Constructive Alignment (CA) is a model for designing educations in higher education. This is how you apply it, step by step.
Continue reading “Constructive Alignment in practice”Category: LEARNING-ACTIVITIES
TEACHING & LEARNING
Teaching and learning is about implementing the planned course, to meet the students in lectures, tutoring and other kinds of learning activities, to meet directly in the physical room or online, or indirectly via instructions and recordings, as information and in dialogue. It is about the actual meeting, here and now, where the student’s learning really takes off, comes to a halt or is given a new direction.
Plan an intro session online
How do you set up a really good online course introduction ? What elements should it contain? In which order? How do we keep the students interested? How do you design a good session schedule, one that also function well when leading the session together with colleagues? Here is a commented example that can also work as a template.
Continue reading “Plan an intro session online”ICT: Web in teaching with Sola@Kau
On the Sola@Kau website (sola.kau.se) you or your students can easily create and shape your very own website, e. g. a reflection page, blog, portfolio or similar that fits in your course context.
Continue reading “ICT: Web in teaching with Sola@Kau”ICT: Lessons online
The most important tools for meeting students face to face online are Zoom, Padlet and Mentimeter.
Continue reading “ICT: Lessons online”Group work: How large groups?
How large should a study group be?
Continue reading “Group work: How large groups?”How do you use group work in your particular course?
What is the purpose of the group work in your course? Microgroup, crossgroup, side task or course progression?
Continue reading “How do you use group work in your particular course?”Group work as a form of work
Group work is not a “refreching change from just a lecture”, but a powerful form of work when people learn something new. Here are some good reasons to choose group work. And a risk to keep an eye on.
Continue reading “Group work as a form of work”Group work: How to divide into groups?
What is best? To let the students take care of group division themselves, to let them wish for group colleagues, or as a teacher to single-handedly arbitrarily decide who works with whom?
Continue reading “Group work: How to divide into groups?”Tips: Assessment matrices for grades in laboratory elements
It is difficult to assess laboratory elements and oral examinations in a practically manageable and legally secure manner. Traditionally, the assessment criterion for laboratory elements has only been a requirement for active participation, while the written laboratory report is what is graded. Thus, the practical part is in principle not grade-based, despite the fact that laboratory skills and procedural knowledge may be a central part of the subject content. In this project, the teachers have investigated whether assessment matrices can be a way to make these elements assessable.
Continue reading “Tips: Assessment matrices for grades in laboratory elements”