Tag: Recommended by CEE

Teaching for sustainability is about so much more than teaching the content and skills described in the SDGs, or even the cross-cutting sustainability competencies. Today, I talked with teachers who asked what they could do in their courses where the curriculum does not mention anything related to sustainability, and if they should even do anything. […]

Yesterday, in our “collegial project course: teaching sustainability”, I showed two models of how one might approach thinking about teaching sustainability, and here is another one that I quite like, from the article Inspiring Action, Efficacy, and Connection: Weaving Sustainability into Environmental Science Curriculum through a Connected Learning Model (Bertossi & Halliwell, 2020)

Somehow a print of the “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006) article ended up on my desk. I don’t know who wanted me to read it, but I am glad I did! See my summary below.

Last week, Sarah Hammarlund (of “Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM” by Hammarlund et al., 2022) gave a presentation here at LTH as part of a visit funded by iEarth* that led to a lot of good discussions amongst our colleagues about what we can do to increase students’ sense […]

As we are talking more and more about co-creation and all these cool things, I find it important to remember that sometimes, giving a lecture is still a really good choice. Especially when it happens at the right time, when we have created conditions for students to actually want to be told about stuff. One […]

In today’s edition of “what article are you currently inspired by?“: an article that my colleague Michael sent me. “Do Learners Really Know Best? Urban Legends in Education” by Kirschner & van Merriënboer (2013) How we teach is, of course, influenced by what we believe about “what works” in teaching. However, persistent urban legends are in […]

On the “tea for teaching” podcast episode on trauma-aware pedagogy that I wrote about here, the book by Lang (2021) on “Small teaching: Everyday lessons from the science of learning” was recommended. It sounded so interesting that I decided I had to read it*, and I am glad I did! The book is full of small (really, […]

Following the call to share inspiring articles, here are two more that I’m summarising below. See the three previous ones (on assessment (Wiliams, 2011), workload (D’Eon & Yasinian, 2021), and quality (Harvey & Stensaker, 2008)) here. And please keep sending me articles that inspire you, I really enjoy reading and summarising them! :) First up, recommended […]

In my group of academic development colleagues at LTH, we just opened up an internal call for the one (or two, or three, or more) articles that are most influential for our current thinking. And I want to make sure I read them all, so here are summaries of the first (and, as of just […]

One thing I really enjoy about teaching virtually is that it is really easy to address everybody by their names with confidence, since their names are always right there, right below their faces. But that really does not have to end once we are back in lecture theatres again, because even in large classes, we […]