Who uses GenAI, what for, and why does it matter? That’s what Anja Møgelvang (who also does lots of other fascinating work, for example on cooperative learning) and colleagues explore in the article “Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education: Characteristics and Consequences”. They used responses of almost 2700 […]
After writing about “Teaching about, with, in, through, for sustainability?” last night, writing about Engineering Education as Sustainable Development seems to be the logical next step. This is a summary of Narong (2024)’s framework.
I really enjoyed reading the Gravett & Ajjavi (2022) article on “belonging as a situated practice”, especially since I see a connection with other thoughts I am having on place-based learning (inspired for example by Holmqvist & Millenberg (2024) and several of Servant-Mikols works) that I cannot quite put my finger on yet, so it was […]
I recently discussed the problems with calling for “inclusion” with a participant in my course on, ironically, “the inclusive classroom”. But she told me about colleagues working on “nonclusion”, so here I am reading up on it. Hedvall and Ericsson (2024) summarise it in their article’s title already: “The Problem with “Inclusion”? It Is Done […]
Welcome to a new guest post by my most loyal guest blogger, Kirsty Dunnett, on odd experiences with peer review and generative AI which, in combination, provoke a lot of questions. Enter Kirsty:
This article was probably the easiest and most fun to write in my whole career so far! Trust between students and teachers is a really engaging topic, so when Rachel first interviewed Peter and myself, we jumped on the opportunity to continue discussing it with her, and then also with students, who we started to […]
/weɪv wɒtʃɪŋ/ noun #WaveWatching is the practice of observing water or other fluids, and trying to explain any movement. #WaveWatching is great for several reasons: It is a powerful way of discovering disciplinary content in everyday contexts It can contribute to place-based learning (see for example #BergenWaveWatching) It can help build and strengthen identity as oceanographer […]
/ˈkɪtʃɪn ˌəʊʃəˈnɒɡrəfi/ noun Experimenting with ocean physics using only household items Observing oceanographic processes in, or during the preparation of, food and drinks DIYnamics: Rotating tank experiments based on LEGO In more detail: 1. Experimenting with ocean physics using only household items #KitchenOceanography is an extremely useful type of experiments on oceanographic processes: those that […]
I really enjoyed reading the article “The Value of Openness in Open Science” by Santana (2024), which I accidentally stumbled across on bluesy (Connect with me there: @mirjamglessmer.bsky.social). Santana (2014) make the point that maximum openness, while maybe well-intended, is not necessarily optimal.
Reading up on more positionality statement discussions for ongoing work with Kirsty, which started from us drawing up our own positionality statements and discussing the differences [see hers and mine — and I would do mine substantially different now after a lot of thinking has gone into the topic!], and then us reading an article […]
When teaching for sustainability, we need to give students the chance to practice working with Wicked Problems, and we as teachers need to figure out where they are at in terms of thinking about the problem itself, possible solutions, and the way there. Lönngren, Ingerman & Svanström (2017) investigate this in the context of water […]
This morning, I read the article “Carving space to learn for sustainable futures: A theory-informed adult education approach to teaching” by Holmqvist & Millenberg (2024) and it really resonated with me. They write that “education for sustainability is, by necessity, value-based, place-embedded and emancipatory, seeking to help learners develop a desire to connect – to […]
Following up on what I wrote on Friday about how my colleague respond to her talking about sustainability issues with “don’t make me feel guilty”, I am exploring eco-guilt as a search term that seems to produce quite a different set of results. In contrast to the literature I summarised on Friday, where guilt is […]
Today one of my colleagues told me that a very common reaction she gets in her department is that people do not want to talk to her about sustainability because “that makes them feel guilty”, and also say that is why they do not want to talk about sustainability with their students. To me, that […]
Hearing promises of “safe spaces” is usually a quick way to get me very angry. Safe for whom? And safe from whom? Probably not safe for minorities from dominant discourses… But then calling for “brave spaces” instead does not help a lot either. Brave spaces demand bravery from everybody, so far so good, but what […]
I have recently noticed over and over again that many teachers tell us that they would love to work more collaboratively, that they are craving community, that they would like to talk through their course with someone who can provide a very different perspective on, for example, sustainability, yet it is not happening. Everybody is […]
