Workshops: Ideas and tools for your teaching | June 4th 2026

Generative AI tools like ChatGPT and similar systems are rapidly transforming the landscape of higher education assessment and examinations. While they open exciting possibilities for learning support, they also challenge the formulation of our current exam questions and formats. Many existing questions—once thought to reliably measure knowledge and skills—are now easily answered by AI, potentially undermining academic integrity and distorting intended learning outcomes.

This workshop is for educators at KU SCIENCE that want to assess, reflect, discuss with peers and make changes that will increase the robustness of existing exam questions—designing assessments that not only survive in the current climate but also encouraging deeper learning and authentic demonstration of student understanding.

What will you gain?

• Understand the implications of generative AI on assessment validity and integrity.
• Identify which question types and formats are most vulnerable to AI-generated responses.
• Evaluate your current exam practices through the lens of AI influence.
• Design and revise exam questions to promote higher-order thinking and meta-cognitive skills.
• Collaborate with peers to create adaptable, discipline-specific templates for resilient assessments.
• Leave with a tested set of practical guidelines and ready-to-use question examples tailored to your teaching context.

Teachers: Rasmus Fløe Mølbak and Dale James Foley, consultants Education Frederiksberg+

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

Students’ group work is a common feature of university education, taking place in many different learning contexts, whether it is a short task in class or a longer collaboration on a shared product like a report or presentation. Group work can enhance students’ learning, strengthen their well-being and sense-of-belonging, and develop their competences to collaborate. No matter how students work in groups, it is important that students understand why they’re working in groups and how to do it.

In this workshop, we will focus on how we as teachers can support and guide students’ group work. Through shared experiences and discussion, we’ll reflect on key questions like: What’s the purpose of group work? What role do we play as teachers in facilitating it? You’ll also be introduced to didactic and pedagogical tools from the KU Teaching Portal to help structure and support students’ group collaboration.

What will you gain?

• Considerations on the purpose of group work in your teaching
• Reflections on your role as a teacher in students’ group work
• Introduction to different didactic and pedagogical tools to support students’ group work

Teacher: Dorte C. Elmeskov, senior consultant, Teaching and Learning, Frederiksberg

In the past decades, we have seen a substantial increase in interdisciplinary courses and programmes offered at BSc and MSc level. Meanwhile, less attention has been given to the pedagogical and didactical implications of planning courses and programmes across disciplines.

In this workshop, we will briefly introduce the definitions and current understandings of interdisciplinary teaching and learning. Drawing on cases from participants as well as from our own research, we will then get practical in discussing how to ensure congruence and alignment in interdisciplinary activities - and how to mitigate some of the challenges that arise when the curriculum, the group of students and/or the faculty cut across different disciplines and research fields. The aim of the workshop is thus to provide the participants with tools to plan coherent interdisciplinary activities.

Teachers: Katrine Ellemose Lindvig, associate professor, IND, Lars Ulriksen, professor, IND