Transforming teaching by the use of Educational IT (STREAM)

STREAM: an efficient, pedagogical model targeted the development of science teaching using educational IT

STREAM is a so-called 'learning design' model for transforming teaching towards blended and online learning by the use of educational IT. The model is targeted lecturers and teaching at university level within the field of natural sciences - and is based on principles of active learning, including just-in-time teaching (JiTT), peer instruction, feedback and flipped classroom. The idea of the model is that it should be manageable and efficient to convert your own teaching, just as it should be possible to start out by developing only a minor element of the teaching and then, potentially, build on this later. The model has been used to convert a handful of courses in the autumn of 2013, a number of courses in 2014, and new courses are on the way in 2015. Furthermore, the model is now an integrated part of ST's teacher training program for assistant professors, which means that future lecturers at ST have firsthand experience and knowledge of how teaching can be organised by the use of educational IT in an efficient way. Examples of transformed courses can be found in the menu to the right (in Danish only).

The purpose of transforming teaching is not in itself to use digital media and technology, but, on the contrary, to use the technology to improve the teaching or provide the students with a number of new opportunities - or perhaps both. This may for example be in the form of:

  • higher degree of flexibility by using recorded video of the teaching and online learning paths, and thereby giving the students the opportunity to view and to revise difficult parts of the syllabus - when, where and how often they want to.
  • By activating the students to make use of what they have learned using online activities, such as academic discussions, self-tests and online group work, thereby improving their learning outcome. Such online activities are not only improving the learning, but also generating important information about the students' understanding of the syllabus for the lecturer, who thereby can plan his teaching in accordance with the students' level.
  • Improving the students' preparation by using online materials and thus enabling them to utilise the lectures more effectively, for example for perspectival and in-depth discussions, reflection, follow-up on online activities and perhaps group work. Online materials for preparation have also shown useful for students who traditionally have difficulties with a course and need more time for preparation. This can for example be students who take a course as a "help course" or have a specific educational background.
  • Finally, it is important not to forget the digital competencies this form of technology use can give the students, benefiting their future careers. More and more students are already experienced users of technology from both their private lives as well as their time in high school, so it seems obvious to let the teaching at university be a part of this digital culture.

In addition, the technology provides a number of practical opportunities. For example:

  • Lecturers can prepare and record parts of their teaching in advance, independently of the teaching schedule - and thereby easier fit in both teaching and research at the same time. In fact, lecturers can reuse and build on their digital teaching materials from previous years for the benefit of the quality - and thus the students - and at the same time free up time for e.g. research activities.
  • Flexible, online teaching solves the problem of crowed auditoriums since the students can follow the teaching from home.
  • The technology allows planning and selection of courses, and even entire degree programs, as distance learning via the Internet. Students can take a degree from across the country or from across national borders. Recently, the technology has been used for the development of the so-called MOOCs, which allow a large group of students from all over the world to follow courses offered by a single university.
  • Finally, the experiences from AU show a very high level of satisfaction among the students when using video and other educational IT organised with STREAM.


  • Godsk, M. (2013). STREAM: a Flexible Model for Transforming Higher Science Education into Blended and Online Learning. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2013, No. 1, pp. 722-728).
  • Godsk, M. (2014). Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design. European Journal of Open, Distance and E-Learning, 142-158. Retrieved from
  • Godsk, M. (2014). Efficient Learning Design: Concept, Catalyst, and Cases. Ascilite 2014. Retrieved from


Are you interested in developing your own course? Or would you like to learn more about STREAM? Please contact Mikkel Godsk or Media Lab.