Input to your teaching

Workshops, webinars etc.

Workshops

Activating your students during theoretical exercises (TØ) (Workshop - 21 September 2017)

Content

In this workshop you will be introduced to activities and tools you can use to support students’ active learning in your theoretical exercise class. It will be demonstrated how you can use e.g. peer-instruction and peer-feedback to revitalize group work and class discussions.

During the workshop you will have the opportunity to discuss the design of your theoretical exercise class and you will develop one or more activities to be used in you course.

Learning outcome

After the workshop you should be able to

  • Discuss how peer-instruction and peer-feedback can support students’ learning
  • Develop teaching activities which support active learning during your theoretical exercises class
  • Discuss how you will assess students’ learning during your theoretical exercise class


Time and place

21 September 2017, 13:00-16:00 - in Build. 3210, Room 03.068, Navitas.  
The workshop is held by: Rikke Frøhlich Hougaard and/or Annika B. Lindberg, ST Learning Lab

Sign-up

Sign-up for the workshop here
Deadline for sign-up is 14.09.2017
There is a min. of 6 participants
The workshop is held in English, unless all participants speaks and understand Danish

Active learning in laboratory courses (LØ) (Workshop - 18 January 2018)

Content

In this workshop you will be introduced to activities and tools you can use to support your students active learning during the different phases of your laboratory course: Preparing before going to the laboratory, working in the laboratory, and working on the lab report. During the workshop you will have the opportunity to discuss the design of your laboratory course and you will develop one or more activities to be used in your course.

Learning outcome

After the workshop you should be able to

  • Describe the intended learning outcome in your laboratory course
  • Develop teaching activities, which support active learning during your laboratory course
  • Choose relevant methods to assess students’ learning during your laboratory course


Time and place

18 January 2018, 09:00-12:00 - in Build. 3210, Room 03.068, Navitas.
The workshop is held by: Rikke Frøhlich Hougaard, ST Learning Lab

Sign-up

Sign-up for the workshop here
Deadline for sign-up is 11.01.2018
There is a min. of 6 participants
The workshop is held in English, unless all participants speaks and understand Danish  

On request, we can tailor the following workshops after your needs

Preparing PhD students for assessment (Workshop)

Supervisors role in part A exams and PhD defense

Content

In this workshop, we discuss the challenges that PhD supervisors may face when preparing students for part A examination and the PhD defense. Standards and expectations for student progression and performance vary across countries and subject area – and local GSST standards can therefore be somewhat obscure to the students. Another challenge is that international examiners can be more influenced by the standards and traditions in their home institution than the local standards by which a PhD candidate should be assessed.

The workshop presents international research and local data that can inform supervision in assessments at GSST. It targets new as well as experienced supervisors. 

Learning outcome

After the workshop, participants will be able to choose between different supervisory strategies that help students understand the examination process and perform well within it.

Info

The workshop takes about 2 hours and is held by  Tove H. Jørgensen, Department of Bioscience and ST Learning Lab.

How to become an even better lecturer (two course days)

Content

This course is intended for people who have lectured for a number of years and would like to develop how they are lecturing.

Get insight and feedback on how to activate your students during lectures, your rhetoric and body language, and on how to get your students to be more prepared for the lecture.

Furthermore you will observe others while they are lecturing as well as be observed yourself, to get feedback and inspiration on how to lecture.

Activities

First day of the course

  • Lecture rhetoric, visualization, active learning and the use of technology, body language in a lecture room

Between the course days

  • Observe at least one lecture by another of the participants
  • Give and receive feedback

Second day of the course

  • How to make the students prepare (properly) for the lecture


Info

The course takes about 15 hours and is held by Ole E. Bjælde and Annika B. Lindberg, ST Learning Lab.

Rethink assessments and exams (Workshop)

Content

Assessments (exams) are one of the most important drivers for student motivation and student learning. Are you assessing all you want/need to assess and are you assessing at the right time?

Assessments have multiple functions such as judgement of student achievement, certification and support for student learning. It is difficult to balance these functions and each course module has different challenges.

The workshop will be a mixture of inspiration to new assessment methods, general and specific considerations at ST and the redesign of assessment methods in your own teaching. A special focus will be assessment and feedback during the course module (continuous assessment).

Learning outcome

After the workshop you should be able to

  • Argue for your choice of assessment method in your own teaching
  • Redesign your final and continuous assessment method
  • Reflect upon how assessment can be improved in your course module


Info

The workshop takes about 2 hours and is held by Annika B. Lindberg and Ole E. Bjælde, ST Learning Lab.

Flipped Classroom (Workshop)

Content

Quite brief, Flipped Classroom focus on swapping the activities of a traditional teaching method, so you primarily spend the time on "what really changes" and, for instance, let lecturing be video based and online via Blackboard. Local evaluations and experience from ST have shown that the concept has the potential to create both engaging, flexible and effective learning.

The workshop is divided into three so-called learning modules: one for before, during and after the workshop. The learning modules can be found on Blackboard in the course called ST Educator.  

Learning outcome

  • You get insight into Flipped Classroom as a concept with the various options available
  • That you have reflected on your own teaching in relation to opportunities for Flipped Classroom
  • You get concrete tools to get started with Flipped Classroom


Info

The workshop takes about 3 hours and is held by Anna Hollyoak Helleberg, ST Learning Lab.

Active learning in large courses (Workshop)

Content

In this workshop you will be introduced to various techniques you can use to create student activity in your lecture. You will learn digital techniques (e.g. AUVote). You will also learn "analog" techniques to activate the students (e.g. Memory Matrix where students place concepts in a matrix) or One Minute Paper (the last two minutes of the lecture is spent on student answers the question: "What was the most important thing you learned today "and discuss it with the person next to him/her).

Learning outcome

After the workshop you will be able to

  • activate the students using digital tools in your lecture
  • make the students reflect on their learning

You get hands-on experience with the tools and during the workshop you can work with the tools in relation to your own teaching.

Info

The workshop takes about 3 hours and is held by Jens Bennedsen, ST Learning Lab.

Update the learning outcomes of your course module (Workshop)

Content

During the workshop you will rethink/update the learning outcomes and competences for your own course module according to constructive alignment. You will discuss how you can use the SOLO taxonomy to make your leaning goals more precise. How is progression considered within your course module and in relation to previous and later courses? If your course module train and assess important academic competencies, how can these be included in the learning outcomes?

Learning outcome

After the workshop you should be able to

  • Redesign the learning outcomes and competences in your own course
  • Justify the verbs describing the learning outcomes using the SOLO taxonomy
  • Reflect upon progressions and general academic competencies within your course


Info

The workshop takes about 3 hours and is held by Annika B. Lindberg, ST Learning Lab.

Collegial supervision (2 course days)

Content

Supervision of colleagues i characterized by that a group of 3 teachers attend each other's lessons and have a controlled conversation on this basis afterwards. The observations is based on the desired focus of each individual teacher. Participating in Collegial Supervision will allow you to reflect on your practice with colleagues, and thereby gain greater insight into your own teaching.

Read more about Collegial supervision.

The course

At the first day of the workshop you will get a thorough introduction to the tools for controlled conversation. These are to ensure that the observation and subsequent conversations are being held at each teacher's premises.

Following this is 2 rounds where you will observe and reflect upon each other's teaching (6 observations/conversations).

Finally, we will have a brief evaluation meeting focusing on experience and supervision.

Learning outcome

  • That you become more reflected about your own teaching


Info

The course takes about 15 hours in total and is held by Anna Hollyoak Helleberg, ST Learning Lab.

More feedback – from and to students (Workshop)

Content

How can small feedback activities give a huge effect? During the workshop you will get inspiration on how to include more feedback into your course. The focus will be on peer and self-assessment, assessment criteria and planning of the feedback process to secure that the student apply the feedback they receive. How do we train the student to be self-reflective learners that can assess their own performance?

Learning outcome

After the workshop you should be able to

  • Incorporate feedback activities in your own course
  • Plan feedback activities that involve students in receiving and providing feedback
  • Develop assessment criteria for feedback activities
  • Communicate the learning outcomes of your feedback activities


Info

The workshop takes about 3 hours and is held by Annika B. Lindberg and Anna Hollyoak Helleberg, ST Learning Lab.

Other offers

Book a learning consultant

Get coaching to develop your course to provide students with better learning.

Book a Blackboard consultant

Individual coaching with one of our Blackboard consultants about using Blackboard to create even better teaching and learning.

A workshop with your colleagues about Blackboard

Team-up with at least seven of your colleagues and decide for yourself the content of the workshop.

If you choose one of our other offers you decide the time and duration. Please contact us for more information.