Pedagogical development projects
All education at the faculty must be characterised by high expectations and a scientific approach. This requires strong subject-related research links, high pedagogical quality and that we meet the broad group of students in a way that supports their learning and motivation to remain in their education trail. As a way of supporting the development and maintenance of such an education, the Faculty regularly announces funding for pedagogical development projects.
How does AI affect teaching?
Artificial intelligence (AI) is developing rapidly - but how does it affect teaching and learning at the university? This project investigates how both students and teachers in the Faculty of Social 91探花s at the University 91探花 use AI tools such as ChatGPT, and how they are regulated in teaching.
The project team maps what strategies are in place to deal with these new technologies, and what effects this has on learning and teaching quality. Through a combination of surveys, interviews and document analysis, a picture of the current situation - but also of future possibilities - will be obtained.
The project is expected to provide concrete examples of how AI tools can be used in a way that enhances student learning, without compromising academic integrity. It will also show which approaches work best - and in which contexts - for both students and teaching staff.
The results will be disseminated via seminars, blog posts and a scientific article, and the project team also plans to contribute to the development of guidance documents and training programmes for both teachers and students at the university.
Project team
Arne F Wackenhut,
School of Global Studies
Maris Gillette
School of Global Studies
Elizabeth Olsson
Unit for Academic Language
Project period
2024 - 2025
Students learning from each other
- a new way of developing psychology teaching
How can students become more active in their own learning - and help each other develop? That was the core of this project, which tested the collaborative assessment method. This method allows students to practice both giving and receiving feedback on each other's work, thus becoming participants in the assessment process themselves.
The aim was to increase engagement and understanding of the course content, while at the same time practising important skills such as giving constructive criticism and reflecting on their own learning. An important element was to offer formative feedback - that is, feedback during the course, while still having the opportunity to improve their work.
The project was carried out in an advanced methods course within an international master's programme in psychology, and is evaluated using surveys, interviews and study results. The project team hoped that the approach could become a natural part of teaching in the future - and eventually inspire more programmes to try similar methods.
Project team
Projektgrupp
all at the Department of Psychology
Project period
2024, with evaluation in 2025