Aarhus University Seal / Aarhus Universitets segl

Transforming teaching using educational IT

STREAM is an efficient and pedagogical model targeted to the development of STEM teaching using educational IT

About the project

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 educators and teaching at university level within the field of natural sciences. It 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 your teaching and then potentially further develop on this later.

The model was 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. Furthermore, the model is now an integrated part of the Faculty of Natural Sciences and Faculty of Technical Sciences' teacher training program for assistant professors, which means that future lecturers at Nat-Tech 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 further down.

The purpose of transforming teaching is not to further the use of digital media and technology. On the contrary, it is to use technology to improve teaching or provide 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, thereby giving the students the opportunity to view and to revise difficult parts of the syllabus – when, where, and as often as 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 to the educator about the students' understanding of the syllabus. Thereby, educators can plan their teaching in accordance with the student's level of knowledge.
  • Improving the students' preparation by using online materials. Thus enabling them to utilise the lectures more effectively, for example for perspectival and in-depth discussions, reflection, follow-up on online activities, and group work. Online materials for preparation have also shown to be beneficial for those students who usually have difficulties with courses and need more time for preparation. For example, this can be students who take a course as an auxiliary subject or have a specific educational background.
  • Finally, it is important not to forget the digital competencies this sort of technology usage can give the students, benefiting their future careers. More and more students are already experienced users of technology from both their private lives and their time in upper secondary school, thus 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:

  • Educators can prepare and record parts of their teaching in advance, independently of the teaching schedule. Thereby, it becomes easier to fit in both teaching and research at the same time. In fact, educators can reuse and further build 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 and online teaching solves the problem of crowed auditoriums since students can follow the teaching from home.
  • The technology allows the organisation of courses, the supply of courses, and even entire degree programs to be online distance teaching. Students can take a degree from across the country or from across borders. Recently, the technology has been used for the development of the so-called MOOCs, which allows large groups of students from all over the world to follow courses offered by a single university.
  • Finally, the experiences from Aarhus University show a very high level of satisfaction among the students when using video and other educational IT organised with STREAM.

Introduction video

The STREAM model. Click on the video for a short introduction to the model in Danish – 6 min.


Danish press coverage


Astrophysics (Autumn 2014)

Transformed using STREAM and JiTT/active learning as well as webcasts and activities in Blackboard.

Screen capture of the course page Astrophysics A14 on Blackboard


  • Better use of time at lectures
  • Better opportunities for preparation and repetition
  • Active learning
  • Alignment between content and examination
  • Differentiated teaching and better feedback

SAMR-level: Augmentation.

Read more about the process and the results

Astrophysics (Autumn 2013)

Transformed using STREAM and JiTT/active learning as well as web casts and activities in Blackboard.

Screen capture of the course page Astrophysics A13 on Blackboard


  • Better opportunities for preparation and repetition
  • Free up time for discussion at lectures

SAMR-level: Augmentation.

Calculus 1 (Autumn 2014 + Autumn 2015)

Transformed using STREAM, webcasts and activities in Blackboard.

Screen capture of the course page Calculus 1 A14 + A15 on Blackboard


  • Better use of time + free up time
  • Modernisation of teaching
  • Reuse and repetition
  • Differentiated teaching

SAMR-level: Modification.

Calculus 2 (Autumn 2013 + Autumn 2014)

Transformed using STREAM in the form of webcasts and online activities: quizzes and reflectional exercises with feedback. Traditional lectures are abolished altogether.

Screen capture of the course page Calculus 2 A13 + A14 on Blackboard


  • Better use of time + free up time
  • Modernisation of teaching
  • Reuse and repetition
  • Differentiated teaching

SAMR-level: Modification.

Read more about the results in this article

Digital Learning Design (Autumn 2013)

Redefinition of the teaching of assistant professors to completely online and flexible teaching. Organised in Blackboard with online materials and activities as well as video conference.

Screen capture of the course page Digital Learning Design A13 on Blackboard


  • Maximum flexibility in time and venue, including participation from abroad
  • Exemplary
  • Scalability and reuse of materials

SAMR-level: Redefinition.

Microbial Physiology and Identification (Spring 2014)

Transformed using STREAM and webcasts organised in AULA.


  • Differentiated teaching
  • Better opportunities for repetition
  • Better use of time at lectures

SAMR-level: Augmentation/modification.

In development or finished

  • Laboratory safety (Chemistry) (Spring 2014/Modification)
  • Evolution and Diversity (Spring 2014/augmentation)
  • Master's degree in Assessing Animal Welfare (Spring 2014/augmentation)
  • Microbiology (Spring 2014/augmentation)
  • Introduction to Programming (Autumn 2013/augmentation)
  • Tropical Ecosystem Management and Human Security (Autumn 2013/augmentation)
  • The education as electronics engineer (Autumn 2015/redefinition)
  • and others...

Are your interested in further develop your course(s) or do you want to learn more about STREAM? Contact Mikkel Godsk:  

Mikkel Godsk

Educational Developer

STREAM on Twitter

Follow the latest findings etc. on Twitter: