Category: Outreach

New paper: Next‐generation field courses: Integrating Open Science and online learning

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Abstract

As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers (ECRs) could better emphasize or integrate Open Science elements. Field courses provide opportunities for ECRs to apply theoretical knowledge, practice new methodological approaches, and gain an appreciation for the challenges of real‐life research, and could provide an excellent platform for integrating training in Open Science practices. Our recent experience, as primarily ECRs engaged in a field course interrupted by COVID‐19, led us to reflect on the potential to enhance learning outcomes in field courses by integrating Open Science practices and online learning components. Specifically, we highlight the opportunity for field courses to align teaching activities with the recent developments and trends in how we conduct research, including training in: publishing registered reports, collecting data using standardized methods, adopting high‐quality data documentation, managing data through reproducible workflows, and sharing and publishing data through appropriate channels. We also discuss how field courses can use online tools to optimize time in the field, develop open access resources, and cultivate collaborations. By integrating these elements, we suggest that the next generation of field courses will offer excellent arenas for participants to adopt Open Science practices.

Keywords: career development, early career researchers, FAIR principles, higher education, pedagogy, reproducible research

 

 

Reference and link to the article

Geange SR, von Oppen J, Strydom T, et al. Next-generation field courses: Integrating Open Science and online learning. Ecol Evol. 2020;00:1–11. https://doi.org/10.1002/ece3.7009

 

New paper: The effects of a goal-framing and need-supportive app on undergraduates’ intentions, effort, and achievement in mobile science learning

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Lucas M. Jeno (Department of Education, University of Bergen and bioCEED), Ulrich Dettweiler (Department of Cultural Studies and Languages, University of Stavanger) and John-Arvid Grytnes (Department of Biological Sciences, University of Bergen) have recently published the paper “The effects of a goal-framing and need-supportive app on undergraduates’ intentions, effort, and achievement in mobile science learning” in Computers & Education.

 

Abstract

In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduate students learning to identify species in this 2 × 2 experiment. Using Bayesian analyses, results show a credible interaction effect between the mobile app and intrinsic goal-framing for intentions and identified regulation. For effort and achievement, the main effect of mobile learning is credible with substantial effect sizes. We argue that these findings are due to the need-supportive features within the mobile app and need-satisfying experience of pursuing intrinsic goals. For intrinsic motivation and amotivation, however, extrinsic goal-framing and intrinsic goal-framing, respectively, are credible and positive main effects, which is unexpected. More research is needed to investigate if this contradictory finding is replicated by others, or if students are pursuing extrinsic goals for autonomous motivation. Bayesian multigroup path analysis found across both groups that identified regulation predicted intentions, and intrinsic motivation predicted effort and achievement. For the extrinsic goal-framing group, amotivation predicted achievement, identified regulation predicted effort and achievement, and intrinsic motivation negatively predicted intentions. The results of our study provide theoretical implications for how goal-framing energizes different types of motivation within the mLearning context, and how manipulation within technology may have a differential effect on motivation than a physical agent.

    Keywords: Self-Determination Theory, Bayesian analysis, Goal-framing, Higher education, mLearning.

     

     

    Reference and link to the article

    Jeno, L. M., Dettweiler, U. and Grytnes, J.-A. (2020). The effects of a goal-framing and need-supportive app on undergraduates’ intentions, effort, and achievement in mobile science learning. Computers & Education 159 (2020) 104022

     

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    Relevans, lissom?

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    Snevert markedstilpasset kompetanse er neppe det morgendagens arbeidsgivere trenger, skriver de seks innleggsforfatterne fra UiB.

    Utdanning skal gi faglig kunnskap og overblikk, erfaring og ferdigheter i å kunne utøve faglighet og faglig skjønn, og evne til faglig egenutvikling og samarbeid. Utdanning er ikke ferskvare – den skal forberede studentene på mange tiårs yrkesliv i et arbeidsmarked i rask endring. Fremtidens arbeidstakere, arbeidsgivere, og utdanningsinstitusjoner har felles langsiktige interesser i utdanninger som sikter bredere enn å tilby spesifikke ferdigheter tilpasset dagens jobbmarked.

    Forslaget fra Arbeiderpartiet, Senterpartiet og Fremskrittspartiet om en ny indikator i finansieringssystemet for høyere utdanning, basert på antallet studenter som får relevant arbeid etter studiene, kan i utgangspunktet synes tilforlatelig. Selvsagt skal og vil vi som jobber ved universiteter og høyskoler utdanne kompetente kandidater som er attraktive i jobbmarkedet! Av dette følger ett viktige spørsmål: Hvilken kompetanse er relevant for arbeidslivet? […]

     

    Les mer i Khrono: https://khrono.no/relevans-lissom/494749

    Dette innlegget er undertegnet av:

    • Gaute Velle (professor 2, Institutt for biovitenskap ved Universitetet i Bergen og forsker NORCE Norwegian research center),
    • Oddfrid Førland (rådgiver, Institutt for biovitenskap),
    • Marte Haave (førsteamanuensis 2, Kjemisk Institutt),
    • Lucas Jeno (førsteamanuensis, Institutt for pedagogikk,),
    • Christian Bianchi Strømme (postdoktor, Institutt for biovitenskap),
    • Vigdis Vandvik (professor, Institutt for biovitenskap), alle ansatt ved UiB.

    – Forskning skal inn i utdannelsen, vi leker ikke butikk

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    På Senter for fremragende utdanning, bioCEED, deltar studentene i forskning som en del av undervisningen. Utdanningen skal og må være relevant både for studentene og samfunnet, forteller Oddfrid Kårstad Førland ved Universitetet i Bergen.

    Read more at Diku.no

    Senterkoordinator Oddfrid T. Kårstad Førland (fra venstre) og seniorkonsulent Kristin Holtermann viser frem siste produksjon fra 3D-printeren - foran akvariet med afrikanske kjempesnegler.
    Foto: Marianne Lid Iversen, Diku

    Biologistudent Sondre Olai Spjeld på vei til feltarbeid i Flåm. Foto: BioCEED, UiB

    Ny vår for undervisning

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    bioCEED deputy leader Pernille Bronken Eidesen and Øyvind Fiksen were recently interviewed in an article in Forskerforum:

    Skjermbilde 2016-05-13 09.35.23– Gode undervisarar er bevisste på kva dei held på med, og dei tenkjer mykje på korleis dei kan bli betre. Det som har gjort meg til ein betre undervisar dei siste åra, er at eg har våga å prøve nye ting, sjølv om det er ein risiko for at alt kan gå skeis. Studentane er utruleg rause og opne når dei forstår at eg prøver ut endringar til det beste for dei.

     

     

     

    Reference:

    Ny vår for undervisning. (2020) Forskerforum, 52(2), p18.

    Vi vil ha full revolusjon: Studiebarometeret 2.0!

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    logobioCEED leader Vigdis Vandvik and colleagues Lucas M. Jeno, Arild Raaheim, Torstein N. Hole and Gaute Velle have just published the following article in Khrono:

    Med årvisse åpne data om tilstanden i norsk høyere utdanning markerte Studiebarometeret et veiskille for sektoren. Nå er tiden moden for neste skritt på veien: Studiebarometeret 2.0 må spisses til å belyse faktorer som direkte påvirker kvaliteten i utdanningene – og slik hjelpe institusjonene til å prioritere de mest effektive tiltakene for økt studiekvalitet og for at studentene skal lykkes!

     

    About the authors

    bioCEED seminar – Helping students grow as disciplinary writers

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    Interested in learning more about supporting students developing their academic writing? bioCEED invites you to a seminar with Lene Nordrum (Lund University).

    Wednesday 29th January, 13:15-14:00 at Auditorium 4, Realfagbygget, UiB

    Disciplinary literacy – how to read, write, and talk in a specific discipline – is the key to knowledge and success in university education. Yet, many university teachers find it challenging to help their students develop such literacy. It may be easy for language and communication experts, but not necessarily a walk in the park for teachers with other disciplinary backgrounds. In this seminar, we will zoom in on how writing skills can be developed across the disciplines. The focus will be on how we can get students to write and how we can help them structure their texts. As such, the overall aim is to find keys to how we can help students grow as disciplinary writers, without being language teachers.

     

    Lene Nordrum is a senior lecturer at English Studies at Lund University. She is also an educational developer who specialize in academic writing.

     

    Smaller Classes Promote Equitable Student Participation in STEM

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    Cissy Ballen, Anne E .Bjune, Christian Jørgensen and Sehoya Cotner have recently published the paper “Smaller Classes Promote Equitable Student Participation in STEM” in BioScience.

     

    Abstract

    As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor’s gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.

     

    Reference and link to the article

    Cissy J Ballen, Stepfanie M Aguillon, Azza Awwad, Anne E Bjune, Daniel Challou, Abby Grace Drake, Michelle Driessen, Aziza Ellozy, Vivian E Ferry, Emma E Goldberg, William Harcombe, Steve Jensen, Christian Jørgensen, Zoe Koth, Suzanne McGaugh, Caroline Mitry, Bryan Mosher, Hoda Mostafa, Renee H Petipas, Paula A G Soneral, Shana Watters, Deena Wassenberg, Stacey L Weiss, Azariah Yonas, Kelly R Zamudio, Sehoya Cotner, Smaller Classes Promote Equitable Student Participation in STEM, BioScience, , biz069, https://doi.org/10.1093/biosci/biz069

    Instructors´ motivation for teaching predicts teaching style

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    Lucas M. Jeno (Department of Education, University of Bergen and bioCEED), Maï Yasué  (Quest University, Canada) and Jody L. Langdon (Georgia Southern University) have recently published the paper “Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?” in the International journal for the Scholarship of Teaching and Learning.

     

    Abstract

    We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies.

    Keywords: Self-Determination Theory, Intrinsic Motivation, Undergraduate, Mixed-methods.

     

    Reference and link to the article

    Yasué, M., Jeno, L. M., and Langdon, J. L. (2019). Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers? IJ-SoTL, Vol. 13 [2019], No. 2, Art. 2

     

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    Learning through practice in biology education.

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    April 25th 2019 Torstein N. Hole successfully defended his doctoral dissertation “Learning through practice in biology education” and completed his PhD degree at the University of Bergen!

     

    ABSTRACT

    Work continues to be an important educational measure in higher education. It has received increasing focus both among policymakers, educators, and in educational science research as a valuable addition to campus-based, and often lecture-based, education. In biology, work placements are rarely employed, and the workplaces that are available to students are multifaceted and the distinction between practices at campus and practices at work may seem oblique at the outset. Both include sampling, analysis, and reporting of results. In other words, work as a learning measure in scientific disciplines is different from work in professional educations.

    In this thesis, I investigate learning through work in higher education, principally among biology students. The investigation is performed through three independent studies. In the first study, I examine students’ working practices in a field excursion using ethnographic techniques. The second study focus on a work placement course for biology students, and data was gathered through their blog entries. The third study consists of focus group interviews of students in Teacher education, Music Performance, and Aqua Medicine, a sub-program in biology that employs work placements. The third study allowed for a broader overview of other iterations of learning through work in several programs. In all studies, the aim was to gather students’ accounts of their knowing in enacting practices. Furthermore, the analysis focused, at various levels, on students’ accounts of personal epistemologies inside a sociocultural practice.

    The analysis of interviews, focus group discussions, observations, and blog entries reveal important similarities between the way students enact biology through working practices in different contexts. These similarities concerned epistemological perception of learning in campus and complex learning in practices, such as those in workplaces and the field. At different levels, these complexities require students to make decisions whether in their sampling, and to gather necessary information to be able to complete their work. Furthermore, the different studies revealed different levels of engagement between students, teachers, supervisors, and others. In field excursions, students engage continuously with teachers, while they engage more continuously with supervisors and co-workers in work placements. Nevertheless, on the basis of students’ accounts, I argue that the role of teachers is crucial for the students’ experiences. Whether this is direct engagements between teachers and students, or their overall facilitation of learning at campus and how it interacts with students’ experiences and personal epistemologies in work.

    By using varied expressions of knowing in the analysis of students’ accounts of knowing in working practices, we found that dispositions, procedures, and concepts interact throughout students’ work. This indicates that practices involve important experiences that affect students’ outlook towards their own engagement with biology, and the disposition to pursue particular methods, careers, and otherwise intersect their working practice with their values. On its own, these are important contributions of work placement- and field excursion practices in biology students’ education.

    Link to the thesis

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    PhD Defense Torstein N. Hole – Learning through practice in biology education

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    Thursday, April 25th, 2019 was a new big day for bioCEED, as Torstein N. Hole defended his PhD degree at the University of Bergen with the dissertation: “Learning through practice in biology education». Torstein becomes the second bioCEED student to complete his doctoral degree at UiB. We warmly congratulate him with an excellent thesis and defense!

    https://twitter.com/RagnhildGya/status/1121333496423776257

     

    The following Evaluation Committee was appointed by The Faculty of Mathematics and Natural Sciences to evaluate the thesis:

    • Professor Anne Line Wittek, University of Oslo
    • Professor Roger Säljö, University of Gothenburg, Sverige
    • Associate professor, Anne Elisabeth Bjune, Department of Biological Sciences, UiB (chair of the committee).

     

    And this is how his work was summarized for the press release (in Norwegian):

    Praksis har lange tradisjoner i profesjonsfag, men har sjelden vært en del i av undervisningen i disiplinfag som biologi. I sin ph.d. har Hole undersøkt hvordan studenter lærer i tre ulike former for praksis i biologi, feltkurs som er en type praksis som har flere likhetstrekk med praksis hos profesjonsfag, arbeidspraksis som har blitt undersøkt via studenters blogginnlegg, og arbeidspraksis hos fiskehelsebiologer, musikkprofesjonsstudenter og lærerstudenter.

    I analysen av studentenes læring har det kommet frem hvordan opplevelser i praksis henger sammen med utviklingen av studenters personlige epistemologi. Gjennom en sosiokulturell analyse av disse har Hole studert hvordan studentene utviklet sin forståelse av fagene de studerer, deres tilnærming til læring og sin egen rolle som fremtidig biolog. I de ulike studiene påpekes det også ulike pedagogiske muligheter i feltkursundervisning, gjennom samhandling mellom naturvitenskapelige fenomener og student, vurdering av studenter gjennom blogginnlegg og sammenhengen mellom opplevelser i praksis og undervisning på universitetet i ulike utdanninger.

     

    Note also that Torstein N. Hole held his trial lecture on March 8th on the topic: “Active learning and active students – when, how, and why?”. This lecture was videorecorded and is available here.

     

     

    Evolution of a portfolio-based design in ecology: a three-year design cycle.

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    Rachelle Esterhazy (Department of Education, University of Oslo) and Øyvind Fiksen (Department of Biological Sciences, University of Bergen) have recently published the paper “Evolution of a portfolio-based design in ecology: a three-year design cycle” in Uniped.

     

    Abstract

    Portfolio-based designs are among the most popular student-centered approaches in higher education. While the pedagogical literature typically provides generic advice on ideal portfolio-based designs, there is little empirical data on how such designs are developed over time and what design decisions teachers take in response to challenges in practice. This article provides an empirical account of a three-year design cycle of a portfolio-based ecology course at a Norwegian university. It investigates how the design changed over the years and how these changes related to the challenges the teacher met during the enactment of the course. To that end, a thematic analysis of course plans, evaluations, and interviews with the designing teacher was conducted. The findings show how the teacher introduced, removed, and (re-)configured different course components in order to address challenges related to the limited coherence between portfolio items and organized class meetings, and students’ limited engagement with the disciplinary knowledge. Thereby, the course design gradually evolved from a portfolio-based design towards a hybrid design combining portfolio, traditional exam and team-based learning. This study illustrates that portfolio-based designs have great potential but no guarantee to support students in active engagement with knowledge; and that teachers need to actively maintain their student-centered focus in their designs by responding flexibly to the emerging challenges.

    Keywords: portfolios, course design, biology education

     

    Reference and link to the article

    Esterhazy, R. and Fiksen, Ø. (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. Uniped, 01/2019 (volum 42) https://doi.org/10.18261/issn.1893-8981-2019-01-05

     

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    Biology students at work: Using blogs to investigate personal epistemologies.

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    Torstein Nielsen Hole, Gaute Velle, Hanne Riese, Arild Raaheim and Anne Laure Simonelli have written an article about learning in work placements among biology students. To investigate learning they have focused on personal epistemologies. That is, students’ accounts of learning and knowing. Students have written about their learning experiences in blogs; using student blogs as a data source for epistemologies is quite novel. Further, this emphasizes the value of blogs as a tool to foster student reflection through assessment. On the basis of their analysis, they conceptualize how students’ personal epistemologies develop in work placements through interactions with various contexts, dispositions and conceptual and procedural knowing. For further details on the work placement course itself, see this paper by Velle et al.

     

    Abstract

    This paper reports an investigation of biology students’ discussion of knowing in work placements, as accounted in blogs. Twenty-two blogs, containing 78 individual entries, written in conjunction with a work placement course for students in a tertiary level biology program, have been analysed in the study (The blogs are publicly available here: https://biopraksis.w.uib.no). The aim of the paper is to increase understanding of how work placements shape biology students’ personal epistemological trajectories. The analysis is performed by employing a theoretical lens that emphasizes the situated nature of knowing, as enacted in working practices. The blog accounts consist of the students’ appraisal of their own learning and knowing in work placements, situated in biology undergraduate education. The investigation suggests that the students’ personal epistemologies develop in an interplay with context and personal epistemologies to shape their trajectories toward biology knowing. These trajectories have been analysed in terms of their procedural, conceptual, and dispositional dimensions. The use of blogs as a data source is argued to be appropriate to analyse personal epistemologies. Other strengths and weaknesses of this design are discussed.

     

    Reference and link to the article

    Hole, T. N., Velle, G., Riese, H., Raaheim, A., & Simonelli, A. L. (2018). Biology students at work: Using blogs to investigate personal epistemologies. Cogent Education, 5(1), 1563026. https://doi.org/10.1080/2331186X.2018.1563026

     

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    The “Species” Concept as a Gateway to Nature of Science

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    Jorun Nyléhn, Associate Professor at bioCEED and BIO, and colleagues have recently published the article “The “Species” Concept as a Gateway to Nature of Science.” in Science & Education.

    Understanding how science works has become a primary goal in education, as it connects to critical thinking and the foundations of knowledge. This includes the more complex and overarching topics like evolutionary biology. In this recently published paper from the Department of Biosciences, UiB and the Department of Teacher Education and School Research, UiO, the potential of using species concepts as a means to increase the knowledge of the science of biology is investigated. The article focus on the most common species concepts in science, includes aspects from the philosophy and nature of science, and four recommendations for teaching biology are given.

    Abstract

    The nature of science (NOS) is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the concept of species is a highly discussed one in the science and the philosophy of biology. A multitude of species concepts exist, reflecting both the views and interests of researchers and their utility in different organism groups. The present study serves to address the following questions: How do textbooks in Norwegian primary and lower secondary schools present the concept of species? Can inquiries into the concept of “species” serve to highlight aspects of NOS? A review of the available literature on species and species concepts in school is also performed. In the schoolbooks, the biological species concept is commonly used as the main definition, whereas the morphological species concept is represented by additional remarks of similarity. The potential and pitfalls of using the species concept for teaching NOS are discussed, with NOS being discussed both as a family resemblance concept and as a consensus list. Teacher education is proposed as a starting point for inducing a more sophisticated view of biology into schools.

    Reference and link to the article

    Nyléhn, J., & Ødegaard, M. (2018). The “Species” Concept as a Gateway to Nature of Science. Species Concepts in Norwegian Textbooks. Science & Education, 27(7-8), 685-714. doi: https://doi.org/10.1007/s11191-018-0007-7

     

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    Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach

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    Lucas Jeno, Vigdis Vandvik, Sigrunn Eliassen, John-Arvid Grytnes from bioCEED and BIO have recently published the article “Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach.”

    Abstract

    Perceived novelty in mobile applications is an inevitable aspect of today’s technologies. Studies suggest that this perceived novelty effect increases motivation but wanes once the user becomes accustomed to the product. Using a Self-Determination Theory approach, the present study investigates how different tools relate to students’ motivation, basic psychological needs, and achievement, over and above the effect of perceived novelty. The results from a randomized controlled experiment show that a mobile-learning tool and a digital version of a textbook are perceived as more novel than a traditional textbook. However, only the mobile-learning tool enhances the students’ basic psychological needs. Additionally, using path-analysis, we find that the mobile-learning tool, need-satisfaction within the mobile-learning tool, and autonomous motivation account for achievement and internalization, over and above the effect of novelty. We argue that this finding is due to the inherent need-supportive elements within the mobile-learning tool that satisfy the basic psychological needs.

    Reference and link to the article

    Jeno L.M., Vandvik V., Eliassen S. & Grytnes J.-A., Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach,
    Computers & Education (2018), doi: https://doi.org/10.1016/j.compedu.2018.10.008

     

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    A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach

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    Lucas Jeno and colleagues from bioCEED have recently published the article “A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach”.

    Abstract

    We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n = 754) from a representative national sample participated in this cross-sectional study. The results align with our hypotheses and SDT assumptions. The model explains a substantial amount of the variance in academic achievement and dropout intentions. Specifically, autonomous motivation and perceived competence positively predict academic achievement and negatively predict dropout intentions. Controlled motivation is unrelated to academic achievement and is a positive predictor of dropout intentions. Furthermore, significant indirect effects show that need-supportive teachers and students’ intrinsic aspirations positively predict academic achievement and negatively predict dropout intentions, via autonomous motivation and perceived competence. We recommend teachers to support students’ need for autonomy, competence and relatedness, by providing choice and volition to facilitate autonomous motivation, and give students effectance-relevant feedback and optimal challenges to increase perceived competence.

    Reference and link to the article

    Lucas M. Jeno, Anne G. Danielsen & Arild Raaheim (2018) A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach, Educational Psychology, DOI: 10.1080/01443410.2018.1502412

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    Merittering kritikken liknar klimafornekting

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    Torstein N. Hole, PhD-student at bioCEED, has recently published the following article in På Høyden:

    Det er liten tvil om at merittering fører til betre undervisning, meiner stipendiat ved bioCEED, Torstein Hole.

    – Om vi meiner alvor med å fokusere på undervisning, må pengar og prestisje koplast til undervisning, seier Hole.

    Han arbeider ved bioCEED, eit senter for framifrå undervising, lokalisert ved Universitetet i Bergen (UiB). Det var bioCEED som først tok initiativ til å etablere merittering for undervisarar på universitetet.

    The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach

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    Lucas Jeno and colleagues from bioCEED have recently published the article “The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach”.

    Abstract

    From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application’s built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students’ perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.

    Reference and link to the article

    Jeno, L. M., Adachi, P. J. C., Grytnes, J.-A., Vandvik, V., Deci, E. L. The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach (2018). British journal of educational technology , 2018.

     

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    Working and Learning in a Field Excursion

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    Torstein N. Hole, Ph.D student at bioCEED and PRIME, has recently published the article “Working and Learning in a Field Excursion” in CBE – Life Sciences Educational.

    Abstract

    This study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. A three-level analysis of the students` experiences focused on three processes that emerged: participatory appropriation, guided participation, and apprenticeship. These processes derive from advances in practice-oriented theories of knowing. Through their work in the field, the students were able to enact science autonomously; they engaged with peers and teachers in specific ways and developed new understandings about research and epistemology founded on their experiences in the field. Further discussion about the use of “practice” and “work” as analytical concepts in science education is also included.

    Reference and link to the article

    Hole (2018). Working and Learning in a Field Excursion. CBE – Life Sciences Educational Vol 17, No 2 (2018), pp 1-11

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    Excellent Teaching Practitioner – 2018

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    The Faculty of Mathematics and Natural Sciences (MatNat) at UiB and the University Centre in Svalbard are inviting teachers to apply for the title of Excellent Teaching Practitioner (ETP). 

    Applications may be submitted at any time throughout the year, with the deadline for application submission on October 1st, 2018. Evaluation of applications will take place in October – December 2018.

    The ETP status is granted based upon proven merit and commitment to teaching and educational excellence. Successful applicants will be awarded with a membership in the Faculty’s Pedagogical Academy and a permanent salary rise for the individual teacher. It is emphasized that the ETP is independent of other academic promotion schemes and that the title ETP can only be awarded to people who develop their teaching competences systematically and over time to a level that is significantly higher than the required basic competence at Universities.

    The status as Excellent Teacher Practitioner is awarded on the basis of an application/ teaching portfolio and a subsequent assessment and interview by an evaluation committee. The committee includes both pedagogical and disciplinary expertise. The evaluation process includes the assessment of a teaching portfolio with documentation and an interview. In the application and attached documentation the applicant must describe, analyze, discuss and document systematic and targeted work to enhance educational quality focusing on four main criteria based on the principles behind the Scholarship of Teaching and Learning.

    Here are the calls for applications:

    Call for applications – Excellent Teaching Practitioner (ETP) – UNIS

    Call for applications – Excellent Teaching Practitioner (ETP) – MatNat

    Both MatNat and UNIS will organize portfolio workshops in May / August 2018. More info here:

    Portfolio Workshop – MatNat

    Portfolio Workshop – UNIS – description of workshop in August will be announced soon.

    Vil du jobbe hos bioCEED? To ledige stipendiatstillingar

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    bioCEED lyser ut to stipendiatstillingar knytt til Institutt for biovitskap ved Universitetet i Bergen. Stillingane har søknadsfrist 20. mai og er for ein periode på 4 år.

    Den eine stillinga skal studere effektar av ulike endringar og kvalitetsfremjande tiltak i høgare utdanning, og er ein del av bioCEED si satsing på å utvikle og studere ein god kollegial lærarkultur med felles ansvar og stimulering av godt arbeid for studieprogram og undervisningskvalitet.

    Stipendiaten skal studere effektar av ulike lokale og nasjonale tiltak for pedagogisk utvikling og studiekvalitet, samle ulike typar data om undervisarar og studentar og teste effektar av tiltak og politikk. Den som vert tilsett vil få høve til å utvikle og teste eigne problemstillingar og hypotesar knytt til desse tema.

    Sjå meir om stillinga og naudsynte kvalifikasjonar i utlysingsteksten.

    Den andre stillinga skal studere matematikk i biologiutdanningane, og er knytt til bioCEEDs arbeid med å utvikle gode modellar for integrering av generelle ferdigheiter og kunnskapar, og å bygge ein god progresjon i desse ferdigheitene og kunnskapane gjennom biologistudiet.

    Stipendiaten skal utvikle og teste nye metodar og læringsverktøy for integrering av matematikk, statistikk, og modellering i biologiutdanningane. Den som vert tilsett vil få høve til å utvikle og teste eigne problemstillingar og hypotesar knytt til desse tema.

    Sjå meir om stillinga og naudsynte kvalifikasjonar i utlysingsteksten.

    The antecedents and consequences of students´ autonomous motivation: The relation between need-support, motivation, and academic achievement.

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    February 16th Lucas Jeno successfully defended his doctoral dissertation “The antecedents and consequences of students´ autonomous motivation. The relation between need-support, motivation, and academic achievement” and completed his PhD degree at the University of Bergen!

     

    ABSTRACT

    Higher education has traditionally rested on teacher-centred education. Recently, there has been a shift towards learner-centred education. Innovative teaching tools, active teaching methods, and teachers that encourages a deep approach to learning, are examples of how to facilitate learner-centred education. Central to learner-centred education is increasing student motivation for learning. Moreover, recent systematic reviews and meta-analyses suggest that learner-centred education, compared to teacher-centred education, increase student achievement. Guided by the framework of Self-Determination Theory, this thesis investigates different antecedents for student motivation, and how in turn, autonomous motivation relates to achievement. It is hypothesised that the extent that the environment (i.e., teacher, innovative teaching tools, active teaching methods) promotes a sense of choice and volition in the learning activity, a sense of optimal challenge and feedback, and a sense of caring and nurture, will increase student autonomous motivation and achievement. Three independent studies were conducted and written up as three papers. Paper I is a national representative cross-sectional investigation of biology students´ prospective achievements and dropout intentions. Results from a Structural Equation Model show support for the proposed hypotheses. Moreover, multi-group analyses show that there are significant differences for level (i.e., BA vs MA) for four paths, but are invariant across genders. Specifically, we found need-support, relatedness, and intrinsic aspiration to be positive predictors of perceived competence and autonomous motivation. Perceived competence and autonomous motivation are positive predictors of achievement and negative predictors of dropout intentions. Extrinsic aspiration is a negative predictor of achievement and a positive predictor of controlled motivation. Controlled motivation is a positive predictor of dropout intentions. Paper II concerns a randomised experiment testing the effect of a mobile-application tool to identify species. Students in the mobile-application condition, relative to students using a traditional textbook, scored higher on intrinsic motivation, perceived competence, and achievement. A path-analysis shows that the mobile-application positively predicts intrinsic motivation and perceived competence. Intrinsic motivation in turn, positively predicts achievement. An indirect effect of the mobile-application to achievement through intrinsic motivation was found. Paper III is a quasi-experiment testing the effect of Team-Based Learning (TBL) relative to traditional lecture-classes. The study is a one-group pre-test/post-test design. Measurement after four weeks of lectures and then after four weeks of TBL shows that the students increased their intrinsic motivation, identified regulation, external regulation, perceived competence, engagement, autonomy-support, need-satisfaction, and perceived learning. The students decreased in amotivation from pre-test to post-test as a function of TBL. A path-analysis using the change scores shows that increases in intrinsic motivation, identified regulation, and perceived competence positively predict engagement, which in turn, positively predicts perceived learning.

    In conclusion, the results show that active learning, compared to passive learning, is positively related to achievement. However, the findings also show that it is important to consider the underlying motivational processes that either support or thwart student autonomous motivation. That is, active learning promotes autonomous motivation and increases learning when the students´ basic psychological needs for autonomy, competence, and relatedness are supported. In accordance with Self-Determination Theory, a socio-context could be perceived as informational (need-supportive), controlling (need-thwarting), or amotivational (incompetence), thus teachers and institutions are recommended to consider the need-supportive vs need-thwarting elements within learner-centred approaches. The results from this thesis contribute to the knowledge on what increases student autonomous motivation and how active learning methods impact student motivation. Specifically, the use of a prominent metatheory of motivation allows for an analysis of which factors facilitate motivation and what the consequences might be. The use of diverse student samples, study design, and statistical analyses provide strong support for the external validity of the thesis.

    Link to the thesis

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    bioCEED seminar 15th Feb by Professor Chantal Levesque-Bristol: Excellence in teaching and learning from the self-determination theory perspective

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    Thursday 15th February Professor Chantal Levesque-Bristol from Purdue University will give a seminar at bioCEED with the title:

    Excellence in teaching and learning from the self-determination theory perspective

    Time: 15th Feb, Kl. 13:15-14:00
    Place: Seminar room K1/2 Biologen (A), Thormøhlensgt 53A

    PhD Defense Lucas Jeno – Motivation as a prerequisite for learning

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    Friday, February 16, 2018 is a big day for bioCEED, and especially for Lucas Jeno who will defend his PhD degree at the University of Bergen with the dissertation: “The antecedents and consequences of students’ autonomous motivation. The relation between need-support, motivation, and academic achievement». We congratulate Lucas with an excellent thesis, and wish him good luck with the defense.

    The Faculty of Mathematics and Natural Sciences has appointed the following Evaluation Committee to evaluate the thesis:

    • Director, Chantal Levesque-Bristol, Purdue University
    • Professor, Anders Malthe-Sørensen, University of Oslo
    • Associate professor, Anne Bjune, Department of Biological Sciences, UiB (chair of the committee).

    This is how Lucas has summarized his work for the press release:
    Teachers and learning activities that provide students with choices and opportunities, optimal challenges, and an experience of being taken care of, increase the students’ motivation, learning, and desire to continue their studies. In three studies of students in higher education, Jeno found that students who experience learning activities and teachers who support, rather than hinder, their intrinsic motivation, learnt more and had a stronger sense of well-being.

    The first study was a national survey of biology students that mapping their experience of motivational support, motivation, life goals, and dropout early in the semester. These data were connected with students’ grades at the end of the semester. The results showed that students who experienced support from teachers and fellow students had intrinsic goals, experienced more mastery and self-determined motivation, which in turn led to better grades and the desire to continue the studies. Students who were more driven by extrinsic goals and extrinsic motivation thought more about dropping out and had lower grades.

    The second study was an experiment that compared motivation and learning among students who used a mobile application, with students who used a traditional textbook (a reference book) as a means of identifying plants and animals. The students using the mobile application had higher motivation, felt more mastery, and learned more, compared to students using the textbook.

     

    The third study compared traditional lectures with more student-active group-based teaching where students collaborate and discuss the material in class, rather than listen to a teacher. The results showed that student-active teaching led to higher motivation, mastery, engagement, and learning for the students.

    Traditionally, higher education has used teaching methods that passivize students, rather than activating them. This despite the fact that research shows that active learning leads to more motivation, well-being and learning. This thesis contribute new knowledge on how teaching methods and technological tools should be designed to create optimal motivation and learning for students. Higher education institutions are recommended to develop and use methods that support students’ intrinsic motivation in work against dropout, assessment, and learning.

    Lucas’ main supervisor is Professor Arild Raaheim, and the co-supervisors are Professor Vigdis Vandvik and Professor Anne Grete Danielsen.

    On 16th Feb, Lucas will first hold his lecture on a given topic and then there will a public defense fo the PhD dissertation:

    09:15: “Challenges and barriers for the implementation of active learning: What can instructors do to create environments that are more focused on autonomy-supportive and learning”

    11:15: PhD defense starts

    Venue: Large Auditorium, HIB (Thormøhlensgate 55)

     

    Developing work placements in a discipline-oriented education

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    Gaute Velle and colleagues from bioCEED and PRIME have recently published the article “Developing work placements in a discipline-oriented education” in the Nordic Journal of STEM Education.

    Abstract

    Higher education is often divided into discipline-oriented and professional programs. Professional programs prepare students for a specific profession and include relevant theoretical and practical knowledge. Discipline-oriented programs emphasize theoretical knowledge and research within a specific discipline or field. Except for a career within research and higher education, discipline-oriented programs provide less obvious links to future careers. The transition from student life to working life may therefore be challenging.

    In this paper, we present and discuss the development and implementation of a work placement course as part of the disciplinary programs in biology at the University of Bergen. The course was developed to provide students with practical- and work- related competences, to inform
    about opportunities for future career and to foster motivation and learning. We have revised the course according to feedback from students, workplace hosts and our experience as course teachers during the six semesters the course has been running.

    The work placement course is at the bachelor (BSc) level and consists of two main components; a work placement and the student’s own reporting of placement outcomes. For the placement, the students work 140 hours at a workplace as a biologist. The reporting consists of four open blog-posts, one written reflective essay and a final oral presentation. The course teachers also meet with the students and convey information on the roles of biology and biologists in today’s society through a Facebook group. Feedback from the students, hosts and course teachers point to a range of benefits from work practice in discipline-oriented study programs. Based on our experience, we provide guidance for implementing such courses.

    Reference and link to the article

    Velle, G., Hole, T. N., Førland, O., Simonelli, A.-L., and Vandvik, V. (2017). Developing work placements in a discipline-oriented education Nordic Journal of STEM Education, Vol. 1, No. 1 (2017), pp 287-306.

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    The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

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    Lucas Jeno and colleagues from bioCEED, PRIME and Høgskulen på Vestlandet have recently published the article “The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective”.

    Abstract

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.

    Reference and link to the article

    Jeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M. J., and Mæland, S. (2017). The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective. CBE—Life Sciences Education • 16:ar59, Winter 2017.

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    En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

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    Daniel Kristensen has conducted a qualitative study and interviewed Biology students about their experiences in everyday life at the University, and how their experiences affect their psychological well-being and motivation. He presented his thesis entitled “En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 27th, 2017 and thus obtained his Master’s degree.

     

    ABSTRACT

    In a self-determination theory perspective (Deci & Ryan, 1985), the quality of the interaction between students and the context can be a crucial factor for the student’s well-being and motivation. Central to the theory are the three basic psychological needs for autonomy, competence and relatedness. Self-determination theory argues that the satisfaction or thwarting of these needs may have a significant impact on well-being and autonomous motivation. To investigate factors in the learning environment that may interact with the satisfaction of the basic psychological needs in students may therefore be important. In this study, I aim to examine how students perceive their everyday life at the university, by shedding light on the students own account of their well-being and motivation.

    To solve the research question, I conducted a series of qualitative semi-structured interviews. This interview method is often used in qualitative research because it provides the participants and researcher the opportunity to have a relatively open discussion, with an already established theme. The interview participants were all students who (1) were freshmen at the university, and (2) were participating in a bachelor program in biology. The interviews were recorded on an audio device, and later transcribed. The transcribed data was deductively analysed, and later broken down to smaller segments and put into categories. The categories were subsequently linked to central assumptions in the theoretical framework. The categorization of the comments provided a base for further discussion and reflection. In the discussion, basic psychological needs theory was used in interpreting the participants comments according to the degree they felt their need for autonomy, competence, and relatedness was being satisfied or thwarted. In many ways, the discussion reflects my own interpretation and understanding of the link between the theory and the data material. By interpreting the data material in light of self-determination theory, it was possible to observe different processes and factors that may be paramount in student well-being and motivation. According to my own interpretation, all the participants in the study expressed that they enjoyed, and felt connected, to their academic environment. Some of the participants also conveyed that they felt competent and felt a steady progress in their studies. Furthermore, the participants indicated that the learning context felt autonomy-supportive. Satisfaction of the need for autonomy is, according to self-determination theory, crucial for intrinsic motivation.

    Link to the thesis
     

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

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    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

     

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

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    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 scratch. Proceedings of The 38th ANNUAL EAIR FORUM. https://lup.lub.lu.se/search/publication/21da69fd-e9cf-491d-926b-46d4d5e53751

     

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    bioCEED articles presented at MNT-konferansen 2017

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    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!

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    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:

    bioCEED teaching seminars at UNIS

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    anders-ahlberg

    Roy Andersson and Anders Ahlberg from the Faculty of Engineering, Lund University in Sweden and in collaboration with bioCEED, are visiting UNIS in week 10. During their stay they will give 3 seminars on educational matters. Roy and Anders have worked with educational development and teaching for several years and are well known in their field. Don’t miss the chance to join in!

     

    Monday, March 6th, 13:15–16:00 in Kapp Mitra: Teaching portfolio workshop For teaching staff (including post docs and PhD students). For more information click here.

     

    roy-andersson

    Tuesday, March 7th, 12:15–13:00 in Lassegrotta: Brown bag lunch seminar, “PhD learning hurdles in STEM disciplines-mirrored by student talks and manuscripts”

    In this lunch seminar for supervisors and doctoral students we´ll unpack and discuss what doctoral students’ early scientific talks and draft manuscripts may tell us about scientific thinking and science communication, and how generic skill development may be promoted. The seminar draws on observations during 15 years of extensive communication training at the Faculty of Engineering (LTH), Lund University (ca 120 PhD students in training per year).

    The seminar will be streamed. Click here to watch the seminar.

    Tuesday, March 7th, 13:15–16:00 in Kapp Schoultz: “How to become a better teacher”

    For PhD students and post doc. For more information click here.

     

     

    Til forsvar for dagens studenter!

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    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»

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    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

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

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    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

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    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

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    Arild Raaheim, Vigdis 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

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    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

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    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

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    “Ja, kvinner deltar faktisk mindre enn menn”

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    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.

    The future of fisheries education

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    Welcome to FØH (Fisheries Ecology and Aquaculture) Journal Club, which this month will focus on the recent special issue in American Fisheries Society journal Fisheries, where they review where the future of education in this field. The purpose is to reflect on some of the perspectives in this special issue and discuss these points in light of our own teaching.
    This jounal club meeting is arranged in collaboration with bioCEED.

     

    Time and place: Friday 25 November at 13:00, in meeting room Store Puddefjorden (B-blokk, 5 et. Biologen)

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

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    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.

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    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.

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    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

    En kultur for utdanningskvalitet

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    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?»

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    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/

    Utlysing av verv som studentrepresentant i bioCEED

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    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

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    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

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    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

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    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

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    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 Perspective. International Journal of Technology and Inclusive Education, 5(1), 716-721

     

    About the author

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    Why are some science teaching practices so successful?

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    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

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    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

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    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

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    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

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    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.

    Developing Collaboration as a Transferrable Skills in Biology Tertiary Education

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    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.

     

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

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    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/

    BIO granted status as a Centre of Excellence in Higher Education

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    The Department of Biology, UiB has recently published this article:

    uib.logo_On the 8th of November, 2013, the collaboration involving the Department of Biology together with The University Centre in Svalbard (UNIS), the Institute of Marine Research, and the Department of Pedagogy (UiB) was granted status as a Centre of Excellence in Higher Education (SFU).

    BIO er finalist i SFU-konkurransen

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    The Department of Biology at UiB has recently posted this communication.

    uib.logo_BIO-CEED – Centre of Excellence in Biology Education – er en av åtte søknader som har nådd gjennom nåløyet og kommet til finalen. Tre sentre vil bli innvilget i denne runden. BIO-CEED er et samarbeid med Universitetssenteret på Svalbard (UNIS), Havforskningsinstituttet og Institutt for praktisk pedagogikk ved UiB. NOKUT vil gjennomføre institusjonsbesøk og intervjuer i løpet av september, før det besluttes hvilke sentre som vil bli innvilget. Professor Vigdis Vandvik har ledet søknadsprosessen, godt hjulpet av Oddfrid Førland, Lawrence Kirkendall, Eric Thompson, Tom Klepaker, Øyvind Fiksen, Andreas Steigen og studentene Tone Ulvatn og Hilde Dybvik foruten ansatte ved samarbeidsinstitusjonene.