Workshops: Ideas and tools for your teaching | April 9th 2026

Generative AI is already changing the way students learn, think, and complete assignments. As teachers, we need to rethink what we expect students to be able to do — and how we assess it. 

In this workshop, we look at how AI affects exams and learning outcomes across disciplines. Together, we explore questions such as: 
What should students be able to do themselves when AI can assist them? 
How can we make our exams more robust in an AI-rich environment? 
And how can we help students use AI as a support tool — not as a shortcut? 

Through discussion, reflection, and concrete examples, we work towards adjusting our expectations, assessments, and learning goals to fit today’s reality — where AI is part of both learning and professional life. 

What will you gain?  

• A clearer understanding of how AI challenges your current exams and assessments.  

• Ideas and examples of how to make learning outcomes and exams more AI-robust.  

• Inspiration to help your students use AI responsibly and effectively in their studies. 

Teachers: Ulla Blomhøj, COBL and Jan Sølberg, IND

Are you wondering how you can support the students’ well-being in your teaching? And do you struggle finding the balance between meeting the students’ demands and owning your own classroom? Join this workshop to get more insight into:

• How tendencies in time affect the new generations of university students – and thereby your classroom
• The concept of well-being – in general, and at UCPH
• A few points on data and research on well-being

During the workshop, you will get inspiration and perspectives on how to

• balance the student’s demands with your approach to teaching and learning.
• continue to work with well-being in your classroom to support good student life for your students.

Teachers: Line Ellemann-Jensen and Marie Brogaard, special consultants at Education Frederiksberg+

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(s): Dorte C. Elmeskov, senior consultant, Teaching and Learning, Frederiksberg

This three-hour workshop immerses participants in the 10 guiding principles for laboratory learning (Seery et al., 2024), bridging research and practice. Attendees will explore accessible curriculum design, staff coherence, and effective pre-lab preparation. Structured activities model inclusive teaching, safety, teamwork, creativity, and authentic assessment. Participants collaboratively redesign labs, map feedback strategies, and build personalised action plans for evidence-informed improvement. The session provides practical resources, peer networks, and case studies to empower laboratory instructors to champion inclusive, impactful, and research-aligned laboratory education. 

What will you gain?

• Personalised action plans for laboratory curriculum development

Teachers: Hendra Y. Agustian, assistant professor, IND and Frederik Voetmann Christiansen, associate professor, IND

Let your students become forensic detectives, pioneers on Mars, or maybe super villains who want to use science to take over the world? Or maybe something more based in reality: policy makers trying to create laws based in part on scientific evidence or scientists within your field applying research time at a large facility? In narrative scenarios, students engage with subject matter through an interactive story framework – for example, by taking on roles, making decisions, and solving problems within a meaningful story. In this workshop, participants will first participate in a narrative scenario and after that begin designing their own. Interspersed with these activities, the workshop facilitator will introduce some of the central concepts in narrative scenario design and teaching. 

ILOs:

• Experience a narrative scenario and collect systematic reflections about yours and others’ experiences.
• Design and share your own idea for a narrative scenario (and, if you want, use a specialized LLM to help you)
• Explain and use central concepts from a narrative scenario framework.

Teacher: Jesper Bruun, associate professor, IND