Presentations and recordings from the conference "Make a Difference" 2022

Make a Difference - Teach and Learn with Technology 2020 took place November 16, 2022, at the Faculty of Science. You will find the recordings from main lecture hall, Festauditoriet, here. You will find all the abstracts from the conference below.

Keynotes 2022

Nick Shackleton-Jones, How people learn.

"Oftentimes when we talk about ‘learning’, we are just reproducing educational rituals. And these are likely to prevent learning… Although it might sound obvious, educational approaches tend to focus on content rather than context, topics rather than tasks." 

Nick is a learning revolutionary and author of How People Learn (second edition due for publication in Jan 2023). He is responsible for coining the ‘courses to resources’ shift, the affective context model of learning, and the 5Di approach to human-centered learning design, and well-known in the corporate learning industry for ground-breaking work & thinking.

Nick Shackleton-Jones is the author of the book 'How people learn' and CEO at Shackleton Consulting

 Sabrina Vitting-Seerup, Guinea pigs or Co-Creators? – integrating research and science communication in university teaching

In the research field of sustainability science communication, co-creation is often described as the best way to spread knowledge about sustainability. However, barely any co-creation is taking place in the science communication landscape of Europe.

To help mitigate this problem, Marianne Achiam and Sabrina Vitting-Seerup decided to fundamentally change their MA-course on science communication. A lot of the existing research on sustainability science communication are merely theories that they wanted to translate into practices – practices they could use in their teaching and provide their students with skills for their future careers. 

In this keynote, Sabrina Vitting-Seerup explains the process and tools they used to go from an initial idea to have a well-evaluated course, a research article co-created with the students, and new funds for further experiments.

Sabrina Vitting-Seerup is a Postdoc from the Department of Science Education, Faculty of Science

Recordings from the main hall, Festauditoriet.

Nicole Schmitt, Short glimpse into the evidence that supports the use of active teaching for deep(er) learning

There is ample evidence that brain activity is higher when students are actively involved in their learning and that students achieve higher marks after engaging in active rather than passive learning. While active learning approaches are effective they also come with challenges, including students’ perception of their learning versus their actual learning, and real or perceived operational and structural barriers.

This talk will introduce some of the evidence – which you then might exploit in your alignment of expectations with your students.

Nicole Schmitt is a Professor wsr, Vice Head of Department for Education, Interim Head of COBL from the Faculty of Health and Medical Sciences

Maria Hvid Stenalt, Linking quality use of technology with less ambitious solutions

Quality use of technology is often linked to teachers adopting student-centred teaching techniques, inviting students to take a more active part in the construction of knowledge. But what if teachers hesitate to follow this idea? Based on empirical data from UCPH, the presentation will aim at shedding light on the quality use of technology and new ways to support it in practice.

Maria Hvid Stenalt is a Postdoc at the Department of Science Education, Faculty of Science

Martin Kongsbak-Wismann, Are your students also asking for recordings of your teaching?

Martin Kongsbak-Wismann has researched the pros and cons of recorded teaching and making teaching available to his students online.

Through interviews with his medical students and video analytics in Absalon, Martin has investigated if recording of his teaching and sharing these videos online, has increased his students’ own perception of their learning.

Martin Kongsbak-Wismann is an Assistant Professor at the Department of Immunology and Microbiology, the Faculty of Health and Medical Sciences

Gert K Nielsen, Bjarne Simmelkjær Sandgaard Hansen and Niels Peter Hvillum, PowerPoint with a common thread.

They would like to show that teachers may use PowerPoint in other ways than the ordinary one. PowerPoint should never be the teacher's manuscript or talking paper projected up on the screen in a large format. They intended to offer some advice on this by presenting in a Pecha Kucha inspired format. That is, 20 slides x 20 seconds. Slides changed automatically, so each presentation takes exactly 6 minutes and 40 seconds. Focusing on text animations, construction of figures and transitions. They gave three presentations on different ways to use PowerPoint in a more lively way that reduces the risk of causing information overload with the audience.

Gert K Nielsen is Visual Consultant at the Faculty of Health and Medical Sciences. Bjarne Simmelkjær Sandgaard Hansen is Special Consultant, at the Faculty of Humanities. Niels Peter Hvillum is Special Consultant at the Faculty of Science.

Other presentations at the conference 2022

Todd Waight, Handling practical petrographic microscope work during on-line teaching

Petrography requires thin slices of rock (thin sections), and a polarizing petrographic microscope. Light is transmitted through the samples, which can be rotated and the presence or absence of polarizing filters creates characteristics that can be used to identify minerals and interpret textures in rocks.

Petrography teaching is normally very hands-on, with students working in the class room with individual samples and microscopes. The Corona lock down forced us to be innovative with our normally practical teaching of petrographic microscopy. We made short videos of rocks as they appear in the microscope and uploaded them to You Tube. We then shared and discussed these videos via ZOOM during lockdown teaching. The results were so successful, we continue to use these videos as a supplement to normal teaching.

Teaching changed from individual observations and feedback to group observations and discussions. A simple solution driven by necessity - that worked - and can be re-used.

Todd Waight is a Professor at the Department of Geosciences and Natural Resource Management, Faculty of Science

Helle Vogt & Maria S. Minard med Lis Lak Risager, Bedre faglig trivsel - Personaliseret digital feedback med værktøjet OnTask

Ontasklearning.org blev brugt på kurset Retshistorie i foråret 22 med 635 studerende. OnTask sender databaserede personaliserede mails med råd og vejledning til den enkelte studerende ud fra dennes fremskridt i faget.

Helle Vogt er Professor ved det Juridiske Fakultet, & Maria S. Minard er Specialkonsulent, FA, med Lis Lak Risager er Specialkonsulent, HUM.

Bente Gammelgaard, Blending different learning activities in Absalon

Professor Bente Gammelgaard has designed a wide variety of learning activities, such as videos, quizzes in Absalon and Sendsteps, lectures, discussions, labwork, etc. in her course in Pharmaceutical Analytical Chemistry. In this inspirational session, Bente gave examples of how she has blended the different learning activities throughout her course and shared her experiences of student responses.

Bente Gammelgaard is a Professor at the Department of Pharmacy, Pharmaceutical Physical and Analytical Chemistry, Faculty of Health and Medical Sciences

Sarah Rennie, Tips for teaching in Danish as a foreign language with the help of technology

Due to the university's current sprogpolitik there has been a widening interest in the use of Danish as a second language in teaching.

During the last couple of years, Sarah has made a journey from speaking only very basic Danish, to developing and teaching a whole new bachelor course in Danish, which went on to receive an A in its most recent evaluation. Many colleagues have asked Sarah for tips and tricks, so she thought it would be nice to share some of what she has learned to anyone in a similar situation. In particular: how can you make the best use of technology to aid you through those nerve-racking first sessions?

Sarah Rennie is an Assistant Professor at the Department of Biology, Faculty of Science

Kasper Rosing, Hvordan kan fælles læringsressourcer til digital dannelse styrke mit kursus? -Erfaringer fra underviser og studerende i Sundhedsinformatik.

For at støtte undervisningen i digital dannelse har KU udviklet fælles læringsressourcer som undervisere kan anvende i egne kurser, uanset fagretning.  Du vil som underviser på KU fra januar 2023 automatisk blive tilknyttet et Absalon kursusrum med adgang til disse materialer.

Kasper Rosing har været first-mover på at arbejde med digital dannelse hos sine studerende. I denne session delte Kasper sine erfaringer og udfordringer med at undervise i digital dannelse på tandlægestudiet, samt hvordan hans studerende oplevede det at arbejde med teknologiforståelse.

Kasper Rosing er Postdoc ved Odontologisk Institut, det Sundhedsvidenskabelige Fakultet

Aysel Eybil Küçüksu, Application of the Blended Learning Format in Strengthening Law Students’ Written Skills

In the spring semester of 2021, we conducted a blended learning experiment in one of the mandatory BA courses in law, Individets Grundlæggende Rettigheder (Individual Human Rights). Rather than model our classroom time around whiteboard-lecturing (where the students learn passively), we used the flipped classroom model to frame the students’ learning between the lectures and explore the kind of education we could offer to them within this new structure. We transformed Absalon, created videos on each subject, encouraged students to create podcasts and reflection pieces on digitalization and human rights. The time in class was then used to focus on the students’ writing and feedback-giving skills, so as to allow for the constructive alignment between the teaching content and their exam. In the process, the classroom became an active learning environment and our role transformed from that of lecturer into that of a learning-facilitator.

Aysel Eybil Küçüksu, is a Postdoc at Centre of Excellence for International Courts, Faculty of Law.

Mads Møller Tommerup: Studerendes metakognition og self-efficacy i kreative processer.

I foråret 2022 lavede Mads Tommerup et eksperiment med sine studerende for at se, om han kunne bevidstgøre dem om deres egne tankegange i kreative processer. Det viste sig at være ret vanskeligt for dem. Men resultaterne viser til gengæld, at eksperimentet med ganske få virkemidler gav dem en større tro på deres egne evner til at være kreative. I oplægges diskuteres det, hvorfor det mon er tilfældet.

Mads Møller Tommerup er Tenure Track Adjunkt ved Institut for Kommunikation, Det Humanistiske Fakultet

Youn Hee Lim, Student-oriented teaching with flipped learning

Flipped learning and its benefits for students’ active learning have been on the agenda for a while in higher education, yet we do not see it carried out very often. One teacher that uses this approach is an Assistant Professor, Youn-Hee Lim, who has redesigned her course, Register-based Epidemiology, to flipped learning by using pre-made videos and classroom discussions about the questions from students after watching the videos, and then spending time in class in a more collaborative and scaffolding way. By doing so, students and teachers engage in mutual feedback and students assist each other across different levels and core studies. Furthermore, in the position as a course leader, Youn-Hee has taken up the challenge of passing on her thoughts about flipped learning to new co-teachers.

This talk introduced the audience to flipped learning in practice and touch upon the pros and cons in this way of teaching.

Youn Hee Lim is an Associate Professor at the Department of Public Health, Faculty of Health and Medical Sciences

Ulf Madsen: Alignment af kurser på første år

På bachelor-uddannelsen i farmaci har man haft øget fokus på at aligne kurserne på første år. Kursusansvarlige på første semester har derfor samarbejdet for at i) fordele de studerendes arbejdsbelastning over semesteret, ii) skabe tværgående elementer mellem kurserne og iii) aligne kursussiderne efter en fælles skabelon i Absalon. Ulf Madsen, Skoleleder og kursusansvarlig, delte sine tanker bag og erfaringer med processen, som har til hensigt at lette overgangen til at være universitetsstuderende og styrke læring og trivsel på første år.

Ulf Madsen, Skolechef ved Institut for Lægemiddeldesign og Farmakologi, Det Sundhedsvidenskabelige Fakultet

Henrik Skov Midtiby, Workshop: seeing students' understanding during a lecture

Henrik Skov Midtiby used the Classroom Shared Drawing system developed at SDU to look at how students draw answers to graphical questions during a lecture. The students are presented to typical errors that their peers have conducted.

The participants will try to use the system both as students and teachers. Based on experience we will discuss how to use the system in other courses.

Henrik Skov Midtiby is an Associate professor at the University of Southern Denmark

Henrik Kaas, Workshop: bring your Absalon course

You can get guidance here on how to implement the 5 principles for course structure on Absalon.  It should be easier for students, lecturers and course coordinators to use the course rooms on Absalon, UCPH's digital learning platform. Therefore, UCPH in 2022 has brought attention to the structure of course rooms.

But how do you actually update and structure your course rooms in practice? You can learn more about this here. The principles for use of Absalon are the focal point for UCPH's use and application of Absalon and, in addition to a number of didactic and pedagogical principles, they contain legal and technical guidelines. Here you can get personal help to your Absalon course or just learn more the possibilities in Absalon. Have look here to learn more.

Several e-learning consultant was present and did their best to give individuel guidance.