Conference program, Keynote and material

If you you'd like to bring a paperversion of the materials to the conference, please prepare your own copy in advance.

12th of March 2015

Schedule KTH SOTL 2015 NEW 2015-03-11.pdf (pdf 94 kB)

Abstracts KTH SOTL 2015.pdf (pdf 546 kB)

The session with Scania were unfortunately cancelled due to sickness. 

Number Material Author
A1 REDUCING BARRIERS OF PUBLISHING LECTURES ON THE WEB Film Björn Hedin
A2 E-LEARNING, PEER INSTRUCTION AND THE FLIPPED CALCULUS CLASS-ROOM Presentation (pptx 664 kB) Lars Filipsson

A3 EAT THE CAKE AND KEEP IT: OR HOW TO GET THE BEST OUT OF YOUR PEER-INSTRUCTION SESSIONS, WITHOUT SACRIFICING LECTURES.

Presentation (pdf 1.4 MB) Massimiliano Colarieti Tosti
A4 NORM-CRITICAL PEDAGOGY IN HIGHER EDUCATION No material Anna Hult
A5 EXPERIENCES ON COURSE DEVELOPMENT PRACTICES IN A POWER SYSTEM ANALYSIS MASTER COURSE. Presentation (pptx 8.1 MB) Luigi Vanfretti
A6 THE INTERACTIONARY AS A DIDACTIC FORMAT IN DESIGN EDUCATION

Presentation part 1 (pdf 3.8 MB)

Presentation part 2 (pdf 9.4 MB)

Henrik Artman
A7 EXPERIENCES FROM A DEGREE PROGRAM IN MECHANICAL ENGINEERING WITH AN INTERNATIONAL PROFILE   Martin Edin Grimheden
A8 TRANSFERRING THE EXECUTIVE SEMINAR TO THE EXECUTIVE WEBINAR: A CASE STUDY FROM EXECUTIVE EDUCATION AT KTH Will not publish Matti Kaulio
A9 TEL - WHAT IS IT GOOD FOR? Presentation (pptx 385 kB) Fredrik Enoksson
A10 EXPO-BASED LEARNING (EBL): AUGMENTING PROJECT-BASED LEARNING WITH LARGE PUBLIC PRESENTATIONS Presentation (pptx 6.4 MB) Mario Romero
A11 EXPERIENCES WITH COMPUTER SUPPORTED LABS AND COURSE CONTENT SYNCHRONIZATION: DD1315 PROGMED14 Paper (pdf 191 kB) Mikael Vejdemo-Johansson
B1 WHAT CHEMICAL ENGINEERS NEED TO LEARN AND WHAT WE TEACH –AN EXAMPLE FROM PULP AND PAPER INDUSTRY Material (pdf 45 kB) Elisabeth Brännvall
B2 SEMINAR OR SUPPORT GROUP? RESPONDING TO STUDENTS’ EMOTIONS IN SUSTAINABILITY EDUCATION No Material Elina Eriksson
B3 EXPERIENCES FROM DIFFERENT PROGRAM INTEGRATING COURSES Handout (pdf 142 kB) Viggo Kann
B4 PROJECT LAX - THE RIGHT CHANGES FOR THE WRONG REASONS, OR JUST PLAIN WRONG? Presentation (pdf 766 kB) Björn Kjellgren
B5 WALKING WITH SEMINARS Will not publish Olle Bälter
B6 ”MICROBLOG USE IN HIGHER EDUCATION: AN EXPLORATORY STUDY OF STUDENT AND TEACHER COMMUNICATION WITH TWITTER AS A BACK-CHANNEL Will not publish Pernilla Josefsson
B7 THE PROBLEM OF SCIENTIFIC THEORY: THE CASE FOR INTRODUCING SCIENCE STUDIES FOR FIRST-YEAR STUDENTS

Presentation (pptx 4.5 MB)

Paper (pdf 605 kB)

Kristina Chalmain
B8 CONALI ONTOLOGY. A FRAMEWORK FOR DESIGN AND EVALUATION OF CONSTRUCTIVELY ALIGNED COURSES IN HIGHER EDUCATION: PUTTING IN FOCUS THE EDUCATIONAL GOAL VERBS Presentation (pptx 414 kB) Lorenzo Daghini
C2 EDUCATIONAL USE OF SOCIAL ANNOTATION SYSTEMS FOR PEER FEEDBACK Film Björn Hedin
C3 RESPONDING TO THE NEEDS OF KTH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND DEVELOPING INCLUSIVE TEACHING AND LEARNING STRATEGIES Material (ppt 353 kB) M E Salazar Reyes
C4 CREATING A CURRICULA IN CYBER-PHYSICAL SYSTEMS   Martin Edin Grimheden
C5 EXPERIENCES FROM PEER REVIEW OF LAB REPORTS – IS THERE A NEW WAY OF EFFECTIVE FEEDBACK TO STUDENTS?

Presentation (pptx 244 kB)

Handout 1 (pdf 661 kB)

Handout 2 (pdf 49 kB)

Magnus Andersson
C6 TUTORED ACADEMIC WRITING AS MOTIVATION AND A FORMATIVE ASSESSMENT FOR LEARNING Presentation (pdf 79 kB) Kjetil Falkenberg Hansen
C7 ARRANGING AN EXAM BEFORE THE EXAM – THE STUDENTS LOVE IT, AND IT IS EASY TO DO! Presentation (pptx 72 kB) Hans Havtun
C8 NEW MODULES FOR THE KTH SOCIAL (MOODLE) PLATTFORM DESIGNED TO ENHANCE STUDENT LEARNING IN TECHNICAL COURSES

Presentation (pdf 1.6 MB)

Material (pdf 101 kB)

Vladimir Cvetkovic
C9 THE ROLE PRE-TESTING IN UNDERSTANDING EDUCATIONAL EFFECTIVENESS Will not publish Jan Hoh

Abstract which not were presented because of an impediment.

​F Lundell (pdf 159 kB)

Presentation during plenary session

Introduction by Ann-Sofie Henriksson (pptx 627 kB)

Speakers and inspiration

J Alvfors,

Johan Alvfors, Vice president at SFS, The Swedish national union of students. 

The presentation from the conference (pdf 116 kB)

J. Alvfors will share insights about students’ views on teaching and learning in higher education.

During 2013 SFS published the report Studentens lärande i centurm, Sveriges förenade studenkårer om pedagogik i högskolan

In English:  Improving Teaching and Learning in Higher Education

Extract from the introduction: Good pedagogy in higher education is crucial to high quality and is one of the most important quality factors in higher education. The student’s consider this is the case, and it is also shown by research.  Higher education should convey critical thinking, self-reflection and a nuanced analysis capability to the student. 

M Decker

Mark Decker, Ph.D., Department of Biology Teaching and Learning, University of Minnesota

Keynote presentation (pdf 6.4 MB)

Inquiry Planning Worksheet (pdf 62 kB)

M. Decker will give two workshops with the theme:  The One Who Does the Work Does the Learning - Creating Effective Active Learning Environments

Film with M Decker from the conference Room for Active Learning.

Nobel laureate Herbert Simon proposed that “learning results from what the student does and thinks and only from what the student does and thinks.” This is undoubtedly an overstatement and seriously undervalues the crucial role of the instructor in creating and guiding learning opportunities for students. However, Simon’s perspective appropriately highlights that learning requires active engagement of learners as they incorporate new information into pre-existing knowledge structures. Contemporary understanding of the biological basis of learning demonstrates that learning -- the ability to apply and integrate new information even after a significant period of time -- leads to demonstrable changes in the structure of the brain that do not result from the emphasis on memorization encouraged by a teacher-centric, lecture-based method. Teaching has therefore been termed “the art of changing the brain” (Zull 2002) which means that both student and teacher should accept that the classroom environment is a surprisingly intimate one!

In this workshop we will address how to create environments that promote true student learning. The specific objectives will be to:

  • Review the scientific support for using a student-centered, active learning approach.
  • Experience and evaluate several examples of active learning approaches.
  • Discuss how to build an entire course around active learning principles.
  • Consider how to integrate these techniques into pre-existing courses.
  • Discuss how to evaluate student learning so as to assess the effectiveness of a learning environment.
  • Consider how to respond to resistance from students, colleagues, and administrators to active learning approaches.

The emphasis will, not surprisingly, be on active involvement by participants. An overarching goal is to build enthusiasm for a teaching model that shifts the role of the instructor from expert/oracle to facilitator/coach. I also hope to demonstrate that teaching this way is not only more effective for the learner, but tremendously more rewarding for the teacher as his/her relationship with students change in positive and meaningful ways.

V Kalonaityte

Viktorija Kalonaityte, Phd at Linnéuniversitetet,  Reed more about V Kalonaityte

The presentation from the conference (pdf 1.9 MB)

V. Kalonaityte will give one workshop with the theme: Let’s mess with normality: A workshop on challenging implicit classroom norms through critical and queer perspectives. 

V. Kalonaityte will speak about the field of Critical and Queer Pedagogy. She has published the book: Kalonaityte, V. (2014). Normkritisk pedagogik : för den högre utbildningen. Lund, Studentlitteratur.

This lecture tackles the question of how we can challenge and render the norms regarding gender and transgender identity, sexual orientation, ethnicity, race and able-bodiedness, in and through our teaching.

By relating to contemporary research, critical pedagogical traditions and practical examples, the lecture will highlight the conditions for critical and queer pedagogical in higher education, and how it can be applied and further developed. 

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