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, […]
My colleague Torgny Roxå had a new paper come out (on our shared Birthday no less!) on how academic development depends on context. Together with colleagues from Bratislava, they investigate the “educational choice architecture” (ECA), the boundary conditions that nudge teachers towards certain choices, much like big department stores get customers to buy things they […]
Sharing is not always caring! And especially expecting others to share things about themselves that they might not be ready to share. The editorial “Positionality statements in engineering education: A European perspective” by Kirsty and myself that is now published (contact me for a pdf if you don’t have access!) has been in the works […]
What makes some students persist until they get a degree, despite experiences of failure, while others drop out? Typically, student persistence is explained with feelings of self-efficacy, experiencing a sense of belonging, and valuing the curriculum. Failure and dropout are often explained with personal (e.g., gender, grades at entry exam, preparedness, study habits), institutional (e.g., […]
More reading on trust in GenAI, today on how and why do students use GenAI feedback. Henderson et al. (2025), “Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness“, use responses from approximately 7000 students to understand their thinking regarding to their use of GenAI.
I recently interviewed a bunch of teachers about thresholds they have faced and overcome, or are still facing, regarding teaching for sustainability. One question was where they would turn for inspiration and support if they wanted to develop their teaching. Despite me asking this clearly in my role as academic developer in their institution who […]
I recently wrote about the framework of Teaching about, with, in, through, for Sustainability (which I had found in a bluesky post by Kyle Bartlett and then adapted to my own context and purpose). I have since used it in a lot of conversations and found it extremely useful to address different aspects of what […]
A very common remark when talking about Teaching for Sustainability is that it is political and we shouldn’t indoctrinate our students, hence stay away from politics, and thus from sustainability teaching. My take on that is that everything is political since politics is about how we want to live together in society, but that there […]
Having lived in Norway for 3 years during my postdoc, and now in Sweden for the last 3.5 years, I am often frustrated how many people misunderstand the consistently high rankings in international comparisons of gender equality as actual gender equality. Yeah, maybe it is worse in most other places, but based on my personal […]
The title of Goldshtein et al. (2025)’s editorial, “The role of learner trust in generative artificially intelligent learning environments“, sounded super intriguing. The question of trust in GenAI is so relevant; do students trust GenAI, and to do what, and why? And what does that do to their relationships with their teachers?
Conspiracy theories are everywhere, and people who believe on one conspiracy theory are highly likely to believe also in others, even if they are completely unrelated to the first one. How come? In the article I’m summarising here, Brauner et al. (2023) investigate the traits that correlate with believing in conspiracy theories.
Teachers often talk about how they want their students to be “curious”. And what that means to them is to be asking themselves questions, but also to stay on track investigating them until they have found an answer, by which time they have probably at least a dozen new questions that they now also pursue. […]
Recently on Bluesky, I came across a post by Bo Thomson who wrote about the article I am summarising below “I frequently had students ask “Why are we reading this in a class on …?” My answer was always the same: One day your choice of how to select, develop, or use a technology may […]
