In a nutshell: “hand movement can boost impact“! And especially if one uses “illustrator” gestures to make content easier to understand, one is perceived as more competent and thus more persuasive.
In the Affective Learning Model, the premise is that learning is shaped by emotions. Teachers that show care and concern positively influence students’ emotions, so they are more willing to engage in learning. In our own work, we have shown that affect is the category of trust moves most frequently mentioned by students. Generally, relationship […]
Encouraging active participation in class is often a goal since it is correlated with better learning outcomes, but that became a lot more difficult when teaching had to suddenly move online in 2020. But maybe not all about online teaching was bad, or at least not for everybody?
Most teachers I talk with recognize that asking GenAI to grade student exams is a terrible idea, but when it comes to formative feedback, there are a lot of teachers that think that that is maybe not such a terrible idea. Students can get feedback much more promptly than if a teacher has to read […]
While I have worked on student sense of belonging myself, I have also long been wondering if it is not much more complicated than that. Hamshire et al. (2025) write that “[w]hilst seemingly well-intentioned, these assumptions [about how if student only feel belonging, they will come to class and learn] don’t always engage with wider […]
A while back in Bergen, I had a writing session with three of my favourite colleagues, on a project which we have nicknamed “how to SoTL” — writing a low-threshold introduction to SoTL for busy teachers, with the idea that people who might be interested in publishing in TOS Oceanography or the Nordic Journal of […]
The wide availability of GenAI has introduced challenges to relationships between teachers and students and within the respective groups (see for example Rachel’s and my work on that!). GenAI being able — and to unknown extent being used — to perform actions that before had to be done by humans creates different perceptions of what […]
Hockings et al. (2018) write: “Over recent months and years, the balance between contact hours and independent study time has been one focus of attention, the underlying assumption being that fewer contact hours means poorer value for money and lower quality learning experience“. And that assumption is super common! But: “The number of contact hours measures […]
I am sitting on the ferry sailing towards Germany, with new-found appreciation of the Öresund bridge and its harp-style carrying cables… And I am listening to a conversation with Michelle Miller on one of my all-time favorite podcasts, Tea for Teaching, on “teaching from the same side” (what a nice, figurative bridge to the featured […]
What competences do educators need to Teach for Sustainability? Corres et al. (2020) review 14 articles that describe educator competence frameworks (all of them from within Europe, but not chosen for that specific reason!). My main takeaways below!
Today, I finally watched Anne-Kathrin Peters’ keynote at the Teaching and Learning conference at the University of Bergen (check it out here), and in it she mentions the article “Pain and pleasure in working with sustainability and transformation at a Technical University: An exploration of the role of educational developers through collaborative autoethnography” by Peters […]
Together with my colleagues Steven Curtis and Terese Thoni, I ran a workshop at the Lund University Teaching and Learning conference 2024 — and now the proceedings have been published!
On Wednesday, Robert Kordts (awesome colleague and my co-teacher on the last Teaching for Sustainability academic development course) and myself tried a new-to-us format: A “Learning and Teaching in Higher Education” chat on Bluesky! The format is simple: We wrote a blog post (see here on their website, or read on below) and prepared six questions […]
Rachel Forsyth and I are in the process of doing focus group interviews with students and teachers at Lund University on how their relationships to each other are influenced by the availability of GenAI. We are going to present a glimpse into the analysis of what teachers said in the first five interviews at LTH’s […]
Teaching in Higher Ed with host Bonni Stachowiak is really one of my top 3 all time favorite podcasts. Today, I listened to her talking with Simon Cullen and Danny Oppenheimer in an episode on “rethinking student attendance policies for deeper engagement and learning“, and they talk about it in a way that really resonated […]
I was listening to an episode of “dead ideas in teaching and learning” on my walk back from dipping this morning (now you can really see that fall has come!) and I really enjoyed it and can well imagine using as at “recommended listening” to prepare participants for workshops on AI and/or assessment.
I really had a hard time getting started with this article by Meyerson & Scully (1995) on “tempered radicalism and the politics of ambivalence and change“. They introduce that ““Tempered Radicals” are individuals who identify with and are committed to their organizations, and are also committed to a cause, community, or ideology that is fundamentally different […]
This blog post contains the second part of the summary of the Hamann et al. (2025) book on “The Psychology of Collective Climate Action: Building Climate Courage” (summary of Part 1 here), but I want to start out with something I learned in Mel Robin’s podcast this morning, and that is the difference between “stress” […]
In the book “The Psychology of Collective Climate Action: Building Climate Courage” by Hamann et al. (2025), I came across Wandercoaching, a peer-coaching initiative for sustainability initiatives at universities. They share the materials they use here, and I really liked the “tools for your sustainable university” guide full of different methods — many of them […]
