I discovered the book “Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education” by Tolu Noah (2025) through an interview on my favourite Tea for Teaching podcast, and it is such a treasure trove!
The other day, I went on a one-day “writing retreat”. I generally work well from new spaces (I am writing this from Copenhagen central station as I am taking a break from “real” work and waiting for a connecting train) and especially moving spaces (so looking forward to being on the train for a couple […]
This is an article that I find interesting both because of the method (searching reddit for accounts of student experiences as data sources!) and because of the findings, which I’ll summarise below.
Trust is often perceived as risky — what if students cheat, what if they don’t put in the effort we want them to put in, what if they don’t learn what we want them to learn — and therefore, there are dozens of rules in place that very much restrict students’ freedom and guide them […]
It is extremely common that we experience strong emotions around climate change and all the other crises in the world. Some or all of these emotions are likely to come up for out students, too — because of topics in the courses we teach, or because they are informed citizens, in our classes or outside. […]
In Hamburg, there is a “ship greeting station” called Willkomm-Höft (“welcome point”), where every ship is greeted going in and out of the port. I have always loved that place because in addition to a “welcome to Hamburg!” or “hope to see you again soon!” announcement and the Hamburg song, for each ship they tell […]
Palacin-Silva et al. (2018) describe a capstone project developed to integrate sustainability in software engineering education. Their course has five main aims: Understanding [something technical]; Implementing [something technical] to support the needs of an organization; Mastering [something technical] Understanding [business challenges of something technical]; and Applying [something technical]. So originally, the course was very much […]
Reflective writing comes up a lot as The Solution to fix all kinds of problems related to students possibly not engaging and using GenAI to write their assignments etc.. If they had to write a reflection on their learning, they would surely have to engage, right? Wrong. Of course GenAI can write nice reflections if […]
I’m totally appropriating half of the title of Wilson et al. (2025)’s article, “Walking Through the Future in the Present”, as the name of an activity that I want to try to help teachers make the transition from imagining new ways of teaching to actually doing it. Inspired by what they did, but then also […]
You might associate the name “Wenger” with Communities of Practice, as do I. So then it’s very interesting to read Wenger et al. (2011), where they distinguish between a community (of practice — a learning partnership in a specific domain with a shared identity and commitment to learning together) and a network (which is about […]
Soleymani et al. (2025) explore “Personal Experience and Value Creation in Postdigital Education” in a large-scale survey (1227 people responded to their survey) of MOOCs run at the TU Delft. They use a value-creation framework, which categorises value into five cycles: immediate, potential, applied, realised, and transformative, and investigate how participants perceived the MOOCs in […]
I found a sample of “the systems thinking playbook” online, and while there is quite some overlap with the climate change playbook it developed into later, there are also some cool things in the early version that got dropped (hopefully only for space and not because they realised they don’t work to teach what they […]
Since reading Macfarlane’s chapter the other day, I am thinking a lot about the influence of institutional policies (rather than teacher actions in direct contact with students) on trust. Now I am reading Carless (2009), who writes that “accountability can be a source rather than a remedy for distrust“.
My notes on GenAI stuff are getting shorter and shorter, and that’s because I am reading the articles with a specific application in mind, and only writing down what seems relevant to answer that question. So don’t use these notes-to-self as summaries that tell you all you need to know about those articles, that’s not […]
When I read about “eliciting wonder and joy via invitations to see the world anew” in the abstract, I knew this article would be squeezed in before I continue with my scheduled reading list for the week. I have previously written about authentic assessment, and most recently about assessment for inclusion and distinctiveness, so this […]
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 […]
