Mirjam Sophia Glessmer

Such an interesting question! Here are three pieces of writing that are currently on my mind.

I am still deep in my asynchronous online learning phase, and the paper by Yang et al. (2026), “Applying a Think-Pair-Share (TPS) Structure to Asynchronous Online Discussions (AODs): A Mixed Methods Study”, looked super interesting!

Before Christmas, Rachel and I recorded an interview with my online teaching role model Niya Bond for OneHE, and it has been released now! What do you think?

In an old blog post, I wrote about the importance of facilitation/teaching presence in the context of the pandemic and people teaching on video calls from their homes. In there, I refer to one article that refers to lots of older sources, and I think now I finally read one of those…

Ignoring for now that an important aspect of a teacher giving feedback to students is what it signals about the relationship — that the teacher cares enough about the student and their learning to invest time and energy into understanding the students’ thoughts and figuring out how to help them improve — how good a […]

Several of the advantages of asynchronous learning really came through for me while watching a recording of the Centre for Online and Distance Education’s webinar on “the power of asynchronous learning” (watch on youtube). First — that I even had access to a recording of this seminar and had not just missed it because I […]

When the picture in the featured image (a screenshot from the presentation of Alasdair Skelton’s presentation of his book “Our time: Finding Hope in a Climate Crisis“, watch the recording on youtube!) came up yesterday at the beginning of my lunch break, I felt it in my stomach. I don’t know anything about the coastline […]

Somehow there is often talk about educational ecosystems and everybody seems to have an intuitive idea of what that means. I decided I needed to find some references that actually provide definitions or at least more context, and that wasn’t as easy as I had thought! I am summarizing two papers below, though.

What we believe about climate change often does not depend on what we know about climate change, but on what people around us believe. This makes it really difficult for climate scientists to make their warnings heard and acted upon by people outside their own bubble. In their article “Who do we trust on climate […]

There are often tasks that everybody agrees are important, but that for some reason do not get implemented. In Sundström & Holmberg (2018)’s paper “When implementation falters: The challenge of having peripheral issues stick in organisations” they investigate this issue in the context of information security, but I am (surprise!) mostly curious about what we […]

Why does highlighting positive behaviors sometimes inspire others to similar actions, and other times provoke them to do the exact opposite?

“Sustainability educators face a conundrum in the midst of climate collapse: what if to teach truthfully is to break hearts? What if teaching with the most current and rigorous research is tantamount to inducing hopelessness, anger, and anxiety?” This is the introduction to Williams and Grain (2025)’s article “Teaching in a Time of Climate Collapse: […]

I’m getting a bit sick of reading GenAI papers, but I guess not reading is also not an alternative… And this one is actually very interesting!

I quite regularly share my favourite podcasts on learning and teaching, but now it seems it’s time to share some of my favorite blogs! Despite me blogging myself, I don’t read blogs as regularly as I used to (mostly because I don’t want to spend even more time in front of a screen, and podcasts […]

I just saw that Kjersti, Cathy’s and my article has been replaced as the latest publication on IJAD’s website, and that “What is good academic development practice? Introducing Australasian standards” by Harvey et al. (2026) has been published on the first of January this year! Which I of course have to read right away, because […]

I have a bunch of articles that were recommended during our LTHEChat on teaching sustainability last year that have been sitting in a special folder, waiting for a day like today where the best thing to do (right after a dip and a looong, comfy breakfast) is to curl up on the couch and read. […]

How do the experiences that students make when seeking feedback influence their motivation for doing it again?

I was recently sent Clara Hallgarth’s Master’s thesis on “Educational Methods for Fostering Sustainability Competencies: A Toolkit for Integration of Sustainable Education in Engineering” (thanks, Clara!) and really enjoyed reading it; it’s a  treasure trove of great references and even better ideas! I am summarizing my main takeaways below, but keep in mind that this […]

One reason why sustainability education is so difficult is that in contrast to many other things we routinely teach, we cannot just take some teachable product, but need to transform teaching itself. Teachers need pedagogical knowledge of sustainability, and Sandri (2022) explores what “pedagogy” even means in the context of sustainability education, because while often […]

LTH has been running Pedagogical Inspiration Conferences since 2003, with the 13th conference happening in December 2025. I was really impressed by the number (and quality!) of presentations on teaching sustainability there (see my summaries of the contributions below).