttel & Lone Krogh Kjær-Rasmussen Denne workshop præsenterer det første i en række af hæfter, udgivet af Higher Education Research Unit (HERU). I dette første hæfte beskriver forfatterne, Hans Hüttel og Dorina Gnaur, principperne bag hvorfor og hvordan man kan anvende en flipped classroom-pædagogik. Workshoppen giver et overblik over disse principper og vil desuden give deltagerne mulighed for, at udvikle ideer til hvordan og hvor de kan indarbejde ideer fra flipped classroom i deres undervisning. Hans Hüttel Lektor ved Institut for Datalogi Hans Hüttel er cand. scient. i datalogi og matematik fra AAU i 1988, og han har en PhD grad i Theory of Computation fra University of Edinburgh fra Han har vejledt et hav af studenterprojekter på datalogiuddannelserne og på kursussiden har han især undervist i syntaks og semantik og i beregnelighed og kompleksitet. I 2014 blev han valgt som Årets underviser ved AAU. Hans er medlem af censorkorpset i datalogi og Studienævn for datalogi og sidder i samarbejdsudvalget for Institut for datalogi som repræsentant for DM. Følg hans blog på og læs om lidt af hvert Lone Krogh Kjær-Rasmussen Lektor and Leader of HERU Lone Krogh er lektor ved Aalborg Universitet, institut for Læring og Filosofi. Hendes fokusområder er uddannelse og læring i videregående uddannelser, set i lyset af den internationale udvikling og dens indflydelse på uddannelserne og undervisningen hovedsageligt ved de videregående uddannelser. Hendes interesser inkluderer uddannelsesudvikling med fokus på nye og innovative undervisnings- og læringsaktiviteter, med fokus på inddragelse af de studerendes stemmer og engagement, voksenlæring samt evaluering. Hun har erfaring med at implementere PBL- og staffdevelopment strategier både nationalt og internationalt. Hun har publiceret en række artikler, heraf er de seneste: "Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education" (2015), udgivet af Sage Open, sammen med medforfattere; "Gross National Happiness in Bhutanese Education: How Is It Implemented In Practice?" (2015), udgivet af Sense Publishers i 'Dealing with Emotions', redaktør og forfatter på flere artikler i antologien; "Visions, Challenges, and Strategies: PBL Principles and Methodologies in a Danish and Global Perspective" (2013), udgivet af Aalborg Universitetsforlag; samt en række artikler i antologien "University Teaching and Learning" (2015) udgivet af Samfundslitteratur, redigeret af Rienecker, m.fl. Side 5 af 5