*Subject: Linguistics. Course: Topic of own choice, Computer-mediated Communication. Study level: BA 4th semester. Course size: 2-30.*

The MA-students at the linguistics department have a great interest in Computer-mediated Communication. They established and taught this as a workshop for BA-students in the course "Topic of own choice".

The workshop serves to make BA-students use the academic tools at hand to investigate relevant and interesting topics related to the internet and technology in a linguistic framework.

The students acquire general knowledge on the subject of computer-mediated communication, but more importantly, the students learn to investigate a topic on their own, find litterature, delineate the topic focus and choose which methods to apply.

The workshop sets up a framework for the course "Topic of own choice" so that the BA-students instead of pure selfstudy experience to work with individual projects and at the same time use their fellow students for dicussions and feedback. They furthermore learn to contribute actively to the teaching since this is a workshop and not traditional lecturing.

The MA-students who teach the course get teaching experience from planning and conducting the workshop as well as giving feedback on the BA-students' projects. The MA-students take advantage of the potential in their academic fields of interest by applying it to a teaching situation.

If you as a lecturer encounter MA-students with special academic fields of interest, you can invite them to give a presentation in connection with your own courses. If the MA-students have an interest in teaching you can help them find a place in the study program for their courses and get the administrative side of things started. As a lecturer you can serve as the academic contact person and ensure the quality of the course or workshop.

The workshop is organized as a project-oriented course where the BA-students work on individual projects while getting their fellow students' input through datasessions, feedback groups and speeddating. The teaching is a collaboration between the MA-students who run the course and the BA-students who are following the course.

The students have served as sparring partners on each others' projects from the beginning of the course and it makes sense to make the exam a common project as well.

The workshop ends with a collective exam. The students present their individual projects as a 30-min. oral presentation followed by questions.

All students are present at the examination and act as audience for each others' presentations. The students ask questions on an equal basis with the lecturers. All students are assigned two-three projects for which they have to prepare questions. This is to ensure that questions are asked to all presentations alike. The students have made smaller presentations and datasessions throughout the course so all are familiar with the topics of others.

The BA-students carry out a project and find their own topic, data, method and theory. They learn to work independently and to use each other for sparring. This prepares them for writing their bachelor's thesis in the following semester. The feedback they get from the MA-students who are further along in the study program help raise the academic level.

The participating MA-students take ownership of their education. They work independently with the planning and establishment of the course and get teaching experience. They also have the possibility of bringing their own data and projects to the workshop and get feedback.

The BA-students have been very positive toward the overall experience of the exam and have made wishes for more collective exams in the study programme. According to the students the connection between teaching and exam is strenghtened through the collective exam.

- 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