English below
Tidspunkt: 21.-22. maj 2025
Sted: Comwell Kolding, Skovbrynet 1, 6000 Kolding
Deadline abstracts: 3. februar 2025, kl. 23.59
Deadline tilmelding: 24. februar 2025
Læringsmål & Bedømmelse
På DUNK 25 søger vi tilbage til nogle af de helt centrale spørgsmål i undervisnings- og uddannelsesudvikling: hvad skal de studerende lære, og hvordan ved vi, at de har lært det?
Alle, der er involveret i universitetspædagogik, forsøger både at stille og besvare spørgsmålet om, hvilken viden og hvilke kompetencer, de studerende skal tilegne sig, og hvordan vi sikrer, at de studerende lærer det tilsigtede. På DUNK 25 ønsker vi sammen at reflektere over, hvordan vi sikrer relevans i den faglig læring, definerer relevante læringsmål og bedømmelsesformer, samt hvad disse mål og former betyder for den pædagogiske og didaktiske udvikling af uddannelser og undervisning inden for de rammer, der er givet for vores uddannelser.
Vi vil sammen udforske de ændringer, der præger landets universiteter og videregående uddannelser i tiden, inklusiv kandidatreformens fokus på kortere kandidatuddannelser, erhvervskandidater og internationalisering. Reformen rejser en række spørgsmål til universitetspædagogikken om bl.a. konsekvenser for kernefagligheden, kandidaternes kompetenceprofiler, progression i uddannelserne, inkluderende undervisning, fleksible uddannelsesforløb og kobling mellem teori og praksis. (...)
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Date: May 21-22, 2025, 11.59 PM
Venue: Comwell Kolding, Skovbrynet 1, 6000 Kolding
Deadline for abstract upload: February 3, 2025
Registration deadline: February 24, 2025
Learning Objectives & Assessment
At DUNK 25, we return to some of the central questions in teaching and educational development: What do students need to learn and how do we know if they have learnt it?
Everyone involved in university pedagogy is working to address two key questions: What knowledge and competences should students acquire? And how can we ensure that students are learning what they need to?
At DUNK 25, we want to reflect together on how we ensure the relevance of academic learning, define relevant learning objectives and forms of assessment. We would also like to focus on how these objectives and assessment forms influence the pedagogical and didactic development of study programmes and teaching within the limits imposed by these.
Together, we will explore the changes currently affecting Danish universities and higher education. This includes the Master’s degree reform's focus on shorter master's programmes, business candidates and internationalization. The reform raises several questions regarding university pedagogy, such as the consequences for core competencies, graduates' competence profiles, progression in the programmes, inclusive teaching, flexible programs and the link between theory and practice. (...)
Fees are listed on the conference website