I have written about transformative experiences (wave watching! When you suddenly see the world with new eyes) and transformative learning (with my favourite head-hands-heart model) before, but here comes the transformative sustainability learning theory (Michel et al., 2020)!
We often discuss teaching and learning formats, and now there is a nice study that compares face-to-face, synchronous online, and asynchronous online in the same introductory physics course: Both stated student preferences at the beginning of the semester, what they actually end up doing, and what they think benefits and pitfalls are. Very interesting!
My awesome colleague Rachel Forsyth (of our amazing “trust” paper) sent me a message saying “unsurprising but important research” and then a link to Wang et al. (2024), and that is a good summary. In a study of more than 30 million grading records in a Learning Management System, Wang et al. (2024) find that students with surnames later in the alphabet (and thus graded later in the sequence) a) get lower grades, b) get more negative and impolite comments, and c) are complaining more about their grades to the relevant authority. This happens across subjects, and accumulates for students in such a way that it shows up in final grades and can thus potentially even influence job opportunities. So what should we do?
In today’s third meeting of the “Inclusive Lund University” course, Linda Stjernholm talked about “neuropsychiatric disabilities and inclusive teaching”. Continue reading
Today, I spent my lunch break in an online presentation on “the importance of the room” given by Marie Leijon from Malmö University as part of the “Accessibility Tuesday” series at LU, and I am very glad I did! So many things to think about!
The more I am reading about activism, the more I become aware of how my thinking is constrained by the images that I have accepted as ways to simplify a complex world. For example, the pyramid view of society with some king/head of state/CEO at the top, supported by a small elite of sorts, supported by a large mass of ordinary people makes change only possible if, somehow, the elite and head are reached and convinced to change (or violently exchanged, but I prefer the non-violent way). But the pyramid is really only an image, one very simplified representation of reality of many, and seeing the world this way mostly serves to keep things the way they are since challenging them, in this image, seems impossible. Whereas if you think about the upside-down pyramid supported by pillars (as suggested already in the readings last time), suddenly many opportunities open up!
Some #WaveWatching pics from my Insta @fascinocean_kiel for our mental health…
In this post, I am bringing together a bunch of thoughts and literature, and try to provide an idea of how to assess key competencies in sustainability. Wish me luck! And I welcome feedback! :-)
A couple of days ago, I attended the workshop “Rethinking student belonging and well-being at universities” (recording available here) organised by the Erasmus+ project BELONG. Here are some thoughts!
This afternoon, we had the second seminar in the “Inclusive Classroom” course, this time on “learning support for students with disabilities at LU”. Emma Carlsson and Philip Johansson visited us and told us about their work at the Disability Support Services (which are a unit at the Study Support and Learning group within Lund University admin). Here is my summary!