Tag: iEarth

Today I am excited to share a guest post Sarah Ruth Schmid, PhD student in geodidactics at the University of Oslo, in preparation of an iEarth journal club. Here it goes:

There are tons of different formats for regular academic development events with the goal to foster and enhance discussions of teaching and learning, each with their own theory of change and responding to different boundary conditions. In this paper, we compare three that were run within the iEarth project.

I am catching up on my reading for the iEarth Journal Club! This month is very much in line with what my recent thinking on place-based learning, active lunch breaks to connect disciplinary content to everyday experience and also to reconnect with the fun of it, and our forthcoming vignette in a Teaching Fieldwork book, in […]

I am on the fringes of a course on “Integrating Sustainability Competences in the Curriculum” that my awesome colleague Steven Curtis is currently teaching, and he asked me to read an article about “A critical pedagogy of place” (Gruenewald, 2003) and moderate a discussion about it. Below, I am summarizing the article and adding some […]

“Motivation is left, right and centre in learning. Self Determination Theory’s (SDT) is one of the main  theories of motivation, and its two founders, Ryan and Deci, are number 6 and 16, respectively, on the list of the most cited researchers in the world. (They have a staggering 1 148 467 citations between them as […]

I’ve claimed that for years (for example with wave watching, with active lunch breaks, with tweeting about course content), but now I read the current iEarth Journal Club article that makes the exact same point and explains it with expectancy-value theory. See my 2014 summary of Hulleman & Harackiewicz (2009), or even better, read the […]

Time for another iEarth Journal Club article summary, this time about authenticity in assessment!

Quick summary of this month’s iEarth Journal Club article: Clinton & Smith (2009) focus on how to “make” students take on responsibility in team work through team contracts and peer evaluation, in the context of cooperative learning. My summary below, and the strong recommendation to read what Oakley et al. (2004) have to say about […]

iEarth’s current journal club paper deals with collaborative exams as learning opportunities, and this fits perfectly with Anja Møgelvang’s recent article on cooperative learning, where we can find inspiration for how to make this work in practice. So here are my thoughts!

Unfortunately, I can’t join the iEarth GeoLearning Forum in person today, but at least I can be there in spirit (and contribute with a Bingo to be played during an active lunch break). The idea is to get students and teachers and staff talking to each other, about their experiences learning and teaching, and also […]

Doing my reading for the monthly iEarth journal club… Thanks for suggesting yet another interesting article, Kirsty! This one is “Teaching with rubrics: the good, the bad, and the ugly” (Andrade, 2005) — a great introduction on how to work with rubrics (and only 2.5 pages of entertaining, easy-to-read text, plus an example rubric). My summary […]

We have recently shared our experiences with a Bingo game to nudge students to make the most out of fieldwork (Glessmer et al., 2023), and I have created Bingos for other purposes, like designing courses with Universal Design for Learning in mind, or for my freediving club’s summer camp, or the iEarth GeoLearning Forum 2023 (yes, […]

For this week’s iEarth journal club, we are reading the chapter ‘Education as Relational Process’, from Kenneth J. Gergen’s book ‘An Invitation to Social Construction‘. My thoughts below.

The claim in this article’s title, “Mandatory coursework assignments can be, and should be, eliminated!”, is quite a strong one, and maybe not fully supported by the data presented here. But the article is nevertheless worth a read (and the current reading in iEarth’s journal club!), because the arguments supporting that claim are nicely presented.

iEarth has started a journal club! And the first article to be read is about “Transforming the lowest-performing students: an intervention that worked”. My summary below :-)

I’ve been playing with this figure (inspired by the Reinholz et al. 2021 article) for a while now for the iEarth/BioCeed Leading Educational Change course, where we try to look at our change project through many different lenses in order to find out which ones are most relevant to help us shape and plan the […]

I’ve spent quite some time thinking about how to apply theories of change to changing learning and teaching culture (initially in the framework of the iEarth/BioCEED course on “leading educational change”, but more and more beyond that, too). Kezar & Holcombe (2019) say we should use several theories of change simultaneously to make things happen, and […]

I got permission to publish Kjersti Daae‘s iEarth conversation on teaching (with Torgny Roxå and myself in April 2021) on my blog! Thanks, Kjersti :-) Here we go: I teach in an introductory course in meteorology and oceanography (GEOF105) at the geophysical institute, UiB. The students come from two different study programs: BSc in climate, […]

The first lecture I attended as a student wasn’t actually a regular lecture, even though I did not know that at the time. It was an intervention. Together with about a hundred or so new students, I sat nervously in a lecture theatre in the physics department. I had enrolled in physical oceanography, which was […]

Another iEarth Teaching Conversation with Kjersti Daae and Torgny Roxå, summarized by Mirjam Glessmer “Transformative experiences” (Pugh et al., 2010) are those experiences that change the way a person looks at the world, so that they henceforth voluntarily engage in a new-to-them practice of sensemaking on this new topic, and perceive it as valuable. There are […]

I was reading an article on “active learning” by Lombardi et al. (2021), when the sentence “In undergraduate geoscience, Pugh et al. (2019) found that students who made observations of the world and recognized how they might be explained by concepts from their classes were more likely to stay in their major than those who […]

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 universities in three countries: Students learn a lot of factual, conceptual and formalized procedural knowledge, working mainly on textbook data and problems. They often have […]

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 I volunteered to be grilled, and despite me trying to suggest other topics, too (like the active lunch break and the “nerd topic” intro in a […]

On Thursday, I attended a workshop by Ivar Nordmo, in which he talked about two metaphors of learning: “learning as acquisition” and “learning as participation”. He referred to an article by Sfard (1998), and here is my take-away from the combination of both. When we talk about new (or new-to-us) concepts, we often describe them […]

I gave a talk withing iEarth’s seminar series to introduce myself to the network last week. And since it was the last lecture before the Christmas break, I tried to turn it into a fun event including kitchen oceanography and wave watching! Watch the recording at https://iearth.no/en/2020/12/17/iearth-digital-learning-forum-mirjam-glessmer/ or below: