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
The session with Scania were unfortunately cancelled due to sickness.
|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||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||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?||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||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.
Presentation during plenary session
Speakers and inspiration
Johan Alvfors, Vice president at SFS, The Swedish national union of students.
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 .
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.
Mark Decker, Ph.D., Department of Biology Teaching and Learning, University of Minnesota
M. Decker will give two workshops with the theme: The One Who Does the Work Does the Learning - Creating Effective Active Learning Environments
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.
Viktorija Kalonaityte, Phd at Linnéuniversitetet, Reed more about V Kalonaityte
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.