A common belief is that multiple choice questions are not good for assessing deep and complex learning. However, psychometrics—the science of learning about human knowledge and beliefs with closed-ended questions (i.e., multiple choice)—offers a different perspective.

In this workshop you will learn a design-based process for writing multiple choice questions that measure deep and complex learning. I will also overview theory and statistical models from the field of psychometrics to give insight into how we can use simple questions to learn about complex things. Finally, we will discuss and collaborate to consider how questions as a pedagogical tool can be of use in your teaching.

Workshop developer:
Danielle Hagood, assistant professor, IND

Ever have your students view an important concept in your discipline as something that has always existed, as if it just fell out of the sky into someone’s lap? What if they had to start with some basic information available at the time and address the difficulties of developing this concept themselves? Alternatively, ever have your students learn a new concept and think they could apply it (“no problem!”) only to find out that they have no clue? What if you placed them in a situation where they have to put that new concept to use while you feed them clues along the way?

Welcome to the exciting possibilities of scenario-based teaching. In this workshop, you will have the opportunity to see how it is possible to create a scenario that will enhance student learning in your course, sketch it out, and share your prototype with your colleagues.

Workshop developer:
Kristine Cecile Harper
Professor, History and Philosophy of Earth Sciences
Deputy Head of Department for Research

In this workshop, we will discuss the different opportunities for using videos as part of a learning design. We will balance the content between hands-on activities with didactical and technical tips and tricks for producing videos and overall pedagogical considerations. Thus, the workshop intends for the participants to be able to

• differentiate between different video modalities,
• place the use of videos in a pedagogical framework
• obtain basic skills for creating video-based content.

Workshop developer:
Kasper Bergström, E-learing consultant, ITLC
Lars Klingenberg, consultant, 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.

Workshop developers:
Line Ellemann-Jensen, well-being consultant, SCIENCE Study and Career guidance
Marie Brogaard, well-being consultant, SCIENCE Study and Career guidance

In this workshop, we will present and discuss ten guidelines for developing laboratory teaching and learning in higher science education. The guidelines have been developed in and is informed by a large research project about laboratory learning conducted at SUND and SCIENCE. The guidelines concern, among other things, how to support student learning by designing relevant pre- and postlab activities, and how the time in the lab is spent well.

We will have you relate to the guidelines that are most pertinent to your specific laboratory teaching practices. Focus will mainly be on laboratory activities in courses – less on supervison of BSc and MSc students in the lab.

Workshop developers:
Hendra Augustian, assistant professor, IND
Frederik Voetmann Christiansen, associate professor, IND