Foredrag om universitetspædagogik

Tid: Fredag den 25. november, 2005 (9:15 – 10:30).
Sted: Benjamin-117 (”lille auditorium”)

Undervisningsudvalget på datalogisk institut arrangerede for nyligt (4.
november) nedenstående didaktik-seminar ved Claus Brabrand. Claus gav et
glimrende foredrag, og vi tror alle fremmødte følte at de fik "noget med
hjem" fra foredraget og den efterfølgende diskussion. Desværre fik vi
annonceret foredraget lidt sent, hvilket gjorde at en del ikke var i
stand til at møde op, selv om de gerne ville.

Da vi synes emnet er vigtigt, har vi overtalt Claus til at gentage sit
foredrag Fredag den 25/11, kl. 9:15-10:30 (excl. efterfølgende
diskussion) i Benjamin-117 (det lille Benjamin-auditorium).

Foredraget er primært målrettet undervisere ved datalogisk institut, men
er åbent for alle der måtte være interesserede i didaktik. Foredraget
omhandler didaktik generelt og forudsætter således ingen ekspertviden om
datalogi (om end enkelte eksempler undervejs er taget fra datalogiens
verden). Foredraget og den efterfølgende diskussion vil blive afholdt på
dansk eller engelsk (afhængig af tilhørernes ønsker og behov).

Mvh. Undervisningsudvalget, Datalogisk institut.

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Title:

"Introduction to University Didactics (University Studies in Education)"

Abstract

The group of students that we are teaching is increasingly diversifying
in terms of ability, background, and, perhaps most importantly, in terms
of motivation. Coping with more heterogenous groups of students,
essentially boils down to coping with less “academic”, less selected,
and less motivated students (some of which are not even enrolled in
their faculty of choice).

A challenge presents itself; namely, in the presence of such unfavorable
factors:
how to maintain a high standard of teaching/learning – and what does
that mean?

The good news is that, not only is this possible, it is also relatively
easy. It is not a matter of acquiring new teaching techniques (i.e., not
“a bag of tricks”) so much as tapping the large, research derived,
knowledge base on teaching/learning that already exists. Through
reflective practice, teachers can then create and continually improve
learning-effective teaching environments suited to their own context.

It is about…:
- being professional about teaching (just like with research);
- teaching teaching (just like we teach research); and
- debating teaching (just like we debate our research).