Programme including abstracts
09:00 Registration and coffee (Room Niels Jerne, Mærsk building)
09:30 Welcome with Lykke Friis – Prorector for Education (Room Niels Jerne, Mærsk building)
Keynote: Rob Hubbard
Making sense of digital learning (Room Niels K. Jerne)

With over 30 forms of digital learning now available and more being added every year, it can feel difficult to keep up. The pace of change is accelerating and there are too many options. How do you know which form of digital learning to use when?
The good news is that some things don’t change; what we as human’s pay attention to, how our memory works and how we learn, for example. Taking a step back and considering our students’ needs and the capabilities and limitations of the human brain enables us to design better digital learning experiences for them.

In this session Rob will help you to explore human memory and attention, as well as some forms of digital learning and when they might be appropriate..

Read bio here

 11:00  Break
WS 1 – Part 1 Virtual Reality in Teaching (Room 13.1.41+61)

Siri Tellier, Department of Public Health, Global Health

The typical argument for using VR in teaching is that it allows for simulation-based teaching, where the same skill can be trained again and again in a real-life simulation with increasing complexity and individual feedback.

VR technology can also be used to show students a situation that is usually difficult to access, either because it is far away, dangerous or rare. Here students can learn new surroundings by being virtually present, just as they can train skills related to observing and noticing specific things in their surroundings.
This kind of VR use in teaching is often called virtual fieldtrip.

In this workshop external lecturer Siri Tellier will explain how she has used VR on the course “Health in Emergencies” on a so-called Health Walk, where students collect data about the health situation in a refugee camp.
The simulations used were 360-degree video recordings from refugee camps in northern Iraq and Calais in France.

  • Try virtual reality glasses and get the full experience
WS 1 – Part 2  Exploring the Opportunities of Virtual Reality: simulating collaborative interaction at Super Hospitals

Mathias Schmidt Petræus and Mark Wulff, Master thesis students at Department of Computer Science.

With a video you can see and to some degree experience a building, an instruction and how people should co-operate. With Virtual Reality (VR) it gives you the opportunity of trying a scenario in a simulated environment, i.e. before a new building is finished.

At this session we will give an insight to, where VR is taking us and the value for our case in our Master Thesis. NHN (Nyt Hospital Nordsjælland – New North Zealand Hospital) want new ways to explore the architecture of their new super hospital to make sure the building is optimized for hospital scenarios (resuscitation attempt at cardiac arrest).

Our academic focus is to explore Awareness in Virtual Reality under CSCW (Computer Supported Collaborative Work), by using the hospital scenario as the case.

If our findings prove to be interesting and useful, this could be applied to other projects in the construction industry, including fire stations, airports, police stations and schools.

WS 2 – Explain Everything – med en pen og en tablet  (Room 13.1.63+83)

Rikke Kortsen Okholm, Department of Science Education, SCIENCE
Jeppe Sand Christensen, e-learning consultant, IT Learning Centre, SCIENCE

(in Danish)

Som denne workshop titel antyder, handler det om, hvordan du kan forklare alt ved hjælp af en pen og en tablet. På samme tid er det navnet på et software – Explain Everything -, som vi vil præsentere og guide dig igennem. Du får inspiration fra KU-eksempler, og du får mulighed for at prøve det selv.

Bemærk venligst: Vi har et begrænset antal tabletter til at prøve Explain Everything, så vær tålmodig, hvis vi er mange deltagere.
Explain Everything er tilgængelig i Play / Appstore, hvis du vil installere på forhånd. Der er 30 dages prøveperiode.

WS 3 – Interactive Live-TV (Room Niels Holst)

Jørgen Olsen, Professor, Department of Cellular and Molecular Medicine, Morphogenesis and Differentiation Program

The concept
We use live-streaming as interactive teaching, which facilitates: 1) an environment for anonymous student involvement 2) student participation from any location with internet access and 3) controlled student progression and 4) generation of a live-recording which can immediately be made available online for the students after the live-streamed session.

In the anatomy course, the students receive ten weeks of intensive teaching followed by an exam. There are only few days from the last teaching activity to the exam. Moreover, the students are not allowed to bring books, notes etc. to the exam.

Thus, it is imperative that the students participate actively during the course in order to be able to pass the exam. The live-streamed sessions secure this by making it easy for the students to participate (they can watch the live-streamed session anywhere) and by the possibility to engage themselves in the quiz while maintaining anonymity with respect to both teachers and fellow students. In addition, the live-streamed event fixes the activity at a specific time-point in the course and thereby controls the progression of the students.

Note: In the session, the audience can participate in a live-streamed event using their own smart phone or computer.

12:00 Lunch (Room Niels Holst)
Keynote: Rikke Ørngreen and Birgitte Henningsen
Video activities for learning, reflection and collaboration (Room Niels K. Jerne)

Video activities for learning, reflection and collaboration The use of video in various educational forms is exploding in these years, from the use of instructional videos found at youtube used at home for explaining single subjects, to having complete educational programs delivered via video conferences.

In this presentation we will provide an overview of the design and use of various video based activities as a catalyst tool for reflection, learning and collaboration processes. This includes video sketching, digital storytelling, video conference meetings in campus-to-campus and online settings. We will dive in to a specific case of how methods inspired from digital storytelling has shown to raise the participants sense of professional pride and professional empowerment. The methods include individual and collaborative production processes focusing on the creation of personal digital narratives.

13:30 Break
WS 4 – Presentation on video  (Room 13.1.41+61)

Sophie J V Swerts Knudsen, Centre for Internationalisation and Parallel Language Use (CIP) (HUM)

Creating a blended learning video should be a fairly easy and accessible process, and yet it still seems to be a hurdle for many because of a number of reasons. Together with some of my colleagues, I made several types of videos on academic English skills, which have been integrated in various content courses, and which are successfully being watched by students.

On the basis of my experience, I would like to go through the following elements in my presentation:

  • A quick background for why the videos were produced
  • The efficiency of the videos (as opposed to in class teaching)
  • The pitfalls of script writing and teaching in front of a camera
  • Some tips on which presentation techniques should be used in front of the camera
  • A ‘quick & dirty’ list of what to remember when you record a flipped classroom video
WS 5 – Flipped Learning  (Room 13.1.63+83)

Guy Geffen, Department of Cross-Cultural and Regional Studies, HUM

(in Danish)

Flipped Learning som undervisningsmetode er nu efterhånden blevet afprøvet på flere skoler og universiteter. I efteråret 2017 har ToRS i samarbejde med MEF og TEACH stået for et projekt omkring anvendelsen af video som et pædagogisk værktøj. Til dette formål har vi benyttet os af Panopto, som er en videoplatform.

På ToRS var vores primært fokus at effektivere vores sporgundervisning. Vores formål var at finde ud af, hvordan video (Flipped Learning) kan understøtte både en mere aktiv og effektiv sprogundervisning. Hvordan kan tiden uden for klasserummet udnyttes bedst muligt?

Hvis vi vender (flipper) undervisningen og lægger mange af de individuelle læreprocesser uden for klasserummet, frigives der tid til, at vi i højere grad kan bruge klassen som et arbejdsrum. F.eks. kan en del tid af tavleundervisningen, hvor underviseren forklarer svære grammatiske begreber erstattes af korte videooptagelser.

De følgende punkter vil blive diskuteret:

  • Hvorfor kan Flipped Learning eller Lecture Capturing være en relevant metode i den konkrete undervisningssituation?
  • Kan Flipped Learning eller Lecture Capturing være med til at reducere frafald på studiet?
  • Hvordan får vi flere undervisere til at tage Flipped Learning eller Lecture Capturing til sig?
  • Hvilke tekniske krav stiller vi til selve metoden? Hvad det kræves af en for at være med?


WS 6 – Hands-on workshop: Record and edit your own video (Room Niels Holst)

Jonas Nilaus Vilhelmsen & Henrik Bregnhøj, Photographer and e-learning consultant, Centre for Online and Blended Learning (SUND)

NB This workshop runs from 13.30 to 15.00.

Would you like to learn how to make your own video?
In this intensive hands-on workshop you will learn how to film and edit your own video.
In groups of 2 or 3 you will prepare a script, record a sequence of video with an iPad and immediately after edit the video on the iPad in iMovie, adding a few pre-produced videos.
In the end you show the 1-2 minute video to your colleagues.

Note: Only 25 seats available
Bring an iPad with iMovie on it if you have one. If not, you can borrow one from us.

14:25 Break
WS 6 – Hands-on workshop: Record and edit your own video (continued see above)
WS 7 – Video used in a combination with other interactive elements (Room 13.1.41+61)

Morten Nyboe Tabor, Postdoc, Department of Economics (SAMF)

I will talk about my didactical thoughts about video and how I use a combination of video and review quizzes for students to prepare for the teaching and how we because of that have time for other activities in the teaching. Furthermore, I would like to touch upon how I plan to integrate videos and other interactive elements directly in an online version of my lecture notes as well as in assignments. Finally, I will give a few tips and tricks on how to record and edit video recordings.

WS 8 – Digital læring  (Room 13.1.63+83)

Flemming Fryd Johansen, professor, Biotech Research & Innovation Centre (SUND)
Receiver of the university teaching prize 2017 “årets harald”

(in Danish)

De af os, der var vidner til månelandingen, har oplevet en digital revolution som er helt ufattelig. I begyndelsen af dette årtusinde var kommercielle billedprogrammer til computere så avancerede, at de tillod patologer at digitalisere deres mikroskopiske præparater til analyse og distribution på internettet.

  • I patologiundervisningen på Københavns Universitet udskiftede vi derfor det klassiske analoge mikroskop i klasseundervisning med virtuel mikroskopi udført på pc’er. Dette giver studenterne mulighed for at mikroskopere både hjemme og til undervisningen. Vores arbejde med at ændre konventionel mikroskopi til virtuel-mikroskopi har ført til nye digitale projekter i patologiundervisningen.Gennem et årti har vi udviklet en række digitale undervisningstilbud i til faget patologi hvoraf kort kan nævnes:• Vi har oprettet en Facebook side med patologiske fakta der løbende bliver opdateret under kurset.
    • Vi live-streamer alle forelæsninger som efterfølgende uploades til Absalon.
    • Studenter og undervisere benytter vores engelsksprogede blog til spørgsmål og diskussion af faget.
    • Vi holder frivillig café hvor summarisk gennemgang af faget og tidligere eksaminer bliver gennemgået.
    • Vi benytter dialog med studenterne under forelæsningerne vha Kahoot.
    • På Absalon kan studenterne se videofilm med præsentationer af udvalgte emner og finde patologi-quizzer hvor de kan måle deres færdigheder.Disse digitale tilbud i undervisningen vil blive diskuteret blandt flere andre initiativer.
15:10 Break
WS 9 – Visualising Digital Archaeology (Room 13.1.41+61)

Moritz Kinzel, Dr. Ing. Department of Cross-Cultural and Regional Studies (HUM)

Digital recording and visualization techniques are used  widely in archaeological research. The presentation will give a brief introduction to commonly used techniques. We will look at some low-cost 3D-recording technologies and the use of 3D-models to visualize results of archaeological projects. The potential of visiting archaeological site virtually with VR-gear with students has not fully be explored yet, but would open up new possibilities. In addition time-lapse recordings are presented as a tool to fully document fieldwork processes, but also to evaluate work processes and team work.  The time-lapse recordings help to get a direct access to the archeological work almost without pre-selection filters.

WS 10 – Videoer produceret af studerende – med skjulte læringsmål  (Room 13.1.41+61)

Lars Klingenberg , Preventive and Clinical Nutrition, SCIENCE

(in Danish)

Brug af video som læringsværktøj er efterhånden udbredt som en måde for undervisere til at formidle et budskab eller forklare et bestemt emne. Enten som en del af “flipped classroom” eller som referencemateriale. Men hvorfor ikke ”flippe” den del også og lade eleverne producere videoer?

I et kursus i eksperimentel ernæringsfysiologi skulle eleverne som en del af deres portefølje til eksamen producere en video af det praktiske arbejde under kurset. De studerende fik oplyst, at læringsmålet var, at producere et visuelt produkt fra kurset, som de kunne gense senere. De havde enkelte obligatoriske elementer fra kurset, som skulle indgå i videoen – bl.a. gruppearbejdsprocessen, den kreative proces og arbejdet i laboratoriet. Genren, formen og hvornår/hvordan, de skulle lave videoen, var valgfri.

I virkeligheden var det visuelle produkt kun en lille del af læringsresultatet for aktiviteten. De egentlige læringsmål var skjulte, og som sådan fungerede videoerne som et læringsredskab og ikke som et produkt i porteføljen.

På konferencen vil du høre om, hvordan man arbejder med skjulte læringsmål, studenterproducerede videoer, og hvordan man blander disse to elementer og bruger det som læringsværktøj.


WS 11 – How I make video lectures and use them in my teaching (Room Niels Holst)

 Jan Halborg Jensen, Department of Chemistry (SCIENCE)
Receiver of the university teaching prize 2013 “årets harald”

I discuss the following:

1.  Why do I use video lectures in my teaching?
2.  How do I make video lectures?
3. What makes a good video lecture?
4. How do I integrate video lectures in my courses?

There’ll be plenty of time for questions and discussions

15:45 Reception… stay for drinks, chat and a bit of music