The other day I read something (that I cannot find again) along the lines of “GenAI creates art for people who hate art, music for people who hate music, reading for people who hate reading”, and I have been thinking about that a lot. I have explored what GenAI can and cannot do (for example […]
This morning on the bus, I came across the article “Choreography and improvisation in hybrid teaching” by Lamb et al. (2025). I previously wrote about dance as a metaphor for how much work a teacher vs a student should put into learning, and I have been thinking a lot about how also the room influences […]
When Rachel sends me something, I read ;-) If students, in their second week at university, say that they “can’t be arsed” to do an in-class exercise — will they persist at university, and succeed? Or does success depend on other factors than their motivation? And how should we, as teachers, react?
Some time at the end of last year, I came across something on Marcus Luther’s BlueSky that stuck with me. It was something related to his slow reading of “Becoming an Everyday Changemaker“, and reflections on that and how he applies it to his own teaching. I then ordered the book and followed his podcast […]
When my friend Robert sent me the link to a MOOC on “Paths of Transformation: Sustainability in Higher Education” (in German only, sorry!) yesterday, I jumped at the opportunity to take it. Here are some reflections.
I’m continuing my reading of Venet (2024)’s “Becoming an Everyday Changemaker: Healing and Justice at School” (online access for LU!). I first wrote about the first couple of pages here. In a nutshell, my main take-away then was that “the process is the point”. We cannot achieve healing and justice in school (which is what […]
We had spent the last month reading, coding, discussing, re-coding, discussing some more, re-coding, discussing even more, and then consensus coding free-text answers of 449 students, and submitted the manuscript. “Just for fun, let’s plug it all into ChatGPT!” Rachel said. And so we did. And after 4 seconds, out came an analysis that looked […]
Yesterday, I talked to someone about Sustainability Communication and what we should be teaching our students, and I was honestly expecting something like the Karpman Drama Triangle (see featured image) or something of that sort. Plus of course more sophisticated models. But turns out that Sustainability Communication is a much big field than I realized! […]
I’ve been feeling inspired by Karolinska Institutet’s “Principles for Quality Education“, and I would like to develop something similar for my own work, and the group I work in. I think it is important for me and us to articulate what we believe is good education, mainly so we figure that out for ourselves, but […]
Yesterday, I attended the Grand Seminar on “Exploring the complexities and potentials of environmental communication” organised by LU Sustainability Forum, BECC and MERGE at Lund University that my friend Terese had invited me to, and I am glad I did!
I picked up my copy of Venet (2024)’s “Becoming an Everyday Changemaker: Healing and Justice at School” this morning and I loved the book before I even started reading the introduction, because one sentence in the acknowledgements (that I was going to skip) caught my eye: “writing from bed is a time-honored […] way of […]
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: