Fictitious forces (2/5): Experiencing frames of reference on a playground

Recent Posts

• The process is the point.
• Project presentations in the “Inclusive Classroom” course today
• Currently reading “Gender Differences in the Use of Generative Artificial Intelligence Chatbots in Higher Education: Characteristics and Consequences” by Møgelvang et al. (2024)
• Currently reading Narong (2024): “A system-based framework for engineering education as sustainable development”
• Teaching about, with, in, through, for sustainability?
• More reading about mattering and care in higher education, inspired by the work of Gravett, Kinchin and others
• Currently reading: “The Problem with “Inclusion”? It Is Done to Someone by Someone” by Hedvall & Ericsson (2024)
• Guest post by Kirsty Dunnett: “Odd feedback at year’s end and some New Years’ learning: what will peer review in 2025 and beyond look like”
• Published! “Engineering students trust teachers who ask, listen, and respond” (Glessmer, Persson, Forsyth; 2024)
• #WaveWatching
• #KitchenOceanography
• Currently reading: “The Value of Openness in Open Science” by Santana (2024)
• Thinking about Timothy Snyder’s “Don’t obey in advance”
• Reading up on the purpose, pros and cons of positionality statements
• Different ways students are talking about Wicked Sustainability Problems (currently reading Lönngren, Ingerman, & Svanström; 2017)
• Currently reading: “Carving space to learn for sustainable futures: A theory-informed adult education approach to teaching” by Holmqvist & Millenberg (2024)
• Using eco-guilt to motivate behaviour change seems not really supported by literature
• Thinking about how to respond when people say “Don’t talk to me about sustainability, you make me feel guilty!”
• Striving for accountable spaces (instead of safe or brave ones)
• Currently reading Kezar (2005) on “Moving from I to We: Reorganizing for collaboration in higher education”
• #WaveWatchingWednesday
• Learning from history. Currently reading “Education and Learning for Sustainable Futures: 50 Years of Learning for Environment and Change” (Macintyre, Tilbury, Wals; 2024)
• Academic developers are burning out (and finding coping strategies?)
• The “returner problem” in academic development (currently reading: Bolander Laksov, 2024)
• Academic development as “collaborative knotworking” (currently reading Elmberger et al., 2020)
• Employees on social media — whose voice do we hear? Reading two cool studies
• How do teachers describe what they mean by trust in a teaching context? Currently reading Sutherland et al. (2024)
• Approaching wicked problem management in higher education (Currently reading: Hamshire, Barrett and Forsyth; 2024)
• Structuring local, inquiry-based field work (Praskievicz, 2022)
• Reading up on how climate protests work
• Exploring PBL, reflection, student identity, and sustainability in Ginie Servant-Miklos’ work
• “Why students trust teachers, and what we can do to increase their trust”. Keynote at the Lund University conference on inclusive teaching, with Rachel Forsyth and Peter Persson
• #WaveWatchingWednesday
• Thinking about Storytelling in Teaching for Sustainability
• #WaveWatchingWednesday
• Currently reading & thinking about “The best of both worlds: A critical pedagogy of place” (Gruenewald, 2003)
• Currently reading: “The Ideal Outcome of Education for Sustainability: Transformative Sustainability Learning” (Michel et al., 2020)
• Currently reading “F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls” (Shlomo & Rosenberg-Kima, 2024)
• Unsurprising but important research: there is a sequential bias based on order in which work is presented and then graded in learning management systems (after Wang et al., 2024)
• Thinking about neuropsychiatric disabilities and inclusive teaching after a seminar today
• “The importance of the room” — thoughts on a presentation by Marie Leijon today
• Second meeting of the “Climate Activism 101” course, and more reading
• #WaveWatchingWednesday
• Attempting to Assess Key Competencies in Sustainability
• Rethinking student belonging and well-being at universities
• My summary of a seminar about learning support for students with disabilities at LU
• Guest post by Mattias Lundmark on Self-Determination Theory (Vansteenkiste, Lens & Deci; 2006)!
• Currently reading: “Sustainable assessment revisited” (Boud & Soler, 2016)
• Thinking about “Agency, context and change in academic development” (Land, 2001)
• Thinking about Maria Weurlander’s seminar on “When learning becomes difficult: Emotional challenges in education”
• #WaveWatchingWednesday
• Reading in preparation of the next meeting of “Climate Activism 101”
• Taking the course “Climate Activism 101”
• Podcast recommendations: Squiggly careers (and, as always, Academic Imperfectionist)
• Kick-off of “Inclusive Classroom (UDL)” course
• UNECE “Competences for educators in education for sustainable development”
• Thoughts on belonging, not-belonging, and teacher identity
• Using Kate Raworth’s “doughnut of social and planetary boundaries” to kickstart sustainability conversations?
• Thoughts on a webinar on “Climate Action Pedagogy (CAP): Working with Sustainable and Inner Development Goals” by Karen Costa
• Thinking about assessing sustainability competencies
• #WaveWatchingWednesday
• Podcast recommendation: The Happiness Lab on pseudo-productivity and how we should work instead
• Inner development and mindfulness at university (reading Libertson, 2023)
• Sustainability competences, what they mean and when we need them (loosely after Wiek, Redman, and colleagues)
• Currently reading “Implementing competence orientation: Towards constructively aligned education for sustainable development in university-level teaching-and-learning” (Wilhelm et al., 2019)
• Browsing the “you have a part to play” toolkit for higher education for sustainability (Meerkerk, de Mul & Broekhaus; 2024)
• Reading about team-based faculty development (Bolander Laksov et al., 2022)
• Helping students connect disciplinary concepts with the real world is helping them learn
• Playing with the GenAI “Claude” as personal instructor in language and technical subjects
• #WaveWatchingWednesday
• Listening to podcasts on DEI, conspiracy theories, and micro motivation
• Summary part 2&3 of “Competences in Education for Sustainable Development. Critical Perspectives” (Vare, Lausselet, Rieckmann, 2022)
• #WaveWatchingWednesday
• Recently published: “Supporting sensemaking by introducing a connecting thread throughout a course” (Daae, Semper, Glessmer; 2024)
• Recently published: “Adapting a Teaching Method to Fit Purpose and Context” (Glessmer, Bovill & Daae; 2024)
• Currently reading about “botshit”, and how to avoid it (Hannigan, McCarthy, Spicer; 2024)
• #WaveWatchingWednesday
• #WaveWatchingWednesday
• According to Hicks et al. (2004), “ChatGPT is bullshit”. And they make good arguments for it, too!
• Summary part 1 of “Competences in Education for Sustainable Development. Critical Perspectives” (Vare, Lausselet, Rieckmann, 2022)
• Currently reading “Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape” (McCune et al., 2024)
• In a nutshell: “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
• #WaveWatchingWednesday
• Thinking about sustainable futures, inspired by a recorded lecture by Dougald Hine
• Planning an academic development workshop with GAI Claude
• It is not necessary to convince teachers of active learning any more, it is now about improving the quality! (Dancy et al., 2024)
• On all the levels of decision making when sharing responsibility for learning (after Heron, 1992)
• Database of Methods of Nonviolent Protest and Persuasion
• Reading about building and rebuilding trust in higher education (Lewicka, 2022)
• New SERC “Teach the Earth” Activity on “Ocean Currents and Overflows”
• Reading more about academics and social media
• Currently reading about authenticity in assessment (Ajjawi et al., 2024)
• #WaveWatchingWednesday
• Social Media is dead, long live Social Media! Currently reading about a Social Media Entry Model for teachers (Machado et al., 2024)
• Currently reading “Social media for academics” by Carrigan (2020)
• Reflections on “How do I cultivate a sense of joy, passion, and purpose in my teaching, and how do I share that with my students?”
• Reflections on a seminar on “Introducing Sustainability Competencies”
• The paradoxes we are confronted with when teaching for sustainability, and attempts at dealing with them, using Liberating Structures
• Thinking about how ““first” is just another word for colonialism”
• Mapping the requirements of the Swedish Higher Education Ordinance (1993) and Key Sustainability Competencies (Redman & Wiek, 2021)