For all of you who don’t fancy wading though wave watching and kitchen oceanography blog posts in search of those posts on teaching and learning in higher education (I usually summarise articles, podcast episodes or conversations I found useful, sometimes post new slides I create, or share methods that I saw, heard about, or tried myself), here is an overview!!
For a less overwhelming list, check out some of the tags, for example “recommended by CEE” (summaries of literature that me and/or my colleagues find recommendation-worthy), “recommended reading” (my personal recommendations), “teaching sustainability” (interesting literature for my collegial project course on teaching sustainability), and many others.
- 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-Mikols’ 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
- Thinking about Storytelling in Teaching for Sustainability
- 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)
- Second meeting of the “Climate Activism 101” course, and more reading
- Attempting to Assess Key Competencies in Sustainability
- 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”
- Reading in preparation of the next meeting of “Climate Activism 101”
- Podcast recommendations: Squiggly careers (and, as always, Academic Imperfectionist)
- UNECE “Competences for educators in education for sustainable development”
- Thoughts on belonging, not-belonging, and teacher identity
- Thoughts on a webinar on “Climate Action Pedagogy (CAP): Working with Sustainable and Inner Development Goals” by Karen Costa
- Thinking about assessing sustainability competencies
- 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
- 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)
- 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)
- 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)
- Thinking about sustainable futures, inspired by a recorded lecture by Dougald Hine
- 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)
- Reading more about academics and social media
- Currently reading about authenticity in assessment (Ajjawi et al., 2024)
- 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)
- 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)
- Guest post by Kirsty Dunnett: “Thinking about my positionality as a teacher and researcher in physics education and academic development”
- Currently reading about how to successfully organize team work in student groups
- Currently Reading “Advancing Student Engagement in Higher Education: Reflection, Critique and Challenge” (Lowe, 2023)
- Currently reading about wicked problems in teaching for sustainability
- Summarizing more literature on trust between students and teachers
- “The construction of meaning through vital engagement” (Nakamura & Csikzentmihalyi, 2003)
- Mindfulness in teaching (Brendel & Cornett-Murtada, 2019)
- Connections are everything! (Currently reading: Felten et al., 2023)
- Planning a seminar on relationships in the classroom
- Students trust teachers who ask, listen, and respond (says my work with Peter Persson and Rachel Forsyth)
- STEM students’ sense of belonging and test anxiety in in Bergen (quick summary of work with Emily M. Christiansen, Sehoya Cotner, Robin Costello, Sarah Hammarlund, & Madeline Kate Kiani)
- Intervening when witnessing microaggressions (my backup plan in case I don’t have time for this slide in an upcoming seminar)
- Recap of the first meeting of my new course “Teaching for Sustainability”
- Operationalising and assessing sustainability competencies (some ideas from Wiek et al. (2016) and Redman et al. (2020))
- Reflecting on my Scope of Practice (Inspired by Karen Costa’s interview on the Teaching in Higher Ed podcast)
- How politely should we talk to GAI in order to get the best results? Currently reading Yin et al. (2024)
- Academic development as horizontal learning
- “Liberating structures: Engaging everyone to build a good life together” (Lipmanowicz et al., 2015) — go read it and try them!
- Thinking about my positionality as a teacher and researcher in academic development
- Currently reading Högfeldt et al. (2023): “Leadership, support and organisation for academics’ participation in engineering education change for sustainable development”
- Reading about a sense of belonging, and how it is more complicated than we might think
- Recommended reading: “Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity” (Tanner, 2013)
- Currently reading Part III of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
- Currently reading Part III of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
- “It feels like having a smart friend which we ask anything and it can answer”: Currently reading: “Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey” (Shoufan, 2023)
- Thinking about student attendance. Podcast recommendation: “Talking Learning and Teaching” with Tom Lowe
- Currently reading Part II of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
- Currently reading Part II of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
- Currently reading Part I of the book “Sustainable Development Teaching – Ethical and Political Challenges”, edited by Van Poeck, Östman, Öhman (2019)
- Student evaluations of teaching as a “technology of power” (reading Rodriguez, Rodriguez, & Freeman, 2020)
- How academic developers think about relationships between teachers (a lot of Roxå & Mårtensson papers, plus some others)
- Trust that teachers have in academic development (Little & Green (2002) and others)
- Currently reading: “Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact” (Roxå & Marquis, 2019)
- Kolb (1984), Olsson & Roxå (2013), and McAlpine & Weston (2000): Learning cycles and how closely do you stick to your planned teaching?
- “Faculty matter: So why doesn’t everyone think so?” (reading Kezar & Maxey, 2014)
- Teacher-student relationships (Hagenauer et al., 2014 & 2023)
- (An attempt of) setting priorities in a team to avoid burnout
- Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)
- Revisiting the Hendriks et al. (2016) trust model
- Applying the Head-Hands-Heart framework to my “teaching sustainability” course
- Playing with Microsoft Reflect, “a well-being app to support connection, expression, and learning”
- Universal Design for Learning in Higher Education (Currently reading Cumming & Rose, 2022)
- Currently reading about how appealing to fear is effective in positively influencing behavior, and hardly ever backfires (Tannenbaum et al., 2015). Who would have thought?
- Currently reading about how to make instructional videos more effective (through instructor presence and embedded prompts)
- Our seminar today: “Serious Games in Teaching for Sustainability”
- Currently reading: “Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM” by Peña et al. (2022)
- Currently investigating: “If I don’t trust my teachers, how can I learn then?” (with Peter Persson and Rachel Forsyth)
- Tips for creating inclusive classrooms at LTH (based on an article to be presented at LTH’s pedagogical conference this December)
- Currently reading about cooperative & collaborative learning (Oakley et al., 2004; Møgelvang, 2023; Wieman et al., 2014)
- Structuring fieldwork as a jigsaw to increase student responsibility in, and ownership of, their projects
- iEarth GeoLearning Forum 2023 Bingo
- Prompt engineering and other stuff I never thought I would have to teach about
- Finally published yesterday: “Student guides: supporting learning from laboratory experiments through across-course collaboration” by Daae et al. (2023)
- Today’s reading: “What Students Value in Their Teachers – An Analysis of Male and Female Student Nominations to a Teaching Award” by Wennerberg et al. (2023)
- Currently reading: “The impact of grades on student motivation” (Chamberlin et al., 2023)
- Currently reading: “Teaching with rubrics: the good, the bad, and the ugly” (Andrade, 2005)
- Guest post by Kirsty Dunnett: The strength of evidence in (geosciences) education research: might a hierarchy do more harm than good?
- Facilitating the Biodiversity Collage and reading more about serious games in teaching about sustainability
- How to create an Activity Bingo for teaching purposes
- How can we adapt a teaching method for our purposes? The “Doughnut rounds” example
- Currently reading: “Geeky Pedagogy” by J. Neuhaus
- Revisiting Universal Design for Learning
- iEarth journal club on ‘Education as Relational Process’ by K. J. Gergen
- Doing things together instead of alone: structures for Collective SoTL — a guest post by Kirsty Dunnett
- Just three emails to improve student grades and retention? Yes, please!
- Published now: “Activity bingo: Nudging students to make the most out of fieldwork”
- Currently reading: “Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education.” by Felten et al. (2023)
- Derivatives and Concept Images — a guest post by Kirsty Dunnett
- Currently reading: “Five moves towards an ecological university” by Kinchin (2023)
- Another serious game for teaching sustainability that I like: the Climate Fresk
- Currently reading: Lots of Robson et al. articles on gamification
- Currently reading “Games, motivation, and learning: A research and practice model” by Garris et al., 2002
- Currently reading “Bicycle model on climate change education: Presenting and evaluating a model.” by Cantell et al., 2019
- Currently reading: “Beyond open book versus closed book: a taxonomy of restrictions in online examinations.” by Dawson, Nicola-Richmond, & Partridge (2023)
- UDL bingo: challenge yourself!
- Kirsty Dunnett’s addition to my post on “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)
- Currently reading: “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)
- Thinking about my role as academic developer as being a Handal-type “critical friend”
- Currently reading: “Competencies for advancing transformations towards sustainability” (Redman & Wiek, 2021)
- I can now facilitate the “Biodiversity Collage”!
- How to show students that they matter, inspired by episodes of two of my favourite podcasts
- Currently reading “How well-intentioned white male physicists maintain ignorance of inequity and justify inaction” by Dancy & Hodari (2022)
- Teaching about a deep approach and surface approach to learning
- Reminding myself of “Whistling Vivaldi: How stereotypes affect us and what we can do” (Steele, 2011)
- Teaching Kugel (1993)’s “how professors develop as teachers”.
- Teaching about “Personal theories of teaching” (Fox, 1983)
- Automated subtitles in pptx presentations are so easy and super good! How did I not know about this before?
- Currently reading: “Reach everyone, teach everyone: Universal design for learning in higher education” (Behling & Tobin, 2018)
- Currently reading: “Disarming Racial Microaggressions: Microintervention Strategies for Targets, White Allies, and Bystanders” (Sue et al., 2019)
- Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022) (Part 2)
- Recommended reading: “The New Science of Learning: How to Learn in Harmony with Your Brain” by Zakrajsek (2022)
- “Supporting students in higher education: proposal for a theoretical framework” Kirsty Dunnett summarizes De Ketele (2014)
- “The Biodiversity Collage” — a fun and collaborative workshop to explore the biodiversity crisis, but leave hopeful and ready to tackle the challenge
- When talking about our negative experiences, it’s good to use the third person
- Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (3/x)
- Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)
- Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)
- “Doughnut Rounds” (after Fleiszer et al., 1997)
- Preparing conference presentations on our DIYnamics experiments in across-course collaborative learning
- Designing postcards to inspire discussion about co-creation methods
- “Mandatory coursework assignments can be, and should be, eliminated!” currently reading Haugan, Lysebo & Lauvas (2017)
- “Råd og tips til deg som underviser” (Raaheim, 2013)
- “Conflict is not abuse” by Schulman (2016)
- “Confident Assessment in Higher Education”, by Rachel Forsyth (2023)
- “The slow professor — Challenging the Culture of Speed in the Academy” by Berg & Seeber (2016)
- Wamsler et al. (2021)’s literature review on “Linking internal and external transformation for sustainability and climate action”, and “Inner Development Goals”
- “Integrating learning and work: Problems and prospects”: Currently reading Ellström (2001)
- “Transforming the lowest-performing students: an intervention that worked” — Deslauriers et al. (2012)
- Currently reading: Relationship-rich education (Felten & Lambert, 2020)
- Emotionally-responsive teaching
- More “head, hands, and heart” in sustainability education, this time by Öhman & Sund (2021)
- Thinking about emotions and teaching about sustainability
- Breathing practice: Where freediving and academic development collide
- “Systems conveners in complex landscapes” (Wenger-Trayner & Wenger-Trayner, 2014)
- From “education for sustainable development” to “education for the end of the world as we know it” (reflecting on Stein et al., 2022)
- Reading Gin et al. (2021) on “how syllabi can serve as communication tools for creating inclusive classrooms”
- Currently reading: “Using self-explanations in the laboratory to connect theory and practice: The decision/explanation/observation/inference writing method” by Van Duzor (2016)
- Four misunderstandings about sustainability (after Block & Paredis, 2019)
- Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)
- Reading about connections between theory and practice in teaching, metaphors for learning, and academically-supportive friendships
- Currently reading Cohen, Steele & Ross (1999) “The mentor’s dilemma: Providing critical feedback across the racial divide”
- Teaching sustainability: Reading about how to turn frustration into action
- Identity and emergency intervention (Currently reading: Levine et al., 2005)
- Currently reading: The impact of content co-creation on academic achievement (Doyle et al., 2021)
- Currently reading Janke et al. (2017) on social identification with academia
- A quick introduction to Cooperative Learning (summarizing Anja Møgelvang’s workshop)
- Currently reading Flett et al. (2022) on “anti-mattering”
- Currently reading: “Hope dies, action begins?” The role of hope for proactive sustainability engagement among university students. (Vandaele & Stålhammar, 2022)
- Currently reading: Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020)
- Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)
- Currently reading: JUTLP special issue on belonging in an anxious world (articles 1-7)
- A red thread in my career: Being intentional about building community
- Students’ sense of belonging, and what we can do about it
- Creating a “time for telling” (Schwartz & Bransford, 1998)
- Currently thinking about: Transformative sustainability learning
- Currently reading: “Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis” (Hermann & Bossle, 2019)
- Current reading: “Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence” by Richmann, Kurinec & Millsap (2020)
- Currently reading: “Motivating personal growth by seeking discomfort” by Woolley & Fishbach (2022)
- Currently reading: “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013)
- Currently reading: “Small teaching: Everyday lessons from the science of learning” by Lang (2021)
- Summaries of two more inspiring articles recommended by my colleagues: On educational assessment (Hager & Butler, 1996) and on variables associated with achievement in higher ed (Schneider & Preckel, 2017)
- Summaries of three inspiring articles on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)
- Trauma-aware teaching: Listening to Karen Costa on the “tea for teaching” podcast
- Eight criteria for authentic assessment; my takeaways from Ashford-Rowe, Herrington & Brown (2014)
- Dealing with collective tragedy as a teacher, according to my reading of Huston & DiPetro (2007)
- Microaggressions: How intent and impact don’t always go together.
- My notes from last week’s ICED22 conference
- Reducing bias and discrimination in teaching: an annotated, incomplete — WORK IN PROGRESS! — list of references
- The Curious Construct of Active Learning: A guest post by K. Dunnett (UiO) on Lombardi et al. (2021)
- Catching up on my reading of Trigwell and Prosser et al. (1996, 1999, 2000)
- Choosing technical terminology that does not make people feel excluded or uncomfortable
- Effective learning techniques for students: Currently reading Dunlosky et al. (2013)
- Article just published: Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain It
- Using peer feedback to improve students’ writing (Currently reading Huisman et al., 2019)
- Co-creating rubrics? Currently reading Fraile et al. (2017)
- Teaching to improve research skills? Thinking about Feldon et al. (2011)
- Three ways to think about “students as partners”
- Reinholz et al. (2021)’s eight most used theories of change and how they relate to each other in my head
- How local field laboratories can enhance student learning – first thoughts
- How much of the work should the teacher vs the student do? Teaching as a dance, inspired by Joe Hoyle
- Using student evaluations of teaching to actually improve teaching (based on Roxå et al., 2021)
- Thinking about theories of change (based on Reinholz et al., 2021)
- Thinking about “Universal Design for Learning”
- Currently reading: “Microaggressions: Intervening in three acts” by Thurber & DiAngelo (2018)
- Thinking about decolonising the curriculum (inspired by Dessent et al., 2022)
- Reading about quality cultures in academia (Harvey & Stensaker, 2008)
- Funded: Our project on “co-creation to promote active learning and communities of practice”
- Just published: Co-Creating Learning in Oceanography
- Students as partners as a threshold concept for students and teachers?
- Kaur & Noman (2020): A study applying self-determination theory on Students as Partners
- Using rubrics
- Small groups work on shared artefacts
- Including missing topics that students suggest
- Guest post by Kjersti Daae: Using voting cards to increase student activity and promote discussions and critical thinking
- A review of change theory in STEM higher ed (Reinholz et al., 2021)
- Communities of practice
- Quick summary of literature on the Teacher-Centered Systemic Reform
- Podcasts on learning and teaching, career development, and mental health in academia
- 8 steps to accelerate change in your organization (Kotter, 2018)
- Letting students choose the format of their assessment
- Vicarious experiences in learning
- Currently reading: “Leveraging Multiple Theories of Change to Promote Reform” (Kezar & Holcombe, 2019)
- Learning together across courses — our iSSOTL presentation
- Reflections on the GeoLearning Forum 2021
- The story of Robert and Susan (Biggs, 1999)
- #Methods2Go: Methods for feedback and reflection in university teaching
- #Methods2Go: Transferring theoretical ideas into actionable knowledge in university teaching
- Giving students choice on what is being discussed in class
- #Methods2Go: Methods for “informing” students in university classes
- CHESS/iEarth joint course on “communication skills in outreach and teaching”
- Where do you see this in your own life? Asking students to suggest examples
- #Methods2Go: Methods for assessing previous knowledge in university classes
- #Methods2Go: Methods for “arriving” in class, i.e. getting to know people & raising interest
- “Things I wanted to say but didn’t get the chance…”: A method to include missing voices!
- #Methods2Go: methods to end lessons with in university teaching
- Using student representatives to improve communication with your class
- Our presentation at #FieldWorkFix: “An interactive mobile adventure on coastal protection”
- #Methods2Go: Methods to secure results in university teaching
- #Methods2Go: methods to facilitate knowledge application in university teaching
- #Methods2Go: methods to facilitate discussion in university teaching
- #Methods2Go: university teaching methods for acquring knowledge
- When flying turns out to not be essential for academia (after Jack & Glover, 2021)
- #Methods2Go: Ideas for starting off your university classes (inspired by EM Schumacher’s work)
- Enacting frames of reference in geoscience education? (After Rollinde, Decamp and Derniaux, 2021)
- Teaching inspiration dispenser
- Negotiating a rubric of learning outcomes and letting students pick the format in which they show they’ve mastered the learning outcomes
- Co-creating learning and teaching (Bovill, 2020)
- Pick a role and write a lecture summary from that perspective. Does that sound motivating?
- The learning styles myth (based on Pashler et al., 2008; Nancekivell et al., 2020)
- Building gender equity in the academy (Laursen & Austin, 2020)
- Why it’s important to use students’ names, and how to make it easy: use name tents! (After Cooper et al., 2017)
- A tool to understand students’ previous experience and adapt your practical courses accordingly — by Kirsty Dunnett
- A personal story about why I am reluctant to start a class with an intervention
- Increasing inquiry in lab courses (inspired by @ks_dnnt and Buck et al., 2008)
- “Wonder questions” and geoscience misconceptions.
- Why should students want engage in something that changes their identity as well as their view of themselves in relation to friends and family?
- #WaveWatching as “transformative experience”? (Based on articles by Pugh et al. 2019, 2011, 2010)
- Follow-up on the iEarth teaching conversation: Why cognitive apprenticeship?
- An iEarth teaching conversation with Kjersti Daae and Torgny Roxå on #WaveWatching
- Using an active lunch break to see the world through our subject area’s lens and to reconnect us to what fascinates and motivates us
- The “lightning storm in the chat” method
- What does “sensemaking” really mean in the context of learning about science? (Reading Odden & Russ, 2019)
- My two favourite methods for re-activating and re-focussing workshop participants
- Asking for the “nerd topic” when introducing workshop participants to each other to foster self-disclosure to create community
- My 3 favourite podcasts on university teaching
- My wave watching picture book for kids is out!
- “Invisible learning” by David Franklin
- Metaphors of learning (after Ivar Nordmo and the article by Sfard, 1998)
- Student evaluations of teaching are biased, sexist, racist, predjudiced. My summary of Heffernan’s 2021 article
- An overview over what we know about what works in university teaching (based on Schneider & Preckel, 2017)
- Why students cheat (after Brimble, 2016)
- Published in Oceanography: How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting
- Mind-set interventions
- Even though students in the active classroom learn more, they feel like they learn less
- A workshop on building and maintaining a mentoring network in academia
- Teaching field courses in a virtual setting
- Instructional videos in a nutshell
- Asking questions that aim at specific levels of the modified Bloom’s taxonomy
- Alles andere als trockene Theorie (Repost)
- #TeachingTuesday: Student feedback and how to interpret it in order to improve teaching
- #TeachingTuesday: Some things I read about making good lecture videos
- “Excursion week” in Oceanography 101 while physically distancing
- Anna is answering questions on our Nature article at #ShareEGU20
- Using campsites for scicomm
- Our Nature article in 20 tweets
- Playing in a 13-m-diameter pool on a merry-go-round results in Nature article
- Telling ocean science stories on social media
- #SciCommSunday: The reason why I choose to post selfies on my #SciComm Social Media
- Fastest way to read up on the science of science communication? This book!
- New #WaveWatching series happening over on Elin’s blog: #BergenWaveWatching!
- Guest posts, take-overs, interviews, and why I love them
- If one rotating table is awesome, four rotating tables are…?
- Melting ice cubes experiment published in kids’ journal Frontiers Young Minds
- My kids’ article on the formation of sea ice is out!
- Supporting conceptual understanding of the Coriolis force through laboratory experiments
- What’s the etiquette on a research ship? “Soft skill” learning outcomes on a student cruise
- Of timeless relevance: the ESWN mentoring map and how you can provide mentoring to others at any career stage
- Need your help! “Wish list” for a student lab for tank experiments?
- “Continue. Start. Stop.”. An article supporting the usefulness of my favourite method of asking for student feedback on a course!
- Communicating Climate Change — a book you should definitely know about!
- Taking ownership of your own mentoring
- Enabling backchannel communication between a lecturer and a large group
- Outreach activity: How do we make climate predictions?
- Four steps to great hands-on outreach experiences
- Experiment: Demystifying the Coriolis force
- A tool for planning online teaching units
- Using art in your science teaching and outreach. The why and the how.
- Experiment: Ice cubes melting in fresh water and salt water
- Asking students to take pictures to help them connect theory to the reality of their everyday lives
- “Laboratory layered latte” – combining latte and double diffusion. Easily my favourite paper ever!
- Some things are better left unseen — research shows that watching yourself in a video meeting is not a good thing
- Response of the ACC to climate change #scipoem
- #scipoem on an Darelius et al. article about ice shelves
- Tale of arctic melting and deep water formation #scipoem
- A #scipoem on upwelling of tropical OMZ waters in a warmer climate
- Double the trouble — a poem about double-diffusive mixing in the ocean
- I am missing institute seminars! Or: Why we should talk to people who use different methods
- How to make your science meaningful and accessible to any audience
- What you know about science is not necessarily what you believe about science
- Reflections on reflections
- Outreach is about more than about the perfect presentation (or even the perfect hands-on tank experiment!)
- You learn better when you explain to yourself
- You learn better when you think that you will have to teach
- How you can bring students into the right mindset and get them curious about your topic before your class even starts.
- Ask your students to take a picture to help them connect theoretical lecture content to the reality of their everyday life
- How to know for sure whether a teaching intervention actually improved things
- How to learn most efficiently when participating in a MOOC
- Laborpraktika didaktisch gestalten – unsere Broschüre jetzt auch als pdf!
- Using a morphological box to plan online teaching
- “Taking ownership of your own mentoring” – our chapter has been published!
- How your behavior as an instructor influences how your students behave during peer instruction phases
- How your students might be hurting themselves by skipping classes
- Why you should shuffle practice problems rather than blocking them
- Using twitter as a tool to let students discover that the topics of their courses are EVERYWHERE
- Student poster presentations: the cheap and easy way
- Will giving your students more structure make them need more structure?
- Bridging the gap between conventional mathematics teaching and the topics that engineering students are really interested in
- The Marshmallow Challenge
- How to support group processes as a tutor
- Stages of group development
- Does multitasking hurt learning? Show ’em!
- Preparing my workshop on how learning works
- And even more on motivation
- Motivation proportional to the expectation of achieving a goal?
- Motivation: dangle a carrot rather than threaten with a whip!
- Can there be “too much” instruction? Apparently yes!
- When math hurts
- Drawing to learn II
- Drawing to learn
- Of the importance of giving opportunities to practice
- How do you make sure your students come prepared to your flipped course?
- Giving – and receiving – helpful feedback
- Reviewing “ocean drifters – a secret world beneath the waves”
- Why care about ocean literacy?
- Oceanography PBL workshop and case
- Multiple representations – a better chance to understand what’s going on?
- Importance of designing experiments
- Facilitating student group work
- Finding the right instructional method for different kinds of knowledge
- Currently reading: A revision of Bloom’s taxonomy of educational objectives
- Teaching: intentional and reasoned act
- Conceptual change and wooly hats
- Peer instruction! Combine it with individual thinking or discussions with the whole class?
- Flipping the classroom
- Constructive alignment
- Activating students – a vicious circle?
- Problem-based learning: Solar eclipse, part II
- Problem-Based Learning: Solar eclipse
- How theories influence the scientific process
- Desirable difficulties
- Thought experiments
- On grading strategies.
- What do I want from my students – sense-making or answer-making?
- First day of class
- What’s your perspective on good teaching?
- Taxonomy of multiple choice questions
- Activating the backchannel
- Asking students to tell us about “the muddiest point”
- Oceanographic concepts and language, reloaded
- Using the “jigsaw” method for practicing solving problem-sets
- On purpose and aim of hands-on experiments.
- All learning is relearning
- Kolb’s learning cycle
- Development of student attention over time
- Why talking to your neighbor might help more than listening to the lecturer
- Learning with fluid toys
- Creating a continuous stratification in a tank, using the double bucket filling method
- Making science topics relevant to students’ lives increases interest and performance
- Will getting it wrong help or hinder future learning?
- The structural complexity of learning outcomes
- First day of class – student introductions.
- Rainbows III
- How to ask multiple-choice questions when specifically wanting to test knowledge, comprehension or application
- Classifying educational goals using Bloom’s taxonomy
- Rainbows and refraction II
- Rainbows and refraction
- Teaching videos
- Giving feedback on student writing
- Five finger feedback
- Why might students not learn from demonstrations what we want them to learn?
- So what exactly are we testing?
- How to make demos useful in teaching
- Should we ask or should we tell?
- Clickers
- Concept maps II
- Concept maps
- Letter tubes and hydrostatic pressure
- Cartesian divers – theoretical considerations
- Examinations via Skype.
- On drawing on the board by hand in real time
- Q&A pairs
- Using Scientific Meetings to Enhance the Development of Early Career Scientists
- Long-distance teaching.
- Melting ice cubes – what contexts to use this experiment in (post 4/4)
- Introducing voting cards (post 3/3)
- Melting ice cubes – one experiment, many ways (post 3/4)
- How to pose questions for voting card concept tests (post 2/3)
- A, B, C or D?
Obviously, I had missed quite a lot! I will catch up!!!
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