| 1. |
- Andersson, Cecilia, et al.
(author)
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"Vad förväntas av en?" : Upplevelser av "idealstudenten" och mötet med universitetet
- 2024
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In: Lifelong Learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning - Proceedings from the 2022 Lund University Conference on Teaching and Learning. - 9789172674844 - 9789172674851 ; , s. 35-53
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Conference paper (peer-reviewed)abstract
- Swedish institutions of higher education must promote widening participation. This goal is also expressed in policy documents at Lund University. To accomplish this, teachers at Lund University formed a group to strategically work towards student inclusion. This article reports on an interview study conducted by this group investigating students’ experiences and perceptions of entering education at two different programs. The theory of “the ideal student” was used to analyze the interview material. The result indicates the need for clarity and predictability in course layout and teaching.
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| 2. |
- Bergqvist Rydén, Johanna, et al.
(author)
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Frågan om anonymiserade examinationer ur ett pedagogiskt perspektiv
- 2024
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In: Lifelong Learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning - Proceedings from the 2022 Lund University Conference on Teaching and Learning. - 9789172674844 ; , s. 153-170
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Conference paper (other academic/artistic)abstract
- Anonymisation of assessments has been discussed for decades. It stems from a concern about unduly bias in assessment and grading. In Sweden, anonymised assessments were introduced in many universities a decade ago. It was rarely preceded by discussions on potential pedagogical consequences. Recent research on the effects of anonymisation does not confirm the hypothesis of reduced bias in grading. Research have also indicated that assessment and feedback designs affect student learning, and that anonymised assessment designs might obstruct the intentions of learning-oriented designs. I advocate a certain degree of caution and call for a nuanced discussion with students’ learning in focus.
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| 3. |
- Bjursell, Cecilia, 1970-
(author)
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Lifelong learning and higher education
- 2024
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In: Lifelong learning and Higher Education: New (and Old) Perspectives. - Lund : Joint Faculties of Humanities and Theology, Lund University. - 9789172674844 - 9789172674851 ; , s. 11-26
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Book chapter (peer-reviewed)abstract
- First paragraphs: Those of us who work in higher education have an important task to fulfil, namely, to promote lifelong learning. Consequently, it can be of benefit to understand the concept of ‘lifelong learning’ and the various dimensions it encompasses. Lifelong learning does not merely entail that we can or should engage in learning throughout our lives – it also involves continuously learning new knowledge and skills whether we actively choose to do so or not. As a result, those of us who work in the field of education and learning are tasked with an additional responsibility: to ensure that such learning is rewarding for the individual and contributes to the long-term development of society.When lifelong learning is demanded in the context of higher education, this signifies a shift from viewing oneself as a post-secondary institution catering to young adults to acting as a partner in the individual’s lifelong learning journey. Establishing a lifelong relationship with an individual who is constantly evolving naturally entails increased complexity but also additional opportunities. As early as twenty years ago, the Swedish National Agency for Higher Education noted that lifelong learning was politically, organizationally, and attitudinally embedded in the Swedish higher education system. Notwithstanding this, the agency also noted that it was perhaps time for a deeper understanding of what lifelong learning truly entails. The difference now compared to then is the increase in the proportion of the population who hold higher education degrees, the increased demand in the job market for skilled labour, and changes in work methods based on technological advancements. While we can learn from past events, we must also be prepared to observe what is happening in society right now.This essay introduces the concept of ‘lifelong learning’ and highlights different ways how the concept can be considered. To this end, I pose the following questions: What has lifelong learning entailed in different time periods? What ideologies guide the direction of learning? and How do different perspectives regarding learning relate to each other? Taken together, answers to these questions can contribute to deepening our understanding of lifelong learning in higher education and thereby enhancing our work with lifelong learning.
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| 4. |
- Cejvan, Olivia, et al.
(author)
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The Writing Group : A Community of Practice and Collegiality
- 2024
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In: Lifelong learning and Higher Education: New (and Old) Perspectives : Proceedings from the 2022 Lund University Conference on Teaching and Learning - Proceedings from the 2022 Lund University Conference on Teaching and Learning. - 9789172674851 - 9789172674844 ; , s. 109-118
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Conference paper (peer-reviewed)abstract
- In a seminar room at LUX, one of the buildings of the Joint Faculties of Humanities and Theology, a group of PhD students and senior scholars are in deep concentration in front of their computers. It is pin-drop silent in the room until the alarm goes off and everyone starts moving and talking. This is the writing group, an informal and voluntary way of working together in time slots with 45 minutes of writing and a 15-minute break each hour. This collegial way of structuring the day and working together is gaining interest and the group is growing. This article describes the experiences of group participants and, with the aid of theoretical perspectives on collegiality and social learning, explains the benefits of this group for individual scholars as well as for their working environment.
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| 5. |
- Collberg, Philippe, 1986-, et al.
(author)
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Kortfilmer om kärnbegrepp och tröskelbegrepp i undervisning – exemplet grammatik
- 2024
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In: Lifelong learning and Higher Education. - Lund : Lund University, Joint Faculties of Humanities and Theology. - 9789172674844 - 9789172674851 ; , s. 63-72
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Conference paper (other academic/artistic)abstract
- Courses in Swedish grammar are considered difficult among many university students, and the number of failed exams is often high. This article reports a pedagogical developmental project with the aim to design and produce short, instructional films to be used in grammar courses to facilitate the students’ reaching of the course objectives. The films deal with core concepts and threshold concepts, both of which correspond to critical aspects of grammatical knowledge. The design and implementation of the films are discussed in relation to teaching methods such as blended learning, as well as to students’ thoughts in course evaluations.
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