Programme including abstracts
09:00 Registration and coffee  (Thorvaldsensvej 40, SCIENCE)
09:30 Welcome by Hans Henrik Saxild, Vice-Dean for Education, Faculty of Health (Aud. A2-84.-01)
Keynote: David Nicol
Seven principles of good feedback practice: putting feedback back into the hands of the user (Aud. A2-84.-01)
Many higher education teachers believe that providing high quality feedback to students, particularly in large classes, will inevitably lead to increased workload. However, creating an assessment environment rich with useful, high-quality feedback that supports effective student learning is possible without a negative impact on staff time. In essence, it involves rethinking both how assessment and feedback are conceptualised and the student’s role in these processes.

This keynote presentation will outline this re-conceptualization using a set of assessment and feedback principles drawn from research (see and will illustrative it through examples of their application in teaching practice. It will also highlight an important finding from recent research – that students actually learn more from giving feedback than from receiving it. As they provide feedback for others they produce feedback meanings for themselves and over time they become better able to make valid and informed judgements about the quality of their own academic work. This evaluative capacity cannot be acquired through assessment practices that are solely carried out by the teacher or where the primary conception of feedback is that of teacher transmission.

Read bio here

 10:45  Break
WS 1 – Learning Design (Room A2-84.-01)

Janne Saltoft Hansen, Århus Universitet

Planning blended learning courses using a learning design model with a focus on coherent and activating teaching.

Janne Saltoft Hansen will take you through the learning design model that has been used at Health at Aarhus University. The model visualizes the connection between in-class and out-of-class activities, and how they relate to the learning goals. In the workshop you will get a chance to apply the model on your own teaching, answering questions such as

  • Do the chosen learning tools support the activity and the learning goals?
  • How explicit are the learning goals, the deadlines, the locations and the distribution of responsibilities.
WS 2 – Online course evaluation for active learning (Room A2-84.-11)

Morten Nyboe Tabor, Postdoc, Department of Economics
Lotte Ebsen Sjøstedt, Senior Academic Adviser, Teaching and Learning Unit of Social Sciences

How do you make online course evaluation with a response rate of 90 percent? How do you focus evaluation on ways to improve your teaching for better active learning instead of on the teacher? How do you get answers that are easy to act on?

In this workshop we briefly present how we have successfully carried out online course evaluations in large classes with more than 100 students at the Department of Economics. Successful in terms of getting applicable, easy-to-act-upon answers focusing on an appreciative, co-constructed teaching and learning environment with the aim of enhancing learning. We will work in Socrative and Google Forms.

WS 3 – Feedback with Screencast (Room A2-84.-12)

Ian Bearden, Professor mso, Experimental Particle Physics, SCIENCE
Karen Voigt, student, SCIENCE

How can we provide better and more effective feedback to our students? And how can we encourage and guide our students to use feedback more effectively? This session will address these questions, and based on an empirical case study analytically compare two feedback methods: written and screencast feedback.

In a introductory physics laboratory we introduced screencast feedback as a new way of providing feedback when previously, the feedback had consisted solely of written comments. The students were split into 6 sessions whereof three sessions received screencast feedback while the other three sessions received written comments on their work. Over the course of two blocks (one semester) most students became familiar with both methods, as did the instructors.

Our work on this project implies distinct qualities for each feedback method and reveal potential barriers for each method as well. This workshop will partly present our findings and will address both the student and the instructor perspective on the two methods. We hope the participant leaves the workshop with a better idea of what screencast feedback is, and how they can use it effectively in their teaching practice as an instructor.

11:50 Coffee break
WS A – Activate your students online: Collaboration and discussion made easy with the New Absalon (Room A2-84.-01)

Chresteria Neutzsky-Wulff (HUM) and Henrik Bregnhøj (SUND)

Would you like to discuss course issues with your students, or to see them actively engaging in discussions with each other?

Class hours rarely allows for discussing with every single student, so you may want to use the tools for collaboration available in the New Absalon. In this workshop, you will get acquainted with organizing  online discussion fora, chats and video conferences to support and enhance your classroom teaching. And you will get an insight into group rooms, where all groups automatically get a range of collaboration tools.
Join this course in Absalon – for activities during the workshop.
Bring your own computer, iPad or smartphone to try out the tools in practice.

WS B – Quiz & Test (Room A2-84.-11)

Henrik Kaas (SCIENCE) & Katrine Kaas Hansen (SCIENCE)

Learn how you can use online quizzes and tests as a feedback tool

Quizzes and tests can in many cases be used as effective tools to provide feedback and to support students learning.
In this workshop you will be introduced to the potentials provided in Absalon. You will get insight into the different quiz functions and ways you can provide good and useful feedback to your students. Bring your own computer to try out the tools in practice.

WS C – Peer Review (Room A2-84.-12)

Jeppe Sand Christensen (SCIENCE) & Maria Thorell (SUND)

Would you like your students to give and receive feedback in the New Absalon?

One of the advantages of peer feedback is that the person who gives feedback learn as much as the person who receives the feedback.
Peer review or peer feedback is a feature in the New Absalon. In this workshop we will show you how it works with a focus on the student perspective. You will experience what it looks like for a student, and what it feels like to give and receive feedback from your peers.
Join this course in Absalon – for activities during the workshop.
Remember to bring your own device.

13:00 Lunch
WS 4 – More than Blended Learning: Designing World-Class Learning Interventions (Room A2-84.-01)

NB This workshop runs from 14:00-15:45

Clive Shepherd, Learning Technologist (invited speaker)


Blended learning is right now the strategy of choice for most major employers and for many educational institutions, whether or not they describe their approach as ‘blended learning’. The blended learning of today is broad in scope, extending well beyond formal courses to include all sorts of online business communications, from webinars to videos, as well as social and collaborative learning, the use of performance support materials and providing opportunities for accelerated on-job learning.

Employers recognise that learning at work takes place continuously, whether or not it is formally planned. They understand that courses are not enough to change behaviour and increase performance. As a result, they increasingly expect more far-reaching solutions that go well beyond the presentation of information and half-hearted attempts at providing opportunities for practice. They want learning solutions that deliver and that places fresh demands on the designers of those solutions.

This workshop provides you with an opportunity to explore a new approach to the design of learning interventions that goes well beyond conventional views on blended learning. This approach stresses the need for end-to-end solutions that blur the boundaries between formal and informal learning.


  • Defining blended learning
  • Determining the underlying need
  • Analysing the situation in terms of the Learning, the Learners and the Logistics (the three Ls)
  • Structuring blended solutions using the Preparation, Input, Application, Follow-up model (PIAF)
  • Selecting methods to maximise effectiveness
  • Selecting media to maximise efficiencies (cost, time, accessibility, scalability, flexibility)

Target audience:

The workshop is aimed at anyone who designs learning interventions for adults and who wants to deliver greater value to the organisations that they serve.

Prerequisite knowledge:


Expected outcomes:

Everyone will take something different from the workshop, depending on their previous experience and their interests. However, you should expect to become more capable at:

  • analysing and responding to requirements
  • determining genuine priorities
  • structuring blended solutions
  • selecting appropriate learning and teaching methods to maximise the effectiveness of the solution
  • selecting appropriate media to maximise the efficiency of the solution
WS 5 – How can Peer feedback make a Difference?  (Room A2-84.-11)

Helle Halkjær Kristensen, Associate Professor, Department of Large Animal Sciences
Maria Thorell, E-learning Consultant (SUND)

This workshop will comprise different types and applications of peer feedback to make a difference for the students in terms of learning output, commitment and assessment.  

Peer feedback can take many forms both online and offline. This workshop will include an example of online peer evaluation where students are asked to assess fellow group members on specific aspects of a group project to increase student involvement and facilitate individual assessment.
An interactive activity will allow workshop participants to share applications, experiences and challenges of different types of peer feedback. The ambition is to inspire and share practices where peer feedback can make a difference for learning and assessment.

WS 6 – Engage students through immediate feedback and PowerPoint with speak (Room A2-84.-12)

Nicole Schmitt, Associate Professor, Department of Biomedical Sciences
Camilla Bruun, Associate Professor, Department of Veterinary Clinical and Animal Sciences

In this workshop you will get inspiration to engage your students in their learning, either at home or in the classroom. Nicole Schmitt will talk about her experiences with tools like TodaysMeet and demonstrate how to use it for immediate feedback. This tool may also help to increase coherence between teaching the large and small classrooms. Camilla Bruun will present a way to save valuable time to interact with students in class. She will show how to make your own online PowerPoint presentation with speak. You will get tips and tricks to structure the presentation, to build simple figures in PowerPoint and how to use PowerPoint animations to illustrate processes and dynamics.
Remember to bring your own device, and if possible a headphones.

14:45 Break
WS 7 – Student Participation in Large Lectures (Room A2-84.-11)

Ian Manners, Professor, Department of Political Science
Lise Stenbæk, Senior Consultant, Teaching and Learning Unit of Social Sciences

The ‘digital native’ generation of social science students engage with knowledge in different ways to the Gutenberg generations. Have you ever sat at the back of a lecture-seminar room and watched their online habits? How many students come to lecture-seminars having read and understood the requisite texts? How can we move from ‘information-transmission’ to a greater emphasis on student understanding and participation in larger lectures?

This workshop briefly presents how the Shakespeak student response system was introduced into ‘bachelors’ teaching in a large political science course of 230 students. The seminar exams challenges such as using the technology, engaging with students, asking the ‘right’ questions, and using the responses.

WS 4 – More than Blended Learning… (continued see above)
15:45 Reception… stay for drinks, chat and a bit of music