To understand why teachers start professionalising in teaching, Bonnevier et al. (2026) analyse critical incidents in teaching. They find that teaching is overwhelmingly perceived as an individual venture where teachers feel left alone with heavy personal responsibilities, and identify four sub themes:
We want new engaging web content for the Inclusive LU project, and I wanted to try how easy it really is to use AI for coding (turns out: very!), so I have built a page that — at first glance — looks exactly like this post, but when you hover different sections, things start happening. […]
I was super excited to get the notification that a recording of the presentation “Accessibility and inclusion in digital learning” by Marie Leijon had been uploaded to our Learning Management System! When Marie presented in the LU “Accessibility Tuesday” series last year, she provoked a lot of thoughts in me — many about the room, […]
Yesterday, I had the pleasure of giving a keynote at the “Inclusive Lund University” conference, together with my colleagues Rachel Forsyth and Peter Persson. We talked about our recent study (that has been accepted for publication in IJAD, woohoo!) on what makes students trust teachers, and what that means for us as teachers.
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!
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 […]
New academic year, new courses starting! Today, the “Inclusive Classroom (UDL)” course, that I am involved with together with Lotta Åbjörnsson and Håkan Eftring. My role is mostly to give guidance and advice for projects and reports towards the end of the course, but I’m attending the other meetings, too, just because it is always […]
I have been part of running a course called “the inclusive classroom” this fall. I learned a lot of new things both from other instructors (for example Louise’s excellent “office” metaphor for brain functions) and from participants (for example Damien & Rhiannon’s “design for the edges” below, a very inspiring read!). And now at the […]
In last week’s seminar on inclusive teaching, Louise Morreau, psychologist at the student health services at Lund University, gave an inspiring presentation and used such a great image to talk about how we can think of the brain’s functions, that I have to adapt it for myself right away (because that is how MY brain […]
I recently watched “the myth of average” by Todd Rose, and he makes the most convincing argument for not designing teaching for “the average student” in hopes of that making it work optimally for all students, but instead looking at the extremes and making it work for everybody (you see where we are going here […]
I have again been chewing on the “Universal Design for Learning” idea for the last couple of days. This was prompted by us agreeing that we want to let participants in an upcoming course play UDL Bingo, where participants check boxes if they notice that we are doing something to make the course more accessible, […]
