*Subject: Media Studies. Course: Marketing in movies and television. Study level: MA, 1. semester.*

I want to utilize the good papers that the students handed in for the same course last year. The students’ papers often uncover new areas of the field which is very relevant for the next group. I therefore pick guest lecturers among the students from the year before.

The current students get a presentation of an analysis and a look into how an exam paper can be structured. At the same time they get an insight into older students’ ways of working and their considerations about their paper.

I invite the students that wrote the best papers of the course last year to present their cases for the current group. This way the older students become guest lecturers for the current students.

I invite five or six older student to make a presentation each of about 25 minutes for the current group. After the presentation there is time for questions and discussion. The execution is quite straightforward since the students know the format from other guest lecturers and need no further explanation.

It relieves me of a great work load that the guest lecturers have such exemplary analyses and good cases within the framework of the course which means that I can concentrate on other matters.

The students find it inspiring to hear what older students chose to write the exam about and the presentations give good ideas for their own exam topics.

It is also an opportunity for the older students who get to be the guest lectures. They rise to the occasion. The presentations are well prepared, precise and good – and it is fun for them too. Normally an exam paper is just handed in and that’s the end of it but here they get the chance of presenting what they have been working with.

- THEME: Lectures
- THEME: Teaching and digital media
- THEME: Exam
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Entrepreneurship
- THEME: Supervision
- Tool: Exam: Assessment form
- Tool: Exam: Memory game for revision
- Tool: Idea Generation: Brainwalk
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic quiz
- Example of practice: Academic weekend
- Example of practice: Analysis introduction
- Example of practice: Asking questions
- Example of practice: Balancing your expectations
- Example of practice: Brainwalk
- Example: Bridging cultural periods
- Example of practice: Capital of Culture on the curriculum
- Example of practice: Classroom Fieldwork
- Example of practice: Classroom activity with Prezi
- Example of practice: Collective supervision
- Example of practice: Conceptual speed dating
- Example of practice: Discussion practice
- Example of practice: Domino learning game
- Example of practice: Exercise in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: Facilitating study groups
- Example of practice: FAQs for student teachers
- Example of practice: Feedback on web communication
- Example of practice: Feedback on written exercises
- Example of practice: Field work in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Good advice from former student teachers
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Ideas for master's thesis
- Example of practice: Image Documentation and Frottage
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermenutic shock
- Example of practice: Language issues
- 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: Matching thesis writers with supervisors
- Example of practice: Material exercise
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Museum visit and learning strategies
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Online portfolio exam
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford debate
- Example of practice: Participatory academic communities
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Permanent cross-disciplinary working groups
- Example of practice: Portfolio of tasks for Research Skills and Academic Methods
- Example of practice: Poster session
- Example of practice: Presence on the learning platform
- Example of practice: Presentation with response
- Example of practice: Project management of exams
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Reading and writing workshop for first-year students
- Example of practice: Relevant digressions
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round table
- Example of practice: Search exercise
- Example of practice: Semester reflections
- Example of practice: Scheduled group assignments
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars
- 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: Student teachers in language courses
- Example of practice: Study group and feedback guidelines
- Example of practice: Supervision on combination exams
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: Submission with audio or video file
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt
- Example of practice: Warm-up and cool-down exercises
- Example of practice: Written exercise with peer assessment
- Example of practice: Working with student teachers
- Example of practice: Workshop with student teachers
- Example of practice: Video journals
- Courses: Takeaway Teaching
- Courses: Thesis preparation (Takeaway Teaching)