For me, the space I am in is hugely important for how well I can think. In the office, I have the desk in the corner between windows, because sitting in a cubicle facing a wall makes me depressed (and interestingly, nobody else wanted my spot, since you are not supposed to have your screen […]
This is a really great book with lots of food for thought to reflect on teaching practices and bring more humanity into teaching. Since I have thought about trust and ways to build it quite a lot, as well as about inclusive (or even better, nonclusive) teaching and many related concepts, my notes below are […]
I am so excited to finally read this book! There are so many things to think about, and so many practical tips and tricks; I totally recommend any online teacher to read it (and even in-person teachers, it will definitely be good for you to read, too!).
Even though I have nothing to do with health education whatsoever, this article really sparked my interest. Osborne et al. (2026) “highlight the importance of recognising that any aspect of curricula which explore human experience may overlap with students’ lives“, and that should be the case also in all of my teaching (see my thoughts […]
While some people see big potential in GenAI to make learning and teaching more inclusive — by leveling the playing field through providing people with personalized instruction and support that they might otherwise not get — it is of course not as easy as that. GenAI is only as good as the data it is […]
Preparing for a presentation that Terese and I will be giving soon at the “Inclusive Lund University” conference on how the inclusion and sustainability communities very much want the same thing and therefore should cooperate much more than they currently do, I came across the book “All means all” and the chapter on “The Magic […]
Feels like a very long time ago, but Kjersti, Hans-Christian and myself contributed two vignettes to the book “Teaching fieldwork in geography, earth and environmental sciences“, which has now become available!
In Hamburg, there is a “ship greeting station” called Willkomm-Höft (“welcome point”), where every ship is greeted going in and out of the port. I have always loved that place because in addition to a “welcome to Hamburg!” or “hope to see you again soon!” announcement and the Hamburg song, for each ship they tell […]
It took me a while to appreciate the UDL* framework since I first started looking into it 3 years ago. Without context, it seemed overwhelming in the amount of details that we are supposed to consider when designing teaching. Initially, I tried making sense of all the different facets by finding examples of what they […]
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, […]
I have had the pdf of the article ‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity” by Nieminen et al. (2024) open on my computer for months, but now that I am going into a week of vacations (yay!!) it’s time to close documents, […]
I recently discussed the problems with calling for “inclusion” with a participant in my course on, ironically, “the inclusive classroom”. But she told me about colleagues working on “nonclusion”, so here I am reading up on it. Hedvall and Ericsson (2024) summarise it in their article’s title already: “The Problem with “Inclusion”? It Is Done […]
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 […]
Students can engage in higher education in different ways: behavioral, emotional, cognitive, or in any combination of those. Traditionally, this is seen as engagement with the curriculum inside the classroom, but increasingly the view of student engagement is widened to include forms where students take more ownership of their own learning, for example when becoming […]
My friend Sigrid does short interviews with trainers and facilitators on her company Memogic‘s youtube channel, and I watched the interview with Inna Fischer (in German) yesterday. Inna’s energy was super inspiring, and she mentioned the “Liberating Structures”, which I then realized I had never blogged about before. So here we go!
As a very privileged continuing-generation student, I did occasionally notice how it helped when, during my studies, people in key positions at the university recognised my last name, or when I got very detailed instruction and support in writing letters to committees (actually, maybe I did not even write those letters myself, now that I […]
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 […]
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, […]
This is mostly a “note to self”: Found a really interesting article on “how syllabi can serve as communication tools for creating inclusive classrooms” by Gun et al. (2021). A review of 60ish biology syllabi as well as the literature of what should be included, and pointers on which group of students especially benefits from […]
Already at the time of posting, I have added to my to-read list for an updated version of this post. Please let me know of any additional literature I should include, and of any other comments you might have! As it says in the title, this work is incomplete and in progress! “The rights perspective, […]
A colleague recently sent me a great article by Peter Kirn: “So yeah, let’s just use plug and socket — industry group recommends obvious change in terminology“. In the article, it is pointed out that the “male” and “female” terminology, referring to and how cables are connected together, is problematic and should be avoided in […]
[Edit 5.9.2022: I just read “Decolonization is not a metaphor” by Tuck & Yang (2012) and I am very much using decolonization as a metaphor in the blog post below. That does not mean that my thoughts are bad or not important — I think there is still a lot of good stuff in them! — […]
