This text has been translated from Norwegian with the assistance of GPT UiO.
– Which teaching program would you like to highlight for your colleagues at the faculty right now?
– I'd like to spotlight a project we have at Development studies concerning digital competence portfolios. One of the challenges we face is demonstrating how the skills students acquire during their studies can be transferred to the working world later on. This is a familiar issue for many here at UiO and part of a broader discussion about workplace relevance.
– As educators and those responsible for study programmes, we are convinced that students gain a lot of useful knowledge which they will be able to apply when job-seeking. However, students themselves don't always see the relevance of their studies or the value of what they've learned. The idea behind digital competence folders is for students to perform a meta-analysis of the skills they have developed over time. The project was initiated by others, among them David Jordhus-Lier at ISS and the learning network EILIN. I joined last year and aimed to pilot it in Development Studies. This semester, we've tested it with students in their 6th semester writing their final bachelor's thesis. To make it as relevant as possible, we’ve linked the students’ work on their thesis to the competence portfolios.
– The plan, in the long run, is for students to start using the portfolios from their first semester and continue until they complete their bachelor's degree. The goal is for them to be aware of what they have learned throughout their studies and be able to define their own competence and understand what skills they have developed. The pilot will be evaluated in June, and I'm eagerly looking forward to seeing how it has worked.
– Who are you collaborating with?
– I have quite a few teaching assignments, both at undergraduate and postgraduate levels, and collaborate with many, both within and outside UiO. Firstly, I would like to highlight the talented individuals at ISS, including educators, the management, and, not least, the administrative staff. This is an engaged and academically strong group, with everyone contributing in their way to enhancing teaching quality.
– One of my roles is as programme director of Development studies. This is an interdisciplinary study programme, which gives me the opportunity to work with skilled colleagues from other departments at the Faculty of Social Sciences (SV-fakultetet). Additionally, we have lecturers from the institutional sector who bring in diverse perspectives. They are primarily an important resource for the students, but also for me. Beyond that, we have an active and engaged student group who are key collaborators.
– I would also like to highlight the learning network EILIN, where I get plenty of inspiration and the chance to discuss teaching-related issues, as well as concrete support from student assistants. I firmly believe in the importance of being part of a larger educational community, and I feel fortunate to be a part of it..
– In your opinion, what are the three most important factors for achieving good teaching in this field?
– I believe the three most crucial factors for achieving quality teaching are engagement, concretisation, and student interaction.
– Engagement: I think it's fundamental that, as a lecturer, I have a genuine passion for what I am conveying. Students quickly notice when they encounter someone who is genuinely interested in the subject. I believe it shines through and is conveyed to them, encouraging a greater desire to learn.
– Concretisation: It's often the case that one attempts to convey theory or concepts in a teaching situation. It's far from easy to explain abstract ideas and thoughts concretely; however, it's part of teaching to articulate something in a way that gives students a sense of understanding and mastery.
– Student Interaction: I don't believe a lecture works best as a 90-minute monologue. Encouraging discussions—buzz groups, small tasks, or questions—along the way disrupts the one-way communication that characterises traditional lectures. It certainly has its value, but also its limitations. Focusing on dialogue and interaction keeps students more alert and engaged, contributing to enhanced learning outcomes and increased interest among students.
– All of these are, of course, easier said than done, it's important to stress, and something I and undoubtedly others continually work on..
– If you were to give one piece of advice to new teachers at the faculty, what would it be?
– I'd like to share three pieces of advice, if I may! Firstly, don’t feel that every lecture or seminar must be a teaching masterpiece. Instead, focus on maintaining a consistent and solid level over time. I believe this leads to better learning for students and ensures teaching doesn't become an overwhelming task for you.
– Secondly, don't bite off more than you can chew. You don't need to cover the entire syllabus or all key debates within a topic. Instead, focus on 3-5 'takeaways' you want students to leave your session with. I get concerned when I see lectures with 50 PowerPoint slides or more. It’s unrealistic to expect students to absorb such large amounts of material, and it makes your task as a teacher far more demanding than necessary.
– Lastly, say 'yes' to teaching when offered the opportunity. Teaching repeatedly helps you become more confident in the teaching environment, makes you more proficient, and allows you to prepare more effectively.