*Subject: Linguistics. Course: The project DanTIN (Danish talk-in-interaction) has both been part of a MA-course and has worked as an open, voluntary research group for students and researchers. Study level: BA and MA. Group size: 8-10 students have been involved with a little replacement along the way. *

I had hypotheses from my own research on grammar in conversation that I did not have time to investigate. I invited students to contribute and together the group developed the idea of a home page motivated by need to communicate to others than peers.

The MA-course is a research workshop. Here the students learn how to conduct and convey research.

The goal has been to describe Danish talk-in-interaction for peers and convey this through an online grammar of conversation.

I began with a presentation for students and staff at the Linguistics department where I introduced the project and 10 hypotheses that I needed help to investigate. Students could volunteer to join and we formed the DanTIN-group consisting of approximately 10 students and me. We arranged meetings where different students took care of my different hypotheses.

From this work came descriptions and presentations which we discussed in the group, made into student papers, presented at peer-conferences and published as articles in journals (also peer reviewed journals).

In connection with an invitation to present at a conference we decided in the group that we needed to collect the scattered descriptions that we had made up to that point. We decided to launch a webpage with a unified description of the grammar of spoken Danish. See samtalegrammatik.dk (only in Danish).

In the spring of 2013 I taught a research workshop (a module in the MA-programme in Linguistics) where the DanTIN-members (both BA and MA-students) participated and we all participated in the aforementioned conference. We formulated the groundwork for the website and in the fall of 2013 we wrote a unifying article and produced the website. It was launched at a major event in October 2013 and we have since worked with developing the website and starting new research projects.

My goal was to get research done that I did not have the possibility of doing myself. The result has exceeded all my expectations. I see the contours of a unified description of the grammar of spoken Danish, which is something I did not think possible.

The students have come up with ideas that I couldn’t have and their drive has been very important in getting the website running.

I did not have a particular learning goal in mind when we started, but I can tell that the students have developed their competences much more than through regular teaching, they have created a working community, and gotten experience and publications for their CV.

It is important that you as the researcher is engaged in the project and that you can see a role for the students where they can participate in full. The collaboration works as a community of practice where people learn from each other, and we enter into roles defined by experience and commitment but which are developing all the time.

In the periods where I have been busy elsewhere the work has been a little stagnant, while the periods where I have engaged in the work have been inspiring to several in the group.

We have received support from the Department of Aesthetics and Communication so that students could participate in conferences etc. This has been an important factor.

We have also had a good collaboration with AU Communication who has made the platform for the website available, taught us how to use and maintain it and helped us when we have had problems.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment