“Veier til frafall”. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

Sara Madeleine Kristensen has conducted a cross-sectional study of first year Bachelor students in Biology and assessed their motivation, psychological health, and intentions of dropout. She presented her thesis entitled “Veier til frafall. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 22nd, 2017 and thus obtained her Master’s degree.

 

Abstract

en-kvantitativ-studie-av-psykisk-helse-og-frafallsintensjoner-i-h-yere-utdanning-pdfThe lack of, or low, motivation and perceived competence have previously been shown to be paramount in students’ decision to drop out of their education. However, recent studies have shown that psychological issues, such as anxiety and depression, is the leading cause of dropout amongst high school students. This study aims to shed light on ill-being and the dropout phenomenon in higher education. 174 biology students from a university in Norway participated in this quantitative survey. A theorized model in accordance to Self-determination Theory, based on previous research and motivational models, was proposed. First, it was assumed that a controlling teaching style would predict a lack of motivation in the students and frustration of their basic psychological needs for autonomy, competence, and relatedness. Second, it was expected that need frustration would positively predict amotivation and ill-being, and negatively predict perceived competence. Finally, it was assumed that amotivation and psychological ill-being would have a positive prediction on dropout intentions, and that perceived competence would negatively predict the students’ intentions to drop out. Two path analyses were conducted to test the hypothesized model and an alternative model. It was further assumed that there was a significant correlation between the variables in the study. A bivariate correlation analysis was performed to investigate the relationship between the variables. Lastly, it was presumed that teacher control and need frustration had significant, indirect effects on dropout intentions. The results show that the hypotheses in the study are supported. The assumptions in the theorized model are supported by the results; teacher control, need frustration, amotivation, and perceived competence had a significant prediction on students’ ill-being and their dropout intentions. Further, there were significant correlations between the studies variables. Lastly, teacher control and need frustration had significant, indirect effects on dropout intentions through the full mediation of amotivation and perceived competence.

Link to BORA and  to the thesis

 

About the author

Sara Madeleine Kristensen : Former MSc student

Sara Madeleine Kristensen

Former MSc student

I have studied the phenomenon of dropping out of higher education in light of amotivation, teacher control, perceived competence, basic psychological need frustration and ill-being.


sara.madeleine@hotmail.com
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UNIS teachers given The Joanna Renc-Roe Award – for pushing the boundaries of SoTL

Chris Borstad, Mads Forchhammer and Tove M. Gabrielsen from UNIS were awarded The Joanna Renc-Roe Award – for pushing the boundaries of SoTL at the 2nd EuroSoTL conference, June 8-9 2017, Lund, Sweden. The award was given for the collegial project done by this group at the bioCEED teacher course Collegial Teaching and Learning – in STEM Education: Active learning and course alignment in thematically complex courses. You can read the paper in the conference proceedings here.

The Joanna Renc-Roe Award is presented during each EuroSoTL conference to the contribution that distinguishes itself for pushing the boundaries of SoTL.

Photo: Børge Damsgård

Photo: Børge Damsgård

The story of bioCEED or how to grow a SoTL culture from scratch

Oddfrid Førland, Vigdis Vandvik and Roy Andersson have published the article “The story of bioCEED or how to grow a SoTL culture from scratch“.

Abstract

There has been a gradual change over time towards an increased focus on the collegial and cultural aspects of teaching and learning. According to this perspective, quality emerges not within the individual, but within communities of teachers and students. Developing a quality culture requires a cultural shift supported by training and development activities to ensure that the teachers, as a collegium, have the knowledge and will to develop and change towards learner-centered teaching. Building a scholarly and collegial teaching culture, using the research culture as a model, was a first priority of Centre of Excellence in Biology Education (bioCEED). This paper discusses how a shift towards such a collegial Scholarly Teaching and Learning (SoTL) culture can come about, using the story of bioCEED as a case.

Reference and link to the article

Førland, O., Vandvik, V. and Andersson, R. (2016) The story of bioCEED or how to grow a SoTL culture from scratchProceedings of The 38th ANNUAL EAIR FORUM. https://lup.lub.lu.se/search/publication/21da69fd-e9cf-491d-926b-46d4d5e53751

 

About the author

Roy Andersson : Associate Professor II

Roy Andersson

Associate Professor II

 

+46 46 222 49 07
roy.andersson@cs.lth.se
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Oddfrid Førland : Advisor, Centre Coordinator

Oddfrid Førland

Advisor, Centre Coordinator

 

+47 55 58 22 24
Oddfrid.Forland@uib.no
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Vigdis Vandvik : Professor, Centre Leader

Vigdis Vandvik

Professor, Centre Leader

 
I am the Centre Director of bioCEED, and am responsible for overseeing the activities and development of the center in relation to our plans, deliverables, and long-term goals.

+47 55 58 33 32
Vigdis.Vandvik@uib.no
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bioCEED articles presented at MNT-konferansen 2017

This year’s MNT-konferansen “Transformative education” took place in Oslo, Hotel Soria Moria on March 30th-31st. bioCEED contributed with 10 articles and corresponding presentations as well as an overview of the goals and activities of the Centre of Excellence. The full list of contributions and authors is found below with links to the articles published in the special edition of the Nordic Journal of STEM Education.

 

All articles submitted to the conference are available HERE.

Gender matters!

On March 27th, bioCEED’s student representatives at UiB Ragnhild Gya and Mari Vold Bjordal hosted together with Studentersamfunnet a meeting about unequal participation between genders in the lecture halls and in meetings. For this occasion, they had invited Sehoya Cotner and Cissy Ballen from the University of Minnesota, and Ole-Petter Moe Hansen from the Norwegian School of Economics in Bergen to present the interesting results from their gender studies related to higher education.

The meeting was video-recorded and is now available here:

Cissy Ballen – Postdoctoral Researcher


Cissy Ballen : Postdoctoral Associate

Cissy Ballen

Postdoctoral Associate

 
I am postdoctoral associate in the College of Biological Sciences at the University of Minnesota. I am associated with bioCEED through several research projects examining active learning and STEM equity.
 
My webpage

+ 1 607 279 2625
balle027@umn.edu
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These are my research interests:

 

My research centers on strategies to reduce attrition of historically underrepresented groups in STEM fields. I became interested in this topic as an undergraduate teaching assistant in zoology at the University of Minnesota. Sehoya Cotner and I co-wrote a paper published in the Journal of Science Teaching that demonstrated female students largely benefit, disproportionately from men, by having a female role model teaching their Biology class. While the research has broad applications, the results also rang true on a personal level. At the University of Minnesota I will continue my work on institutional biases and solution-oriented strategies to promote diversity in the sciences.

Anne-Laure Simonelli, Postdoctoral Researcher


Anne-Laure Simonelli : Postdoctoral Researcher in pedagogical sciences

Anne-Laure Simonelli

Postdoctoral Researcher in pedagogical sciences

 
As a Postdoctoral Researcher at bioCEED, I am involved in several projects including PRIME, iSCOPE, bioSKILLS and Teach 2 Learn where I aim to identify, develop and evaluate innovative pedagogical activities in higher education. I focus my research on the perception of transferable skills acquired through different student-active learning activities, including internships and practical experience. Study groups include both students and educators/supervisors, both at university and in the workplace. One part of this research includes the evaluation student awareness of the role they can play in the society when entering the workforce as a biologist. Further, I implement and evaluate the use of digital technologies as learning and teaching tools in different BSc- and MSc-level courses.

+47 55 58 33 17 / +47 98 67 48 45
Anne-Laure.Simonelli@uib.no
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These are the projects I am working on:

 

PRIME – Work placements

Through the PRIME project (How implementation of PRactice can IMprove relevance and quality in discipline and professional Education), a recently implemented course gives BSc students in biology the opportunity to conduct an internship at different workplaces as part of the course curriculum. My role in this project is to investigate how the increased level of practical experience, which comes from these work placements, influences student learning. More specifically, I evaluate how these work placements affect the candidates’ transferable skills’ perception and acquisition of transferable skills by evaluating how work placement impacts student awareness of, among others, their responsibility, independence, time management, communication or collaboration. I also evaluate the effects that these work placements have on students’ future study choices and professional careers.

iSCOPE

iSCOPE (integrating Science of Oceans, Physics and Education) brings together four partners, University of Bergen (Norway), University of California at Berkeley (USA), Concordia University (Canada), and University College of Stord and Haugesund (Norway), to identify and evaluate (year 1), transfer and test (year 2) and iteratively test (year 3) excellent methods of educational intellectual stimulation in order to support and enhance University of Bergen and Norway’s leadership in teaching and research in marine biological sciences. The iSCOPE project builds on University of Bergen’s Center of Excellence in Biology Education (bioCEED) and the multi-award winning master course BIO300 Biology Bootcamp, as well as on UNESCO’s International Year of Light 20152 (IYL2015) project “Skylight – a Global Science Opera”. Within iSCOPE I will, together with other international experts in the field, evaluate innovative pedagogical practices in higher education with particular focus on art-based pedagogy, field work design experiments, practical experience and the societal relevance of student work.

bioCEED-survey

Together with researchers and colleagues at bioCEED, I participated in the development of a comprehensive national survey for students, teachers, administrative and technical staff and biologists in the workplace. This survey is the first of its kind and touches upon crucial themes for bioCEED, including teaching methods, learning in practice, and other general skills. I am co-author of a four-part report detailing the data and discussing further use. We plan to use the survey in a post-test in 2018.

Teach 2 Learn – Active learning creating video tutorials

Through the Teach 2 Learn project (Active learning creating video tutorials), BSc and MSc students in biology are given the opportunity alongside their coursework to produce a 4 min video tutorial in which they answer a question, in order to teach other students key scientific concepts (bioSKILLS). The Teach 2 Learn project contributes to the bioCEED digital platform with student-generated tutorials. To date, the video tutorials cover the following bioSKILLS: statistics (software R), lab material and techniques (e.g. microscopy, dissection), fisheries and marine biological methods (e.g. different fishing and sampling gears) and theoretical knowledge on different organisms.

These video tutorials are a resource for both teachers and students. Teachers use them as pedagogical tools during their courses while students can use these tutorials before or after having studied the course material, as an additional resource to better prepare themselves before entering laboratories. Moreover, the students producing these video tutorials reinforce their learning on that specific bioSKILL while acquiring several other transferable skills such as didactic method, communication, group work, independence, responsibility or creativity.
As coordinator of the project, I identify the different courses suitable for the project at the University of Bergen and at the University Center in Svalbard, UNIS. In close collaboration with the course instructors, I implement the Teach 2 Learn activities, support and supervise students, providing them with the necessary pedagogical guidance during the video production, and am responsible for the project’s evaluation and for dissemination of the results. I investigate how the digitalization of course material contribute to student learning at different levels.

Lucas M. Jeno – PhD student


Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
Follow me on Twitter

 


These are the projects I am working on:

 

ArtsApp

ArtsApp was developed by bioCEED (UiB), The Norwegian Biodiversity Information Centre, and The Centre for Science Education (UiB). We have now conducted two studies assessing the effect of the app vs. the traditional textbook (Lids Flora) on motivation, competence and achievement. The results indicate that the app has a main effect increasing students´ motivation, competence and achievement, relative to the textbook, but also indirectly via motivation. The scientific investigation is a collaboration with researcher at bioCEED and the University of Rochester, USA.

bioCEED-survey

bioCEED conducted a baseline national survey of biology students. We aim to replicate this study in a four-year period. A sub-part of this survey is a study conducted with researchers at the department of Education where we assess students´ aspiration for studying, motivation, perception of teachers support and prospective achievement. The results indicate that students holding an intrinsic aspiration, as opposed to extrinsic aspiration, has higher achievement levels. Furthermore, students with intrinsic motivation, as opposed to extrinsic motivation, achieve at a higher level.

Team-Based Learning

A central goal of bioCEED is to change the teaching from a teacher-centred to a learner-centred education. In two quasi-experimental studies we have assessed the relative difference of students participating in traditional lectures vs attending team-based lectures. We hypothesize that students participating in team-based lectures will be more motivated and have higher perceived learning outcomes compared to students in traditional lectures.

Gender differences

In two studies, researchers at bioCEED and collaborators at The University of Minnesota, USA have investigate how gender differs on measures such as self-efficacy, intrinsic value, engagement, and science confidence. We find unique effects of gender differences and aim to investigate why this occurs. We know that there are more males with more confidence in STEM-fields even though females out-perform males.

Motivation and achievement – meta-analysis

By looking through the entire field of motivation and achievement, researchers at bioCEED, PRIME, and the University of Rochester, USA, investigate the effect of motivation on achievement and different moderators on this effects. We have found studies ranging from elementary school to college and from individualistic and collectivistic cultures.

 


Torstein N. Hole – PhD student


Torstein Nielsen Hole : PhD student

Torstein Nielsen Hole

PhD student

 
I am a Ph.D student part of the PRIME project and bioCEED. I am responsible for assessing and researching approaches to student learning in practice activities such as the workplace and field-work.
 
My projects

+47 98 07 16 17
Torstein.Hole@uib.no
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These are the projects I am working on:

 

Work placements

Through the PRIME project, we have implemented a new work placement course for biology students. This course gives students access to different workplaces and rewards 10 ECTS. The students write blogs about their experiences in workplace. I am researching the content of the blogs to uncover how student write about knowing in work placements circumstances.

Engagement with biology practices in field excursions

One of the main practical parts of the biology education is field work, this is an arena for research and learning. I have conducted a organizational ethnographic study of field excursions across several weeks. I am currently writing up the results.

bioCEED-survey

We have developed a comprehensive survey battery for students, teachers, administrative and technical staff and biologists in the workplace. This survey is the first of its kind and touches upon crucial themes for bioCEED, for instance teaching methods, practice learning, and generic skills. The survey was later written into a four-part report. The survey will be used in a post-test in 2018.

Sammen for bedre læring

This is a collaboration between medicine, biology, teacher education, and music education led by Arild Raaheim. We have developed three distinct case studies and are investigating how students learn across these different instances of work placements. I am lead author in a joint paper to write up our findings.

 


Anne-Laure Simonelli – Postdoctoral Researcher


Anne-Laure Simonelli : Postdoctoral Researcher in pedagogical sciences

Anne-Laure Simonelli

Postdoctoral Researcher in pedagogical sciences

 
As a Postdoctoral Researcher at bioCEED, I am involved in several projects including PRIME, iSCOPE, bioSKILLS and Teach 2 Learn where I aim to identify, develop and evaluate innovative pedagogical activities in higher education. I focus my research on the perception of transferable skills acquired through different student-active learning activities, including internships and practical experience. Study groups include both students and educators/supervisors, both at university and in the workplace. One part of this research includes the evaluation student awareness of the role they can play in the society when entering the workforce as a biologist. Further, I implement and evaluate the use of digital technologies as learning and teaching tools in different BSc- and MSc-level courses.

+47 55 58 33 17 / +47 98 67 48 45
Anne-Laure.Simonelli@uib.no
Follow me on Twitter

 


These are the projects I am working on:

 

Til forsvar for dagens studenter!

skjermbilde-2017-01-27-09-50-39Arild Raaheim has recently published the following article in På Høyden:

Du kan ikke si at dagens studenter ikke kan like mye som gårsdagens studenter, fordi de ikke kan de samme tingene som vi kunne, skriver professor Arild Raaheim.

Nokut har nylig lagt frem resultatene fra en spørreundersøkelse til vitenskapelige ansatte om utdanningskvalitet (Undervisersundersøkelsen 2016). Denne ble omtalt i februarnummeret av Forskerforum. Her ble det spesielt kommentert at «noe av det underviserne var mest misfornøyd med, var studentenes faglige forutsetninger» (s. 7)

Han er ein av 20 som kan bli «framifrå undervisar»

skjermbilde-2017-01-27-09-50-39The following article has been published by På Høyden:

20 personar ønsker å bli vurdert for den nye premieringsordninga for god undervisning ved UiB. – Undervisning er eit handtverk som ein kan læra seg, seier ein av søkarane, professor Øyvind Fiksen.

I juni lyste UiB som første utdanningsinstitusjon i Noreg ut moglegheita for å søka på status som framifrå undervisar. 

Merriteringsordninga er ei prøveordning for tilsette på Mat.Nat.-fakultetet. Tysdag gjekk fristen ut, og 20 UiB-tilsette ønsker å få undervisningskompetansen sin vurdert for den nye graden.

Det vi studenter trenger fra dere undervisere

logobioCEED’s student representative Ragnhild Gya has just published the following article both in Khrono and on Høyden:

I den siste tiden har undervisningskvaliteten på universiteter og høyskoler, og særlig meritteringsordninger for fremragende undervisere, blitt mye diskutert i media. Det har stort sett vært professorer, politikere og de som står bak disse ordningene som har uttalt seg om saken. Jeg tenkte det var på tide at vi studentene fikk en stemme i debatten.

skjermbilde-2017-01-27-09-50-39

 

 

Belønning og økt status kan gi bedre forelesere

Skjermbilde 2016-05-13 09.36.07Lucas Jeno, Arild Raaheim, Vigdis Vandvik and Oddfrid Førland have recently published this article in forskning.no:

På fredag la kunnskapsminister Torbjørn Røe Isaksen fram sin Kvalitetsmelding for høyere utdanning. Han forventer en betydelig innsats for å heve utdanningskvaliteten på landets universiteter og høyskoler. Blant mange varslede grep er innføringen av en meritteringsordning der de universitetsansatte kan søke om å få tildelt status som fremragende underviser.

Hvilke kriterier departementet ser for seg er ennå ikke kjent, men på Universitetet i Bergen er de i gang med en prøveordning der søkerne må dokumentere sin kompetanse og erfaring i henhold til fire hovedkriterier:
(i) fokus på studentenes læring
(ii) en klar utvikling over tid
(iii) en forskende holdning til egen undervisningspraksis
(iv) en kollegial holdning der undervisningsansvar, -erfaringer og -metoder skal deles med andre.

Lund har gode erfaringer med å belønne de beste

logoRoy Andersson, Thomas Olsson and Torgny Roxå have recently published the following article in Khrono:

Helt naturligt är det just nu mycket fokus på stortingsmeldingen kring kvalitet i norsk högre utbildning. En av sakerna som diskuteras mycket är direktivet kring att höja undervisningens status genom att införa belöningssystem för god undervisning.

I artiklar både här i Khrono och andra medier diskuteras frågor och farhågor som Kan man belöna goda universitetslärare? Kan man göra det med högre lön? Bör man göra det? Vilka effekter kan det föra med sig? Hur ska man utvärdera ett sådant system? Dessutom finns det individuella röster som tycker man gör det på fel sätt på de ställen som redan kommit igång.

Vid Lunds universitets tekniska fakultet (LTH) har vi sedan 15 år erfarenhet av att belöna excellenta lärare. Nedan delar vi med oss lite av de erfarenheter vi gjort och visar fram evidens för att det faktiskt fungerar. Man kan belöna skickliga lärare och man kan göra det med högre lön!

God undervisning kommer ikke fra hjertet

Arild RaaheimVigdis Vandvik, Oddfrid Førland and Lucas Jeno have recently published the following article in Studvest:

studvest.noGod undervisning kan ikke kjøpes», hevder professor Jan Petter Hansen i et intervju i Studvest. Dette er hans reaksjon på at Mat-Nat-fakultetet ved Universitetet i Bergen innfører en meritteringsordning for undervisning, der ansatte kan få lønnsøkning ved å søke om tittelen «fremragende underviser». Vårt motspørsmål blir da dette: Men det kan forskning? Vi har lang tradisjon innenfor universitetssystemet for å belønne den enkelte forsker for hans/hennes forskning. I forbindelse med professoropprykk, lønnsforhandlinger og når det kommer til forskningspriser. Hvorfor skulle det forholde seg annerledes når det gjelder undervisning? På samme måte som dyktige forskere springer frem fra og beriker forskningsmiljøet, vil gode undervisere springe ut av og berike læringsmiljøet.

 

 

 

Individuell belønning gir bedre undervisning

logoEli Neshav Høie and Harald Walderhaug have recently published the following article both in Khrono and På Høyden:

 

skjermbilde-2017-01-27-09-50-39

I en artikkel i Khrono 17. januar med overskriften «AFI forsker advarer sterkt mot bruk av lønn som motivator» omtales ordningen for merittering av undervisning, som vi ved Det matematisk -naturvitenskapelige fakultet ved Universitetet i Bergen er først ute nasjonalt med å innføre. Vi ønsker å kommentere noe av det som har kommet frem i debatten, og samtidig rette opp noen misforståelser rundt vår implementering av- og motivasjon for ordningen.

The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective

Lucas Jeno, John-Arvid Grytnes and Vigdis Vandvik have recently published the article “The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective”.

A new research published by researchers at bioCEED has found that using an app (ArtsApp) to identify sedges helps students correctly identify more species, than using the traditional textbook method. Results of the experiment with 70 students from BIO revealed that the students found identifying species more interesting and enjoyable when using a smartphone or tablet. The students felt that they also were more competent after using the app than when using the book. These results are important because when students are undergraduate, identifying species could be difficult and uninteresting. By using modern technology, the teachers could enhance the students´ interest and learning in ways that perhaps is not possible when using a textbook. The study was published online in Computers & Education in December 2016 (see link below).

Abstract

skjermbilde-2017-01-09-09-52-31Biology students traditionally use a textbook in the field and on courses to identify species, but now a new mobile-application tool has been developed as an alternative. Guided by Self-Determination Theory (SDT) we conducted an experimental study to test the effect of the mobile-application, relative to the traditional textbook, on students’ intrinsic motivation, perceived competence, and achievement. Seventy-one students were randomly assigned to either an experimental condition (mobile application – ArtsApp) or control condition (textbook – Lids flora). As hypothesised, the students using ArtsApp had higher intrinsic motivation, perceived competence, and achievement, compared to the textbook control group, with medium to large effect sizes. Furthermore, using the mobile application, relative to the textbook, predicted intrinsic motivation, which in turn, predicted higher achievement scores in a path analysis. Lastly in a hierarchical regression analysis, intrinsic motivation and autonomous motivation accounted over and above in students’ interest for species identification, and importance of knowing species. These results are in line with SDT’s theorising: emphasising that when students act out of interest, choice, and have an internal locus of causality, they achieve better outcomes, presumably because these satisfy students’ psychological needs for autonomy, competence, and relatedness. Factors facilitating this are interest, choice, and feedback, which we argue are in-built functions in the mobile application as opposed to the textbook, and which might account for the positive results. Further studies with several student-groups and complex designs are needed before inferring causality across educational levels. Based on the present study, we recommend that biology teachers in higher education employ mobile application tools in species identification due to increases in motivation and a higher degree of accurate identification of sedges.

Reference and link to the article

Jeno, L. M., Grytnes, J.-A. and Vandvik, V. (2015). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers and Education, 107, 1-12

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
Follow me on Twitter

“Ja, kvinner deltar faktisk mindre enn menn”

skjermbilde-2016-11-30-18-59-11Studvest has recently published the article “Ja, kvinner deltar faktisk mindre enn menn”, including an interview with researcher and bioCEED collaborator Cissy Ballen, from the University of Minnesota.

Etter debatten om kvinnelige studenters muntlige deltakelse i forelesning i vår, bestemte universitetet at temaet skulle forskes på. Resultatet på sammenliknende politikk er slående.

Winners of our #LearningBiology2016 contest – 3

13741448_627215110779388_2096351448_n #1 romvesen

1st place

Submitted by: romvesen

Submitted on: Instagram

 
 
 
 
 
 
 


12907331_460257444173564_1304443483_n #2 romvesen

2nd place ex-æquo

Submitted by: romvesen

Submitted on: Instagram

 
 
 
 
 
 
 


14026644_1615466185418669_1617198117_n #2 kamillalaha

2nd place ex-æquo

Submitted by: kamillalaha

Submitted on: Instagram

 
 
 
 


The third edition of our #LearningBiology2016 photo contest ended on September 15th. The awarded pictures were all submitted on Instagram. Congratulations to romvesen (1st place and 2nd place ex-æquo) and kamillalaha (2nd place ex-æquo) @Instagram who win a Visa giftcard of a value of 600 and 300NOK, respectively.

We would like to congratulate the winners and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next and last nomination round will occur in December 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

47 pictures were submitted by a total of 16 participants via Instagram and Twitter. All pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 3 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for up to 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 8 out of the 47 submitted pictures were eventually nominated.

The authors of the 3 awarded pictures win a VISA/Mastercard giftcard (300NOK) and will be soon contacted directly.

bioCEED seminar series – Making (use of) videos in Teaching and Learning.


Jonathan Soule - croppedRecent introduction of the concept of flipped classroom and increased use of online teaching platforms push teachers to adjust or deeply revise course material by making use of new technologies. Videos have become central in these new forms of teaching activities. Even though hardware and software for making videos are getting cheap and easily available, not everybody feels ready to become a movie maker or a movie star.

Jonathan Soulé, chief engineer at bioCEED, introduced three simple, technical solutions which are available to YOU, whether you are interested in recording your own lectures at the classroom, making video tutorials in connection to lab activities (PreLab) , making short videos in the context of flipped classroom or need to stream lectures or events.

Powerpoint presentation (PDF) available here.

bioCEED lunch seminar UNIS – Mads Forchhammer talks about how to strengthen the link between the different guest lectures and topics within a course.

Mads ForchhammerMads Forchhammer is professor in terrestrial zoology at the AB department at UNIS. He is responsible for the bachelor course AB-203 Arctic Environmental Management which is running every spring.

Mads shared his thoughts on how to strengthen the link between the different guest lectures and topics within a course that embraces a wide range of different topics as well as many guest lectures. Through his presentation he gave some good examples on how he has dealt with this.

Click on the screenshot below to watch his presentation:

Mads Forchhammers lecture

bioCEED seminar series – Cissy Ballen talks about active learning.

2b26f93Cissy Ballen is a postdoc at the University of Minnesota and her research centers on strategies to reduce attrition of historically underrepresented groups in STEM fields.

Cissy gave a seminar on how active learning can improve diversity and affect the learning performance by students, based on the work she has been doing at Cornell University and University of Minnesota. Cissy is now doing research on biology teaching in collaboration with bioCEED.

Click on the screenshot below to watch her presentation:

Skjermbilde 2016-09-09 10.43.09

Winners of our #LearningBiology2015 contest

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1st place

Submitted by: valeriyaandreivna

Submitted on: Instagram

 
 
 
 
 
 
 


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2nd place

Submitted by: hildesofief

Submitted on: Instagram

 
 
 
 
 
 


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3rd place

Submitted by: agajulie

Submitted on: Instagram

 
 
 
 
 
 
 


The first edition of our #LearningBiology2015 photo contest ended on Sept. 15th. We congratulate the 3 winners of the Visa giftcards (value: 300NOK).

We would like to congratulate the winners and the authors of the nominated pictures and we invite everyone to keep sending pictures to #LearningBiology2015 as the contest goes on. The next nomination round will occur in December 2015, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

58 pictures were submitted by a total of 20 participants via Instagram, Twitter and Facebook. 38 pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 4 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard),
– Espen Bierud (Institute of Marine Research).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 7 out of the 38 selected pictures were eventually nominated. The winners are the 3 pictures with the highest number of votes; the individual rankings of the pictures were additionally considered in case of ex-æquo.

The authors of the 3 awarded pictures win a VISA giftcard (300NOK) and will be soon contacted directly via their Instagram account.

Winners of our #LearningBiology2015 contest – 2

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1st place

Submitted by: inemox

Submitted on: Instagram

 
 
 
 
 
 
 


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2nd place

Submitted by: inemox

Submitted on: Instagram

 
 
 
 
 
 
 


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3rd place

Submitted by: inemox

Submitted on: Instagram

 
 
 
 
 
 
 


The second edition of our #LearningBiology2015 photo contest ended on Dec. 15th. The three awarded pictures have been submitted by the same user on Instagram. Congratulations (x3) to INEMOX @ Instagram who wins a Visa giftcard of a value of 900NOK.

We would like to congratulate the winner and the authors of the nominated pictures and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next nomination round will occur in March 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

38 pictures were submitted by a total of 10 participants via Instagram, Twitter and Facebook. 37 pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 4 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard),
– Espen Bierud (Institute of Marine Research).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 4 out of the 37 selected pictures were eventually nominated. The winners are the 3 pictures with the highest number of votes; the individual rankings of the pictures were additionally considered in case of ex-æquo.

The authors of the 3 awarded pictures win a VISA giftcard (300NOK) and will be soon contacted directly via their Instagram account. In the present case, the only winner receives a single card with 900NOK.

Winners of our #LearningBiology2016 contest – 1

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Winner

Submitted by: Heidi Nedberg (@H3idijn)

Submitted on: Twitter

 
 
 
 
 
 
 
 


The first edition of our #LearningBiology2016 photo contest ended on March 15th. The awarded picture was submitted this time by a Twitter user. Congratulations to Heidi Nedberg (@H3idijn) who wins a Visa giftcard of a value of 300NOK.

We would like to congratulate the winner and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next nomination round will occur in June 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

22 pictures were submitted by a total of 10 participants via Instagram, Twitter and Facebook. All pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 3 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for up to 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. Only 1 out of the 22 selected pictures was eventually nominated.

The author of the awarded picture wins a VISA giftcard (300NOK) and will be soon contacted directly via email.

Winners of our #LearningBiology2016 contest – 2

13249756_243287659381727_808502231_n #1

1st place

Submitted by: inemox

Submitted on: Instagram

 
 
 
 
 
 
 


13257045_952790854834597_2089910848_n #2

2nd place

Submitted by: grobrot

Submitted on: Instagram

 
 
 
 
 
 
 


13166683_1800542113509642_1583502633_n #3

3rd place

Submitted by: sivahau

Submitted on: Instagram

 
 
 
 
 
 
 


The second edition of our #LearningBiology2016 photo contest ended on June 15th. The awarded pictures were all submitted on Instagram. Congratulations to inemox, grobrot and sivahau @Instagram who win a Visa giftcard of a value of 300NOK.

We would like to congratulate the winners and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next nomination round will occur in September 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

37 pictures were submitted by a total of 17 participants via Instagram, Twitter and Facebook. All pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 3 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for up to 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 4 out of the 22 selected pictures were eventually nominated.

The authors of the 3 awarded picture win a VISA/Mastercard giftcard (300NOK) and will be soon contacted directly via email.

En kultur for utdanningskvalitet

Vigdis Vandvik, Øystein Varpe and Oddfrid Førland have recently published the following article in Morgenbladet:

Skjermbilde 2016-08-03 15.14.27Professorens to personligheter, forskeren og læreren, må finne sammen. Og vi må skape inkluderende felleskap for læring. Slik bygger vi fremragende utdanninger.

 

Reference:

Vigdis Vandvik, Øystein Varpe and Oddfrid Førland – Morgenbladet. June 17th, 2016. http://morgenbladet.no/ideer/2016/06/en-kultur-utdanningskvalitet

«Skal menn eller kvinner tie i forsamlinger?»

Torstein Hole has recently published the following article in Studvest:

studvest.noI de siste par ukene har det pågått en debatt om kvinners manglende deltakelse i forelesninger. Lise Rakner ved institutt for sammenlignende politikk forteller at de kvinnelige studentene«sjelden sier noe, og er de første til å forlate forelesningssalen». Mens student Ingeborg Sivertstøl forteller at studentene i forelesningssalen sitter i «andektig stillhet» og lytter til sine mannlige medstudenter.

Denne debatten er viktig, men villeder oss til å tenke at dette handler om ett problem, mens jeg mener det egentlig er to ulike utfordringer som kommer til syne: 1. Kun noen få prater i forelesningene. 2. Menn tar mer plass enn kvinner i forsamlinger.

Reference:

Torstein Hole. «Skal menn eller kvinner tie i forsamlinger?» – Studvest. May 10th, 2016 http://www.studvest.no/skal-menn-eller-kvinner-tie-i-forsamlinger/

WP1 – A collegial learning culture among teachers

WP 1: A collegial learning culture among teachers, led by Department of Biology, UiB.

  • Annual ‘teacher’s retreat’ where teaching, learning, and curricula are discussed. Each retreat will explore a specific theme through presentations, discussions, and group work
  • Appoint two adjunct Professors (educational scientists) to provide a conduit for the exchange of new ideas, discuss and evaluate actions, and publish bioCEED findings
  • Develop ‘teacher groups’ that share responsibility for education across related courses
  • Promote the renewal of teaching skills at all career stages through pedagogic courses and educational ‘sabbaticals’ to exchange ideas and develop curricula
  • Develop a web forum for presenting and discussing methods and experience.
  • Shift from ‘teaching’ to ‘learning’ perspective in teacher thinking and practice
  • Develop a culture of shared responsibility for students, courses, and programmes
  • Create physical, social, and virtual ‘spaces’ for sharing experience and ideas

WP Leader:

Ørjan Totland : Head of Department (BIO), Work Package Leader

Ørjan Totland

Head of Department (BIO), Work Package Leader

 

+47 55 58 46 01 / +47 477 58 058
Orjan.Totland@uib.no
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WP2: Learning Environments

WP 2: Learning environments, led by the Department of Biology, UiB.

  • Expand the learning environment through integrating field, laboratory and internships
  • Develop student spaces (room for active, interactive, and varied learning experiences).
  • Set up an exploratory ‘digital pack’ where the potential of emerging new technologies in education is explored and assessed, focusing especially on lab and field education.
  • Increase educational support though appointing dedicated educational technical staff, and through targeted training and exchange visits for technical and administrative staff
  • Align curricula, skills training, practice opportunities, and evaluation with learning goals
  • Continuous optimisation of technical and administrative support to educational needs
  • Engage staff and students in renewal of the broader learning environment

WP Leader:

Sigrunn Eliassen : Associate Professor, Work Package Leader

Sigrunn Eliassen

Associate Professor, Work Package Leader

 
I am responsible for work package WP2 Learning Environments and engaged in several projects including bioSKILLS, where we focus on transferable skills in biology.

+47 55 58 46 22
Sigrunn.Eliassen@uib.no
Follow me on Twitter

WP3: Active students

WP 3: Active students, led by the Department of Arctic Biology, UNIS.

  • Redesign programmes and courses and set learning goals that actively engage students in the pursuit of competence across the biological ‘domain’
  • Integrate problem-solving and learning-to-learn skills across the curriculum
  • Use students actively in planning and conducting learning activities; provide opportunities for extra involvement and activities, based on student interests
  • Offer internships in the public and private sector and research laboratories from first year
  • Provide certification (acquired competence in specific topics, lab and field security, etc.)
  • Set learning goals that engage students actively in pursuit of competence across the biological ‘domain’ (content knowledge, skills, and societal relevance; Fig. 1)
  • Integrate development of problem-solving and learning-to-learn skills in the curriculum
  • Increase hands-on experience with research, industries, management and education
  • Provide students with informative feedback

WP Leader:

Tove Gabrielsen : Associate Professor, Work Package Leader

Tove Gabrielsen

Associate Professor, Work Package Leader

 
I am responsible for work package WP3 – “Active students” –  which will focus on enhancing student active learning. Transferable skills training, internships within the private and public sector and students involvement within planning and conducting learning activities are some of the things we are working on within this work package.

+47 79 02 33 42
tove.gabrielsen@unis.no
Follow me on Twitter

WP4: Align quality assurance, evaluation, goals, practice

WP 4: Align quality assurance, evaluation, goals, practice, led by Higher Education Research Unit, UiB

  • Develop quality assurance and evaluation methods that enable the monitoring of progress and spread of ‘best practice’ (see WP1)
  • Focus on institutional learning in implementation of The Qualification’s Framework
  • Appoint and supervise two PhD students to conduit research on bioCEED activities
  • Experiment with and assess selected traditional and new learning methods, e.g., deliberate practice, flipped classroom, open labs, ‘gaming attitude’ in students, teaching-on-demand. Develop new learning methods that link theory and practice across the biological ‘domain’.
  • Expand alternative learning methods, and reduce lecturing by 20% relative to 2011.
  • Develop quality assurance and evaluation as tools for monitoring progress, recognizing and rewarding excellence, and dissemination of ‘best practice’
  • Encourage and conduct learning ‘experiments’, and document and report outcomes

WP Leader:

Arild Raaheim : Professor, Work Package Leader

Arild Raaheim

Professor, Work Package Leader

 
I am Leader for Work Package 4 and 6


Arild.Raaheim@uib.no
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WP5: Strengthen and empower educational leadership

WP 5: Strengthen and empower educational leadership, led by the Department of Arctic Biology, UNIS

  • Appoint and empower ‘education leaders’ as part of institutional leaderships
  • Integrate and align teaching and research in strategic planning at the institutions
  • Identify obstacles against development and change and develop actions and strategies to remove or mitigate them (local, institutional and national level)
  • Incorporate teaching and education efforts and success into staff reward systems
  • Explicitly promote education in our internal communication (weekly newsletter, web etc.)
  • Appoint and empower ‘leaders of education’ as part of institutional leaderships
  • Integrate education and research in institutional strategies and goals
  • Identify and remove (infrastructure) obstacles to development and change
  • Develop links to the higher education sector (within our institutions, in Norway, abroad)

WP Leader:

Øystein Varpe : Professor, Work Package Leader

Øystein Varpe

Professor, Work Package Leader

I am leading the work package on Educational Leadership, and as part of this, the National Forum for Educational Leadership in Biology – a collaboration between Biofagrådet and bioCEED. When I teach at UNIS, I enjoy trying out new ideas and methods, many of which have emerged from my involvement in bioCEED. Course responsibilities at UNIS: AB-204 Arctic Ecology and Population Biology & AB338/838 Life history adaptations to seasonality.

http://www.unis.no/staff/oystein-varpe/

+47 79 02 64 63
oystein.varpe@unis.no
Follow me on Twitter

WP6: Spread of ‘best practice’

WP 6: Spread of ‘best practice’, led by the Higher Education Research Unit, UiB

  • Develop the web forum into a well-structured freely-accessible ‘idea-bank’ and discussion forum for biology educators.
  • Publish project results in educational science journals and in educational practice forums
  • Develop ‘test cases’ that will be tried out in other biology educations in Norway
  • Arrange an open, international conference on biology education every 3 years, shifting focus to match project needs and development of knowledge
  • Enable learning and sharing of experience within bioCEED and beyond through virtual sites and tools, working groups/workshops, and an open biology education conference

WP Leader:

Arild Raaheim : Professor, Work Package Leader

Arild Raaheim

Professor, Work Package Leader

 
I am Leader for Work Package 4 and 6


Arild.Raaheim@uib.no
Follow me on Twitter

WP7: Strengthen links between education and society

WP 7: Strengthen links between education and society, led by Institute of Marine Research

 

  • Host annual meetings between bioCEED students and industry and sector representatives to exchange ideas and communicate biologists’ contributions and society’s needs
  • Run bioCEED workshops with end-user panels to discuss biology-society interactions
  • Present BioCEED findings in sector-specific journals and meetings
  • Increase and systematize communication with employers, end-users, and biology alumni to better understand society’s needs and to communicate the contributions of biologists
  • Develop mechanisms for student placement within the sector during Bachelor’s and Master’s degrees.

WP Leader:

Gro I. van der Meeren : Senior Researcher, Work Package Leader

Gro I. van der Meeren

Senior Researcher, Work Package Leader

 
I am leading the work package on "Strengthening links between education and society" (WP 7). Being a senior researcher at the Institute of Marine Research, I work mostly in projects with clear societal responsibility, giving scientifically based advice in marine management topics, both on species level and open sea marine ecosystems. My role in bioCEED, along with the PRIME-project, in opening up the “real” world to biology students is a pleasure.

+47 94 16 87 42
grom@imr.no
Follow me on Twitter

 

iSCOPE Partners

University of Bergen
Karin Pittman karin.pittman@uib.no
Anne-Laure Simonelli anne-laure.simonelli@uib.no
Magnus Svendsen Nerheim magnus.nerheim@uib.no
University College of Stord and Haugesund
Oded Ben-Horin oded.ben-horin@uib.no
University of California – Berkeley (UCB)
Carl Pennypacker pennypacker@lbl.gov
Concordia University 
Vivek Venkatesh vivek.venkatesh@concordia.ca

Kathryn Urbaniak
kathryn.urbaniak@concordia.ca
Brad Nelson brad.nelson@concordia.ca
American Modeling Teachers Association
Colleen Megowan megowan@asu.edu

PRIME

bioCEED’s competance project PRIME (How implementation of PRactice can IMprove relevance and quality in discipline and professional Educations) has as a goal to investigate how increased level of practical experience will increase learning in higher education.  PRIME is a collaboration between bioCEED, Uni Miljø and collaborators in the private and public sector.

A long term goal for PRIME is to evaluate how different teaching methods (with particular focus on practical work) affects the candidates’ career and work opportunities after completing their degree.

Due to PRIME’s work in bioCEED, Dept. of Biology will now offer two new courses specifically targeting practice in education, BIO198 and BIO298:

BIO198 and 298 will give the education and the future more relevant (to the students) through practical work experience in a workplace relevant to biologists. The students will use biological knowledge on work-relevant tasks and get first hand experience as a biologist. The work experience will also highlight the professional knowledge biology provides to the society as a whole as well as specific work environments.

More information of currently available project partners for students as well as general information about BIO198/BIO298 is available here.

PRIME project description available here

Project members:

Torstein Nielsen Hole : PhD student

Torstein Nielsen Hole

PhD student

 
I am a Ph.D student part of the PRIME project and bioCEED. I am responsible for assessing and researching approaches to student learning in practice activities such as the workplace and field-work.
 
My projects

+47 98 07 16 17
Torstein.Hole@uib.no
Follow me on Twitter
Anne-Laure Simonelli : Postdoctoral Researcher in pedagogical sciences

Anne-Laure Simonelli

Postdoctoral Researcher in pedagogical sciences

 
As a Postdoctoral Researcher at bioCEED, I am involved in several projects including PRIME, iSCOPE, bioSKILLS and Teach 2 Learn where I aim to identify, develop and evaluate innovative pedagogical activities in higher education. I focus my research on the perception of transferable skills acquired through different student-active learning activities, including internships and practical experience. Study groups include both students and educators/supervisors, both at university and in the workplace. One part of this research includes the evaluation student awareness of the role they can play in the society when entering the workforce as a biologist. Further, I implement and evaluate the use of digital technologies as learning and teaching tools in different BSc- and MSc-level courses.

+47 55 58 33 17 / +47 98 67 48 45
Anne-Laure.Simonelli@uib.no
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Gaute Velle : Professor II, Project Leader PRIME, Course Leader BIO298

Gaute Velle

Professor II, Project Leader PRIME, Course Leader BIO298

 
I am adjunct professor at the University of Bergen and research professor in the company Uni Research. I have a wide background of teaching at the university, while my job in Uni Research focuses on mitigation of human impact on aquatic ecosystems. This connection between the university sector and a professional practice as biologist is highly relevant for PRIME and for the internship course BIO298.

+47 55 58 29 09
Gaute.Velle@uib.no
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Om biopraksis: Yrkesutplassering under universitetsstudiene

Denne bloggen er skrevet av biologistudenter i praksisopphold. Praksisoppholdet tilbys som en del av studieemnene ved Institutt for biologi ved Universitetet i Bergen (BIO198 og BIO298). Kursene er initiert av forskningsprosjektet PRIME og er en del av Institutt for biologi sitt Senter for Fremragende Utdanning i biologi (bioCEED).

I kursene vil studentene bruke biologisk kunnskap på relevante praktiske oppgaver og få arbeidserfaring som biolog. Studentene kan velge blant et utvalg av relevante og godepraksisplasser.

Praktikantoppholdet skal bidra til å se den faglige kompetansen biologi gir overfor aktuelle samfunnsaktører og arbeidsgivere, og gi kunnskap om mulige yrkesvalg. Studentene deltar i biologiske arbeidsoppgaver i bedriften der de er uplassert, og skal være til hjelp for bedriften.

Bloggen Biopraksis omhandler blant annet:

  • Studentenes forventninger til praksis
  • Erfaringer underveis, for eksempel prosjektarbeid, samarbeid og praktiske aktiviteter
  • Hvordan kunnskap fra studiene kommer til nytte
  • Ny kunnskap som er tilegnet i praksis
  • Ny kunnskap man blir interessert i å utforske videre på universitetet

 

Dette er teori i praksis – God lesning!

Utlysing av verv som studentrepresentant i bioCEED

SFU tone og magnusbioCEED er et Senter for fremragende utdanning (SFU) innen fagområdet biologi og er et samarbeid mellom Institutt for biologi ved UIB, Avdeling for arktisk biologi ved UNIS, Seksjon for Universitetspedagogikk ved UIB og Havforskningsinstituttet. bioCEED er finansiert av NOKUT og partnerne. SFU-ordningens fremste formål er å fremme kvalitet i høyere utdanning.

bioCEED skal arbeide for å utvikle innovativ og fremragende undervisning i biologi. Sentrale punkt i planene er:

  • Gi studenter brei kunnskap og erfaring gjennom å knytte den teoretiske kunnskapen til de praktiske ferdighetene og samfunnsrelevante oppgaver. Blant annet ved å tilby utplassering i forskning, forvaltning og næringsliv.
  • Aktivisere og engasjere studenter og undervisere i læringsprosessen, og utvikle nye læringsmetoder
  • Dokumentere, forske på og spre kunnskap om biologiundervisning

bioCEED søker nå en ny studentrepresentant fra UiB. Studentrepresentantene representerer studentene i bioCEEDs styringsgruppe og i Styret. Styringsgruppen og Styret i bioCEED skal ha to studentrepresentanter – en fra Institutt for biologi, UiB, og en fra avdeling for Arktisk biologi ved Universitetssenteret på Svalbard. Vervet er i utgangspunktet med et års varighet fra oppnevnelse. Det utnevnes 2 varamedlemmer som kan rykke opp til representanter etter et år som vara.

Hvem er kvalifisert for å søke?
– Du er student ved BIO
– Du er engasjert i utdanningskvalitet og utvikling av undervisning
– Du er aktiv i studentmiljøet og har et godt kontaktnett blant studentene
– Erfaring fra studentorganisasjoner, styrer, råd eller arbeidsgrupper er en fordel
– Erfaring som undervisningsassistent o.l. er en fordel

Arbeidsoppgaver:
– Representere studentene i bioCEEDs styringsgruppe og styre, og i bioCEED sine aktiviteter
– Være kontaktledd mellom bioCEED og studentene
– Bidra i bioCEED-aktiviteter

Søknad:
Skriv litt om deg selv og din utdanning og erfaring. Hvorfor ønsker du å være studentrepresentant og hva kan du bidra med? Frist: 15. mai 2016. Søknad sendes på e-post til: oddfrid.forland@uib.no og merkes Søknad studentverv bioCEED.

Mer informasjon:
Kontakt senterleder Vigdis Vandvik (vigdis.vandvik@uib.no), koordinator Oddfrid Førland (oddfrid.forland@uib.no, 55 58 22 24) eller sittende studentrepresentant fra BIO Tone Ulvatn (tone.ulvatn@student.uib.no).

For english text: see attachement

Hvordan du faktisk presterer under press

Lucas Jeno, Arild Raaheim and Vigdis Vandvik have recently published the following article in Studvest:

studvest.noVi i bioCEED – senter for fremragende utdanning i biologi ved Universitetet i Bergen, gjør her et forsøk på å gi deg det siste fra eksamensforskningsfronten.

 

 

 

 

 

 

Reference

Jeno, L. M., Raaheim, A., & Vandvik, V. (2016). Hvordan du faktisk presterer under press. Studvest. Hentet 30 april, 2016 fra http://www.studvest.no/hvordan-du-faktisk-presterer-under-press/

Vi bør gjøre noe med undervisningen

Arild Raaheim, Øyvind Fiksen and Lucas Jeno have recently published the following article in Bergens Tidende:

imgresStudenter vil ha forelesninger, og at de legges ut på nett. Men hva lærer de da – egentlig?

 

 

 

Reference

Raaheim, A., Fiksen, Ø., Jeno, L. M. (2016). Vi bør gjøre noe med undervisningen. Bergens Tidende. Hentet 30 mars, 2016 fra http://www.bt.no/meninger/kronikk/Vi-bor-gjore-noe-med-undervisningen-3569081.html

Ut i virkeligheten

The following article was recently published by Torstein Hole and Gaute Velle in Klassekampen.

klassekampenUlike student- og arbeidslivsorganisasjoner har lenge etterspurt økt samarbeid mellom akademia og arbeidslivet. Praksis har lange tradisjoner i profesjons studier som medisin og lærerutdanninger, som en møteplass mellom akademia og arbeidslivet, men har praksis en funksjon også i teoretiske fag som historie og biologi?

Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective

Lucas Jeno, PhD student at bioCEED, has recently published the article “Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective”.

Abstract

Based on the work of Self-Determination Theory, this article suggests how to implement Self-Determination Theory based principle in a learner-centered perspective. Higher education has traditionally rested on learning methods that render passive students. Societal changes require self-regulatory skills and an active motivational set. However, lack of theoretical, empirical and practical driven theory in implementation of learner-centered education has lead to a philosophical debate. It is argued for a holistic model for implementing principles derived from Self-Determination Theory (SDT) in a learner-centered paradigm. SDT makes specific prediction for nurturing vs. neglecting learning environments, and thus highly appropriate framework. An important differentiation between types of motivations that differs in relative autonomy, and social climates that may be perceived as amotivating, controlling, and informational is necessary for understanding learning and educational practices. Finally, practical recommendations for teachers in higher education to put into practice. It is argued for a system in which all levels of education supports motivation to support student motivation. Both the institutional level and teacher culture must have a learner centered perspective, further, pre-during-post class preparations are important for high quality learning.

Reference and link to the article

Jeno, L. M. (2015). Encouraging Active Learning in Higher Education: A Self-Determination Theory PerspectiveInternational Journal of Technology and Inclusive Education, 5(1), 716-721

 

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
Follow me on Twitter

Why are some science teaching practices so successful?

An international research initiative, combining marine biologists and music professors from Norway, astrophysicists from the United States as well as public humanists and learning scientists from Canada are looking for answers.
The iSCOPE project aims to break barriers and add a new dimensions to international education.
Maja BIO300

Utlysing av masterstipend

bioCEED og NOKUT lyser herved ut to masterstipend (hver på 25 000 NOK) for 2016. Masterstipendene skal gå til masterstudenter ved studier tilknyttet senteret, som ønsker å skrive sin masteroppgave om temaer relatert til utvikling og innovasjon i undervisning og læring, FoU-basert utdanning, studentsentrert læring eller andre temaer som er relevante for senteret.

Aktuelle tema:
Søkere kan definere egne prosjekt, eller knytte oppgaven direkte til pågående bioCEED-prosjekter.

Hovedtema i bioCEED aktuelle for masteroppgaver:

  • praksis i biologiutdanning
  • aktiv læring
  • undervisings- og vurderingsmetoder i biologiutdanninga
  • læringsmiljø
  • læring med mobilapp

Kriterier:

  • prosjektet skal inngå i bioCEEDs virksomhet, og ha veiledning blant senterets fagpersoner
  • prosjektbeskrivelsen (ca. 2 sider) skal inneholde
    • bakgrunn for prosjektet
    • klar og tydelig problemstilling
    • metodisk tilnærming (kvantitativ eller kvalitativ)
    • tidsplan & budsjett
    • etiske problemstillinger
  • opptak på relevant masterprogram

Hvem kan søke:

  • Masterstudenter på integrert lektorutdanning
  • Masterstudenter i pedagogikk
  • andre relevante masterprogram

Bruk av stipendet:

  • utgifter knytta til gjennomføring av prosjekt
  • deltakelse på relevante konferanser/workshops
  • reiseutgifter tilknyttet prosjektet

Prosjektbeskrivelse skal være godkjent av studieprogrammet og bioCEED før utbetaling av stipend.

Kopi av prosjektbeskrivelse og ferdig masteroppgave skal sendes NOKUT.

Søknadsfrist: 1. januar 2016 og 1. juni 2016.

Kontaktpersoner: førsteamanuensis Tom Olav Klepaker (Tom.Klepaker@uib.no), professor Arild Raaheim (Arild.Raaheim@uib.no) og koordinator Oddfrid Førland (Oddfrid.forland@uib.no)

Søknad sendes elektronisk til bioceed@bio.uib.no.

Utlysningen finnes som pdf her:

6436110129_0ae969e102

Isaksen: Trenger ikke å gjøre slik som i tv-serien Mammon

Khrono has recently published the article Isaksen: Trenger ikke å gjøre slik som i tv-serien Mammon, with a mention of bioCEED.

logoKvalitet. Kunnskapsminister Torbjørn Røe Isaksen synes ikke det er nødvendig å bruke av oljefondet for å få Oxford, MiT og Harvard til å heve kvaliteten i norsk høyere utdanning, slik som i NRKs spenningsserie Mammon.

 

 

 

Thonpriser til fremragende UiB-undervisning

bioCEED er stolte av å være en del av teamet rundt Christian Jørgensen, Anne Gro Vea Salvanes og Karin Pittman som torsdag 14. januar fikk tildelt hver sine Olav Thon Stiftelsens nasjonale faglige priser innen naturvitenskap og medisin 2016, inkludert to av seks priser for fremragende undervisning.

Christian får prisen for fremragende undervisning for utviklingen av studentaktive dialogbaserte undervisningsformer som er blitt meget anerkjent av kolleger og studenter. Dette kommer særlig frem i jevnlige studentevalueringer, skriver Olav Thon Stiftelsen. Christian fikk forøvrig også UiBs Læringsmiljøpris i 2015, og ble skildret som en kreativ og aktiv formidler av kunnskap.

Karin får prisen for fremragende undervisning for sitt arbeid som kursleder i introduksjonskurset BIO300 som er felles for alle nye masterstudenter på Institutt for biologi. I dette kurset forutsettes det at studentene samarbeider med eksterne aktører utenfor universitetet, både for å svare på samfunnsrelevante problemer og presentere resultatene sine til et bredere publikum.

Anne-Gro får midler til prosjektet Økosystem, klima og variasjon i eit «mini-havøkosystem»: ein vestnorsk fjord 

-Det er fantastisk kjekt å få anerkjennelse for den store dugnadsinnsatsen vi har hatt med undervisningen i marine feltmetoder ved Institutt for biologi. Vi er en gruppe som har lagt mange arbeidstimer inn i å utvikle feltkurs for studenter på forskningsbåt.  Nå holder vi også på å skrive en håndbok i Marinøkologiske  Feltmetode sammen med kollegaer på Havforskningsinstituttet. Finansieringen vil gjøre det enklere å videreutvikle undervisningen og boka i samspill med studentene, men også digitalisering og tilgjengeliggjøring av materiale vil bli mulig sammen med senter for fremragende utdanning i biologi (bioCEED), og undervisningen vil bli styrket gjennom ressurser til teknisk støtte og moderne utviklingsarbeid. 

Les mer om tildelingen her: http://www.uib.no/aktuelt/94874/thonpriser-til-fremragende-uib-undervisning

Kontaktkonferansen 2016: Fra struktur til kvalitet

skjermbilde-2017-01-26-22-56-33The following article was published on the website of the Norwegian government.

I fjor stod jeg foran dere og holdt min “I have a dream”-tale for universitets- og høyskolesektoren. Nå kan jeg konstatere at vi har tatt et stort skritt på vei mot å realisere drømmen. Fra 1. januar var strukturreformen en realitet.

Biology Work Practice

Through bioCEEDs PRIME project, students at UiB are now able to take courses revolving around internships in companies that employs biologists.

Yrkespraksis i biologi (BIO298) will give the education and the future more relevant (to the students) through practical work experience in a workplace relevant to biologists. The students will use biological knowledge on work-relevant tasks and get first hand experience as a biologist. The work experience will also highlight the professional knowledge biology provides to the society as a whole as well as specific work environments.

Read more about the courses and available internship workplaces here.

Student internship blogs

The students taking the internship course are blogging about their experiences. Learn more here: http://biopraksis.w.uib.no/ 

Developing Collaboration as a Transferrable Skills in Biology Tertiary Education

Torstein N. Hole, PhD student at bioCEED/PRIME, has recently published the article “Developing Collaboration as a Transferrable Skills in Biology Tertiary Education”.

Abstract

Transferable skills as a concept in tertiary education has received increased interest since the Bologna process and through developments in the work market. The concept as a learning goal is seen as a means for ensuring employability in a changing industrial economy as well as increasing legitimacy of skills that are desirable across different disciplines. In this paper I will present some means to develop legitimacy in transferable skill learning in discipline education in general and biology education specifically. A concrete focus is collaboration, which functions as an example of how the intangible nature of some educational goals requires a theoretical response. This is performed on the basis of theoretical conceptions about tacit and work-place learning.

Reference and link to the article

Hole, T. N. (2015). Developing Collaboration as a Transferrable Skills in Biology Tertiary Education. Literacy Information and Computer Education Journal, 6(3), 1971-1975.

 

About the author

Torstein Nielsen Hole : PhD student

Torstein Nielsen Hole

PhD student

 
I am a Ph.D student part of the PRIME project and bioCEED. I am responsible for assessing and researching approaches to student learning in practice activities such as the workplace and field-work.
 
My projects

+47 98 07 16 17
Torstein.Hole@uib.no
Follow me on Twitter

Vanskelig å komme i gang? Motivasjonstips til deg som er student

Lucas Jeno, PhD student at bioCEED, has recently written this article in Studvest.

 

studvest.noDørstokkmila kan ofte være lang og tung. Du har nettopp flyttet til en ny by og begynt på et studie som kan virke både vanskelig og uoverkommelig. Samtidig som du leser og deltar på forelesninger har du venner, trening, deltidsjobb og andre ting som opptar tiden din. Det kan derfor være tungt og vanskelig å motivere seg til å studere og opprettholde motivasjonen gjennom semesteret. Basert på flere ulike teoretiske innfallsvinkler og forskning, skal jeg gi deg tips til hvordan du skal komme deg gjennom dagen og semesteret.

 

 

 

 

Reference

Jeno, L. M. (2015) Vanskelig å komme i gang? Motivasjonstips til deg som er student. Studvest. Hentet 14 september, 2015 fra http://www.studvest.no/vanskelig-a-komme-i-gang-motivasjonstips-til-deg-som-er-student/

Eksamenstrening

BioCEED inviterte studentene på et lite foredrag hvor Arild Raaheim vil komme med tips og triks nå som vi er i eksamensperioden. Arild holdt et lite innlegg tidligere I år på bioCEEDs studentmøte og han gleder seg til å treffe studentene igjen! Arild har blant annet skrevet boken ” Råd og tips til deg som skal studere”, og som pedagog vet han hva han snakker om! Han vil snakke litt om:

– Hvordan forbereder jeg meg best til eksamen?
– Om å “trene på å huske”
– Hva gjør jeg de siste dagene før eksamen?
– Når skal jeg slutte å lese?
– På eksamen – hva gjør jeg først/sist?
– Hvordan takler jeg nervøsitet?
– Hvordan går jeg frem på muntlig eksamen?

Se “brunsj med Arild” her.

Social Media in Education

We’re in the digital age, if it’s not online it doesn’t exist.

The applications of social media beyond the social scene are evident for those using any one of the numerous sites to network. Although, keeping up with recent trends and the norms of online communication become more and more difficult, increasing the risk of ending up as a  “technological fossil“.

From an educational standpoint, it is no longer good enough to provide lectures and post content on the student-web. Social media provide unique ways to interact and share content with students that would be considered nontraditional based on “normal” teaching etiquette, but when used right can become an invaluable tool in educator-student interactions.

In collaboration with British professors Anson Mackay (UCL) and Jon Tennant (ICL), bioCEED hosted a workshop on the applications of “Social Media in Biology Education” in October 2014, discussing a wide range of topics including the potential of different social media in courses and course teaching, alternative evaluation methods and how you as an educator can approach the social media world without getting overwhelmed from the start. Below is a summary from Anson and Jon’s presentations and from the discussion that followed.


Top tips for getting started with social media in education and academia as a whole:

  1. It’s not as hard as you would think!
  2. Consider what you want to use your profile for: Private, academic or both. Be aware that what you say is public, available for everybody to see
  3. Challenges associated with social media can be time constraints and distractions: do not expect a revolution from day 1 – feel your way forward and see what works best for you
  4. Check employer policies, and read up on licensing issues before posting anything
  5. Think of it as “progressive procrastination” rather than a time sink
  6. Have fun!

Suggestions on how to involve social media in education:

  • Meet shy students by allowing them to “tweet you their question” and answer after the break.
  • Create a Facebook group for your course, allowing easy communication with students and allows easy sharing of curriculum relevant material (but consider #4).
  • Introduce blogging as a more dynamic form of coursework. It encourages active students and interactivity between students, lecturers and the outside world.
  • Start your own research blog, allowing you to create a bigger impact and engage a wider audience.

 Sites to check out: twitter.comwordpress.comflickr.comimpactstory.orgfacebook.compinterest.com

 Thanks to Anson Mackay, Jon Tennant, Torstein Hole and those attending the workshop for contributing notes and thoughts that this post is based on.

Evaluation and quality assurance

Roy Andersson from the Faculty of Engineering (LTH) at the University of Lund, Sweden visited bioCEED in March 2015 to talk about evaluation and quality development. In addition to being a lecturer at LTH, Roy is heavily involved at the Academic Development Unit (Genombrottet) at LTH.

Watch Roy’s talk here: Systematisk utvikling og evaluering av undervisning.

Download his Powerpoint presentation here (pdf).