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Research topic/aim:This paper presents research from an online professional development (oTPD) project KUBU for educators in higher education across disciplines in engineering, architecture and building construction. The theme is digital technology in teaching and digital solutions for problem-solving and collaboration in the building industry. KUBU is a flexible online course with 4 modules and primarily asynchronous participation over 2–3 months. One of the modules included teaching development in the educators’ own practice.Research questions:• What is the effect of KUBU on participants’ professional digital competencies?• Which “active ingredients” in KUBU appear to be determent for the effect?Theoretical framework:There is a need for flexibility in professional development in higher education, hence blended and/or online models are often suggested including approaches with support for online communities and networking. We refer to a broad understanding of professional digital competencies. The TPACK model is frequently used in international research; however, only with few studies on educators in higher education. Additionally, the Technology Acceptance Model (TAM) and a model of learning adoption trajectory have been applied. The latter describes a potential development in teaching with technology from merely using, experimenting, and systematically evaluating towards researching and teaching colleagues. The term “active ingredients” refers to how factors related to institutional framing, course design, and course delivery identified in an initial literature review on oTPD for educators in higher education were applied and affected the perceived outcomes.Methodology:The research has been independent of the implementation, but with input in the process, for example from a literature review at the initiation. The research has followed a sequential mixed methods design with pre- and post-surveys in three rounds (2020-22), and post-interviews in June 2022 with participants, steering group, and project leader.Findings:The data shows a moderate perceived outcome, however, with development towards a more systematic experimenting and evaluated practice, and with several examples of derived effects in teaching and collaboration after the course. Findings from a reflexive thematic analysis are used to discuss the active ingredients. Differences among institutions and participants in how KUBU has been prioritized and the institutional support appear to be determent. Leaders refer to the focus in KUBU as aligned with the institutional strategy, but the strategy has not been shared with participants who have not experienced much support or local follow-up. Hence, the derived effects in teaching and collaboration mainly consist of individual initiatives. Collaboration and networking appear to be among the most important active ingredients, for example when colleagues are participating together but also networking across institutions. However, there have also been challenges with online cooperation due to the asynchronous activities. Altogether, the research identifies a set of design principles for oTPD for educators in higher education as well as discussing drivers and barriers related to the participants’ outcomes.Relevance to Nordic educational research:The theme of oTPD for educators in higher education is relevant in all countries and addresses the conference theme about digitalization and technology in education.

This article presents the results of a case study of eight undergraduate science modules on factors for sustainable Learning Design interventions. Using a mixed-methods approach involving educator interviews, statistical data, screening of learning designs based on a furthered learning design model (STREAM), student surveys, and an efficiency assessment based on the concept of Efficient Learning Design, a total ofsix factors for sustainable Learning Design in the context of science higher educationrelated to the educator perspective and the actualised learning designs are identified.The article concludes that in addition to the direct factors such as the number ofenrolled students and repetition of modules, the educators’ consideration for theinstitutional cost-benefit perspective, their perceived usefulness of technology enhanced learning and buy-in of its related pedagogy, the students buy-in of technology-enhanced learning, and a consistent structure with online activities,reflection exercises, and feedback are significant underlying factors for efficient andsustainable Learning Design.

Research-based teaching is considered a cornerstone of university teaching. Nevertheless, international studies and local experiences also evidence challenges referring to students not yet having the qualifications needed to engagemeaningfully with cutting-edge research. The present study focused on the student perspective, examining first-year students’ perceived outcomes from working with research in the form of research papers and laboratory work in two second semester courses Introduction to Chemistry Research and Biotechnological Project. The students have answered questionnaires (pre and post), including questions relating to agency and the experience of mastering in the form of both Likert-scale format and open reflections. Data is collected in two consecutive years and data from thesecond round will be included at the conference.Students in the first round emphasised outcomes from meeting researchers in an authentic environment and being involved in activities with a degree of autonomy. Challenges were related to making sense of the complex theory at this early state of their studies and hence scaffolding and feedback appeared to be crucial. Across courses it is discussed how each of the two courses contribute with a research-like experience. Research-based teaching is considered a cornerstone of university teaching. Nevertheless, international studies and local experiences also evidence challenges referring to students not yet having the qualifications needed to engage meaningfully with cutting-edge research. The present study focused on the student perspective, examining first-year students’ perceived outcomes from working with research in the form of research papers and laboratory work in two second semester courses Introduction to Chemistry Research and Biotechnological Project. The students have answered questionnaires (pre and post), including questions relating to agency and the experience of mastering in the form of both Likert-scale format and open reflections. Data is collected in two consecutive years.Students in the first round emphasised outcomes from meetingresearchers in an authentic environment and being involved in activities with a degree of autonomy. Challenges were related to making sense of the complex theory at this early state of their studies and hence scaffolding and feedback appeared to be crucial. Across courses it is discussed how each of the two courses contribute with a research-like experience.

The author describes the goal of this impressive work as the reconstruction of the foundations of developmental and educational psychology that fills in an important gap by arguing for a spatial turn. He proposes an innovative framework of agency seen as a movement between concentric and diametric spatial relations for a reconstruction of resilience. I present an overview of the structure and the content of the book followed by discussing in more detail the four themes: 1. key problems of agency, 2. the emotional-relational turn, 3. Vygotsky and the question about cultural conformity, and 4. the proposed spatial ecological systems framework, as both a domain of study and a methodology. In the discussion, I add perspectives from the field of teacher education and professional learning and agency. Ziel der beindruckenden Arbeit ist die Rekonstruktion der Grundlagen der Entwicklungspsychologie, wobei er eine Lücke in Richtung eines räumlichen Turn schließt. Er schlägt eine innovative Konzeption von Agency vor, verstanden als Bewegung zwischen konzentrischen und diametrischen räumlichen Beziehungen in Richtung einer Rekonstruktion von Resilienz. Ich stelle zunächst Struktur und Inhalt des Buches vor und diskutiere dann vier Themen eingehender: 1. Schlüsselprobleme von Agency, 2. den emotional-relationalen Turn, 3. Vygotsky und die Frage nach kultureller Konformität und 4. das von Downes vorgeschlagene räumlich-ökologische System in seiner Relevanz für Forschung und für Methodologie. Dabei greife ich auf Perspektiven aus den Bereichen Lehrer*innenausbildung sowie professionelles Lernen und Agency zurück.

Oplægget samler og diskuterer erfaringer fra tre forskellige cases - kurser fra ST på AU - der inkluderer laboratorieundervisning. Hvilke valg er truffet ift. forårets COVID 19 nedlukning (online, simulation, video, padlet mm)? Hvilke muligheder og udfordringer relateret til studerendes læring fremhæves af underviserne? Hvilke fremadrettede perspektiver kan fremhæves - er der ideer og tilgange, der tages med videre?

The aim of this paper is to present a framework for understanding how teachers experience teaching of game-based design activities with particular emphasis on teacher agency and dialogical positions. Building on earlier work, the paper presents theories for conceptualising teacher agency and dialogic positions when working with game-based design activities. The empirical context is the large-scale design intervention project GBL21 (gbl21.aau.dk), where students design and redesign games in mathematics, science and Danish. The participating teachers are introduced to a series of predesigned teaching units, which they have to adapt to their local school context. This brings us to our research question: What are the teachers’ experiences with the game-based design activities in the GBL21 units. In particular, we will thematically analyse how teachers position themselves and enact agency in data from group interviews with teachers from two schools that participate in the GBL21 project. Our preliminary findings suggest that the teachers put strong emphasis on 1) creating meaningful learning opportunities as seen from the students’ perspective, 2) scaffolding subject-related dialogues with the materiality of the games, and 3) balancing their adaptations of the GBL21 units in relation to the expectations to them as participants in a research project.

Dette notat om underviseres pædagogiske kompetencer og fysiske faciliteter på universitet er "bestilt" internt fra Science & Technology fakulteterne. Det komprimerede litteraturstudium har fokus på, hvilke spørgsmål der stilles, og hvilke begreber, teoretiske refleksioner og begrundelser der peges på i forskningslitteraturen i forhold til opbygning og indretning af undervisningsfaciliteter. Det er desuden undersøgt, hvad forskningslitteraturen konkluderer om sammenhænge mellem underviseres pædagogiske kompetencer og de fysiske undervisningsfaciliteter. Det sidste suppleret med underspørgsmål om, hvordan udviklingen af fysiske undervisningsfaciliteter kan stimulere pædagogisk kompetenceudvikling, og hvilke mikro-indsatser der ser ud til at have betydning. Det konkluderes, at der i de seneste år, på de videregående uddannelsesinstitutioner, har været en stigende interesse for sammenhæng mellem rum og arkitektur på den ene side og pædagogik på den anden. Der er i litteraturstudiet fundet flere relevante undersøgelser, cases og erfaringer, men det må bemærkes, at der i flere tilfælde er tale om undersøgelser med små mængder data eller projekter med mangelfulde evalueringer (rapporten indeholder i bilag et fuldt overblik over inddragede studier). På trods af et stigende fokus synes der altså stadig at være et behov for mere forskning inden for dette essentielle - og når det gælder nyindretning - relativt bekostelige område. I forhold til hvilke spørgsmål der rejses i forskningslitteraturen, kan det konkluderes, at der peges på en række områder, som med fordel kan og må indtænkes i udviklingen af de fysiske faciliteter. Der peges blandt andet på en række 21st century forhold som teknologi, fleksibilitet og aktiv læring. Særligt den studentercentrerede undervisning er tydelig at finde i litteraturens udviklingsfokus. Dette vidner om et skift fra, at de fysiske faciliteter skulle rumme flest mulige studerende, til at de nu skal kunne rumme den moderne type undervisning, som institutionen prioriterer. Tiltagene må integreres, så de understøtter den tilsigtede undervisningskultur - eksempelvis må teknologi i det fysiske undervisningslokale inddrages på en måde, hvorpå det understøtter den kollaborative frem for undervisercentrerede undervisning. Den tydeligste konklusion der kan drages, er nødvendigheden af fleksibilitet i de fysiske faciliteter. Dette kan lede til et videre spørgsmål om, hvorvidt og hvorledes fleksibiliteten også kan indtænkes i pædagogisk kompetenceudvikling. I denne forbindelse har studier vist, at mindre inquiry projekter kan være effektfulde ift. at stimulere underviseres oplevelse af ejerskab. I syntesen fra litteraturen henvises bl.a. til begrebet “mikro-design”. I undersøgelsesspørgsmålene er der spurgt bredere end til mikro-design og i stedet anvendt begrebet "mikro-indsatser" for både at indfange mindre forandringer af fysiske faciliteter og mindre udviklingsindsatser for undervisere ift. benyttelsen af nye fysiske rammer. Det ser baseret på pointer fra litteraturen ud til at være meningsfuldt at tænke netop i mikro-indsatser. Der er indikationer på, at mindre tiltag kan være meget virkningsfulde. Der er som nænvt i forskninglitteraturen eksempler, hvor undervisere er involveret i mindre professionelle inquiry projekter i nyindrettede/eksperimentelle lokaler - dette er et eksempel på en (pædagogisk) mikro-indsats. Dette vil kunne inddrages i forbindelse med kompetenceudvikling, eller specifikt ifm. afprøvning af muligheder i nye lokaler, som i et internationalt eksempel med det såkaldte Bluebox lokale. Underviseres ejerskab nævnes både i den forbindelse og i bredere kontekst som et afgørende opmærksomhedspunkt.

Forskningsbaseret undervisning er en hjørnesten i universitetsundervisning, herunder både arbejdet med forskningens indhold og forskningsmetode. I dette studie undersøges hvordan førsteårs studerende vurderer udbyttet fra arbejdet med autentisk forskning. Baseret på data fra gentaget spørgeskema på to førsteårskurser i henholdsvis bioteknologi og kemi identificeres positive udbytter knyttet til at møde forskere i et autentisk forskningsmiljø og til at indgå i forskningslignende aktivitetermed en vis autonomi. Der ses dog også tegn på positiv effekt af en tydelig rammesætning og feedback. Udfordringer er særligt knyttet til mødet med kompleks teori tidligt i studieforløbet. Resultaterne perspektiveres til laboratorieundervisning i gymnasieskole og læreruddannelse.

I artiklen deles erfaringer fra et projekt, hvor nye evalueringstilgange på tre såkaldte kompetenceløft-hold for lærere er afprøvet. Målet har været en pædagogisk udviklende og meningsfuld evalueringsproces med anvendelse og diskussion på holdene, snarere end den hidtidige rituelle slutevaluering med meget lave svarprocenter. Inspiration er hentet i udviklingsorienteret evaluering med anerkendelsen af den komplekse kontekst, karakteriseret ved non-linearitet, emergens og kontingens. De deltagende lærere på tre undervisningshold fremhævede særligt de udbytterige drøftelser, at dialog om fagpersonlig udvikling er blevet stilladseret, og at de er blevet inddraget i dialog om evalueringsdesign., CEPRA-striben, Nr. 25 (2019): Åben pædagogik og evaluering

Hvordan understøttes studerendes udvikling af faglig akademisk dømmekraft? Dette er i forskningen bl.a. diskuteret med reference til evaluative judgement (Boud, Ajjawi, Dawson & Tai, 2018): at kunne bedømme kvaliteten af eget og andres arbejde. Med afsæt i eksempler fra Science & Technology lægger vi op til diskussion af faglig akademisk dømmekraft som en generisk dimmitendkompetence (graduate attribute). Dette fokus efterlyses også i dansk kontekst på policyniveau (Udvalg om bedre universitetsuddannelser, 2018). I de tre cases er der arbejdet med feedback loops i ramme af løbende bedømmelse (Bjælde et al., 2017), kritisk tænkning i studerendes eksperimentelle arbejde (Nielsen & Hougaard, 2018), og med udvikling af den akademiske vejledning.

I oplægget blev præsenteret en analyse af udfordringer på tværs af en række laboratoriekurser på Science and Technology, AU. Herefter blev et eksempel fra kurset ”Makroskopisk fysisk kemi” inddraget. Denne case viser, hvordan et re-design af kurset, der adresserer de identificerede udfordringer, er blevet til i samarbejde med de faglige medarbejdere på instituttet. Med den konkrete case blev den anvendte model til re-design af laboratoriekurserne diskuteret. Modellen har fokus på at stilladsere de studerendes faglige dialog og kritiske refleksion over data.

De professionelle udviklingsprojekter KiU og QUEST analyseres i et tværgåendeperspektiv for karakteristiske oplevede udbytter, udfordringer og muligheder forprofessionel læring. Analyse og diskussion forankres bl.a. i et sæt teoretisk baserede tematiseringer ift. generelt design af udviklingsaktiviteter. Analysen viser, at erfaringsudveksling med kolleger fremhæves på tværs af modeller. KiU-lærerefremhæver desuden øget selvtillid i samspil med elever og kolleger, foranlediget af den formelle uddannelse i undervisningsfaget. Fagdidaktisk indhold kan give ejerskab og danne afsæt for læring og ny fagforståelse og professionel identitet (phronesis), men pædagogisk teori og forskning kan også være svært at knytte meningsfuldt til egen professionelle praksis.

Most extant studies examining augmented reality (AR) have focused on the technology itself. This paper presents findings addressing the issue of AR for educational purposes based on a sequential survey distributed to 35 expert science teachers, ICT designers and science education researchers from four countries. There was consensus among experts in relation to a focus on ‘learning before technology’, and they in particular supplemented affordances identified in literature with perspectives related to interactivity, a creator perspective and inquiry based science. Expert reflections were condensed into innovative dimensions in a framework with nine continua. The framework can be used to illustrate how, and to what extent, an innovative educational perspective, such as that focusing on engaging learners in creating and/or inquiring can be addressed in a particular AR design, and is in the paper exemplified for use in both analysis of existing educational AR and in design of new second-generation AR.

Augmented reality (AR) holds great promise as a learning tool. So far, however, most research has looked at the technology itself – and AR has been used primarily for commercial purposes. As a learning tool, AR supports an inquiry-based approach to science education with a high level of student involvement. The AR-sci-project (Augmented Reality for SCIence education) addresses the issue of applying augmented reality in developing innovative science education and enhancing the quality of science teaching and learning.

I det naturfaglige udviklingsprojekt QUEST har naturfagslærere fra 43 skoler i fem kommuner vekslet mellem at deltage i kursusdage og præsentere og afprøve ideer med kolleger i fagteam på egen skole. I artiklen fokuseres særligt på udbyttet af fagteamsamarbejdet. Kvantitative data fra spørgeskemaundersøgelser viser overvejende tilfredshed med forløb og udbytte, men kvalitative data fra fagteammøder og interviews på udvalgte caseskoler viser også at der er forskel på hvilke ideer tilindhold og struktur der er taget op på den enkelte skole. I artiklen identificeres nogle hhv. fremmende og hæmmende faktorer for samarbejde og implementering, og det diskuteres hvordan en institutionalisering af forandringsprocesserne bedst kan understøttes.

En case-studie af en gruppe lærerstuderende, der anvendte praktikvideo som empiri i bacheloropgaven, illustrerer nogle muligheder og udfordringer ift. forskningsbaseret læreruddannelse og kompetenceevaluering. De lærerstuderendes fortolkning af erfaring og konstruktion af forståelse (meaning-making) er undersøgt baseret på gentagne interviews og analyse af deres dialog (Nielsen, 2014). Resultaterne illustrerede, at den strukturerede kooperative analyse støttede de lærerstuderendes nuancerede refleksion, set som reorgansiering og rekonstruering af praksiserfaring (Oner & Adadan, 2011). Deres refleksioner, medieret af gentagne observationer af videosekvenser, havde didalogisk karakter (Hatton og Smith, 1995): de afprøvede hver især og i fællesskab forskellige måder at fortolke en professionel situation. De lærerstuderende fremhævede både de nye ting de fik øje på via medstuderendes observationer og udbytte fra den faciliterede og strukturerede analyse. Desuden fremhævede de positivt, at den finkornede analyse af praksiserfaringer blev startstedet for teoretisk forståelse, ikke omvendt, som det iflg. disse studerende oftest er tilfældet i læreruddannelsen: at eksempler i praksis bruges til illustration af givne teorier. Der er indikationer på, at de studerende gennem videoanalysen udviklede ”kompetence til at fortolke handlemuligheder i en given professionel situation” (professionel læring: Edwards, 2001). De fremhævede dog i højere grad udbytte, der handlede om at lave en god bacheloropgave, end hvordan de kunne ”ændre deres undervisning som konsekvens af dette” (professionel læring fortsat: Edwards, 2002). Yderligere analyse, med inddragelse af bacheloropgaverne, udbyggede forståelsen af, at de lærerstuderende kom til at agere i parallelle verdener, hvor behovet for at klare sig godt til bacheloreksamen dominerede over behovet for at fastholde et handlingsrettet fokus på klasserumspraksis.