Abstract
Studerendes trivsel står centralt på universiteternes strategiske dagsorden og der foregår i øjeblikket en betydelig udvikling af nye ressourcer til uddannelser og undervisere. I oplægget udforsker vi, hvordan trivselsagendaen og disse ressourcer implicerer en række nye forestillinger om den ønskede og problematiske studerende – og sætter en ny retning for den universitetspædagogiske praksis. Den studentercentrerede tilgang, formuleret i universitetssammenhæng af John Biggs, opererer med to typer studerende: Den problematiske Robert, som alene er motiveret af eksamensbeviset og konstant jagter genveje, og hans modpol, Susan - den gode, selv-motiverede, dybde-lærende studerende. Biggs mener, at underviserens opgave er at forme alle studerende som Susan ved hjælp af et studentercentreret pædagogisk design. Med trivselsdagsordenen introduceres imidlertid nye unavngivne studenterfigurer, dvs. forestillinger om den ’trivende’ og den ’stakkels’ studerende, som underviseren forventes at tage hensyn til. Fx bliver undervisere i nogle nye guides opfordret til at hverdags-diagnosticere studerendes trivselsprofil og handle på det. I oplægget udforsker vi disse figurer diskursanalytisk og diskuterer deres implikationer for universitetspædagogikkens formål og praksis.Via empiriske eksempler fra universiteter i Danmark undersøger vi diskursive sammenhænge og brud ml. den studentercentrerede tilgang (her outcome-orientering og Blooms taksonomi) og den nye interesse for studerendes trivsel.Vi viser hvordan de nye ressourcer introducerer en ny normativitet, hvor trivsel forstås i forlængelse af neoliberale idealer om selv-kompetence og positiv psykologi. Disse idealer er i slægtskab med den outcome-orienterede uddannelsestænkning i fx Blooms taksonomi, men med trivselspædagogikken bliver de mål i deres egen ret, hvilket fundamentalt forandrer pædagogikkens formål og praksis. Vi diskuterer udfordringerne for institutioner og undervisere.
| Original language | Danish |
|---|---|
| Publication date | 4 Aug 2024 |
| Publication status | Published - 4 Aug 2024 |
| Event | Universitetet i en brydningstid: Dansk Universitetspædagogisk Netværks Konference 2024 - Danmark, Vejle, Denmark Duration: 23 May 2024 → 24 May 2024 https://www.tilmeld.dk/dunk2024 |
Conference
| Conference | Universitetet i en brydningstid |
|---|---|
| Location | Danmark |
| Country/Territory | Denmark |
| City | Vejle |
| Period | 23/05/2024 → 24/05/2024 |
| Other | Universities and other higher education institutions are facing major challenges and opportunities in a time when the framework for education is being disrupted and changed. Societal trends, political reforms, digitalization and the introduction of generative artificial intelligence raise questions about what needs to be renewed and what needs to be retained in the pedagogical thinking and toolbox of universities and higher education.<br/><br/>For example, how is artificial intelligence incorporated into teaching, and what can and should it mean for the way we teach? What does the increasing diversity among students mean and what didactic approaches can be used to create inclusion and provide equal opportunities for participation? Which values and which tools will shape and influence the universities of the future, and what can and should we do to analyze, create tools and advise university leaders, teachers, university educators, didactic educators and students so that they are strong in relation to a future we already have a foothold in?<br/><br/>In a time of change that calls for new perspectives or a reinvention of pedagogical approaches, we as researchers, educators and educational developers with an interest in university pedagogy will have the opportunity to share knowledge and experiences on how to develop and meet future needs for innovation in teaching and learning. This year's DUN conference is an opportunity to present the latest research and share best practices on how we together can further develop a pedagogy in universities and higher education that addresses the challenges of tomorrow.<br/><br/>Questions and themes can be, for example:<br/><br/> In what ways are we working with the Danish framework for crediting university pedagogical competencies to strengthen teachers' teaching skills?<br/> What expectations are there for teachers' digital didactic competencies when generative AI changes the premises for learning and exams?<br/> How is diversity experienced in teaching, what inclusion/exclusion mechanisms are at play and how is belonging created? |
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