Workshops: Ideas and tools for your teaching | October 22nd 2026

Students attending higher education are growing increasingly diverse in parameters such as social background, gender and race, more cross disciplinary courses, etc. Teachers often struggle to build on this diversity of experiences and expectations, and there is a risk that some students are excluded or unable to engage. In this workshop we will explore and discuss how students with various backgrounds navigate different learning settings, where common problems arise, and what teaching techniques can mitigate these issues.

The main learning objective is for teachers to work with tools that can make their teaching more equitable. We will build on existing research on diversity in the classroom and present different tools that teachers can work with. We will discuss how tools might work differently across different courses and teaching settings. By the end of the course each participants will have worked with at least two tools that they can try out in their own teaching. 

What will you gain?

• Identify areas of diversity in your teaching situations.
• Discuss and prioritize strategies to promote inclusive learning environments.
• Give and receive reflective feedback on changes for inclusiveness.

Teacher(s): Adrienne Traxler and Henriette Holmegaard

The ‘international classroom’ is now a common reality in higher education, shaped by student mobility and diverse linguistic, educational, and cultural backgrounds. This workshop explores how teaching and learning are experienced in such contexts, with a focus on participation, communication, and interaction in higher education.

The workshop is activity-based and centred on participants’ own experiences, questions, and reflections. Participants will work collaboratively to explore how classroom practices and expectations shape learning environments, and how these can be understood and developed in more inclusive and responsive ways.

The session encourages reflection on how teaching practices are shaped by implicit assumptions about communication, ways of engaging in dialogue, and how academic contributions are recognised and valued, and how these may be rethought in internationally diverse settings, including those shaped by international student mobility.

What will you gain?

• Opportunities to reflect on how teaching and learning are shaped in internationally diverse classroom settings, including your own experiences and practices.
• Insight into how classroom expectations and norms influence interaction, participation, and the recognition of different forms of academic contribution.
• Ideas for developing more responsive and inclusive approaches to teaching through exchange with colleagues across disciplines and teaching contexts.

Teacher: Vera Spangler, Postdoc, IND

In a time of rapidly advancing AI, what should students be able to do and how do we assess whether we succeed or not? In this workshop we explore how generative AI challenges traditional assumptions about student competencies within their disciplines. Through guided reflection, collaborative discussion, and hands-on exercises, participants will critically examine the implications of AI for teaching within their own discipline. The goal is enable you to articulate what you expect students to be able to do in an AI-rich world (during a course, for exams, or in their future professional lives) and to translate these expectations into assessable learning outcomes that you can use in your teaching.

What will you gain?

• Insights into AI reshapes disciplinary expectations and student competencies.
• Concrete examples and support to implement more relevant assessment in your own teaching.

Teacher(s): Ulla Blomhøj and Jan Sølberg

Feedback is consistently identified as a key need in KU student surveys, with students frequently requesting more of it. How can we as teachers identify what kind of feedback they are requesting? And how can we meet this need without adding more work to our already busy teaching schedules?

In this workshop, we will examine research findings on feedback and collectively investigate how to support meaningful feedback encounters for learning. We will revisit our common practices and hopefully enhance our feedback design for learning. We will work within the framework of formal, elicited, and incidental feedback concepts. We will explore feedback as something beyond mere information transfer - examining it as a social, emotional, and contextual process using concepts such as high-low control and high-low self-exposure, considering how we can provide students with pathways to support their motivation and learning.

What you will gain:

• Understanding of feedback as more than information exchange
• Consideration of social, emotional, and contextual aspects when engaging in feedback
• Skills to design feedback loops and enable students to become feedback literate

 Teacher: Lotte Ebsen Sjøstedt, Teaching Associate Professor, IND

Interactive workshop with active participation! Participants will collaborate to build their own case-teaching guide using pedagogical and cognitive theoretical concepts.

Active learning significantly improves student learning compared to lecturing. This is, of course, no surprise. Research further suggests that case-based learning is particularly effective in healthcare education, where students connect theory with practice and develop clinical reasoning skills. Studies demonstrate that case-based learning enhances both self-learning abilities and practical diagnostic skills in clinical settings. But what is good case-based teaching?

What will you gain?

• Evidence-based methods for designing and facilitating cases that create deeper learning
• Practical frameworks like the 6F model for structuring teaching sessions
• Hands-on experience developing authentic, relevant cases from your own clinical practice
• Strategies for managing common challenges like student resistance and balancing scaffolding

Teacher: Lars Klingenberg, senior consultant, IND