Reading about educational ecosystems
Somehow there is often talk about educational ecosystems and everybody seems to have an intuitive idea of what that means. I decided I needed to find some references that actually…
Tag: community of practice
Now published: Glessmer, Curtis, & Thoni (2025) on “Two years of the initiative Teaching for Sustainability at Lund University – understanding challenges and exploring opportunities”
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!
When Communities of Practice and GenAI collide
I was very intrigued when I came across a chapter by Cambridge, Wenger-Trayner, et al. (2024) on “Theoretical and practical principles for generative AI in communities of practice and social…
Currently reading Wenger et al. (2011) on “Promoting and assessing value creation in communities and networks: A conceptual framework”
You might associate the name “Wenger” with Communities of Practice, as do I. So then it’s very interesting to read Wenger et al. (2011), where they distinguish between a community…
Currently reading “Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape” (McCune et al., 2024)
Teaching about sustainability is teaching about a (or many) wicked problem(s), and that is a challenge for teachers for many reasons. We need to, for example, teach how to work…
Academic development as horizontal learning
There are different ways to approach academic development: courses are very common with different lengths and amounts of collaboration built in, as loose collection of seminars or with progression over…
Currently reading Högfeldt et al. (2023): “Leadership, support and organisation for academics’ participation in engineering education change for sustainable development”
Implementing education for sustainability throughout an institution is a huge challenge, so I am currently reading up on what we might be able to learn from other places. Högfeldt et…
(An attempt of) setting priorities in a team to avoid burnout
For a couple of months now I have been skating dangerously close to where workload becomes unhealthy, but I recently had a really good experience planning out work (i.e. generating…
Doing things together instead of alone: structures for Collective SoTL — a guest post by Kirsty Dunnett
Kirsty sent me this super interesting text with a vision of Scholarship of Teaching and Learning (SoTL) being a collective enterprise, rather than a mostly individual one. I love the…
Thinking about my role as academic developer as being a Handal-type “critical friend”
This week, I gave a presentation on “supporting teachers at LTH to teach about sustainability” to an EU project with partners from universities in lots of different countries, and in…
“Systems conveners in complex landscapes” (Wenger-Trayner & Wenger-Trayner, 2014)
If I had to pick one book that has influenced my current thinking about teaching and learning the most, I would pick Wenger’s 1998 “Communities of practice: Learning, meaning, and…
Reading about connections between theory and practice in teaching, metaphors for learning, and academically-supportive friendships
We recently ran a round-table discussion on “How to teach students who are not “mini-me”s (and don’t want to be)” at the Lund University Teaching and Learning conference last year,…
Communities of practice
Summarising my reading on “communities of practice”, and my views on how this framework might be useful for thinking about change in our context, for our iEarth/BioCEED-led course on “leading…
Follow-up on the iEarth teaching conversation: Why cognitive apprenticeship?
One question came up after I had written up my one-pager on the iEarth “teaching conversation”: Why “cognitive apprenticeship”? Over the years, I made a couple of observations across several…
An iEarth teaching conversation with Kjersti Daae and Torgny Roxå on #WaveWatching
iEarth is currently establishing the new-to-me format of “teaching conversations”, where two or more people meet to discuss specific aspects of one person’s teaching in a “critical friend” setting. Obviously…
