University Teaching and Learning

EDITED BY Lotte Rienecker Peter Stray Jørgensen Jens Dolin Gitte Holten Ingerslev UNIVERSITY TEACHING AND LEARNING University Teaching and Learning CHAPTER 6.1. Assessment and exams

University Teaching and Learning Edited by Lotte Rienecker, Peter Stray Jørgensen, Jens Dolin and Gitte Holten Ingerslev Samfundslitteratur

Lotte Rienecker, Peter Stray Jørgensen, Jens Dolin and Gitte Holten Ingerslev (eds.) University Teaching and Learning 1. edition 2015 Samfundslitteratur 2015 Original edition in Danish with the title Universitetspædagogik published by Samfundslitteratur 2013. The translation of this work was made possible by a grant from Lundbeck Foundation Translation: Elisabeth Li Translation revised by: Nicolai Paulsen Cover: Imperiet Cover illustration: Gitte Holten Ingerslev Typeset: SL grafik (slgrafik.dk) Print: Specialtrykkeriet Viborg A/S ISBN: 978-87-593-1960-4 E-book ISBN: 978-87-593-2252-9 E-chapter 6.1. ISBN 978-87-593-2309-0 Resources at: samfundslitteratur.dk/utl Samfundslitteratur Rosenørns Allé 9 DK-1970 Frederiksberg C slforlagene@samfundslitteratur.dk samfundslitteratur.dk All rights reserved. No part of this publication may be reproduced or used in any form or by any means graphic, electronic or mechanical including photocopying, recording, taping or information storage or retrieval systems without permission in writing from Samfundslitteratur.

Table of Contents Foreword to the English edition 15 1.1 Trends in the development of the Danish universities 17 FREDERIK VOETMANN CHRISTIANSEN, THOMAS HARBOE, SEBASTIAN HORST, LONE KROGH AND LAURA LOUISE SARAUW Humboldt and the research-based university 17 From elite university to mass university 20 New governance structures and management styles 23 Learning outcome and competence-oriented university education 33 Concluding remarks 37 Resources 38 Literature 40 1.2 Research-based teaching 43 NINA BONDERUP DOHN AND JENS DOLIN Research-teaching nexus 44 Different approaches to research-based teaching 47 Different disciplines different approaches to research-based teaching 51 Examples of research-based teaching 54 Literature 62 2.1 Teaching for learning 65 JENS DOLIN Explicit, implicit and behaviourist learning 65 Three approaches to teaching 68 Constructivism 70 Situated learning, apprenticeship, practice communities 78 Psychodynamic learning approaches 82 Progression 83 Is there a best practice? (Or: Can you base teaching on evidence?) 85 Ideas and practice 87 Literature 91

2.2 University teaching and learning models and concepts 93 ANNE METTE MØRCKE AND CAMILLA ØSTERBERG RUMP Instructions and options 93 Models and principles of university teaching and learning 94 Taxonomies 100 Resources 103 Literature 104 2.3 Teaching environment 105 SEBASTIAN HORST AND GITTE HOLTEN INGERSLEV What can the teacher do to create a good teaching environment? 106 Research-based starting points for planning teaching 110 Research-based education requires integration with research facilities 111 Resources 112 Literature 113 3.1 Who are the students? 115 BJØRN FRIIS JOHANNSEN, LARS ULRIKSEN AND HENRIETTE TOLSTRUP HOLMEGAARD Challenges to teaching: Who are the students? 118 Options 124 Conclusion 132 Resources 132 Literature 133 3.2 Course descriptions 135 FREDERIK VOETMANN CHRISTIANSEN, SEBASTIAN HORST AND CAMILLA ØSTERBERG RUMP Course descriptions are part of the regulations 135 What should a course description include? 136 Goal descriptions and the Danish Qualifications Framework 137 How do competences, skills and knowledge differ from one another? 139 Conclusion 146 Resources 147 Literature 147

3.3 Session planning 149 PETER STRAY JØRGENSEN The teacher s challenges 149 The teacher s planning 150 Handouts as learning tools 159 Reasons 161 Resources 162 Literature 162 3.4 Course planning 165 PETER STRAY JØRGENSEN Challenges 165 The course planner s options 167 A course s content 167 The course s framework 169 Rationales 172 Resources 173 Literature 174 3.5 Instructing written assignments 175 PETER STRAY JØRGENSEN Instructions, options 175 Rationales 177 Resources 177 Literature 177 4.1 Lecturing 179 BETTINA DAHL AND RIE TROELSEN Introduction 179 Pedagogical challenges 179 Considerations before a lecture 181 Activities while you lecture 184 Rationales 186 The lecturer as a performer 187 Resources 188 Literature 188

4.2 Group work 189 GERD CHRISTENSEN Definition and history 189 Pedagogical challenges in connection with group work 190 Different forms of group work 191 Suggestions for practice/action 192 Structure of the collaboration 195 Rationales and substantiation from research 197 Resources 198 Literature 199 4.3 Case-based learning 201 LONE KROGH, DIANA STENTOFT, JEPPE EMMERSEN AND PETER MUSAEUS The case method and its background 201 Challenges when working with cases 204 Pedagogical possibilities 207 Rationales and theoretical foundation for the use of cases in teaching and learning 211 Resources 213 Literature 214 4.4 Problem-based and project-organised teaching 215 LONE KROGH AND MERETE WIBERG Introduction 215 Central elements in problem-based project work 217 Group work, project organisation and student direction? 218 Problem-based learning, connecting theory and practice, interdisciplinarity 220 The principle of exemplarity 223 Rationales theoretical foundation for problem-based project work 225 Literature 226

4.5.1 Activities in and between teaching sessions 229 LOTTE RIENECKER, RIKKE VON MÜLLEN, PETER STRAY JØRGENSEN AND GITTE HOLTEN INGERSLEV Pedagogical challenges 230 Activities in teaching 231 Activities between sessions 239 Choice and planning of activities 240 Rationales 245 Resources 248 Literature 248 4.5.2 Disciplinary activities 251 LOTTE RIENECKER, RIKKE VON MÜLLEN, JENS DOLIN, PETER MUSAEUS AND ANNE METTE MØRCKE Teaching activities in the Humanities 251 Teaching activities in the Social Sciences 253 Teaching activities in the Natural Sciences 254 Teaching activities in the Medical Sciences 255 Literature 257 4.6.1 Feedback 259 LOTTE RIENECKER AND JESPER BRUUN What is feedback? 259 Pedagogical challenges 260 Pedagogical recommendations 263 Feedback on written and oral student performances 264 Automated feedback in an online environment quizzes and academic games 269 Experiment with feedback 272 Peer-feedback research 275 Online feedback research 277 Resources 278 Literature 279

4.6.2 Clickers 281 HELLE MATHIASEN What is a clicker? 281 Clickers in teaching 282 Studies of clickers in teaching 285 Resources 286 Literature 287 4.7 Discussions and argumentation in teaching 289 MADS THORKILD HAUGSTED AND GITTE HOLTEN INGERSLEV Intro 289 Challenges 289 Instructions/options 289 Rationales 295 Resources 296 Literature 296 4.8 E-learning 299 NINA BONDERUP DOHN, MARIANNE THORSEN AND SØREN LARSEN Intro: What is e-learning? 299 Pedagogical challenges 300 Options 302 Example: Qualification of preparation for practical exercises through online learning resources 304 Some advice and suggestions 308 Example: Creating coherence between students learning contexts through the use of blogs and wikis 310 Some advice and suggestions 315 Example: Learning through social construction of knowledge. Use of discussion forums in fully online teaching 317 Some advice and suggestions 323 Research-based evidence 324 Resources 325 Literature 326