Workshops: Ideas and tools for your teaching | January 8th 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+

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 participant 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

Research-based teaching is often described as a key principle of the university. The combination of research and teaching into one institution is what distinguishes the university from other institutions that either do research or teach. But what does research-based teaching actually mean, what is needed for research-based teaching to take place, and how do you translate it into your own teaching practice? In this workshop, we will delve into the glossy principles and messy practices of research-based teaching and discuss the advantages and pitfalls of different ways of integrating research in your teaching.

Teachers Marie Larsen Ryberg, Assistant Professor, IND and Frederik Voetmann Christiansen, 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

What we will cover:

• From deductive to inductive learning - how cases flip traditional teaching
• Designing effective cases: Authentic, knowledge-constructing, and facilitating
• Practical application of the Danish 6F model (Forudsætning, Fang, Forsk, Forklar, Forlæng, Feedback. In English: Prerequisites, Engage, Explore, Explain, Extend, Feedback)
• Integrating practice-based activities in clinical teaching
• Overcoming challenges and student resistance

Who are you?: Clinical educators, supervisors, and training coordinators in healthcare education.

Teacher: Lars Klingenberg, senior consultant, IND