Belkina et al. (2025) did a systematic review of case studies of implementations of GenAI in higher education and, based on that, found key teacher skills and knowledge necessary for GenAI implementation: Basically, being able to use GenAI for adaptive & personalised feedback and personalised learning; being able to use it in diverse teaching strategies; […]
Yesterday I wrote about how disclosing the use of GenAI erodes trust, but that it is even worse to get caught using GenAI without having disclosed it, So how do students handle this? In their study “Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work“, Adnin et al. (2025) investigate […]
This is a very interesting (pre-ChatGPT!) study: Bochniarz et al. (2022) investigate highschool students’ concerns regarding perceived negative intentions of AI, i.e. “cynical hostility” towards AI.
I’m thinking quite a lot about responsibility — of students for their learning, for example in the context of active learning and co-creation, of teachers for what they are teaching — but I actually have a long history with thinking about teaching for responsibility in a different context. My first ever publication on teaching and […]
When we teach, we have all these policies of how students need to let us know how they used GenAI, and of course the same holds for research publications. Research also finds that students expect a two-way transparency (Luo 2024), meaning they would like for us to disclose how we use GenAI. In general, the […]
What is it with all the distrust in students? Macfarlane (2022) answers this question before the raise of ChatGPT when things probably got even worse… But that doesn’t really matter, because his main argument is that there is really very little evidence that cheating has gotten any worse over time, despite the introduction of the […]
I recently watched the TED talk “Dare to disagree” by Margaret Heffernan. It is brilliant in itself and the message to “dare to disagree” is super important, but what especially spiked my interest was her mentioning a practice in PhD defenses in the Netherlands that I had witnessed myself a long time ago, but since […]
I am currently talking a lot with LTH teachers to figure out what the thresholds are that make it difficult for them (and other teachers) to take action on changing their teaching to put a focus on sustainability (or the polycrises, or however you want to call the big challenges of our time). Teachers in […]
This practice of posting pictures only on my blog and not on Instagram is becoming really problematic when I am too busy to post every dip or dive the day it happens and, worse, there are several dips and/or dives happening every day! So here are some pictures from a dive in Limhamn to catch […]
Rachel Lombardi et al. (2011) write “The overutilisation but simultaneous undertheorisation of sustainability as a term means that it can lend itself to a vast array of very divergent goals“. Or, in other words, as long as sustainability is just a vague buzzword, it is easy to accept, but that is because it is also […]
Big pet peeve of mine: Organisational bulk emails, i.e. emails from within the organisation that are sent out to everybody (or at least a large list of people). In my experience often without any obvious thought behind why this message needs to go to everybody, and how to make it efficient in information transfer. So […]
My most faithful guest blogger Kirsty writes about why things that are far outside of our direct experience are so hard to imagine and thus so hard to understand (and teach).
It took me a while to appreciate the UDL* framework since I first started looking into it 3 years ago. Without context, it seemed overwhelming in the amount of details that we are supposed to consider when designing teaching. Initially, I tried making sense of all the different facets by finding examples of what they […]
There are wildly differing understandings of what student self-assessment can and should do. It can be part of supporting the learning process in formative assessments or as a valuable skill to master in itself to support future learning, or part of measuring learning outcomes in summative assessment.
I was super excited to get the notification that a recording of the presentation “Accessibility and inclusion in digital learning” by Marie Leijon had been uploaded to our Learning Management System! When Marie presented in the LU “Accessibility Tuesday” series last year, she provoked a lot of thoughts in me — many about the room, […]
