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Input to your teaching

Inspiration for the development of your teaching

ST Learning Lab offer workshops and coaching within teaching development, and includes professional back-and-forth discussions and exchange of experience.

Furthermore, our knowledge is founded on extensive research.
Our courses are on demand and tailored to your needs.

Activating your students during theoretical exercises (TØ) (workshop)

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 revitalise group work and class discussions.

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

Learning outcome

  • 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.

Info

Active learning in laboratory courses (LØ) (workshop)

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

  • 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.

Info

Spervisors' role in part A exams and PhD defence (workshop)

Content

At this workshop, we will discuss the challenges that PhD supervisors may face when preparing students for part A examination and the PhD defence. Standards and expectations for student progression and performance vary across countries and subject areas – 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

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

Info

  • Duration: 2 hours
  • Held by: Tove H. Jørgensen, Department of Bioscience and ST Learning Lab.

How to become an even better lecturer (coaching)

Content

Coaching intended for anyone who wants inspiration to further develop their lecturing practice. You can come alone or together with your colleagues. 

During the course, we will focus on active learning during lectures (e.g. by means of technology), students' preparation for lectures, design and composition of lectures, presentation and performance as well as any other things we agree on together. The course includes both an inspirational session and an observation of a lecture in which I observe and afterwards provides feedback.  

Activities 

  1. A preliminary meeting where you will be introduced to methods of learning in lectures, and where we will discuss your wishes in relation to the course.
  2. Observation of lecture(s) with a focus on developing your lecturing style and be more reflected on your lecturing practice.
  3. Follow-up meeting based on the experiences from and observation of lecture(s). 

Info

Rethink assessments and exams (workshop)

Content

Assessments (exams) are one of the most important incentives 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 a redesign of assessment methods in your own teaching. A special focus will be assessment and feedback during the course module (continuous assessment).

Learning outcomes

  • 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

Active learning in large courses (workshop)

Content

You will be introduced to various techniques, which can be used to create student activity and  interaction in your lecture. You will learn digital techniques, like for example Mentimeter/AU VOTE. You will also learn 'analog' techniques to activate the students (e.g. Memory Matrix where students place concepts in a matrix) or one-minute papers (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).

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

Learning outcomes

After the workshop you will be able to

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

Practical information

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

Practicalities

  • We encourage you to bring your colleagues when requesting a course.
  • All of our courses are in English unless all participants speak and understand Danish.
  • We recommended that you request courses early so we can tailor it to your needs.
  • Most of our courses take place at Navitas, but we are also happy to meet you and your colleagues at your place of work.