About the talk
Professor Gilly Salmon considers new opportunities and meanings for the post-pandemic world: how we can grasp the disruption in the service of learning, creating preferred and viable futures. She explores what we have learnt already and what might offer the most impact for near and further futures. She suggests means, practices and techniques based on seminal evidence for speedily creating more coherent combinations of learning approaches and modes… concepts, evidence and practice that have stood the test of time but are suitable for 2022 and well beyond : collaborative design, equivalence, engagement and scaffolding. And she risks a glance Education 4.0 – surely a ‘different blend’ again?
About the speaker
Professor Gilly Salmon, PhD, PFHEA, NTF. is CEO and Principal Consultant at Education Alchemists Ltd. Professor Salmon is one of the world’s leading thinkers, researchers and practitioners in learning futures. She publishes, blogs & presents on pedagogical innovation and learning transformation. Her books ‘E-moderating’ and ‘E-tivities’ are considered seminal texts. Her ‘Carpe Diem’ learning design methodology is extensively deployed internationally. She has 30 years’ experience in universities in Europe and Australia. She has implemented significant educational change. She is now Adjunct Professor at Swinburne University of Technology in Melbourne, Australia, and Visiting Professor at the Universities of Law, Derby and Edge Hill, in the UK.
About the talk
The recent proposal, mandating two sensors for all graded assessments in Norwegian higher education, led to some passionate discussions about how we assess, why we assess, and what this law will mean to our teaching and our students’ learning. In this interactive discussion, we will review where things stand now, and share some ideas for thinking creatively about how to assess our students meaningfully moving forward.
About the speakers
Sehoya Cotner is a professor in BIO at University of Bergen and Director of the bioCEED Centre for Excellence in Biology Education. Sehoya has spent the past two decades studying how to make STEM education more inclusive—from making research experiences more accessible to fostering a sense of belonging in marginalized students. Recent work has focused on assessment, particularly the role of high-stakes testing in creating performance gaps between women and men in introductory STEM courses.
Yael Harlap is vice-dean of education at the Faculty of Psychology at University of Bergen and an associate professor of university pedagogy. She is interested in how we can create humanizing structures and processes in higher educational institutions that make space for faculty members and students to learn and grow. Her main research area is on discourses of race and racialization in higher education. She is currently researching how emergency remote online teaching during the pandemic has re-shaped educators’ assumptions and beliefs about teaching and learning.
Oppsummering i plenum
Katarina Winka, Umeå universitet, Sverige, har en PhD i systematisk botanik och har i snart 20 år arbetat med pedagogiska utvecklingsprojekt, pedagogisk utbildning för universitetslärare och pedagogisk meritering i högre utbildning. Under Læringsfestivalen 2022 har hon varit inbjuden att ta del av programmet och agera «spanare» efter nya trender, större utmaningar och intressanta lärdomar. I detta avslutande inslag summerar Katarina sina intryck från de två konferensdagarna och vad vi har lärt om lärande denna gång.