*Subject: English. Course title: Research skills and academic methods. Level: BA, first semester. Course size: 25.*

Part of the methodology course is online where the students search for sources for their essays. It proved hard for students to broaden keywords (if they get too few hits) or to narrow down keywords (if they get too many). During the activity I used to walk about the classroom and make myself available, but I found it hard to make time for all students when they needed my help.

To be able to identify central concepts and ideas in a research question and to use these concepts in a systematic literature search.

As a preparation, the students bring their proposed research question (for an essay for another course – this course is a process course, so we collaborate on the content side with other courses in the semester).

Students sit down opposite each other so that each has a 'date'. They each get 2 min. to read each other's research question and to give feedback. The feedback should result in two search-/keywords and one suggestion of a database in statsbiblioteket.dk, based on the content of the research question. Subsequently one row moves one seat to the right and the exercise is repeated until all students have dated everybody on the opposite row. If 2 minutes seem too short, you may divide the group in two (12 + 12) and let them ’date’ twice, the first round concentrating on one research question, and the second on the other.

In this instance (see the photo/video) the inner row remained seated, while the outer row moved one seat to the right every two minutes. The (extra) student at the end would spend the two minutes going behind the row to jump in at the other end.

After 25 minutes, the students got ½ an hour to search for literature, based on the suggestions raised.

As a course requirement, students make accounts in the databases consulted, to save any sources found (or use refworks). As the teacher I am the time keeper and circulate during the last ½ hour.

In the second half of the seminar we follow up by discussing how to write a 'literature review' based on the sources found.

Homework for next session is to fill in a form with their list of sources. This counts as a part of their Guidelines for beginning your master's thesisportfolio exam.

First and foremost students learn to engage with each other's work-in-progress and to give feedback – to be active peers. The exercise sharpens the students' analytic sense because they have to break down research questions into their components: Specific keywords and concepts, and to reflect on which academic (sub-)discipline the topic is part of, and hence which database to search from (sociological, philosophical, historical?).

The activity inspires their own searches, and I overheard them during break continue discussions on how to approach topics. When they hit the wall in their own literature searches, they would have new suggestions and combinations to draw from.

Speed dating may seem a little 'gimmicky', but due to the time constraint the students plunged right into the collaboration – there was no time to hesitate and wait for others to take charge. I am confident that academic speed dating will prove useful in many contexts, if you delimit the task for something immediately useful. Last but not least, the students found it fun and rewarding! (as emphasised in many evaluations).

- 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)