Currently reading: “Five moves towards an ecological university” by Kinchin (2023)

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How can we imagine future universities that are less market-driven and more socially just, focussed on community and sustainability? Possibly by using a different metaphor, that of ecology, according to Kinchin (2023), who also suggests five “moves” that would be required to move towards an ecological university. A super interesting perspective! (Thanks for sharing this article with me, Kirsty! :-))

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Another serious game for teaching sustainability that I like: the Climate Fresk

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As you’ve seen from my recent Biodiversity Collage posts, I have gotten into serious games as tools for teaching. Today, I am reading up on a different game, the Climate Fresk (which I also got introduced to when I got to play it in a workshop led by my awesome colleague Léa Lévy, and which she and colleagues have evaluated as teaching tool in our context). Let’s see what experiences other people have had with it!

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Currently reading: “Beyond open book versus closed book: a taxonomy of restrictions in online examinations.” by Dawson, Nicola-Richmond, & Partridge (2023)

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If we want to do a valid assessment of what a specific student can do, we need to know what information they had available when producing the artifact we are evaluating, who they could communicate with, and what tools they had access to. And we might want to restrict access to some or all of those, to some degree or completely. Dawson et al. (2023) develop a taxonomy of restrictions that I find really useful as an overview!

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UDL bingo: challenge yourself!

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There are a ton of things on my to-do list for this week before I go on vacation, but I really don’t want to do any of them right now, and so much not so that I, instead, just put together a “UDL bingo” that we can use to challenge ourselves! (Procrastination is best when you still do something useful, right?) Of course, the goal would be to do more than what is suggested on the bingo card, but this is at least a start!

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On writing my teaching portfolio

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About a year ago, I started writing a teaching portfolio to apply for LTH’s “pedagogical academy”, which, when successful, comes with the title of “excellent teaching practitioner” (ETP). During the process, I took teaching portfolio writing courses both at UiB and at LTH, both with a focus on writing portfolios specifically for the application to ETP; I talked with many unofficial and three official critical friends, and I finally submitted a portfolio in January. And then, about a week ago, I was notified that I had been awarded an ETP, so something went right! Here are some reflections on the process and on what I think is especially important in writing a teaching portfolio.

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Kirsty Dunnett’s addition to my post on “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)

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Haha, I ended my post this morning with “…but at that point I lost interest”, and apparently that’s a great call to action! Kirsty Dunnett, faithful guest blogger on my blog, volunteered to send me the summary of what I had missed! Thanks for sharing, Kirsty, the floor is yours:

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Currently reading: “A conceptual framework for the teaching and learning of generic graduate attributes” (Barrie, 2007)

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When my colleague sent this article to a student we are collaborating with the other day, I decided that it was about time that I read it, too. Last time I looked at it, it seemed quite inaccessible, so I put it on the “for when I have time” pile. But reading it this time round, I actually started seeing that the framework presented in Barrie (2007) is actually really useful for teachers and academic developers. So here is my summary (including my visualizations of my understanding, because I still find their presentation quite hard to follow).

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