Tag: learning

Podcast: Horizontal governance and learning dynamics in higher education

We are pleased to share with you a presentation of some of the key messages from a large scale project “Horizontal governance and learning dynamics in higher education (HORIZON). The project is undertaken at the Faculty of Educational Sciences in University of Oslo.

In the presentation, Prof Peter Maassen, Prof Monika Nerland, dr. Jennifer Olson, dr. Hilde Afdal and dr Crina Damsa share their insights about he project. The seminar was recorded on 11th of February at the University of Melbourne.

Group presentation

Prof. Monika Nerland | Prof. Peter Maassen | Dr. Crina Damsa | Dr. Jennifer Olson | Dr. Hilde Afdal


Download the powerpoint slides for the presentation here

HORIZON project outline: 

The HORIZON project is aimed at contributing to an improved understanding of major change dynamics in higher education with respect to higher education governance and learning processes in higher education institutions, as well as the way these two are connected.

Hedda podcast: Student engagement with knowledge as a means to define quality

Episode 44 of our podcast series features Dr. Paul Ashwin from Lancaster University in the UK. In the podcast we talk about student engagement with knowledge as a key feature of quality in higher education, and he reflects on some of the key results from a three year long study on pedagogical quality and inequality in the UK.

Listen without the Flashplayer

Click here to download the Policy makers guide (pdf) that the research team has prepared based on the project results. 

View also the publications that the podcast is referring to:

Dr. Paul Ashwin  (Lancaster University)

Dr. Paul Ashwin
(Lancaster University)

Dr. Paul Ashwin is employed as a Senior Lecturer and Head of Department at the Department of Educational Research at Lancaster University in the UK. Earlier he has worked at the Institute for the Advancement of University Learning, University of Oxford and Newham College of Further Education. His key research interests are related to the relations between teaching-learning and knowledge-curriculum practices in higher education, as well as the implications of this for both policy and practice. He has also a keen interest on the methodological development of higher education studies in this area.

HEIK seminar with Professor Karen Jensen: Horizontal knowledge dynamics and the initiation of students in expert cultures

Professor Karen Jensen  (University of Oslo)

Professor Karen Jensen
(University of Oslo)

We are pleased to share yet another session from the HEIK academic seminar series in the field of higher education, with both invited international speakers and members of the research group HEIK (Higher Education: Institutional dynamics and Knowledge cultures) here at the University of Oslo.

This lecture was recorded in November 2013 and features Professor Karen Jensen (HEIK/FALK, University of Oslo) who discusses horizontal knowledge dynamics and initiation of students in expert cultures.

Listen without the Flashplayer

Abstract for the session: 

Hedda Chronicle: Linking Teaching and Research through the Use of Video – students’ reflections

Hedda students interviewing  professor P. Maassen

Hedda students interviewing
prof. P. Maassen

A little over a month ago, we introduced one of the innovative learning projects at the Hedda master programme, with an interview with professor Bjørn Stensaker about the project “Linking Teaching and Research through the Use of Video“, as well as the output of the project – the interview with professor Peter Maassen that the students conducted.

However – to really know how the project contributed to the learning processes, we also thought we should ask the students on what they think. Here is what one of the students, Evgenia Bogun, says: 

There is a simplistic view that research involves knowledge production and teaching involves knowledge transmission, and that these are discrete activities. In this view the relationship between teaching and research is limited to the outcomes of research forming the content of teaching. However, this does not reflect the complex reality of academic work in any discipline, and runs the risk of creating two antagonistic activities. As most academics are involved in both teaching and research, finding ways to integrate them more effectively is essential as we come under more and more pressure to increase ‘productivity’ in both teaching and research.

For that reason, in February 2013, we, Evgenia Bogun, Ljiljana Krstic and Rachelle Esterhazy, a group of the first year Hedda master students in higher education, participated in an innovative learning project led by Professor Bjørn Stensaker: “Student Produced Video – a means of improving the links between teaching and research“.

The objectives and rationales for the project were primarily based on the perspectives about how the links between teaching and research can be improved. In particular, the idea behind the project was to bring students and teachers to the same level of understanding, as students and professors usually meet only during the seminars and lectures, therefore, students do not really know what the teachers’ academic and professional activity looks like in their ‘free-of-teaching’, research time.

Student Produced Video – Interview with Prof. P. Maassen about his research

On Monday, we published an interview with Professor Bjørn Stensaker about an innovative learning project “Student Produced Video” with the Hedda master students in higher education. As the Hedda master programme has earlier won a prize for its learning environment, these kinds of innovative projects are important for continuing to find new means to create a productive learning environment and equip students with important skills for the future.

Here you can see one of the outcomes of the project, an interview with professor Peter Maassen that the students prepared, conducted and finalized.